One of the fundamental principles of the Federal State Educational Standard of preschool education is the formation of cognitive interests and cognitive actions of the child in various types activities.
It is through cognition that children develop in preschool age. “Cognition is a category that describes the process of obtaining any knowledge by repeating ideal plans of activity and communication, creating sign-symbolic systems that mediate a person’s interaction with the world and other people.”
The development of the cognitive function of speech is closely connected with the mental education of the child, with the development of his mental activity. In order to convey information, new knowledge and information, the word must first reveal the image of each object, its properties, qualities. Verbal thinking is carried out on the basis of verbal meanings, concepts and logical operations. The formation of the subject attribution of a word-name occurs simultaneously with the formation of the meanings of words and systems of meanings. L.S. Vygotsky called this connection “the unity of thinking and speech.” The concept arises in the process of intellectual operation.
It is known that preschoolers with general underdevelopment speech affects all aspects of speech, as well as higher mental functions: memory, attention, thinking. This is confirmed by data from a speech therapy examination of children in the senior group of a municipal budget preschool educational institution “ Kindergarten No. 11 “Fairy Tale”, Balakovo Children have reduced verbal memory and low memorization productivity. They forget the sequence of tasks, complex instructions, and lag behind in the development of verbal and logical thinking. Difficult for children to pick up the right words, construct the phrase correctly. Correctly understanding the logical relationship of events, the child limits himself to only listing them. In active speech, children most often use simple sentences or individual words. The inability to express cause-and-effect relationships in words leads to the fact that they cannot compose a logical story or answer the question fully and comprehensively. There is a lack of clarity and consistency of presentation. Most often, children limit themselves to listing objects or their individual parts. As an example, we give a story compiled by a 5-year-old child: “Car. Steering wheel. Twist. Wheels. We need to go."
Difficulties in children mastering conceptual thinking, and accordingly, learning new words, slow down the process of developing coherent speech. Therefore, the question arose of finding new forms of work to develop this function in older preschoolers with general speech underdevelopment. We use cognitive research activities as an activating tool, since speech development and cognition are closely related, and cognitive development child, the development of his conceptual thinking is impossible without the assimilation of new words that express the concepts acquired by the child, the new knowledge and ideas that he consolidates.
The goal of cognitive and research activities of preschoolers: development of cognitive interests, needs and abilities of independent search activity on the basis of enriched and formed emotional and sensory experience. Chinese proverb“Tell me and I’ll forget, show me and I’ll remember, let me do it and I’ll understand” reflects the objectives:
To develop the ability to see the diversity of the world in a system of relationships;
Develop observation skills, the ability to compare, analyze, generalize, develop cognitive interest in the process of research activities, establish cause-and-effect relationships, and the ability to draw conclusions;
Develop speech.
Correctional educational work is based on the integration of ways of knowing, which makes it possible to develop cognitive, emotional and practical sphere child's personality.
Lexical construction principle directly educational activities plays an important role in cognition. We actively use such forms of work as themed days and weeks, thematic classes (“The miracle of a button”, “Our flowering plants”, “Peaceful professions are needed in the Army”).
Depending on the specific educational situation, we also use classes with simple experiments: “Where did the wind come from?” (combined with the development of correct speech breathing), “Droplet’s Journey”, etc. They deepen children’s understanding of objects, phenomena, events, enrich them vocabulary, teach to reason, draw conclusions, act independently, interact with a partner, group, negotiate, listen and hear, express a common opinion. Example: thematic lesson“It’s time for business, an hour for fun” forms children’s ideas about such an abstract concept as time, in particular about the minute. Children experimentally check how long time lasts and determine the nature of its flow - long or fast. To do this, they are consistently offered games: 1) “Let's keep quiet.” While the sand is pouring in the hourglass, the speech therapist suggests just sitting and being silent.
2) Game “Who is faster?” (practical introduction to one minute)
(Each child has beads and laces.)
Speech therapist: At the signal, you need to string as many beads as possible onto the cord. The game will end as soon as the sand spills down. (Children string beads onto laces, then count the beads). As a result, the children came to the conclusion that the same period of time can last differently depending on the type of activity.
The children subsequently expressed their ideas about time in a short collective story, “The day is boring until the evening, if there is nothing to do.” Here's the content: One day Petya and Vanya went fishing. Petya threw a fishing rod into the river and waited, and Vanya decided to catch butterflies. Soon Vanya got bored of chasing butterflies alone and began calling Petya. But Petya has no time - he fishes. Vanya didn’t catch the butterfly, but Petya had a bucket full of fish.
To activate and develop coherent speech, we use transformation games: “Living - inanimate”, “Wonderful bag”, “Yes - no”, “Guess the object”, “What comes first, what comes next”, “What is extra”, etc.
Transformational processes underlie actions that we perform without even thinking. By pressing the switch, we will turn darkness into light, by washing our hands with soap, from dirty ones we will make them clean, etc. By observing such processes and mastering the corresponding actions, the child learns to make transformations in a variety of situations. However, the development of transformation abilities in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different states of aggregation The same substance may appear to him as completely different objects.
The most complex type of speech is reasoning, because it is closely related to dialogic communication and argumentation, i.e. the child must know what he is talking about. This is facilitated by tasks like:
- “Finish the sentence” (Petya didn’t go for a walk because...) Then the children come up with: because it’s cold outside, because he’s sick, etc.
- “Provocative question”: - Why does it snow and not rain in winter? How are butterflies different from birds?
A child, expressing his thoughts, proving the correctness or incorrectness of his assumption (based on experience, from past experience), learns to reason and generalize the general opinion.
The most interesting thing is learning concepts that can be tested, touched, and measured. For example, my children and I experimentally test the smoothness or roughness of the leaves of indoor plants and learn to define them. “Geranium has a velvety leaf, and cyclamen has a smooth one,” “the skin is smooth, and the fur is fluffy,” etc.
During small experiments, children have the opportunity to speak out proactively and share their experiences. We researched the temperature of the water and the children came up with a variety of definitions for it: lukewarm, lukewarm, cool, pleasant, refreshing, cold, runny, shiny. The activity of the teacher is to provide the opportunity to explore and choose a method of action.
In conclusion, we want to say that the world of physical phenomena surrounding the child provides enormous opportunities for the systematic development of transformation abilities as a component of general mental abilities. Speech development and research activities are closely related. In the process of experimentation, preschoolers learn to set a goal, solve problems and test them empirically, draw conclusions and simple conclusions. They experience joy, surprise and even delight from their small and large “discoveries”, which give children a feeling of satisfaction from the work done.
The effectiveness of our work in in this direction is confirmed by the data of the final study of coherent speech. Assessing the implementation of the proposed “Sequential Pictures” technique, we noted that children’s performance in the lexical and grammatical formulation of statements with adequate use of lexical means improved. To a lesser extent, stereotypical grammatical design and violation of word order are observed. Grammatical structures used by children in the form of complex, common sentences.
Thus, the use of cognitive-research activities as a means of correcting coherent speech can significantly improve the quality of speech in children with speech disorders.
References:
1. Vygotsky L.S. “Thinking and Speech” Ed. 5, rev. - Publishing house "Labyrinth", M., 1999. - 352 p.
2. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschool children. For working with children 4-7 years old. M.: Mosaic-Synthesis. 2012-78s.
3. Kasavin I.T. New philosophical encyclopedia: in 4 volumes. M: Thought. Edited by V.S. Stepin. 2001
4. Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. - M.: Publishing house. "Bibliophile". 2007 - 152 p.
5. Troshin O.V., Zhulina E.V. Logopsychology: Textbook.-M.: TC Sfera. 2005-256s.
Municipal budget preschool educational institution combined kindergarten No. 37 municipality Timashevsky district Author of the experience: Namm Inna Viktorovna, teacher-speech therapist MBDOU d/s No. 37
A modern child needs not so much to know a lot, but to think consistently and convincingly, and to show mental effort. That is why, as a component of school readiness, researchers identify intellectual readiness, which includes a fairly high level of development of cognitive activity and mental operations. It is no coincidence that “Concepts of the content of continuing education (preschool and primary level)» great attention addresses the development of children's thinking, encouraging the child's cognitive initiative, children's questions, reasoning, independent conclusions, and respectful relationships with them.
The relevance of the problem lies in the importance of timely development of research activities of older children preschool age. The development of speech is one of the main components; without speech it is impossible to build it, analyze it and discuss how reliable it is, and at the same time the research process itself helps the development of evidence-based, reasoning and generalizing speech. This problem is especially significant for children with FFN.
The practical work of a speech therapist teacher made it possible to see gaps in educational work with children who have certain deviations in speech development. Based on the results of monitoring the development of speech and mental processes, we (by me and the group teacher) A system for speech development in the process of cognitive research activities of older preschoolers was developed, which will allow qualitative and quantitative improvement of results.
By combining our efforts as a speech therapist and group educator, we were able to achieve significant results.
Curiosity, the desire to experiment, to independently find solutions to problems are the most important features of children's behavior that we were able to form in the process of in-depth work on the above-mentioned problem.
The problem we solve:
To help speech-language pathology children realize their cognitive activity, including children in meaningful activities, during which they themselves could discover more and more new properties of objects and be able to talk about it.
We have organized the creation of conditions for the development of speech in the process of search and research activities into blocks:
Teaching action research.
The purpose of the first block: teaching skills in conducting educational research, creating a culture of thinking and developing skills in research behavior.
Formation of a holistic perception of the environment, category concepts.
The purpose of the second block: expanding ideas about the world around us, forming categorical concepts. First of all, this work is built on the basis of expanding and deepening ideas about words, which combine in their content degrees of generalization of objects, phenomena, actions, etc.
The development of speech is carried out together with thinking, since these cognitive processes are the most important in search and research activities.
At the first stage, we highlighted the problem and outlined a method for solving it. The decision itself, the search for it, is carried out by children independently.
At the second stage, we only posed a problem to the children, but the child looked for a method to solve it on his own (group search is possible here).
At the third stage, the formulation of the problem, as well as the search for a method and the development of the solution itself, is carried out by children independently.
Different objects of knowledge imply different attitudes towards them and various ways their research. The following objects are highlighted:
Living objects, nature:
- distinction between living and nonliving;
- caring and respectful attitude towards living things;
- willingness to care about someone or something;
- understanding of the rules of safe behavior.
Inanimate objects, items:
- tools, tools - adults show the child how to use them;
- technical means, including means of transportation - familiarization with their structure, rules of operation and use;
- toys - the child uses at his own discretion;
- materials (constructors, isomaterials, etc.)- the child explores and uses independently, an adult can show some of their properties and capabilities;
- aesthetic objects - examining objects, treating them with care.
Methods and methods of action (technologies).
People's relationships, feelings. (They are of greatest interest to children in older preschool age.)
Impressions, perception: color, sounds, texture of material, taste, smell.
This work assumes the following structure of research action:
- the child identifies and poses a problem that needs to be resolved;
- puts forward a hypothesis, i.e. suggests possible solutions;
- tests these possible solutions against the data;
- draws conclusions in accordance with the results of the inspection;
- applies conclusions to new data;
- makes generalizations.
The main form of work is didactic games, developed on topics proposed by the Education and Training Program edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
Expected result of the work: dynamic speech acquisition by children.
I block "Teaching Action Research"
A problem is any theoretical or practical situation in which there is no solution appropriate to the circumstances and which therefore forces one to stop and think. A problem is a difficulty, an uncertainty. To eliminate it, action is required, first of all, research into everything related to this problem situation.
Finding problems is not easy.
From the point of view of developing research skills, a very important question is whether the child, when starting his own research, should be required to clearly formulate the problem, i.e. determined what he would research, and then began to act. Formally speaking, this is necessary. But besides formal reasoning, there is also a reality that should not be forgotten.
The statement that the formulation of a problem must necessarily precede research is only partially true. Formally this is true, but the real creative process is always a step into the unknown. Therefore, the formulation of the problem itself often arises only when the problem has already been solved. No matter how seditious it may sound, a real researcher, when starting a search, does not always clearly understand why he is doing this, and certainly does not know what he will find in the end. When carrying out this part of the research work with the child, we tried to be flexible; we should not demand a clear understanding and formulation of the problem. Its general, approximate characteristics are quite sufficient.
We believe that the act of creativity will be significantly impoverished if the researcher pursues a predetermined goal. The product of creativity is largely unpredictable; it cannot simply be derived from initial conditions. Often the child does not know what he wants to say before he says something. Typically in research, goal awareness occurs in parallel with its achievement, as the problem is solved. Creativity is the creation of something new, transformation, transformation of what existed in the beginning. By forming, discovering, clarifying, and integrating newly opening possibilities, the child simultaneously concretizes and modifies the problem that initially confronted him.
Therefore, we did not require a clear verbal formulation of the research problem from the child.
When performing this type of task, we tried to refrain from criticism and, without stinting on praise, noted the most interesting, original versions. The observation method only looks simple on the surface, but in practice it is not. We taught observation, and this is by no means an easy task.
An effective task for developing the ability to observe was our proposal to consider some interesting and at the same time well-known objects for children, for example autumn leaves (trees, apples, etc.).
I or the teacher asked me to pick up the leaves, look carefully, determine the shape, and name the colors. We also talked about where they grow and why they change color and fall off every fall.
The task is used as an exercise to develop observation ability "Observing the Obvious" .
One of the basic skills of a researcher is the ability to put forward hypotheses and make assumptions. This requires originality and flexibility of thinking, productivity, as well as personal qualities like determination and courage. Hypotheses are born as a result of logical (verbal) and intuitive thinking.
A hypothesis is a conjectural, probabilistic knowledge that has not yet been proven logically or confirmed by experience. Initially, a hypothesis is neither true nor false - it is simply undefined. Once it is confirmed, it becomes a theory; if it is refuted, it ceases to exist, turning into a false assumption. For children's research aimed at developing creative abilities, it is important to be able to develop hypotheses according to the principle "more the better" . Even the most fantastic hypotheses and provocative ideas are suitable for us.
Proposing hypotheses, assumptions and unconventional (provocative) ideas are important thinking skills that enable research and, ultimately, progress in any creative activity.
How hypotheses are born. In professional research work it usually happens like this: a scientist thinks, reads, talks with colleagues, conducts preliminary experiments (they are usually called aerobatics), as a result, finds some kind of contradiction or something new, unusual. And most often this "unusual" , "unexpected" is found where everything seems understandable and clear to others. Knowledge begins with surprise at what is ordinary, the ancient Greeks said.
Methods for testing hypotheses are usually divided into two groups: theoretical and empirical. The first involves relying on logic and analysis of other theories within the framework of which this hypothesis was put forward. Empirical methods for testing hypotheses involve observations and experiments.
So, hypotheses arise as possible options solutions to the problem and are tested during the study. The construction of hypotheses is the basis of research, creative thinking. Hypotheses allow us to find new solutions to problems and then - through theoretical analysis, thought or real experiments - evaluate their likelihood.
Thus, hypotheses make it possible to see the problem in a different light, to look at the situation from a different perspective.
The value of assumptions, even the most ridiculous and provocative ones, is that they force us to go beyond everyday ideas, to immerse yourself in the element of mental play, risk, to do something without which movement into the unknown is impossible.
There are also completely different, special, implausible hypotheses - they are usually called provocative ideas. For example, this idea could be: “Birds find their way south because they catch special signals from space” .
Hypotheses, assumptions, and various provocative ideas allow you to set up real and thought experiments. To learn to develop hypotheses, you need to learn to think and ask questions.
The genesis of questions is essential for understanding the process of development of a child’s cognitive interests, because questions are a specific and clear indicator of the presence of such interests.
It has been established that the child is a logopath, just like ordinary child, shows curiosity about a wider range of phenomena than before; questions arise not only in connection with the perception of specific objects and phenomena, as was the case before, but also in connection with the emerging ability to compare previous experiences with new ones, find similarities or differences, and reveal connections and dependencies between objects and phenomena. Questions are determined by the desire for independence in solving problems that have arisen, the desire to penetrate beyond the limits of what is directly perceived, and the ability for more indirect methods of cognition. All this is expressed in increasingly complex questions. About sustainability cognitive interest It also says that the child again and again turns to the object or phenomenon of interest.
We also identified the creation of a friendly, relaxed atmosphere, encouragement not only of those actively participating in the activity, but also of those who do not show their enthusiasm as essential conditions for conducting all games and activities. at the moment the necessary initiative, the absence of any criticism of children. This allows each child to feel confident that his questions will not be laughed at and that he will definitely be able to prove himself, even next time.
The form of the games can be different - frontal or subgroup, but the latter undoubtedly gives the best effect.
One of the main components information culture The following types of human activities can be considered:
- information search;
- perception;
- classification;
- moral assessment (information filtering);
- processing (analysis, synthesis);
- use of information.
Mastery of the native language, speech development, is one of the important acquisitions of a child in preschool childhood, especially a child who is a speech pathologist. Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonemic, lexical, grammatical. With the integrated efforts of a speech therapist and educator, he is able to master the rules of sound design of words, pronounce them clearly and clearly, have a certain vocabulary, agree on words in gender, number, case, and accurately conjugate frequently used verbs. In addition, the child is able to talk about experienced events, retell the content of the text, reveal the content of the picture, and some phenomena of the surrounding reality.
The development of speech as a means of transmitting information and activating thinking can successfully develop children’s cognitive and research activities. Planning, decision, execution and analysis of any activity is impossible without a speech act, and how the child uses this requires the attention of the teacher.
Oksana Proskurina
Elements of experimental research activities in the work of a speech therapist teacher
1.(slide 1) Target work of a speech therapist: beautiful, correct speech all children in our kindergarten, and not just children with speech disorders.
Experimentally– research activity is not the main goal in work as a speech therapist teacher, but acts as a tool.
Let's consider the methods and techniques of organization experimentally– research activities which I use on frontal, subgroup and individual classes:
2. Like a surprise moment on individual lessons I suggest you look through a kaleidoscope. Multi-colored patterns, of course, are very attractive to children. How surprised they are when I show them how a kaleidoscope works. (kaleidoscope demonstration). Place mirrored cardboard folded into a triangle in a Lay's chips jar. Between the two lids of these chips I place various items: beads, sequins, beads. Several such replaceable blocks can be produced. Kaleidoscope is a surprise and educational moment.
3. One of the reasons for sound pronunciation disorders is insufficiently developed auditory attention. Maria Montessori's noise boxes are non-demountable wooden cylinders. The child listens to the sound and selects a cylinder from another noise box with the same sound. The disadvantage is that children always want to know what's inside. Therefore, I suggest the children fill Kinder surprise boxes and plasticine jars "play up" beads, beans, rice, peas, buckwheat.
4.(slide 2) Famous speech therapist Tatyana Aleksandrovna Tkachenko developed a manual“Pictures with a problematic plot for the development of thinking and speech in preschoolers aged 5-7 years.” The guys not only make up interesting stories according to the plot picture, but also together with me they solve this or that problematic situation. For example, a picture "Candy with a surprise".
(slide 3) At one of the stages work while composing a story, we assume that it is tied to the ball, answers children: "big candy, medicine, homework, little doll". Then we take a balloon filled with helium and tie various objects, see if the balloon rises up. The ball could not lift anything except a sheet of paper. The guys decided that there was homework attached to the ball.
4. (slide 4) In the story "Fire" two boys extinguish the fire in the attic with a swing and a bucket of water. We also made a swing from a ruler and a pencil and launched a paper clip. The paper clips flew higher, lower, further, closer, depending on the force, but it was impossible to launch it at the desired target. The children concluded that the boys would not put out the fire; they needed to call the fire brigade.
5. (slide 5) Another manual by this author is called “Logic exercises for speech development”. One of the tasks experimentally– research character:
- “If you put a fur coat on the snow in severe frost. Will the snow melt?
This is the question I ask the guys while studying the topic. "Cloth". At the beginning of the walk, the teacher and the children place a fur cloth on the snow, at the end of the walk they check the result and conclude that the fur coat does not warm, but retains heat.
6. (slide 6) Getting ready for the retelling famous story Lev Nikolaevich Tolstoy "Smart Jackdaw" The guys and I throw pebbles into a transparent container of water. We mark the water level on the walls with a red marker. After each child carefully lowers the pebble, we consider the water level and proceed to the retelling.
7.(slide 7) By developing the duration of exhalation necessary for proper speech breathing, we experimenting with straws and water. We conclude that bubbles depend not only on the force of exhalation, but also on the width of the tube.
7. (slide 8) Research Job carried out both in kindergarten and at home. Project "Indoor plants" long-term. The guys are growing indoor plants in a group and at home. Progress reports work at home they prepare presentations, newspapers, prepare a story and perform in front of all the children in the group. Yasmina, her mother and younger sisters grew a tangerine tree.
9. There are many different projects in our kindergarten, one of them was not planned by the teachers in advance, but this is how it turned out. During the project "My hobbies" One of the pupils brought an experiment with baking powder to kindergarten. (slide 9) The kids liked it so much that they also wanted to bring other experiences and experiments. Pupils at home with their parents chose any interesting and safe experience and carried it out at home. Parents prepare the child to show this experience to all the children in the group. And teachers help both parents and children. Dasha prepared an experiment with milk and dyes, painting with milk. And Gena showed and told that not all liquids mix.
10. (Slide 10). Kira really wanted to perform in front of her friends and came up with the experience herself at home. Mom suggested several experiments, but Kira was persistent. In the group, she proudly poured water into balloon, and asked questions: “Do you think the water will spill out? How much water can fit in a balloon? And others.
So a scientific laboratory was opened in the senior group.
11. (slide 11) Alice surprised both children and adults. I brought hydrophobic sand to kindergarten. The guys could not explain why the sand remains dry in the water. The experiment was done many times, and each time the dry sand from the water was surprising.
12. (slide12) Polina showed experiment with regular crayons, which turned out to be not only interesting, but also useful. Dry crayons do not draw well on paper, but if you keep them in sweet water, they draw brightly and beautifully. If a child has General speech underdevelopment, then in individual lessons we first discuss and practice comments on the various stages of the experience.
13. These the experiments are so interesting, fascinating. They motivate children to speak. After this experiment, the boy with motor alalia talks about it. (slide 13
14. These are some examples of use elements of experimental research activities in the teacher’s joint work– speech therapist and teachers of combined groups.
3.3 Analysis of the results of experimental speech therapy work (control experiment)
At the stage of the control experiment, which was carried out in April 2009 on the basis of the Children's Preschool No. 133, the results of experimental speech therapy work on the development of word-formation skills in children of senior preschool age with erased dysarthria were analyzed.
To conduct the survey, we used the technique of E.F. Arkhipova (1) (Appendix 2), which we used at the stage of the ascertaining experiment.
Individual, overall and group average values were analyzed. The performance of tasks by children in the experimental group is presented in Table No. 3.
Qualitative and quantitative analysis of task completion is presented as follows.
From the data presented it is clear that almost all children scored the same points. The highest total score for two children (20%) is (Andrey I., Ksyusha T.). They scored 23 points. The children coped well with the task of word formation of qualitative, relative and diminutive adjectives and nouns, and with the task of word formation of baby animals, where they showed a level above average (3 points). However, Andrey I. completed the task on word formation of possessive adjectives at a level below average, which corresponds to 1 point. He made mistakes in words such as (a slide of ice - an ice slide; the sun - a pine day; this one is washing - this one has already washed - instead of already erased, etc.).
Only one child (10%) received 22 points for completing tasks - (Sasha D.). He showed a high result when completing the task of word formation of diminutive nouns (4 points).
Katya K. - (10%) scored 19 points during the survey, but she had difficulties completing tasks on differentiating verbs formed in a prefixal way (mom sewed a button - mom embroidered a button), on word formation of professions feminine and differentiation of Sov verbs. and Nesov. type (this one is taking off, and this one is already “taking off”; this one is eating, and this one is still eating). This is probably due to insufficient development of vocabulary.
During the survey, 20% of children (Masha K. and Olya P.) scored the same total scores(18 points). In many ways, their answers coincide, but there are also significant differences. Olya P. and Masha K. with tasks for differentiating owl verbs. and Nesov. type, word formation of feminine professions and differentiation of verbs formed in a prefixed way were performed at a below-average level (cuts hair - shenanigans; plays football - ball). They received a score of 3 points for completing the task of forming diminutive nouns.
20% of children (Kostya P. and Olya P.) scored 16 points. The highest score (3 points) for Kostya P. is observed when completing the task of forming relative adjectives. However, he showed a below average level (1 point) when completing a task on word formation of qualitative, possessive, diminutive adjectives, word formation of feminine professions and differentiation of owl verbs. and Nesov. kind. Therefore, further correctional and speech therapy work must be carried out with him.
20% of children (Vanya M. and Sveta L.) scored the same total scores - 17 points. Vanya M. has an above-average level (3 points) when completing tasks on the formation of possessive adjectives and the formation of diminutive nouns. Sveta L. scored 1 point in all indicators: with the exception of tasks on the word formation of diminutive nouns, the formation of names of baby animals and the word formation of feminine professions. For completing them, Sveta L. received 3 points.
The lowest rate of development of word-formation skills is still recorded in one child (10%) - (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers correspond to a level below average. During his work, Nikita S. exhibited behavioral characteristics. He laughed, jumped out of his chair and ran.
The group average is 11.1.
Individual results by level are presented in Figures No. 11-No. 20.
Analysis of individual graphs shows that a high level of completion (100% - 75%) is observed when completing task No. 1 for one child (10%).
The level above average (75% - 50%) can be seen when completing task No. 1 - 7 people (70%); task No. 2 - 1 person (10%); task No. 3 – 2 people (20%); task No. 4 – 2 people (20%); task No. 5 – 4 people (40%); task No. 6 – 4 people (40%); task No. 8 – 1 person (10%); tasks No. 7, 9, 10 were completed at average and below average levels.
At the average level (50% - 25%) task No. 1 was completed by 2 people (20%); task No. 2 – 4 people (40%); task No. 3 – 3 people (30%); task No. 4 – 2 people (20%); task No. 5 – 2 people (20%); task No. 6 – 6 people (60%); task No. 7 – 1 person (10%); task No. 8 – 2 people (20%); task No. 9 – 7 people (70%); task No. 10 – 5 people (50%).
At a level below average (25% - 10%), task No. 2 was completed by 5 people (50%); task No. 3 – 5 people (50%); task No. 4 – 6 people (60%); task No. 5 – 4 people (40%); task No. 7 – 9 people (90%); task No. 8 – 7 people (70%); task No. 9 – 3 people (30%); task No. 10 – 5 people (50%); tasks No. 1, 6 were completed at average and above average levels.
At a low level (up to 10%), not a single task was completed.
Thus, it was observed positive dynamics formation and development of word-formation skills.
· On high level one task completed (No. 1);
· Completed 7 tasks at an above-average level (No. 1,2,3,4,5,6,8);
· Completed all 10 tasks at the intermediate level;
· Completed 8 tasks at a below-average level (No. 2,3,4,5,7,8,9,10);
· Not a single low-level task was completed.
Children had the greatest difficulties when performing tasks on word formation by definitional type, differentiation of verbs formed in a prefixal way and differentiation of verbs of the perfect and imperfect type. We believe this is due to the fact that children with erased dysarthria have a very limited vocabulary, in some cases the adequate choice of language material is impaired, the search for nominative units is imperfect, and words are often replaced by similar ones in situation and purpose.
The children found it easiest to complete the task of word formation of diminutive nouns and adjectives and the formation of names of baby animals. It should be assumed that this is due to the fact that in the speech practice of children this material is often encountered. When playing with each other in a group, children use diminutive nouns in relation to animals (elephant-elephant, dog-dog), to inanimate objects (table-table, chair-chair), and in relation to another person (good - pretty, handsome - handsome).
Thus, after carrying out correctional speech therapy work aimed at developing word-formation skills, we can conclude that the correctional speech therapy work at the stage of the formative experiment was successful. The goal of the study was achieved, and its hypothesis was confirmed.
Conclusion
A common speech disorder among preschool children is erased dysarthria, which tends to increase significantly. It is often combined with other speech disorders (stuttering, general speech underdevelopment, etc.). This is a speech pathology, manifested in disorders of the phonetic and prosodic components of the speech functional system, and arising as a result of unexpressed microorganic damage to the brain (6).
Severe disturbances in sound pronunciation with erased dysarthria are difficult to correct and negatively affect the formation of phonemic and lexico-grammatical aspects of speech, complicating the process schooling children. Timely correction of speech development disorders is a necessary condition psychological readiness children to study at school, creates the prerequisites for the earliest social adaptation of preschoolers with speech disorders (7). This is extremely important, since the choice of adequate directions of correctional and speech therapy for a child with erased dysarthria and the effectiveness of this influence depend on the correct diagnosis.
The problems of erased dysarthria were studied by such authors as G.G Gutsman, O.V. Pravdina (60), L.V. Melekhova (50), O.A. Tokareva (72), I.I. Panchenko, R.I. Martynova (48), L.V. Lopatina (45), A.V. Serebryakova (64), M.V. Ippolitova, E.M. Mastyukova, E.F. Arkhipova (1), M.B. Eidinova.
Analysis theoretical sources shows that erased dysarthria is a speech disorder characterized by the combinatorial nature of multiple disturbances in the process of motor implementation of speech activity. The main symptom of a speech defect in erased dysarthria is phonetic disturbances, which are often accompanied by underdevelopment of the lexico-grammatical structure of speech. Violations of the phonetic side of speech are difficult to correct and negatively affect the formation of phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note a lack of word-formation skills in these children, which complicates the process of school learning for children. Timely correction of violations and further development word-formation skills are a necessary condition for children’s readiness to master the school curriculum in various subjects.
We conducted an experimental study of the state of word-formation skills in preschool children with erased dysarthria. Two groups of preschool children with erased dysarthria at the kindergarten No. 133 took part in the study.
Two groups of children of senior preschool age (6-7 years old) took part in the experimental examination: with erased dysarthria and with normal speech development. To conduct the examination, the technique of E.F. Arkhipova (1), which is intended for preschool children with erased dysarthria, was used. Based on the results of the examination, we came to the conclusion that the tasks were completed mainly at average and below average levels, i.e., word-formation skills in children with erased dysarthria are not sufficiently developed, which requires special correctional and speech therapy assistance.
The purpose of the formative experiment was to test tasks and exercises aimed at developing word-formation skills in children of senior preschool age with erased dysarthria. Based on methodological literature We selected tasks and exercises aimed at developing word-formation skills in children with severe dysarthria. After conducting the formative experiment, we organized a control experiment to evaluate the effectiveness of correctional and speech therapy work on the formation and development of word-formation skills in children of senior preschool age with erased dysarthria. Based on the results of completing tasks for each child, individual, general and group average values were obtained.
Comparing the results of the ascertaining and control experiments, we can conclude that in the experimental group there is a positive dynamics in the formation and development of word-formation skills.
As a result of the formative experiment, the group average for children in the experimental group increased by 25% and began to correspond to level 3. Thus, the formative experiment is successful. The goal of the study was achieved, and its hypothesis was confirmed.
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Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To increase the effectiveness of a speech therapist’s work in teaching word formation to preschool children with erased dysarthria, we have developed methodological recommendations. Incorrect use of lexical and grammatical means of language by a child with mild dysarthria is due to articulatory...
With erased dysarthria 2.1 Purpose and objectives of the study During the study, the following goal was set: to identify the level of formation of the grammatical structure of speech (functions of inflection and word formation) in children of senior preschool age with erased dysarthria and to determine the main directions of the necessary correctional work. To achieve this goal, the study decided...
...); § reproduction of the initial form of the word (horse - horse, cow - cow) Summarizing the above, we can conclude that the development of word formation of animal names in children with mental retardation is at a low level. Formation of nouns with a feminine meaning When completing the task for the formation of nouns with a feminine meaning, we received...
Olga Sonina
Integrated lesson on cognitive and research activities with preparatory children speech therapy group
Subject: "What is air?"
Educational areas: cognitive development, speech development, artistic and aesthetic development.
Educational objectives:
- introduce children with the properties of air and methods of detecting it;
Give basic ideas about the importance of clean air;
Give an idea of air as a gaseous substance.
Developmental tasks:
Develop a coherent speech:
Develop skills in conducting experiments;
Develop the ability to establish cause-and-effect relationships based on experience,
compare and draw conclusions;
Develop logical thinking,
Develop cognitive interest.
Speech tasks:
Activate the subject dictionary and the dictionary of adjectives (experience, atmosphere, shell, oxygen, solid, liquid body, gas, filter, chest, lungs; transparent, tasteless, colorless)
Educational tasks:
Cultivate skill see amazing things in the world around us;
Foster a caring attitude towards your health and the environment.
Preliminary work: games with windmills,” observing smoke from the boiler room chimneys while walking, creative workshop: creating a plot application (on whatman paper)“Our City”, making silhouettes of trees, rainbow clouds.
Clearly practical material: color illustration of the cartoon characters Fiksikov, diagram, meaning of the atmosphere for our planet,” diagrams-cards of definitions of taste, smell, touch, diagrams of cards of substances - solid, liquid, gaseous, balloon, candle, saucer, basin, glass, with a piece of paper glued to the bottom, by quantity children: pebbles, cups of water, fans, rubber toys, small objects (buttons, beads, plastic bags, tubes, pieces of sponge, glue pencils, napkins.
Motivational and orientation stage.
Today is an unusual day, cartoon characters - the Fixies - came to visit us. They are very inquisitive and want to know about everything in the world. One day, they thought, what is air? What is it and how can it be detected? We decided to ask you. Shall we tell them?
Search stage.
What can you say about air?)
Invite children to exhale long and then hold their breath; inhale and then hold your breath again.
How long could you not breathe?)
Why?) There was not enough air. That's right, we can't breathe without air, but we're not the only people.
Who else needs air?) Animals, fish.
Why fish, they live in water) Air is everywhere, but we don’t notice it, we don’t see it.
Why do you think we don’t see air) It’s transparent.
How else can you say what it is?) Has no color, which means what) Colorless.
Now close your eyes and inhale through your mouth.
What does the air taste like?
Close your eyes again and inhale through your nose.
What does the air smell like?)
We learned about some properties of air. Tell us, and the hint cards will help you with this.)
Air is an amazing shell of the Earth. Our entire planet is shrouded in air, like a transparent blanket. The air protects her. Imagine if the air disappeared, what would happen? Children look at the diagram and give answers.)
The water on Earth immediately boiled, all living things would die from the scorching rays of the sun during the day, and from the cold at night. Without air, the Earth would be a dead desert.
But what is air? Let's do some experiments. And for this, let’s go to the research laboratory that the Fixies have prepared for you.
Practical stage
Take a stone in your hands and squeeze it.
What is it like?) Hard. This means that a stone is a solid body.
Is it possible to take air in your hands and compress it?) So let’s do it conclusion: (I'll start and you will continue) air is) Not a solid body. Children select a diagram.
Let's take a glass of water and look at the water. (pour it from glass to glass) .
What can you say about water, what is it like?) Liquid.
So what is water?) Liquid.
What other liquids do you know?)
So, we have found out that air cannot be compressed, which means it is not a solid body. The air does not flow, does not pour, they do not drink it, which means (continue)) not liquid. Children select a diagram.
Air, guys, is gas. It is invisible, transparent, colorless and odorless. Children select a diagram.
This is our first discovery. Let's continue our research.
1. Take the bag and start twisting it from the open edge.
What happens to the package?) It inflates.
Why does this happen?) The bag fills with air.
Feel what the package has become?) Do you see air?)
Now take the fans and wave them on your face; blow into your palm.
What do you feel?)
This is air movement. Let's do conclusion: Although we do not see air, we feel it.
2. Air is everywhere and takes up space. Let's check it out. You have different objects on the tables, throw them into the water and observe.
What do you see?)
When an object sinks, small bubbles come out of it - this is air. Objects are heavy, they sink, but air is light, it rises.
Take a rubber toy and squeeze it.-
What do you hear?) whistle.
Air comes out of the toy. Now close the hole with your finger and try squeezing the toy again
What's going on?) It doesn't shrink.
What's stopping her?)
Conclusion: the air in the toy prevents it from being compressed.
Let's see what happens when we put a glass in a bowl of water. (there is a piece of paper attached to the bottom of the glass)
What are you observing?) Water does not pour into the glass.
Why doesn't water fill the glass?) There is air in the glass, it doesn't let water in.
Now let's tilt the glass. What happened?) Water poured into the glass.
She gave way to water. Conclusion: Air takes up space.
Physical education, Inflatable toys”
Children are divided into pairs. One child is a toy, the other is a pump. The toy sits sluggishly on the floor, the pump inflates it with the sound of ssss. Then the pump presses the button - the toy deflates with the sound sh-sh-sh and returns to its original position. Children change roles.
3. Guys, let's remember once again why we need air?) for breathing.
We conducted experiments and made sure that we do not see air, we can feel it, it takes up space.
Now let’s check and make sure that we are breathing air.
Let's take a straw and put it in a glass of water, and gently blow into it.
What do you observe) bubbles.
This proves that we exhale air and it comes out in the form of bubbles. Place your hand on your chest and inhale.
What's happening?) The chest rises.
Our lungs fill with air. Now breathe out.
What happened to the chest?) it sank.
The air left our lungs.
What should the air be like for a person to breathe easily?)
What can happen from dirty air?)
What does a person do to keep the indoor air clean?)
Why are plants grown?)
Tell me, what is the difference between the air we breathe in the city and the air we breathe in the forest?) Why?
Trees work like vacuum cleaners. Green leaves of plants absorb dust and dirt from the air. The more plants, the cleaner the air, the more beneficial it is for humans and their health.
Think about it, what causes dirty air in cities?)
Let's see what happens to the air when smoke comes out of their chimneys and a fire burns.
Experience with a candle. A candle is lit and a saucer is held over it. Look how dirty the saucer has become. Soot formed on it.
What needs to be done to save air from pollution?)
4. Now, guys, I want to invite you to a creative workshop. Let's plant a lot of trees in our city and decorate it with rainbow clouds. (children glue trees and clouds prepared during preliminary work) Let our city be clean, and the people living in it healthy and happy.
Reflective-evaluative stage.
I think our guests Fixies and you learned a lot interesting things about air. I have a balloon in my hands. Pass it on to each other and tell them what new things you learned about air and what you liked doing.
Publications on the topic:
"Northern Adventures" Summary of educational and research activities with children of senior preschool age Municipal budgetary preschool educational institution “Kindergarten “Zvezdochka” Abstract of educational and research activities.
Lexical topic: “Preparing wild animals for winter” (with the participation of parents) Correctional and developmental tasks: - clarify and consolidate knowledge.
Summary of educational and research activities with children of the second junior group “A Fun Journey” STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE SAMARA REGION SECONDARY EDUCATIONAL SCHOOL No. 10 OF THE CITY OF SYZRAN CITY.
"Properties of wood and metal." Summary of a lesson on cognitive research activities in a senior speech therapy group Topic: Properties of wood and metal Purpose: to create conditions for clarifying and generalizing children’s ideas about the properties of wood and metal. Tasks:.
Summary of cognitive and research activities in the senior speech therapy group “Drip-drip-drip” Abstract of educational and research activities in the senior speech therapy group “Drip - drip - Drop”. Integration of areas:.
Summary of organized educational and research activities with children of the 7th year of life “Colorful Ice” Progress of activities. The teacher gathers the children near the model of the city, on the streets of which there is a traffic jam. Educator: Guys, what do you think?
Summary of joint research activities with children of the preparatory school group “Invisible Air” Summary of joint research activities with children of the preparatory school group. Topic: “Air is invisible” Purpose: to show.
Short-term project on research activities with children of the preparatory group “Old Cup” Shape; motivation for cognitive activity, primary ideas about objects of the surrounding world, their properties and relationships.
Open integrated lesson with children of the senior speech therapy group “Journey to the land of musical instruments” Open integrated lesson with children of the senior speech therapy group “Travel to the country musical instruments» Purpose: introduction.
Lesson on cognitive and research activities in the preparatory group “Excursion to the Far North” Lesson on educational and research activities in the preparatory group. Excursion to the Far North. Purpose: to create conditions for.
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