Project activity in the correctional work of a speech therapist teacher (From work experience). “The role of project activities in the work of a speech therapist teacher. Types of projects in the work of a speech therapist teacher

(project activities from work experience)

One of the main directions in the work of a speech therapist is the correction of speech disorders in children, as well as their prevention. The goal of speech therapy is to educate children in clear, clear expressive speech, which is the main means of communication. Therefore, the level of a child’s speech development largely determines his readiness or unpreparedness for school. The effectiveness of this work depends on the cooperation and interaction of the speech therapist and the family. The main people in a child's life are his parents and close people. The development of the baby in the first years of life depends on them and the so-called “intimate circle of communication” is established (according to A.N. Leontiev), which has the greatest influence on the formation of all mental processes in preschool childhood. The importance of the family environment became decisive in our project. Our goal was to make parents active participants in correctional work. During the implementation of the project, parents must understand the importance of family education and get involved in correctional work.

PROJECT CHARACTERISTICS

A practice-oriented project: it contains a clearly defined expected result of the activities of the project participants, oriented towards social interests.

An open project - children of different groups, as well as families of pupils, took part in it, since it is precisely such projects that give a high result in the development of a child, expanding the space of his life.

Collective project - children are collectivists at heart, they want to interact with peers and adults.

During the project, solving various correctional and practical problems with the participation of parents, children acquire the skills necessary for the correct pronunciation of sounds in various activities. The positive emotions experienced at the same time - surprise, joy from success, pride from the approval of adults - give rise to confidence in the child's abilities.

When implementing the project, it was necessary to help parents understand what types of speech disorders exist and how they affect the child’s development; explain and show them what the work of a speech therapist in a preschool institution consists of; increase the competence of parents in the field of preschool pedagogy and psychology.

At the preparatory stage, the following types of work were carried out:

A survey, the purpose of which was to study the attitude of parents to the shortcomings of their child’s speech development, the style of communication in the family, the level of parental knowledge in pedagogy and methods of raising the child.

A meeting between a speech therapist and parents, at which parents became familiar with the content of correctional and developmental work in a speech center and with the results of a comprehensive speech therapy examination of children’s speech.

Individual counseling, where family members learned about their child’s speech disorders and the features of correctional work with him.

Concluding an agreement between parents and the preschool educational institution’s logo center, explaining to parents the rights and responsibilities of the logo center and parents.

The practical stage included

The final analytical stage was carried out in May of the academic year, it included the following types of work:

Final examination of children's speech development;

Questioning parents to determine the effectiveness of correctional work;

Rewarding parents who actively participated in the correction of speech deficiencies;

Encouraging pupils whose speech development has noticeably improved.

Work results:

Parents of pupils are consciously involved in correctional work together with the speech therapist teacher. They become full members of the pedagogical influence, indispensable assistants in the process of automating the delivered sounds. The speech therapist teacher and parents begin to work closely together and set uniform requirements for the quality of the child’s speech, which has a beneficial effect on the speech development of the preschooler. The interaction between parents and the speech therapist teacher significantly increases the effectiveness of correction of speech deficiencies.

Description of the presentation by individual slides:

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Slide description:

Project activities in the work of a speech therapist at a preschool educational institution. The project method is the most modern and promising method of working with preschoolers. Teacher-speech therapist Krutilina Zh.N.

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Slide description:

RELEVANCE The project method in kindergarten has become one of the most important components in organizing direct educational activities. Its most important advantage is the independent “acquisition” of knowledge by children. “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand,” says Eastern wisdom. Indeed, only by acting independently, through trial and error, does a child acquire—“appropriate”—knowledge and experience. Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for children with speech disorders. In speech therapy practice, the project method is relevant and effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby preparing him for successful learning at school. The knowledge and skills that a child acquires in the process of practical activity are acquired faster, easier and give better results; Complex and sometimes uninteresting speech therapy exercises become an exciting activity for the child. I was faced with the problem of organizing a system of work using project methods in solving problems of preventing and correcting speech disorders with preschool children. One of the ways to solve this problem was the development of speech therapy projects. The projects are aimed at creating conditions for the full speech development of preschool children.

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Slide description:

Speech therapy projects have various directions in correctional work with a child with speech impairments, leading the child to fully developed speech: the formation of articulatory motor skills, the development of correct speech breathing, phonemic processes, the acquisition of correct sound pronunciation, the development of the lexical-grammatical aspect of speech, coherent utterance. The method of speech therapy projects is presented as a way of organizing the correction process, based on the interaction of a speech therapist teacher, a child, parents and educators.

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Slide description:

The goal of the project activity of a speech therapist in a preschool educational institution is to increase the potential for the full speech development of preschool children.

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Slide description:

Objectives of the project activity: To awaken in the child the desire to actively participate in the process of speech correction. 2. Develop children's speech and creative abilities. 3. Activate the processes of perception, attention, memory. 4. Increase the volume of corrective action. 5. Increase motivation and interest in speech therapy classes, and involve children in the process of active learning. 6. Encourage children to collaborate. 7. Unite the efforts of teachers and parents in joint activities to correct speech disorders, and make wide use of parental potential. 8. Stimulate joint productive activities of children and parents.

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Slide description:

Expected result: 1. The use of the project method in correctional work will contribute to the successful development of children's communicative and creative abilities. 2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development. 3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work.

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Slide description:

Stages and strategy for project implementation Preparatory stage (information and analytical). Objectives: 1. Disclosure of the meaning and content of the upcoming work, development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children. 2. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study. 3. Identifying the problem - diagnosing the current level of speech development of children of senior preschool age (speech therapy examination of children). 4. Determination of the system of speech therapy projects, conditions for their implementation.

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Slide description:

II. The main stage of project implementation (practical): Task: implementation of projects in various forms, methods and techniques of joint adult-child activities

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: Plan for carrying out mini-projects Project name Objectives Contents of the work “Tongue School” Provide advice and recommendations to parents on developing correct sound pronunciation and improving coherent speech in children with OHP. Introduce parents to the features, principles, and stages of a speech therapist’s work. Show, using visual practical material, methods and techniques for the development of articulatory motor skills, the formation of speech breathing, the development of sound analysis and synthesis. Attracting the attention of parents to joint work on the development of phonemic processes in children. Preparation of visual educational information for parents (poster information, memos, booklets) Online communication with parents on the Internet. Workshop for parents “Articulation gymnastics - the basis of correct sound pronunciation” Master class “Methods and techniques for producing sounds.” Workshop “Games for the development of sound analysis and synthesis” Screen of sound pronunciation “School of Tongue”.

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11 slide

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: Name of the project Objectives Contents of the work “My favorite letter” To form an idea of ​​sounds and letters. Introduce letters in an interesting and accessible way. Develop the ability to translate your ideas into an artistic image. Increase children's interest in direct educational activities in literacy. Learn to distinguish and recognize the letters of the alphabet. Cultivate a respectful attitude towards your work and the work of an adult. Design of the stand “Advice from a speech therapist” on the topics “How to introduce a child to letters”, “Fun alphabet”. Weekly update of information on the topic “Games and exercises for consolidating the letters being studied.” Creative competition for making letters from various materials and in various ways.

Slide 13

Slide description:

: Name of the project Objectives Contents of the work “Difficult sounds” Identification of the organs involved in the formation of human speech sounds. Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced. Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects. Increasing the interest of parents and the competence of educators in this area Studying the organs of articulation with the help of toys. Studying a set of articulatory exercises for sound production. Making folders “Speak correctly”

Slide 14

Popova Irina Vladimirovna,
teacher-speech therapist MADOU "Cinderella"
Noyabrsk, Yamal-Nenets Autonomous Okrug, Russia

Speech therapy paths

A practice-oriented project aimed at increasing the potential for full speech development of preschool children.

Tell me - and I will forget, show me - and I will remember,
let me try and I’ll understand.
(Eastern wisdom)

Relevance of the project.
In modern conditions, when the rate of information obsolescence is very high, the reorientation of the educational process from methods that facilitate the assimilation of a large amount of information to methods aimed at developing the ability to think, analyze, independently find and generalize information, and draw conclusions is becoming increasingly important.
Such an approach to the learning process is an educational process when the child becomes the subject of the activity, and active activity forms in him a sense of personal involvement, involvement, and increases interest in acquiring new knowledge.
According to American educators W.H. Kilpatrick, John Dewey, a child should acquire experience and knowledge through “doing”, during the study of a problematic learning environment, making various projects, diagrams, conducting experiments, finding answers to controversial questions. In their opinion, the project involves “energetic, heartfelt activity.”

The method of project activity allows introducing new content into education, developing the mental and cognitive activity of a preschool child, changing motivation, acquiring knowledge through independent search, planning and carrying out consistent systematic work. The child learns to argue his position, pose a problem or task, find solutions, plan, predict, work independently with information, and be a responsible partner, which creates a unique atmosphere of creative exploration and favorable conditions for the optimal development of preschool children.

The project method in kindergarten has become one of the most important components in organizing direct educational activities. Its most important advantage is the independent “acquisition” of knowledge by children. “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand,” says Eastern wisdom. Indeed, only by acting independently, through trial and error, does a child acquire—“appropriate”—knowledge and experience.

Design is an important area of ​​children's cognitive activity, which is not compensated by the development of other forms of activity in preschoolers. Project activities have a number of characteristics that have a positive impact on the development of a preschool child.
First of all, during project activities, children’s knowledge about the world around them expands. This is primarily due to the implementation of research and creative projects.
In addition, children’s general abilities develop – cognitive, communicative and regulatory. Already at preschool age, a child acquires the skill of publicly expressing his thoughts.
During project activities, preschoolers acquire the necessary social skills - they become more attentive to each other, and begin to be guided not so much by their own motives as by established norms.
Project activity also affects the content of children’s play activities - it becomes more diverse, more complexly structured, and preschoolers themselves become interesting to each other.
It is impossible not to say about the influence of project activities on the teacher. Design forces the teacher to constantly be in the space of possibilities, which changes his worldview and does not allow the use of standard, template actions, and requires daily creative, personal growth.
During the project activities, parent-child relationships also develop. The child turns out to be interesting to parents because he puts forward various ideas, discovering new things in already familiar situations. The life of the child and parents is filled with rich content. Children's potential for full development, including speech, increases.

But it’s worth thinking about, is it possible for a speech therapist teacher to use the project method in his work with children with special educational needs? Is it worth starting such complex work with those who have problems in speech development? My own experience allows me to answer unequivocally - yes! On the contrary, such children, perhaps even more than others, need to use the project method, since it allows them to increase interest, motivation, and cognitive activity, which, as a rule, are reduced in children with speech disorders. Having understood the subject in detail, it is easier for such children to understand, “accept” new information, and master a new skill.

The only difference is that the speech therapist must study in advance the capabilities of children with speech problems, determine for himself the main goals, directions in work, distribute responsibilities in working on the project, carefully monitor all the children’s actions, but on the other hand, give them the opportunity to independently assess their activities, use self-control techniques.

Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for children with speech disorders.

Experience and modern research show that the pedagogical process can only increase the capabilities and quality of development of a child with speech underdevelopment to the extent that the teacher knows how to competently manage it. Success is determined by the methods and techniques of a student’s education.
The use, along with traditional ones, of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers with speech impairments, and the project method has become one of the most effective today.

This method is relevant and effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby preparing him for successful learning at school. The knowledge and skills that a child acquires in the process of practical activity are acquired faster, easier and give better results; Complex and sometimes uninteresting speech therapy exercises become an exciting activity for the child.

“In productive activities, the development of perception and awareness of speech by children occurs much faster, since speech acquires a truly practical orientation and is of great importance for the performance of a particular activity,” writes S.A. Mironova about the importance of practical experience for preschoolers with speech disorders.

By solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment motivatedly enrich and activate their vocabulary, learn to speak publicly, and communicate adequately with others.

Of course, the project method cannot be considered in speech therapy as independent; it becomes part of generally accepted time-tested technologies, and brings into them the spirit of modernity, new ways of interaction between the speech therapist and the child, new incentives, serves to create a favorable emotional background, promotes the inclusion of intact and activation of impaired mental functions.

Many years of experience in speech therapy work have made it possible to identify some difficulties and contradictions that may arise in the process of implementing this issue.
Firstly, there is a steady trend towards an increase in the number of children with speech disorders. Solving speech correction problems is a hot topic in preschool age.

Secondly, the information density of the preschool stage of children’s education and preparing them for school requires the speech therapist to solve complex problems of finding effective forms and methods of work. To increase children's interest in speech therapy classes, we need a variety of creative tasks and new approaches to correctional work.

Thirdly, the child’s weak motivation for cognitive activity, the lack of full speech activity on the one hand, and the low level of interest and competence of parents in matters of children’s speech development.

Fourthly, the degree of development of the problem. In modern literature, more and more articles and publications are appearing that in one way or another touch on the topic of using the project method in working with preschoolers. But the area of ​​application of this method in speech therapy practice remains poorly developed.

I was faced with the problem of organizing a system of work using project methods in solving problems of preventing and correcting speech disorders with preschool children.
One of the ways to solve this problem was the development of the Speech Therapy Paths project. The project is aimed at creating conditions for the full speech development of preschool children.

Speech therapy paths are various directions in correctional work with a child with speech impairments, “paths” leading the child to fully developed speech: the formation of articulatory motor skills, the development of correct speech breathing, phonemic processes, the acquisition of correct sound pronunciation, the development of the lexical and grammatical aspects of speech, coherent statement. And each such path the child must “pass” consciously, understanding and accepting, maximizing the knowledge and experience of this activity, and, as expected, one of the most effective methods in solving this problem is the project method in speech therapy practice. This method of speech therapy projects is presented as a way of organizing the correction process, based on the interaction of the speech therapist teacher, child, parents and educators.

The project is intended for children 5 – 7 years old

Project participants: children with speech disorders, speech therapist, educators, parents.

Goal: increasing the potential for full speech development of preschool children.

The hypothesis of the project was the assumption that the use of the project method in speech therapy work with preschool children will allow pupils to quickly, easily and more firmly “appropriate” the knowledge and skills that the child acquires in the process of practical activities, will increase the child’s motivation and the interest of parents in their speech development children.

Project objectives
1. Awaken in the child the desire to actively participate in the process of speech correction.
2. Develop children's speech and creative abilities.
3. Activate the processes of perception, attention, memory.
4. Increase the volume of corrective action,
5. Increase motivation and interest in speech therapy classes, and involve children in the process of active learning.
6. Encourage children to collaborate.
7. Unite the efforts of teachers and parents in joint activities to correct speech disorders, and make wide use of parental potential.
8. Stimulate joint productive activities of children and parents.

Expected Result:
1. Using the project method in correctional work will contribute to the successful development of children’s communicative and creative abilities.
2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development.
3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work.

Effectiveness of these results
For children:
- positive dynamics of speech development;
- successful social adaptation in preschool educational institutions and family;
- development of sustainable motivation for speech self-realization.

For parents:
- positive assessment of the activities of the preschool educational institution;
- readiness and desire to help;
- activation of the pedagogical potential of parents,
- acquisition and use of knowledge on issues of speech development of children;
- parents mastering regular reflection of the child’s achievements;
- a feeling of satisfaction from joint creativity.

For teachers
- positive psychological climate between the speech therapist and teachers;
- teachers’ interest in creativity and innovation;
- satisfaction with one’s own activities;
- improving the professional skills of teachers on issues of speech development and education of preschool children through
various forms and methods of work;

For preschool educational institutions
- favorable conditions for the professional growth of teachers;

Practical significance of the project
The practical significance of the project lies in the fact that the proposed system for applying the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders, as a prevention of speech development disorders in preschool age, as well as dysgraphia and dyslexia at school age.

Project type: practice-oriented, long-term.

Project implementation period – 1 year

Project implementation stages and strategy

I. Preparatory stage (information and analytical):
Disclosure of the meaning and content of the upcoming work, development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.

Tasks:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the current level of speech development of children of senior preschool age (speech therapy examination of children).
3. Determination of the system of speech therapy projects, conditions for their implementation.

II. The main stage of the project implementation (practical):

1. Speech therapy project “Obedient Breeze”
Tasks:
Forming in children the concept of a healthy lifestyle and proper breathing; teaching children the technique of diaphragmatic relaxation breathing
Children's acquisition of skills in differentiating nasal and oral breathing and the effectiveness of using speech breathing
Formation of strength, smoothness and direction of the exhaled air stream;
Attracting the attention of parents to joint work on the development of correct speech breathing in children.

Project type: Practice-oriented, short-term, collective
Implementation period: September-October

The content of the work:
Work with children
Development of the strength and focus of the air stream in
children in speech therapy classes, when performing gymnastics
exercises and games during morning exercises and physical education classes.
Game exercises for the development of physiological (lower diaphragmatic) and speech breathing using multimedia presentations, colorful illustrations, and special aids;
Lesson with children on the topic “Health”
Inventing and making a breathing exercises manual
Working with family
Consultations for parents on the topics “Formation of correct speech breathing”, “Breathing and unity of speech”, “Breathing exercises”
Memos for parents “The obedient breeze”, “Let’s breathe correctly. Game exercises for breathing development"
Together with children, inventing and producing manuals for breathing exercises
Working with teachers
Consultation with the workshop “Games for the development of speech breathing in children”;
Production of special aids for conducting breathing exercises with children;

Design of the exhibition “Obedient Breeze”

2. Speech therapy project “The Tale of the Merry Tongue”
Tasks:
Formation of ideas about the organs of speech, their importance for correct sound pronunciation,
Development of subtle differentiated movements of the articulatory apparatus using non-traditional complexes
Increasing the competence of educators in this area.

Project type: Information-practice-oriented, short-term, collective
Implementation period: October

The content of the work:
Work with children
Introduction to the structure of the speech organs through a speech therapy fairy tale
Subgroup/individual learning of complexes of articulation exercises using colorful illustrations, multimedia presentations “Tales of the Merry Tongue”, didactic dolls
Collective invention of the fairy tale about the Merry Tongue
Drawing illustrations for the fairy tale about the Merry Tongue
Working with family
Reminders “Structure of the articulatory apparatus”
Practical lesson “Performing basic articulation exercises”
Individual demonstration of performing exercises aimed at developing the articulatory structure of a specific group of sounds.
Making a page or articulation cube “The Tale of the Merry Tongue” together with your child
Working with teachers
Workshop “The Place of Articulation Gymnastics in Group Mode. Methodology for performing articulation exercises"
Practical application of the results of child-parent creativity in morning correctional gymnasts
Practical result of the project
Final lesson – “Presentation of articulation cubes, a collective homemade book “Tales of the Merry Tongue”
Practical application of project products in morning corrective gymnast

3. Speech therapy project “Rhymes”
Tasks:
Attracting the child's interest and attention to the sounding word
Development of phonemic hearing and perception in children.
Development of the ability to select a paired word for a word that differs from the given word by one sound.
Attracting the attention of parents to joint work on the development of phonemic processes in children.

Project type: Practice-oriented, short-term, individual
Implementation date: November

The content of the work:
Work with children
Development of phonemic hearing and perception of children in speech therapy classes.
Children acquire the ability to find words that are similar in sound content, establish how they differ, select paronymic words, replacing one sound in a word, and highlight the sound that changes the word.
Designing the cover of your own little book “Rhymes”, coming up with pairs of paronyms and drawing corresponding illustrations
Working with family
Consultation-workshop for parents “First steps in literacy. Formation of phonemic processes in children"
Questioning parents on the topic “Phonemic processes in children” in order to identify ideas about phonemic processes and the need for their development, in order to attract the attention of parents to this problem.
Memo for parents “The Magical World of Sounds” (games to develop phonemic awareness)
Making a baby book “Rhymes” together with your child
Working with teachers
Consultation-workshop for teachers “Recommendations for teachers on the development of phonemic processes in children”
Consultation for teachers “Formation of sound analysis skills in children with speech disorders”
Consultation-workshop for music directors “Recommendations for the development of phonemic processes in the process of music correction work with preschoolers”
Practical result of the project
Presentation and exhibition of baby books “Rhymes” made by children’s hands,
Creating a mini-library of homemade books

4. Speech therapy project “Difficult sounds”
Tasks:
Identification of organs involved in the formation of human speech sounds
Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced
Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects.
Increasing parents' interest in the correction process
Increasing the competence of educators in this area

Type of project: Research, practice-oriented, long-term, individual
Implementation period: During the entire period of sound pronunciation correction

The content of the work:
Work with children
Getting to know the organs of articulation through “The Tale of the Merry Tongue”
The use of articulation analysis game techniques in individual lessons for correcting sound pronunciation: “Teach an alien to pronounce a sound correctly”, “Explain to a friend the correct location of the organs of articulation...”, etc.
Using the manual “Articulatory patterns of sounds” when analyzing the articulation of the sound being studied
Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”
Working with family
Consultation for parents “Sound pronunciation disorders and its causes”;
Maintaining an individual booklet “Difficult Sounds” together with the child
Using the booklet in the process of reinforcing the correct pronunciation of sounds at home according to the instructions of the speech therapist.
Working with teachers
Consultation “Sound pronunciation disorders. Causes. Kinds"
Compiling together with the children a general booklet “Difficult sounds” (for all sounds)
Using the booklet in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.
Practical result of the project
Presentation of individual booklets “Difficult sounds”, their practical use when doing home exercises.
Compiling, together with the children, a general booklet “Difficult Sounds” (for all sounds) and using it in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.

5. Speech therapy project “Everything in order”
Tasks:
Forming in children the skills of constructing a coherent and holistic descriptive story;
Development of logical and figurative thinking and observation in children;
Formation in preschoolers of the ability to operate with generic concepts ("animals", "insects", "dishes", etc.);
Deepening children's knowledge about the environment;
Improving children's communication skills
Increasing parents' interest in the correction process
Increasing the competence of educators in this area

The content of the work:
Work with children
Using visual support diagrams to compose descriptive stories on various lexical topics;
Formation of an album of descriptive stories developed independently by children and compiled together with the teacher;
Working with family
Lecture for parents “And speech flows like a river” (development of a holistic, consistent, coherent utterance of children)
Working with teachers
Pedagogical piggy bank “Development of a full-fledged coherent statement of a senior preschooler.”
Helping children create their own descriptive story plans to form a collective album “Everything in Order”
Its practical use;
Practical result of the project
Design of the collective album “Everything in Order”, its presentation in classes,
Practical use
Replenishing a mini-library of homemade books

6. Speech therapy project “Very important words”
Tasks:
Development of grammatical structure of speech
Formation in children of the idea of ​​prepositions as separate independent words;
Developing children's interest in their native language
Increasing parents' interest in the correction process
Increasing the competence of educators in this area

Project type: Information-practice-oriented, long-term, collective
Implementation period: During the academic year

The content of the work:
Work with children
Introducing children to prepositions in classes and in specially organized games,
Using preposition patterns
Making sentences with a given preposition
Observation of prepositions in Russian
Participation in the creation of pages for the “Very Important Words” piggy bank
Working with family
Lecture for parents “Formation of literate speech of a preschooler”
Periodically filling out the “Very Important Words” page in the child’s individual folder with drawings of models of the prepositions being studied.
Working with teachers
Organization of special games and exercises to develop the ability to use prepositions in speech;
Together with the children, replenish the “Very Important Words” piggy bank for each pretext practiced by the speech therapist teacher in special classes.
Practical use of this manual.
Practical result of the project
Creating a piggy bank “Very Important Words”
Practical use

7. Speech therapy project “Such different words”
Tasks:
Observation of linguistic reality, words of various categories;
Formation of initial ideas about the variety of words in the Russian language;
Development of linguistic sense.
Involving parents in children's search activities
Forming children's interest in their native language.

Type of project: Information-practice-oriented, long-term, collective/individual
Implementation period: During the academic year

The content of the work:
Work with children
Introducing children to some synonyms, antonyms, paronyms, unchangeable words in classes and in didactic games;
Selection of material and illustration of pages for the collection of dictionaries.
Working with family
Creating pages for a dictionary collection together with children
Lecture for parents “Development and enrichment of a preschooler’s vocabulary”
Memo for parents “Give me a word” (games to enrich a child’s vocabulary)
Working with teachers
Pedagogical piggy bank “Games and exercises to enrich the vocabulary of preschool children”;
Practical use of a collectively produced collection of dictionaries, assistance in its periodic replenishment
Practical result of the project
Creating a collective collection of dictionaries:
- “Stubborn words” (unchangeable)
- “Words-friends” (synonyms)
- “Words in reverse” (antonyms)
- “Twin words” (paronyms)
Replenishing a mini-library of homemade books
Familiarization of children and parents with the results of the project at the final presentation

8. Speech therapy project “Treasury of “difficult” words”
Tasks:
Formation of the syllabic structure of words
Development of phonemic processes

Project type: Practice-oriented, long-term, individual
Implementation period: During the entire period of correctional work

The content of the work:
Work with children
Games and exercises to prevent violations of the syllabic structure of words;
Direct correction of defects in the syllabic structure of words in a particular child. (careful and consistent development of each type of syllable structure, first on the material of words, then on the material of phrasal speech)
Design of the cover of a piggy bank book of “difficult” words, gradual accumulation of pictures with the corresponding syllabic patterns under them as difficult words and phrases are practiced
Working with family
Lecture for parents “Oh, these “difficult” words” (prevention of violations and development of the correct syllabic structure of the word)
Memo for parents “Oh, these difficult words”
Helping the child in designing a piggy bank book of “difficult” words, gradually accumulating pictures with the corresponding syllable patterns underneath them as they practice difficult words and phrases.
Using this manual to reinforce speech material during homework.
Working with teachers
Diagnostic tools to help teachers of various age groups in kindergarten to monitor the level of development of the syllabic structure of words in children
Pedagogical piggy bank “Formation of the syllabic structure of words in ontogenesis. Recommendations for the prevention of disorders and the development of syllable structure in preschool children"
Practical result of the project
Design of a piggy bank book for “difficult” words.
Replenishing a mini-library of homemade books
Familiarization of children and parents with the results of the project in individual lessons

9. Speech therapy project “ABVGDEYKA”
Tasks:
Mastering the image of a letter;
Involving each child in an active educational creative project to create a “Fun ABC”
Training in selecting tools and materials to implement your creative ideas, presenting the results of your work in the form of a presentation.
Fostering children's interest in creative interaction when working together.
Attracting the attention of parents and teachers to joint work on the development of the syllabic structure of words in children.

Type of project: Research and creative, long-term, collective
Implementation period: During the academic year

The content of the work:
Work with children
Preliminary work: Games and exercises for mastering the image of letters.
Analysis of existing ABCs.
Illustrating each letter as you learn it,
Presentation (story about the letter, examination of the collage), placement of a page with the letter at the exhibition “Fun Alphabet”
Preparation and participation in the holiday “ABVGDEYKA”
Working with family
Help in making a page with a letter (drawing, making it from various waste materials...),
Creating a collage for a given letter (selecting words based on the sounds that the letter stands for, determining the position of the sound in a word)
Working with teachers
Conducting games and exercises to master the image of letters.
Coordination of the creative research process,
Helping children find sources of information,
Supporting and encouraging children to be active
Practical result of the project
Final exhibition-presentation “Fun ABC”
Speech holiday "ABVGDEYKA"

III. The final stage of the project:

Tasks:
1. Analysis of project activities and assessment of the results of the effectiveness of the use of speech therapy projects in the correctional process.
2. Final presentation of the results of project activities of children and parents through exhibitions, presentation of a mini-library of homemade books, collectively created albums, organization of the ABVGDEYKA holiday.
3. Presentation of the project “Speech therapy paths” for speech therapists and teachers of the Moscow Academy of Preparatory Educational Institutions and the city.

The final product of the project will be:
Formed stable motivation of children for speech self-realization.
Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process
Increasing the professional competence of teachers of the Moscow Preschool Educational Institution in providing support to children with speech disorders

Forecast of possible negative consequences.
The following possible difficulties and ways to overcome them are assumed:
1. Weak motivation of project participants.
Ways of correction: introducing additional forms of stimulation and encouragement, using new, more interesting forms of work.
2. High incidence of illness in children, low kindergarten attendance.
Ways of correction: periodic return to the material already covered.
3. Lack of conditions for carrying out any planned event.
Ways of correction: carrying out another event that contributes to the achievement of the intended goals and implementation of the assigned tasks.

In the future: the search and development of new innovative forms of correctional work with children with speech disorders in interaction with all participants in the educational process.

In conclusion, I would like to note that the use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities.
But this activity should have a correctional focus, that is, by solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment should exercise their speech abilities, train language skills and abilities.

List of used literature:

1. Babina E.S. Partnership between a preschool educational institution and family in speech therapy work - Logoped magazine - No. 5, 2005.
2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010
3. Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005
4. Kiseleva L.S. project method in the activities of a preschool institution. Artie. M., 2005
5. Mironova S.A. Speech development of preschool children in speech therapy classes. -M. 2007.
6. Fadeeva Yu.A., Zhilina I.I. Educational projects in a group for children with special needs. M., 2012

Marina Morozova

presentation on the topic:

Teacher-speech therapist Morozova M. V. MBDOU d/s No. 16 Kropotkin

Our modern children live in a world of computers and the Internet, cell phones. Children learn to acquire knowledge by isolating it from the information flow, and learn to communicate through trial and error. A child’s ability to maintain interest in learning about the world around him, the desire to learn and discover new things becomes the foundation in the development of the child’s personality and the key to successful learning at school.

Today, a special place in preschool education occupies design. The essence design in education consists of such an organization of the educational process in which children acquire knowledge and skills, creative experience activities, emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks.

I am to increase the effectiveness of speech therapy work in the educational process, along with speech correction, I widely use research work. Project activities is aimed at the formation and development of children's communication skills, preparation skills for school activities, proper time management, planning and self-control. Speech therapy training for preschool children with general speech underdevelopment is carried out through the interaction of an adult and a child. This cooperation helps children learn to independently search for ways and means of solving their own problems. A child with a speech disorder ceases to be an object of pedagogical influence and becomes an active participant in creative activities. activities, the purpose of which is to activate his own resources in the process of learning and development.

As practice shows, in recent years the number of children with speech difficulties has been growing steadily. Standardized correction methods working with children with speech disorders do not always give the expected result. In this regard, the search for effective forms and methods, the need to include search in the content of a preschooler’s education, becomes relevant. activities, requiring the use of knowledge and skills in a new situation for them, to solve new problems. Analyzing various forms of correctional work with children with speech impairments, we were looking for ones that would speed up the process of production, automation of impaired sounds, and, in general, the development of all components of speech, cognitive processes, communication skills, and came to the conclusion about modernizing joint children's projects for the practice of a speech therapist teacher.

DECOR PROJECT

Title page: at the top – the name of the institution; middle - name project in capital letters, Full name of the author; below – city, year.

2 page: Motto or aphorism project

3 page: - view project(by composition, by duration, by type); - participants;

4 page: structure project:

1. Problem (clear, concise sentence of what the problem is).

The problem statement is usually "flows out" out of relevance.

2. Relevance (If project for a period of more than 6 months)

3. Purpose: Formation….

4. Objectives (three : educational, developmental, educational)

From page 5:

Description of implementation stages project

1.) Preparatory (we are preparing something, collecting something)

Collecting information about, questioning, selecting audio or video materials, etc. 2.) Main (carrying itself) Educational areas (indicate which ones are involved, GCD (indicate what excursions, outdoor games, etc.) on implementation project). Working with parents: joint activity(for example, making creative works, joint trips, etc.).

3.) Final:

1-2 final events (holiday, matinee, entertainment, etc.);

Product project;

Expected results.

Diagnostic tests (at the beginning and at the end, if long-term project) .

Bibliography (If long-term project) .

Application:

Portfolio project: GCD notes, scripts, any material.

Photo apps: photos of materials project.

Target design method:

Creating conditions that reveal the creative and intellectual potential of preschool children, focused on dialogical interaction between children, parents and teachers.

Projects are classified:

1. By composition of participants

2. By target setting

3. By topic

4. According to the deadlines for implementation.

Types projects by target setting

Research - creative (children experiment, and then the results are presented in the form of newspapers, dramatization, children's design).

Role-playing games (with elements of creative games, when children take on the role of fairy tale characters and solve the problems in their own way).

Information-practice-oriented (children collect information and implement it, focusing on social interests - group design, stained glass, etc.)

Creative – (registration of results in the form of a children’s party, children’s design, For example: "Space Week").

Mixed types projects:

Interdisciplinary in subject-content area;

Creative mono-projects– are carried out within the framework of a narrow problem, one section of training.

By implementation time

Short term

(projects, lasting from 1 day to a week);

Medium term

(projects from 1 week to 1 month);

Long-term

(projects, lasting from 1 month or more).

Publications on the topic:

Games in the work of a speech therapist teacher The FGS Standards talk about the educational process, which is based on games that are appropriate for the child’s age. The game is the leading activity.

Game techniques in the work of a speech therapist teacher Preschool children with speech impairments have a poor vocabulary; in such children there is a discrepancy between the volume of active and passive.

ICT in the work of a speech therapist teacher Municipal budgetary preschool educational institution - kindergarten No. 11, Melenki Report on the topic: “ICT in the work of a teacher.

Consultation with a speech therapist for parents “Cooperation in working with children between a speech therapist and parents” The problem of relationships and cooperation between a speech therapist and parents is little covered in the literature. Only in some methodological developments.

.

Authors:
teacher - speech therapist Olga Nikolaevna Goncharenko
teacher Ivanova Violetta Sergeevna
teacher Mishina Irina Olegovna
MBDOU "Combined Kindergarten No. 40" Gatchina, Russia

PROJECT “Autumn has come to us”
(senior preschool age)

Problem: children’s lack of knowledge about autumn and its phenomena.

Justification of the problem: insufficient level of knowledge about autumn, its phenomena, gifts of autumn.

Relevance of the project: Children are inherently very inquisitive. The material presented below will expand children’s knowledge about autumn, its phenomena, and its gifts. Children will be able to experience all the beauty and richness of the autumn season.

Objective of the project:

1. Introduce children to the topic “Autumn”, teach them to recognize it by certain signs (it gets colder, changes in leaf color, leaf fall, etc.).

2. Contribute to the development of moral education, cultivate a caring attitude towards nature and its phenomena.

3. Consolidate and expand knowledge about autumn, its phenomena, the gifts of autumn (vegetables, fruits, mushrooms and berries, trees and bushes, migratory birds, forest animals).

4. Learn to recognize vegetables and fruits by appearance, characterize their taste; recognize edible and inedible mushrooms and berries, identify trees and bushes by the type of trunk and leaves; recognize migratory and wintering birds and animals of our forest.

5. Promote the development of coherent speech, communication skills with adults and peers.

6. Develop the ability to apply acquired knowledge in everyday life.

Project objectives:

To give children knowledge about autumn, its phenomena and gifts, to expand and improve these ideas in older preschool age.

Project type: research, cognitive-speech.

Project type: long-term group.

Project implementation timeframe: 2 - 2.5 months.

Project participants: children of the senior (preparatory) group, teachers, parents.

Expected outcome of the project:

· Formation of children's knowledge about autumn, its phenomena and gifts, changes in the lives of animals, birds, and people.

· Expand children's understanding of autumn, its phenomena and gifts, changes in the lives of animals, birds, and people.

· Self-development of the child.

· Activation of vocabulary, development of communication skills and skills of interaction with other people (adults and children).

· Joint creativity of parents and children. Participation in this project will help children learn to obtain information from various sources, systematize the acquired knowledge and apply it in various types of children's activities.

PROJECT IMPLEMENTATION STAGES:

Istage - preparatory

1. Study of methodological and special literature on the topic of the project.

2. Selection of visual and demonstration material, poems, riddles, sayings, proverbs on the topic of the project.

3. Selection of technical teaching aids:

· Cartoons from the series “Masha and the Bear”: “Don’t Wake Up Until Spring!”, “Jam Day”, “The Border is Locked”, “Breathe - Don’t Breathe”, “Growth Vitamin”, “Oil Painting”, cartoon “The Adventures of Dunno” ", cartoons based on V. Suteev's fairy tales "The Cheerful Garden", "Uncle Misha", "Tails", "Apple".

4. Creation of a multimedia presentation “Autumn has come to us” with thematic parts: “Autumn, signs of autumn”, “Vegetables”, “Fruits”, “People are harvesting”, “Mushrooms and berries”, “Trees and bushes”, “It has become cold” . Migratory birds are preparing to fly away,” “It’s getting cold. The animals in the forest are preparing for winter."

5. Equipping the development environment:

v Book corner: V. Suteev “Apple, “Under the Mushroom”, Russian folk tale “Tops and Roots”, L. Voronkova “Swans”.

v Music corner: audio recording of rain, bird cries, howling wind, animal voices in the forest, CD presentation “Nature accompanied by masterpieces of world music.”

v Corner of speech development: manuals for the development of breathing, mnemonic tables “Autumn”, “Mushroom”, “Rain”, series of demonstration paintings, reproductions of artists: V. Polenov “Golden Autumn”, I. Levitan “Golden Autumn”, E. Volkov “ October”, L. Afremov “Autumn”, illustrations for books by V. Suteev.

v Corner of creativity and drawing: stencils, outlines (vegetables, fruits, mushrooms, berries, tree leaves, migratory pizzas, animals of our forest), coloring books, plaster molds on the theme of the project.

v Theater corner: equipping a theater based on the fairy tales “Cipollino”, “Turnip”, “Teremok”, “Geese - Swans”, Three Bears.”

v Mathematical corner: counting material “A squirrel is harvesting”, “Planting carrots (cabbage) in a garden bed”, “How many birds are in a flock”, cards - tasks for “Denish Blocks”.

v Design of the parent corner: information about the project, recommendations on the project topic, creation of an album - the book “Encyclopedia of Autumn”.

v Sports corner: morning exercise complexes with exercises on the topic of the project; card index of outdoor games, physical education minutes.

IIstage - main

1. Correctional and developmental classes.

Integration of educational areas: Social - communicative development, cognitive - speech development, artistic - aesthetic development, physical development.

Health. Physical Culture: holding physical education relay races in the hall and during walks.

Communication. Speech development.Reading fiction: Y. Tuvim “Vegetables”, L. Tolstoy “Kostochka”, J. Taits “For the Berries”, J. Rodari “Cipollino”, N. Sladkov “Autumn on the Doorstep”, reading poems about autumn by P. Pleshcheev, F. Tyutcheva , A.S. Pushkin, A. Tolstoy, Russian folk tale “Tails”, E. Charushin “Who Lives How?” (hare, squirrel, wolf). D. Mamin - Siberian “Gray Neck”. Conversation based on the painting by I. Shishkin “Morning in a Pine Forest”, I. Levitan “Golden Autumn”, conversations on the topic “Visiting Grandma and Grandfather” (vegetables, fruits), “Journey to the Autumn Forest”, learning poems, riddles, finger gymnastics complexes on the topic of the project.

Cognitive - speech development, moral - aesthetic education: correctional and developmental classes on project topics, nurturing love for nature, caring attitude towards living and inanimate objects of nature.

Artistic and aesthetic creativity: listening to music (sounds of rain, birds singing in the forest, animal voices), learning songs “Oh, what autumn!”, “Rowan”, dancing to music. Tukhmanov “Cloud”, drawing “Golden Autumn”, “Rowan Sprig”, “Fruit Basket”, modeling “Let’s Treat Vegetables”, application “Hedgehogs are preparing for winter”, “Treat for a squirrel” (mushroom), collective application “Miracle - tree”, plasticine painting “Our harvest is not bad” (vegetables).

2. Joint activities of adults and children during routine moments.

· Morning exercises, various physical training sessions and finger exercises complexes.

· Outdoor games in the “Nest” hall (we form a circle of four people, holding hands), “Squirrels on a tree” (climbing, agility exercises), “Geese - geese” and others.

· Situational conversations, conversations - reasoning.

· Reviewing albums, illustrations, postcards and encyclopedias on the topic of the project.

· Reading stories, poems, encyclopedic information.

· Game activities: didactic games, board and printed games, educational games on the topic of the project, introducing special clothing and paraphernalia into the role-playing games “Shop”, “Cook”, “Huntsman in the Forest”, “Autumn Fair”..

3. Independent activity of children in developmental areas.

4. Working with parents:

· Introducing parents to the topic of the project

· Involving parents in creating an album - the book “Encyclopedia of Autumn”, recommendations on the topic of the project.

· Involving parents in organizing a weekend route to the Zoological Museum (in St. Petersburg), to the Gatchina Palace and Park.

· Carrying out the Autumn holiday, with a preliminary game - the dramatization of “Vanyusha’s garden” (for children of younger groups) - a screening for parents and children.

IIIstage - final

· Exhibition of children's drawing works “Golden Autumn”, modeling “Let's treat ourselves to vegetables”, application “Hedgehogs are preparing for winter”, collective application “Miracle Tree”, plasticine painting “Our harvest is not bad” (vegetables), construction from natural materials “ Hedgehogs."

· Summing up the implementation of the project through the game - quiz “Broadcast of the TV show “Nature Experts”.

· Conducting a competition among children and parents for the best “Encyclopedia of Autumn” (with the presentation of diplomas).

· Summarizing the experience of working on the project and presenting it at the teachers' council.

Conclusions: Participation in the project allowed children to satisfy cognitive activity. The children became interested in the theme of the project “Autumn and Its Gifts” and participated in project activities together with their parents and teachers. The children were able to increase their own self-esteem, they contributed to the common cause, rejoiced at their successes and the successes of their comrades, and felt their importance in the group.