The study of speech activity of older children preschool age with general underdevelopment of speech

PSPU them. , Penza

Preschool age is a period of intensive development of the child, and the timely mastery of correct speech is one of the main conditions for normal mental development child. Active use of it is important for the formation of a full-fledged personality, harmonious psychophysical development and successful schooling.

Appearance delay speech communication, poor vocabulary and other disorders affect the formation of the child's self-awareness. Numerous studies have been devoted to the study of the speech of preschool children with general underdevelopment of speech. The attention of specialists is drawn mainly to certain areas of speech and mental activity of children with speech underdevelopment. R. E. Levina, M. E. Khvattsev, V. K. Orfinskaya, R. A. Belova-David, N. N. Traugott, O. N. Usanova, E. M. Mastyukova, S. N. Shakhovskaya, speaking about pronounced deviations in the formation of the pronunciation side of speech, phonemic perception, vocabulary, grammatical structure and understanding of speech, they note the low speech activity of children in this category. Children, as a rule, have isolation, self-doubt, negativism.

It has been proven that deviations in the development of the personality of a child with speech disorders aggravate the speech defect to a certain extent. Such children, as a rule, either try to talk less, or become completely isolated. Consequently, one of the main functions of speech, communicative, is violated, which further inhibits speech development. However, among the practical developments of the integrated development of speech and mental processes in conditions of general underdevelopment of speech, we have not found a solution to the problem of activating speech communication in children with general underdevelopment of speech of senior preschool age.

The problem of studying the speech activity of children with OHP seems to be very important, since "in order to learn to speak, one must speak" . In order for a child to successfully master oral speech, it is necessary that he practically use it, come into contact with peers and adults, i.e., have a certain speech activity.

The most important principle in the study of activity is the principle of the unity of consciousness and activity, put forward by S. L. Rubinshtein and disclosed in the works of A. N. Leontiev, L. S. Vygotsky, E. V. Shorokhova, L. I. Bozhovich, P. M. Yakobson , V. S. Merlin, etc. The most important category of the considered principle is activity. It, according to B. F. Lomov, is a specific form of activity inherent in man and society. "The being of a person is revealed by this category as an activity that transforms reality."

The use of the principle of a systematic approach is associated with the fact that the cause of human behavioral acts is not a single event, but a system of events or a situation. In human behavior, motives, goals, tasks, attitudes, subjective-personal relationships, emotional states, etc. can act as a system-forming factor. Assessing the importance of a systematic approach to the study of activity, K. A. Abulkhanova-Slavskaya states: system principle of analysis, then one can come closer to understanding different modes of activity, different "modes of existence" in their complex subordination.

The purpose of this part of the study was to study the state of speech activity, speech activity and personality of children with general speech underdevelopment of senior preschool age. The ascertaining experiment was aimed at identifying the level of speech and personal activity and the relationship with the levels of personal development of children.

When conducting a ascertaining study, we were guided by the fact that the study of the activity of speech activity and its relationship with the individual typological characteristics of children is necessary to understand the specific features of the formation of the psyche of children, to further deepen ideas about the essence of general underdevelopment of speech and to determine ways to increase the effectiveness of speech therapy work with older children. preschool age with OHP.

The object of the study was the speech and activity of children of senior preschool age. The subjects were 95 pupils of senior and preparatory groups.

At the first stage, the speech activity of children was studied in play, labor, educational activities and communication.

In the study of speech in different types of activity, we relied on an understanding of the structure of speech activity proposed by M. R. Lvov. As components of speech activity, we single out:

· the number of speech reactions in various situations;

· choice of games, activities related to speech;

· the speed and accuracy of the choice of words, as well as elements of the content of speech;

· the speed and correctness of the deployment of syntactic constructions;

· reaction to an action or statement of others.

We carried out the first section of the study by the method of systematic and purposeful recording of facts in the natural conditions of everyday life. During the observation, certain conditions were observed: preliminary acquaintance with a group of children, adaptation in their environment. In order to win over the children, we held various dating games throughout the week. These were games fairy tale characters, outdoor games, motor games.

It is known that children, carrying out any activity, usually speak on their own initiative about what they are doing, note the difficulties that have arisen, are upset by failures, etc. Our observations and analysis of the data obtained show that children in the course of any type of activity not as often as normally developing children resort to speech on their own initiative.

To obtain objective data, the observation was carried out consistently and systematically. Each child was observed at least 2-3 times in the same activities. Observation was carried out simultaneously for 2 subjects for 15 minutes in a familiar environment - in the group room. During the observation, the experimenter did not interfere with the activities of the children, except when they themselves turned to him with questions. The actions of the subjects, the total volume of speech production (number of words) for a given period of time, and the volume of a single statement (phrases, words) of children were recorded. The construction of statements was noted.

The data obtained served as a criterion for establishing a quantitative indicator of the activity of verbal communication.

According to observations, 3 groups of children were distinguished, differing in the degree of activity in the use of speech.

Group 1 included preschoolers who said from 0 to 20 words in 15 minutes; in the 2nd - from 20 to 50 words; in the 3rd - from 50 or more words.

Most older preschoolers with general speech underdevelopment speak little during activities. 58 people (61%) of children fell into the weakest group 1, which indicates that they are at a low level of active use of speech. The children in the first group said an average of 14 words on their own in 15 minutes. All of them prefer to play alone (games with dolls, soft toys, cars; mosaics, puzzles, constructor). During the activity, they are silent or accompany their actions with stating one-two-three-word sentences. They choose labor activities that do not require speech actions - cleaning snow, building a hill, modeling, drawing, helping to lay tables. In the classroom, the educator and speech therapist try to be silent, answer in monosyllables, only to questions from adults. In communication, they do not show initiative, obey instructions from adults or peers. Here is an extract from the protocol of observation.

(5, 9 years old) - general underdevelopment of speech of the 3rd level. He plays with the machine alone. "Jeep. I'll go to my dad. He will buy sweets. Dlyn-dlyn. Beep beep. Povolot. More. Pliehali."

Sculpts from plasticine. “Gilaf. Plasticine is quantitative, yellow. long neck, tail. Here. He is from Africa. Where is my board? Good."

At the lesson on the formation of mathematical representations, he answers only the questions of the educator: “Six. Squirrels seven. Less. Eight. Geometric figures. Klug, square, square, triangle.

Talks with an adult, answering only his questions: “Danil. About six. in Penza. With mom, dad, grandma, grandpa. Yes. Have a dog. Jesse. Yes".

The smallest quantitatively group 3 is 10 people (10.6%). On average, 66 words were spoken by children. Observations have shown that children set the theme of the game and try to involve others in it. Their speech actions are proactive and are distinguished by a quick reaction to the actions and questions of communication partners. The speech contains simple extended sentences and complex syntactic constructions. In labor activity, they show speech activity, addressing suggestions, requests, questions to peers and adults. Choose activities that require collaboration. On training sessions raise their hands to answer, shout out, interrupt others, answer with full answers and detailed sentences with elements of grammatical underdevelopment. They gladly respond to communication and expand it, try to involve adults and children in the conversation. They relatively easily get used to strangers, strive for contacts with others, and are distinguished by their desire to stand out among their peers.

Example: (6, 2 years) - general underdevelopment of speech of the 3rd level. Plays with mother-daughter. “Let's all play mother-daughter. I will be a mother and you will be a daughter. No, let's better we will be mothers, and we will have daughters. I'll take this doll. Well, I told you first. What will you call her? And I will have Marina. We will go with her to the big store. What can you buy daughter? Lena, what are you going to buy yours? And my asks for chocolate. Let's call Light. Sveta, let's go play. You will be the salesperson because we are going to the store.”

Observations have shown that the activity of children's speech is variably expressed depending on the type of activity. The results are shown in table 1.

Table 1

The manifestation of speech activity of children in the game, labor,

learning activities and communication

Speech activity level	Amount of children
activity	Labor activity	Learning activities
Group 1 - low level
Group 2 - intermediate level
3 group - high level

Comparatively the same indicators of the number of children were in play activities and communication. The decrease in the speech activity of children in labor activity is explained by the fact that employment initially involves the individual performance of tasks and the restriction of speech communication. A poor vocabulary, an insufficient level of coherent speech and other manifestations of speech underdevelopment were reflected in an increase in the number of children in group 1 in educational activities.

The examples show how the speech activity of children with the same speech diagnosis differs. Apparently, this is due to the individual typological characteristics of children, in particular, to the social activity of the individual, which necessitates the following studies. It is quite obvious that there is a need to know those deviations in the development of the personality of a child with speech disorders, which should be corrected in order to activate the speech communication of older preschool children with general underdevelopment of speech.

Bibliographic list:

1. Abulkhanova-Slavskaya, personality activity / K. A. Abulkhanova-Slavskaya // Psychological journal. - 1985. - No. 5.

2. Levin, personality and mastery of speech in norm and pathology / // Study of the personality of an abnormal child. - M., 1977.

3. Lomov, and theoretical problems of psychology / . - M., 1984.

4. Lvov, theories of speech / . - M., 2000.

5. Shakhovskaya, communication of children with speech disorders / S. N. Shakhovskaya // Correctional pedagogy - yesterday, today, tomorrow. Sat. scientific method. mater. - M., 1997.

PECULIARITIES OF SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN WITH OHP

G.A. Baranova, Ph.D., Associate Professor

State educational institution additional vocational education Tula region "Institute for advanced training and professional retraining of educators of the Tula region", Tula, RF

annotation. The article reveals scientific and methodological aspects of the problem of speech development in preschool children with general underdevelopment of speech.

Keywords: preschool age, complex speech disorders, general speech underdevelopment (ONR), etiology and pathogenesis of ONR, periodization of ONR, formation and development of all components of the speech system.

Preschool age is a period of active assimilation of all structures mother tongue. The problems of speech development of preschool children are disclosed in the works of L.S. Vygotsky, R.E. Levina, A.R. Luria, S.L. Rubinstein, F.A. Sokhina, E.I. Tiheeva, D.B. Elkonina and others.

Under favorable social conditions and the organization of the educational process, the child's life experience is enriched, communication with the outside world develops, an increase in vocabulary is observed, which increases very quickly (A.N. Gvozdev, T.N. Naumova, E.Yu. Protasova, V.K. . Kharchenko and others).

Based on the foregoing, we note that the process of speech development of children with general underdevelopment of speech deserves special attention and study. From the point of view of speech pathology, this is one of the most common speech disorders.

Studying deviations speech development in children with normal hearing and intelligence, R.E. Levina and a team of researchers from the Research Institute of Defectology (N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.I. Zharenkova, etc.) in 50- 60s XX century for the first time identified and described a special category of children with manifestations of systemic unformedness of all language structures (phonetics, grammar, vocabulary), which was designated by the term "general underdevelopment of speech". Under the general underdevelopment of speech, one should understand "... various complex speech disorders in which the formation of all components of the speech system related to its sound and semantic side is impaired in children with normal hearing and intelligence" .

Given that the main components of the language (phonetics, vocabulary, grammar) in the process of speech development are in constant interconnection and interdependence, with a general underdevelopment of speech in some cases there may be a relatively uniform violation, in others one of the components may act as a leader.

The structure of speech insufficiency and compensation processes are largely determined by the influence of the etiopathological factor. When analyzing the causes of speech pathology, an evolutionary-dynamic approach is used, taking into account the general patterns of development at individual age stages.

The etiology and pathogenesis of general underdevelopment of speech are diverse. The analysis of literary sources made it possible to identify the following approaches to the classification of general underdevelopment of speech:

Psychological and pedagogical approach, proposed by R.E. Levina;

The clinical approach is most fully presented in the works of E.M. Mastyukova;

An approach that reveals the specifics of the IV level of speech development of preschoolers with OHP, considered by T.B. Filicheva.

Within the framework of our study, the psychological and pedagogical classification deserves special study, the author of which is R.E. Levina, who applied a systematic approach to the analysis of speech disorders and conditionally designated three levels of OHP, each of which is characterized by specific difficulties in the development of speech.

Periodization of OHP:

- The first level of speech development characterized by extremely limited speech means of communication. The active vocabulary of children consists of a small number of fuzzy everyday words, onomatopoeia and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, denoting the difference in meanings with intonation and gestures. Babbling formations, depending on the situation, can be regarded as one-word sentences.

Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words devoid of inflections. The "phrase" consists of babbling elements that consistently reproduce the situation they designate with the involvement of explanatory gestures. Each element used in such a "phrase" has a diverse correlation and cannot be understood outside a specific situation.

The passive vocabulary is wider than the active one. There is no or only in its infancy understanding of the meanings of the grammatical changes of the word. If situational orienting signs are excluded, children are not able to distinguish between singular and plural forms of nouns, the past tense of the verb, the forms of masculine and female do not understand the meaning of prepositions. In the perception of addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by unstable phonetic design. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low possibilities of their auditory recognition. The number of defective sounds can be much greater than correctly pronounced ones. In pronunciation, there are only oppositions of vowels - consonants, oral - nasal, some explosives - fricatives. Phonemic development is in its infancy.

A distinctive feature of the speech development of children at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

The second level of speech development characterized by increased speech activity of the child. Communication is carried out through the use of a constant, though still garbled and limited, vocabulary of common words.

Speech deficiency manifests itself in all components. Children only use simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their cubs, clothes, furniture, and professions is revealed. Are celebrated limited opportunities using a subject dictionary, a dictionary of actions, signs. Children do not know the names of the color of the object, its shape, size, they replace words that are close in meaning.

Gross mistakes are observed in the use of grammatical constructions: mixing of case forms (“driving a car” instead of driving a car); often the use of nouns in nominative case, and the verb in the infinitive or 3rd person singular and plural present tense; in the use of the number and gender of verbs, when changing nouns by numbers (“two kasi” - two pencils); lack of agreement of adjectives with nouns, numerals with nouns.

Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“the book goes that” - the book lies on the table); it is also possible to replace the preposition (“it dies on the distance” - the mushroom grows under a tree). Unions and particles are rarely used.

The meanings of prepositions differ only in a well-known situation. The assimilation of grammatical patterns to a large extent refers to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. Impaired pronunciation of soft and hard sounds, hissing, whistling, affricate, voiced and deaf ("pat book" - five books; "daddy" - grandmother). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech. Difficulties in mastering the sound-syllabic structure of the word also remain typical. Often, with the correct reproduction of the contour of words, sound filling is disturbed: rearrangement of syllables, sounds, replacement and use of syllables (“morashki” - chamomile, “kukika” - strawberry). Polysyllabic words are reduced.

Children are deficient phonemic perception, their unpreparedness for mastering sound analysis and synthesis.

For children with OHP (IIIlevel of speech development), characterized mainly by extended phrasal speech using simple and some common, as well as complex sentences. Despite the presence in the lexicon of almost all parts of speech, there are difficulties in constructing a coherent statement. In some cases, lexico-grammatical and phonetic-phonemic elements of speech underdevelopment are noted. In oral speech, agrammatic phrases, incorrect or inaccurate use of words are revealed.

The development of vocabulary and grammatical structure in OHP are presented in studies (by R.E. Levina, N.A. Nikashina, G.V. Chirkina, L.F. Spirova, A.V. Yastrebova and others).

Studies of the features of speech development of children with OHP of older preschool age indicate significant deviations from normally developing peers, both in quantitative and qualitative characteristics. vocabulary(E.M. Mastyukova, N.S. Zhukova, T.B. Filicheva, L.F. Spirova, G.V. Chirkina and others).

The peculiarities of the vocabulary of older preschoolers with OHP are manifested in ignorance of many words and phrases, in the inability to select from the vocabulary and correctly use words in speech that most accurately express the meaning of the statement. The specific errors that occur in children in the form of various substitutions of the desired lexeme by another word that has a different meaning indicate that the system of meanings has not been formed. From the standpoint of studying neutral vocabulary, the most common speech errors children with severe speech disorders (L.F. Spirova).

In the study of the lexical side of the speech of children of this category, ignorance or misuse words, inability to change and form lexemes.

Children with OHP level III are able to correctly pronounce sounds in isolation, but in independent speech they do not sound clear enough or are replaced by others. It is also necessary to note the undifferentiated pronunciation of whistling, hissing sounds, affricates and sonorous sounds.

In children, unstable use of sound is observed when it is pronounced differently in different words (komai - mosquito, golia - mountain, etc.). They are characterized by the replacement of some sounds with others, simpler in articulation (domashka - chamomile, pallet - finger, etc.). Sometimes there is a mixture of sounds, when the child pronounces sounds correctly in isolation, and replaces them in words and sentences (yamak - hamster, koska - cat, plas - raincoat, etc.).

Phonemic perception in children of this level is manifested in the insufficient formation of the processes of differentiation of sounds, both more contrasting and differing in acoustic-articulatory features. It can be difficult for them to master sound analysis and synthesis, it is difficult to distinguish the first and last sound in a word, they find it difficult to select subject pictures, toys, words, in the name of which there is a given sound.

A peculiar indicator of the speech of children of this level is a violation of the syllabic structure of words. Very often they distort words in independent speech, reducing the number of syllables. Errors are noted in the transmission of the sound content of words. They often make permutations and replacements of sounds and syllables, and also shorten words when consonants in a word converge (motor - hammer, titics - bricks, etc.). The addition of extra sounds and syllables (pitila - saw) is noted; perseveration of syllables (skakaeda - frying pan); anticipation of sounds (asbus - watermelon). A variety of errors in syllabic composition can be due to both the state of phonemic processes and the articulatory capabilities of the child.

In sentences, simple prepositions (of, in, on, under, with) are used to a sufficient extent, while the use of complex prepositions is complicated due to misunderstanding. They either do not apply, or are replaced by simple ones (looked out of bed - looked out from under the bed).

Word-building operations are available to children of this level. They can independently form new words according to well-known models, at the same time they have difficulties in using neuter nouns, future tense verbs, in agreeing nouns with adjectives and numerals in indirect cases, as well as reproducing words and phrases of a complex syllabic structure.

Insufficient vocabulary, ignorance of shades of meaning is typical for children's speech, as a result of which errors in inflection are noted, which entails a violation of the syntactic connection of words in sentences. Such errors include: mixing the endings of masculine and feminine nouns (one shirt), replacing the endings of neuter nouns in the nominative case with the ending of feminine nouns (meter - metro), incorrect agreement of nouns and adjectives, especially the neuter gender (blue - dress) , difficulties arise in the formation of the plural of nouns (trees - tree). Preschoolers find it difficult to form nouns and adjectives with the help of diminutive suffixes (belin-white, fox-chanterelle). Great difficulties arise in children in the selection of single-root words. Multiple errors are allowed when converting an adjective into a related noun (clear-glass, peach-apricot).

When analyzing the speech of children, it is revealed that they use antonyms and synonyms little. Also in the dictionary of children there is not enough generalizing concepts, mainly vegetables, fruits, clothes, utensils. Lexical errors in their speech are manifested in the fact that, not knowing this or that word, children use another word denoting a similar object (hat-cap), in some cases the word is replaced by another, similar in sound (grasshopper-blacksmith); individual words are still insufficiently fixed in the speech of children due to their rare use, therefore, when constructing sentences, they try not to use them (regulates movement - puts things in order). Some verbs are not clearly differentiated by meaning (to drink-feed, sew-embroider). In the speech of children, pronouns of various categories are quite common, but adverbs are rarely used, although many of them are familiar to them.

The described shortcomings noticeably impoverish the child's speech, make it incomprehensible. Errors in the use of sounds, grammatical categories and vocabulary are most clearly manifested in the monologue speech of children: retelling, compiling a story based on a series of pictures and one picture, story-description). Often children do not understand the logical sequence of events, they can limit themselves to a simple enumeration of actions. Violation of logical-temporal connections entails a rearrangement of parts of the story, skipping important events plot, and all this is reflected in the content side of the story. The most difficult task for children with general underdevelopment of speech is the compilation of a story-description. Older preschoolers are usually limited to listing objects and their parts, for example, when describing a hare, a child lists: he has eyes, a nose, a mouth, paws, a tail.

So, in children with OHP level III, active speech can serve as a means of communication only in special cases that require constant motivation in the form of questions, prompts, encouraging statements. Children are rarely the initiators of communication. They talk little with their peers, do not accompany game situations with detailed speech constructions. All this causes an insufficient communicative orientation of their speech (N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva).

It should be emphasized that in addition to the above levels of speech development of children with OHP, another category of preschoolers stands out, which is beyond the levels described above and can be defined as fourth level of speech development(T.B. Filicheva) - unsharply expressed underdevelopment of speech.

These children show minor impairments to all components of the language. More often they appear in the process of a detailed examination when performing specially selected tasks.

Such children produce, at first glance, a completely favorable impression, they do not have clear violations of sound pronunciation. As a rule, there is only insufficient differentiation of sounds (“r-r-l-l-iot”, “sch-ch-sh”, “t-ts-s-s”, etc.). A characteristic peculiarity of the violation of the syllabic structure is that, understanding the meaning of the word, the child does not retain its phonemic image in memory and, as a result, there is a distortion of the sound content in different ways: perseveration, rearrangement of sounds and syllables, elision, paraphasia. In rare cases, the omission of syllables, the addition of sounds and syllables.

Along with shortcomings of a phonetic-phonemic nature, these children also had individual violations of the semantic side of speech. Having a certain stock of words denoting different professions, they experience great difficulties in differentiated designation for masculine and feminine persons. The formation of words with the help of suffixes also causes considerable difficulties. Errors remain persistent when using: nouns with diminutive suffixes, nouns with singularity suffixes, adjectives formed from nouns, adjectives with suffixes that characterize emotional-volitional and physical state objects, possessive adjectives wolves - "volkin"; fox - "fox".

Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial contrast (far - close), evaluative characteristic (bad - good). Difficulties are manifested in the expression of antonymic relations of the following words: run - step, run - walk.

An analysis of the features of the grammatical design of children's speech makes it possible to identify errors in the use of nouns of the genitive and accusative cases plural, complex prepositions (foxes and dogs were fed in the zoo); in the use of some prepositions (peeped out from behind the door - “peeped out the door”, fell off the table - “fell from the table”, “the ball lies near the table and chair” instead of between the table and the chair). In addition, in some cases there are violations of the agreement of adjectives with nouns.

The next distinctive feature of children of the fourth level is the originality of their coherent speech:

In a conversation, when compiling a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “stuck” on minor details, omissions of main events, repetition of individual episodes are ascertained;

Talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences;

Difficulties remain in planning one's utterances and selecting the appropriate language means.

Independent storytelling, requiring the mobilization of creative abilities, results in incomplete and meager texts that do not absorb the elements of the situation that are significant for the name.

List of references and sources:

Burlachuk L.F. Psychodiagnostics: a textbook for universities. - St. Petersburg: Peter, 2004. - 351 p.

Glukhov V.P. Formation of coherent speech of preschool children with general speech underdevelopment. – M.: Arkti, 2004. – 168 p.

Goncharova V.A. General and specific features of the formation of vocabulary in preschoolers with various speech disorders: author. dis. … cand. ped. Sciences: 13.00.03. - St. Petersburg, 2002. - P.18.

Zhinkin, N.I. Language. Speech. Creation. – M.: Labyrinth, 1998. – 368 p.

Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the general underdevelopment of speech in preschool children. - M.: Enlightenment, 1990. - 239 p.

Kalyagin V.A., Ovchinnikova T.S. Psychological and pedagogical diagnostics of children and adolescents with speech disorders: tutorial for students of higher pedagogical educational institutions. - St. Petersburg: KARO, 2005. - 288 p.

Lalaeva R.I. Guidelines for speech therapy diagnostics// Diagnosis of speech disorders in children and organization speech therapy work in the conditions of a preschool educational institution: Sat. methodical rec. - St. Petersburg: CHILDHOOD - PRESS, 2000. - S. 5-14.

Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure in preschoolers with general underdevelopment of speech. - St. Petersburg: Soyuz Publishing House, 2001. - 224 p.

Leontiev A.A. Forms of Meaning Existence// Psycholinguistic Problems of Semantics. - M.: Nauka, 1983. - P.5-20.

Speech therapy: a textbook for students. defectol. fak. ped. higher textbook institutions / ed. L.S. Volkova. – M.: Humanitarian. Ed. center VLADOS, 2007. - P.513.

Methods for examining the speech of children: a manual for the diagnosis of speech disorders / Ed. ed. G.V. Chirkina. - 3rd ed., add. – M.: ARKTI, 2003. – 240 p.

Methods for examining speech in children. Issue. 2 / Ed. I.T. Vlasenko, G.V. Chirkina. - M., 1996. - 146 p.

Nazarova E.V. Formation of the lexical and grammatical organization of speech utterance in preschool children with speech underdevelopment: author. dis. …cand. ped. Sciences: 13.00.03. - M., 2000. - 16 p.

Fundamentals of preschool speech therapy / T.B. Filicheva, O.S. Orlova, T.V. Tumanova and others. - M.: Eksmo, 2015. - 320 p.

Semago M.M., Akhutina T.V., Sesago N.Ya. Psychological-medical-pedagogical examination of the child: A set of working materials / Ed. ed. MM. Semago. M.: ARKTI, 1999. - 136 p.

Semago N.Ya., Semago M.M. Problem children: the basics of diagnostic and corrective work psychologist. – M.: ARKTI, 2000. – 208 p.

Filicheva T.B., Chirkina G.V. The program of correctional education and upbringing of children with general speech underdevelopment of the 6th year of life. - M., 1989. - 46 p.

Filicheva T.B., Chirkina G.V. Elimination of general speech underdevelopment in preschool children: practical guide. – M.: Iris-press, 2004. – 224 p.

Kharchenko V.K. Dictionary of children's speech. – Belgorod: Belgor. state ped. in-t, 1994. - 254 p.

Shakhovskaya S.N. The development of the dictionary in the system of work with general underdevelopment of speech / / Psycholinguistics and modern speech therapy / ed. L. B. Khalilova - M .: Economics, 1997. - S. 240 - 250.

Elkonin D.B. Psychology of development: textbook. allowance for students. higher textbook establishments. - M.: Academy, 2001. - 144 p.

Linguistics. Big Encyclopedic Dictionary / Ch.ed. V.N.Yartsev. - M.: Great Russian Encyclopedia, 2000. - 688 p.

The abstract consists of an introduction, two chapters, a conclusion, a list of references and an appendix. The total volume of the abstract is 29 sheets. In the introduction, the relevance of the research topic is substantiated, the object is formulated. subject, goals, objectives, research hypothesis. In the first chapter, "Theoretical and methodological aspects of the application of the project method for the development of speech activity of preschoolers with OHP, an analysis of domestic literature on the research problem is presented. In the second chapter," Ways of using the project method in preschoolers speech therapy group with OHP during the development of their speech activity" is presented research on the use of the project method for the development of children's speech activity.

Download:

Preview:

Department of Education of the Administration of the Urban District of the City of Ufa of the Republic of Bashkortostan

Municipal Autonomous Preschool Educational Institution Kindergarten No. 62 of the combined type of the Sovetsky District

Ufa urban district of the Republic of Bashkortostan

Topic: Development of speech activity of preschoolers with OHP through the implementation of the project method.

Information and creative speech therapy project

for children preparatory group with general underdevelopment of speech

"Autumn in Bashkortostan"

Performed

Teacher speech therapist

Shayakhmetova Irina Viktorovna

Ufa 2013

Introduction______________________________________________________________3

Chapter 1. Theoretical and methodological aspects of the application of the project method for the development of speech activity of preschool children with OHP.

1.1. Basic concepts and principles of the project method in modern scientific psychological and pedagogical literature.________________________6

1.2. The problem of analyzing the speech activity of children of senior preschool age with OHP._______________________________________________10

Conclusions ________________________________________________________ 14

Chapter 2

2.1. Characteristics of the experimental group. ___________________ 15

2.2. Development of methods for the study of speech activity in the experimental group. _____________________________________________16

2.3. Analysis of the results of primary diagnosis.____________________17

2.4. Using the project method in a speech therapy group for children with ONR in order to develop their speech activity _____________________21

2.5. Qualitatively - quantitative analysis based on the results of the experiment.____25

Conclusions ____________________________________________________________26

Conclusion __________________________________________________27

Literature ____________________________________________________________29

Introduction

The development of children's speech activity is one of the main tasks of correctional education for preschoolers with general speech underdevelopment (OHP). In modern studies, the concept of "speech activity" is considered as a property of a person, manifested in the ability to speak out and perceive the speech of another person.

Insufficient development of speech means in children with OHP limits their circle of communication and leads to the emergence of isolation, shyness, lack of initiative. In turn, a low level of communication slows down the rate of development of speech and other mental processes.

An analysis of the literature indicates that the evaluation criteria for the speech activity of children have been little studied. There is no system of classes that contribute to the development of speech motivation. Solving these issues means increasing the efficiency of speech therapy work with preschoolers with general underdevelopment of speech.

We were faced with the question of finding conditions successful development speech activity of children of speech therapy group. We decided that project work could well become such a condition. The method of project activity allows you to develop a cognitive interest in various areas knowledge and develop communication skills. The project method is valuable in that by solving various practical problems during the design process together with adults and peers, children with speech underdevelopment gain cognitive experience, motivatedly enrich and activate their vocabulary, train speech skills, and learn to draw conclusions.
The relevance of this problem is considered in the creative use of the project method to improve and develop the speech activity of preschoolers in a speech therapy group. After all, it is from the senior preschool age that the foundations of communication skills are laid, which children will certainly need in primary school. Besides, in present time, the use of the project methodology is an urgent task for all educators, speech therapists and school teachers.

Purpose of the study -to identify the possibilities of using the project method for the development of speech activity of preschool children with OHP in a speech therapy group.

Based on this goal, the following tasks:

1. To reveal the theoretical and methodological aspects of the project method based on modern scientific and practical works.

2. To identify the features of speech activity in preschoolers with general underdevelopment of speech.

3. To develop psychological and pedagogical methods that, under experimental conditions for studying older preschoolers with OHP, could make it possible to diagnose the levels of speech activity.

4. Develop a system of work to introduce the project method into the process of teaching older preschoolers in order to develop their speech activity.

5. Evaluate the effectiveness of the project method and develop guidelines for its implementation in the process of developing the speech activity of older preschoolers with OHP.

Object of study -speech activity of older preschoolers with OHP.

Subject of study - method projects as a means of developing speech activity in preschoolers with OHP.

The study was aimed at checking hypotheses - the development of speech activity in older preschoolers with OHP can be successful when implemented in the speech therapy group of the project method.

The study used the following methods:

• analysis of psychological, pedagogical, methodological works on the research topic;
• observation of the direct educational activities of children of the preparatory group No. 7, kindergarten No. 62;
• conversation with educators, children and parents;
• study of special documentation;
• experimental methods and data processing.

Abstract structureconsists of an introduction, 2 chapters, a conclusion, a list of references and an appendix.

Chapter 1 . Theoretical and methodological aspects of the application of the project method for the development of speech activity

preschoolers with ONR.

1. Basic concepts and principles of the project method in modern scientific psychological and pedagogical literature.

Use of innovative pedagogical technologies opens up new opportunities in the upbringing and education of children. Teachers are faced with the task of laying the foundations for independence, activity, initiative in finding answers to questions, collecting information, experimenting and applying the acquired knowledge, skills and abilities in games and practical activities. As educational practice shows, such an opportunity is provided by the method of projects or project-based learning. It allows teachers to expand the educational space, give it new forms and provides an opportunity for developmentcreative, cognitive thinking of the child.

A project is (according to Wikipedia) a unique set of processes consisting ofcoordinated And manageable tasks with start and end dates undertaken to achieve the goal.In European languages, the word "project" is borrowed from Latin and means "thrown forward", "protruding", "conspicuous".

The essence of the concept of "project" is associated with such scientific concepts as "activity", "creativity". The concept of "project activity" is reflected at the intersection of two humanitarian disciplines - pedagogical and psychological science. Teaching project activities involves taking into account how the main patterns pedagogical process and its psychological content.

The project method is not new in world pedagogy. It originated at the beginning of this century in the United States. It was also called the method of problems, and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, and his student W.H. Kilpatrick.

The project method attracted the attention of Russian teachers as early as the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of a Russian teacher S.T. Shatsky in 1905, a small group of employees was organized, trying to actively use project methods in teaching practice.

Currently, V educational practice, where the project method of teaching, after oblivion, began to be applied again from the 80s of the last century, enough has already been accumulated great experience its implementation.In the last decade, a lot has already been written in the scientific and pedagogical literature about the essence and modern interpretation of the project method.

According to N.V. Matyash (2000) project activity is an integrative type of activity, synthesizing in itself elements of game, cognitive, value-oriented, educational, communicative, and most importantly, creative activity.Based on this, N.V. Matyash argues that creative design activity is the activity of creating products and services that have objective or subjective novelty, that have personal or social significance.

E.S. Polat (1998) The project method is based on the development of cognitive skills, the ability to independently construct one's knowledge, the ability to navigate in the information space, the development of critical and creative thinking. He speaks of the project as a way of cognition, a way of organizing the process of cognition.

Definition of I.V. Tsvetkova in our opinion, most accurately characterizes the method of projects: “The method of projects is a way of organizing the pedagogical process based on the interaction of the teacher and pupils with each other and environment during the implementation of the project - phased practical activities to achieve the intended goals.

Being in constant search for new forms and methods of improving the quality of education, preschool specialists also paid attention to the project method. Its use in preschool educational practice is considered as a pedagogical innovation, i.e. innovation, novelty.

The basis of the project method is the idea of ​​focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic). Solving a problem or working on a project in this case means applying the necessary knowledge and skills from various sections educational program preschoolers and get tangible results.

A feature of project activity in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, determine the goal (intention). Therefore, in the educational process, in a preschool institution, project activities are in the nature of cooperation, in which children and teachers take part, as well as parents and other family members are involved. Projects, regardless of their type, need constant attention, help and support from adults at every stage of implementation. The specificity of using the project method in preschool practice is that adults need to “guide” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, while not overdoing it with parental care and help .

Morozova L.D. identifies the following main stages of work on projects:

1. Goal-setting: the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.

2. Development of the project, action plan to achieve the goal:

∙ Who to contact for help (teacher, parent);

∙ What sources can you find information from?

∙ what items (equipment, manuals) to use;

∙ with what subjects to learn to work to achieve the goal.

3. Implementation of the project (practical part).

4. Public presentation of the project activity product.

5. Summing up, defining tasks for new projects.

As a rule, the topic of projects is a certain section of the educational program, it is determined by teachers. But if the topic arose on the initiative of the children themselves, which sometimes happens, then this is very valuable and must necessarily find support from adults.

It is advisable to implement up to 5 projects with older preschoolers during the year. A joint project must be completed, there must be a tangible product of the project activity (model, exhibition, album, holiday, etc.). The child must certainly see and feel the fruits of his labor.

Project activities can be recorded in the form of a traditional plan of educational work marked "project". You can develop a special project map, which indicates the types of collective activities through which the individual stages (tasks) of the project are implemented.

Yu.A. Fadeeva and I.I. Zhilina(2012) identified the topics and types of projects.

Project topics can be varied, for example:

• Economic, patriotic, mathematical orientation;
• On the studied lexical topic;
• Aimed at socialization in society;
• Acquaintance with the work of children's writers.

By type of activity, projects can be:

• Research and creative;
• creative;
• Information-practice-oriented;
• Role playing.

Types of projects by implementation period:

• Short-term (one or more classes);
• Medium duration;
• Long-term (for the academic year).

Work on a project in a group for children with OHP should be carried out with the participation of an educator, a speech therapist teacher, a psychologist, a music director, a physical education instructor, and parents.

1. The problem of analyzing the speech activity of older preschool children with OHP.

Preschool age is a period of intensive development of the child, and the timely mastery of correct speech is one of the main conditions for his normal mental development. Active use of it is of great importance for the formation of a full-fledged personality, harmonious psychophysical development and successful schooling.

Delay in verbal communication, poor vocabulary, and other disorders affect the formation of the child's self-awareness. Numerous studies have been devoted to the study of the speech of preschool children with general underdevelopment of speech. R. E. Levina, M. E. Khvattsev, E. M. Mastyukova, S. N. Shakhovskaya, speaking about deviations in the formation of the pronunciation side of speech, phonemic perception, vocabulary, grammatical structure and understanding of speech, note the low speech activity of children of this categories. Children, as a rule, have isolation, self-doubt, negativism.

It has been proven that deviations in the development of the personality of a child with speech disorders exacerbate the speech defect. Such children, as a rule, either try to talk less, or become completely isolated. Consequently, one of the main functions of speech, communicative, is violated, which further inhibits speech development. Among the practical developments of the complex development of speech and mental processes in conditions of general underdevelopment of speech, we have not found a solution to the problem of activating speech communication in children with general underdevelopment of speech of older preschool age.

In the scientific literature, there are various approaches to the consideration of the concept of "speech activity". I.A. Zimnyaya, A.A. Leontiev, D.B. Elkonin consider it as one of the factors influencing the success of mastering speech activity. B. G. Ananiev, M. M. Bakhtin, L. I. Bozhovich, O. E. Gribova, R. M. Frumkina as a condition of verbal communication. L.S. Vygotsky, A.V. Zaporozhets, A.A. Leontiev, A.R. Luria as an indicator of intellectual development.

Along with the term "speech activity" in the literature there are

the terms "communicative-speech activity" and "active speech". Under

communicative-speech activity is understood as a property of a person characterized by the desire for a variety of speech activities. It can change due to changes in the personality itself, the social environment in which the personality develops under the influence of learning. "Speech activity" and "active speech" are often used interchangeably.

Researchers consider the manifestations of speech activity: speed

speech reactions; choice of games and hobbies related to speech, speed and

the accuracy of the choice of words, the correctness of the deployment of syntactic constructions, text; the child's ability to develop his thoughts without prompts and long pauses; tempo of speech statements; talkativeness, which can be traced in all functions of speech.

Manifestations of speech activity depend, first of all, on the need for

communication. At each stage of a child's development, the need for communication appears as a need for such adult participation, which is necessary and sufficient to solve the main tasks for his age. The process of communication between a child and an adult depends on how their relationship develops, whether there are emotional ties between them, emotional contact. Depending on what stage of development of cooperation the child is at, his need for an adult will be different: an adult is a helper, an accomplice or a role model.

For the implementation of communicative activity and the manifestation of speech activity, according to L.A. Wenger, a need for new impressions or cognitive activity is necessary. During preschool age, the development of the child's cognitive activity contributes to a change in the nature of active search activity. This is manifested in the search for information, and for this it is important that work on the development of speech is carried out simultaneously and is interconnected with orientation in the environment.

Having studied and analyzed the analysis of the works of the above-mentioned authors, we will outline the main provisions on the problem of the speech activity of preschoolers.

1. The formation of speech in preschool age is determined by the development of new activities and new forms of communication with adults about these activities.

2. Higher mental functions are internally related to the development of speech activity and language ability. With an increase in the speech activity of children, their mental activity also increases. Under the influence of speech, the mental processes of the child are rebuilt - his perception, thinking, memory. However, the process of mastering speech, in turn, depends on the development of the child's activity, on his perception and thinking.

3. Social environment and the role of an adult in the development of a child's speech activity are important factors of social and general development a child at preschool age, therefore, special requirements are placed on the speech of the teacher and his ability to model pedagogical situations that allow solving the problems of stimulating speech activity, the formation of speech skills and abilities of pupils.

The manifestation of communicative speech activity depends on:

a) the nature of the child;

b) the need for self-expression; a specific situation, environment; level of language proficiency; organization of learning (incentives, methods, teaching techniques); the nature of the pedagogical communication of the teacher with the student; the nature of communication of comrades in the study group.

Solving the problems of stimulating speech activity and developing the language ability of children involves:

1. Development of the ability to imitate the speech and object actions of an adult, correlate them and construct new ones according to the learned models.

2. The development in children of understanding the speech of others and the accumulation of speech means, the gradual increase in vocabulary, the clarification and development of the meanings of words, the distinction of grammatical forms.

These tasks are closely related to each other. At the same time, passive speech is ahead of the development of active speech, leading its development. The dynamics of the ratio of passive to active speech characterizes the changes in the needs of children to communicate with peers and adults during the transition from the level of passive to active adaptation. Children are increasingly involved in verbal interactions with educators and peers, learn to solve the problems of verbal communication. by the most important achievement The following skills are required for a child:

Listen and understand the speech addressed to him;

Enter into a conversation and keep it up;

Answer questions and ask yourself;

be able to explain;

Use a variety of language tools;

The main indicators of the speech activity of preschool children are:

The presence of initiative in speech activity;

Maintaining and reinforcing the initiative, in the presence of significant "reinforcement" (bright visibility, game motivation, etc.)

Presence of "mental surprise" (curiosity, interest, etc.)

High performance in speech activity.

Conclusions. Summarizing the material presented in the chapter and the results of the analysis of the considered literary sources, revealing the features of the project method and revealing the content of the concepts: “project method” and “speech activity”, we came to the conclusion about the theoretical validity, possibility and necessity of using this method in a speech therapy group for preschoolers with ONR

Chapter 2

2.1. Characteristics of the experimental group

For the purpose of practical substantiation of the conclusions obtained during the theoretical study of the problem, we have built a research work.

The work was carried out from October 4 to November 16, 2012 and included several stages.

1st stage of work - identification of the problem;

2nd stage of work - diagnostics;

3rd stage of work - collection of information on ways to solve the problem;

4th stage of work - conducting a formative experiment;

5th stage of work - consultations at various stages of solving the problem;

The 6th stage of work is the final diagnostics and discussion of the results.

10 pupils of the preparatory speech therapy group No. 7, MADOU kindergarten No. 62 took part in the experiment.

1. Akhmetshina Alina 05/31/2006 OHP - III level

2. Belozerova Ksenia 10/26/2005 OHP - III level

3. Vodnev Ilya 08/10/2006 OHP - III level

4. Gerasin Vanya 05/24/2006 OHP - III level

5. Egor Markelov 09/02/2006 OHP - III level

6. Redkina Vika 07/12/2006 OHP - III level

7. Siraev Radmir 07/14/2006 OHP - II level

8. Tarzimina Amalia 14.082006 OHP - II-III levels

9. Farkhutdinov Damir 10/13/2005 OHP - III level

10. Farkhutdinov Radmir 13.10.2005 OHP - III level

All project participants were enrolled in a speech therapy group by the Psychological-Medical-Pedagogical Commission (PMPC) with the conclusion of general underdevelopment of speech. 8 children have OHP - level III, 2 children have OHP - level II. Six children have mental retardation.

We have studied the medical speech cards of children. A conversation was held with the educators of the group about the difficulties encountered in working with children. Among the first were: "children do not show activity, try to remain silent, do not show interest, although almost all children have corrected pronunciation disorders."

After analyzing all the results, we came to the conclusion that children in this group have reduced speech activity and one of the methods for its increase and development can be the project method.

With the aim of in-depth study speech activity, we carried out diagnostics.

2.2. Development of methods for the study of speech activity in the experimental group.

At the first stage of the experiment, we studied the attitude of children towards adults.

In the process of observing children, the following were recorded: the general emotional background of the child's behavior (positive, unstable, negative).

At the second stage, the speech activity of children was studied in the game and directly educational activities.

When diagnosing speech in different types activity, we relied on understanding the structure of speech activity proposed by M.R. Lvov.

As components of speech activity, we single out:

• the number of speech reactions in various situations;
• choice of games, activities related to speech;
• the speed and accuracy of the choice of words, as well as elements of the content of speech;
• the speed and correctness of the deployment of syntactic constructions;
• reaction to an action or statement of others.

We carried out this section of the study by the method of systematic and purposeful recording of facts.

To obtain data, observation was carried out for a week. Each child was observed at least 2-3 times: for 25 minutes in direct educational activities, 15 minutes during the game. During the observation, the experimenter did not interfere with the activities of the children. The actions of the subjects, the frequency and construction of statements, the total volume of speech production (number of words) for a given period of time were recorded.

At the third stage, the presence of communication skills was assessed, the study of which was carried out during observations of children in different conditions of communication with adults outside of class. In the course of observations, it was noted: reasons for communication; the frequency of speech contacts with adults and children; situations of communication in which children often showed speech reactions; responses to the teacher's speech influences, their nature, duration; the nature of the relationship with children.

At the fourth stage of the study, we used a questionnaire proposed by N.G. Luskanova (1999) for screening assessment of cognitive motivation. The questionnaire was adapted by us in accordance with the characteristics of the activities of older preschool children. The scores were calculated using the key offered by N.G. Luskanova.

2.3. Analysis of the results of primary diagnostics.

The data obtained served as a criterion for establishing a quantitative indicator of the child's speech activity.

Based on the results of the first stage of observations, the following were identified: 60 cases of a positive attitude towards adults, 28 cases of an unstable attitude, 2 cases of a negative attitude towards adults.

According to the observations carried out at the second stage, 3 groups of children were distinguished, differing in the degree of activity in the use of speech. Group 1 included preschoolers who said from 0 to 20 words in 15 minutes; in the 2nd - from 20 to 50 words; in the 3rd - from 50 or more words.

Most older preschoolers with general underdevelopment of speech speak little during play activities. Four out of ten people (40%) fell into the weakest group 1, which indicates that they are at a low level of active use of speech. The children in the first group said an average of 14 words on their own in 15 minutes. All of them prefer to play alone (games with dolls, soft toys, cars, mosaics, puzzles, constructor). During play activity, they are silent or accompany their actions with stating one-two-three-word sentences. They choose activities that do not require speech actions - drawing, assistance in laying tables.

In the teacher's classes, children in this group are more silent, answer in monosyllables, only to questions from adults, do not show initiative, obey instructions from adults or peers.

When evaluating communicative skills during communication, it was revealed that the speech reactions of children in relation to adults in free activity were manifested for the following reasons: the desire to get something, for help, with a “complaint”. There were practically no verbal contacts between the children; voice and speech reactions were observed only in the case of conflict situation(“dispute” over one toy).

The smallest quantitatively group 3 is 2 people (20%). On average, 66 words were spoken by children. Observations have shown that children set the theme of the game and try to involve others in it. Their speech actions are proactive and are distinguished by a quick reaction to the actions and questions of communication partners. The speech contains simple extended sentences and complex syntactic constructions. In communication, they show speech activity, making suggestions, requests, questions to peers and adults. Choose activities that require collaboration. In the classroom, they raise their hands to answer, shout out from their seats, interrupt others, answer with full answers and detailed sentences with elements of grammatical underdevelopment. They gladly respond to communication and expand it, try to involve adults and children in the conversation. They relatively easily turn to strangers, strive for contacts with others, and are distinguished by their desire to stand out among their peers.

Observations have shown that the activity of children's speech is variably expressed depending on the type of activity. The results are shown in table 1.

Table 1

The manifestation of speech activity of children in the game,

directly educational activities and in communication

Speech activity level	gaming activity		Direct educational activities		Communication
	amount of children		amount of children		amount of children
Group 1 - low level
Group 2 - intermediate level
3 group - high level

Comparatively the same indicators of the number of children were in play activities and communication. The speech activity of children in educational activities is somewhat reduced.

The examples show how the speech activity of children with the same speech diagnosis differs. Apparently, this is due to the individual typological characteristics of children, in particular, to the social activity of the individual, which necessitates the following studies.

It is known that children, carrying out any activity, usually, on their own initiative, speak about what they are doing, note the difficulties that have arisen, are upset by failures, etc. Our observations and analysis of the data obtained indicate that children with OHP in the course of any type of activity do not resort to speech as often as normally developing children.

2.4. Using the project method in a speech therapy group for children with ONR in order to develop their speech activity.

Taking into account the data of psychodiagnostics, we developed an information and creative speech therapy project on the lexical topics “Autumn”, “Bashkortostan” studied in the group. The participants of this project were children, educators, speech therapist, music director, parents.

The work was built taking into account the following principles.

1. Orientation to the zone of proximal development of the child.

On the basis of taking into account the actual needs of the child, the level of his development and cognitive needs, the conditions for stimulating and expanding the identified interests of children were determined. Solving the tasks of enriching and consolidating knowledge about the surrounding reality can be considered as a stimulator of the subjective cognitive activity of children.

2. The principle of active participation of children in the process of selecting information.

The implementation of this principle involves the orientation and consideration of the individual needs of each child. In the course of a game or lesson, in accordance with the changed interests in the cognition of reality, children can independently change the content of the material offered to them with their questions and remarks.

3. Inclusion of children in various forms organization of communication activities with adults.

Careful selection of methods of working with children, taking into account the zone of current and immediate development of their cognitive activity in communication with adults, the active inclusion of the child in research or creative activities, stimulation of questions aimed at solving problem situations teach children to cooperate, strengthen their desire to contact with adults. Of particular importance is the creation of a trusting environment, attention on the part of an adult to any cognitive, both verbal and non-verbal, manifestations of children.

4. The principle of ensuring the success of organized cognitive activity.

Any form of interaction with a child involves the formation of an emotionally positive attitude towards cognitive activity. To implement this principle, visual material, a large number of surprising moments of game techniques were used in the work. Communication between adults and children should be calm, friendly, as attention and respect stimulates an increase in cognitive activity.

5. The principle of stimulating the needs of children in communication with adults.

The methodological techniques we use are focused on stimulating the speech activity of children, while the teacher neutralizes his speech activity. Cognitive questions asked by adults should encourage the child to think, make statements, and ask questions about significant connections in the material under consideration.

6. The principle of close interaction between the educator and the speech therapist in the construction of work.

The project implementation took two weeks. We have developed the following stages of the project:

1. Choice of target;

2. Development of a plan;

1. Practical part (implementation of the project);
2. Outcome (presentation).

The goal was set: To train the speech skills of children by introducing them to the process of cognition of natural phenomena occurring in the Republic of Bashkortostan.

We tried our best to:
Correctional and educational:

1. Generate interest in the proposed activity.

2. To form, generalize, expand, systematize various ideas about autumn in the Republic of Bashkortostan.

3. Activate the dictionary on the topic "Autumn".

Correction-developing:

1. Develop children's speech activity.

2. Develop speech hearing.

3. Develop visual, auditory, tactile perception.

4. Develop creative imagination.

5. Develop motor skills.

6. Develop thinking, memory, attention.

Correctional and educational:

1. Cultivate love for your small Motherland.

2. Encourage children to work together with children, teachers and parents.

3. Encourage emotional interest.

4. Cultivate aesthetic taste.

5. Cultivate independence.

6. Raising a sense of mutual assistance.

We have developed a plan (Table 2) of activities carried out within the framework of this project.

Table 2.

Project plan

date		Responsible
Monday 15.10	1. Conversation with parents "Introduction to the project" (Development of a joint plan) 2. GCD knowledge "What did autumn come to us with?" (overview) 3.Decoration of the parent's corner, placement of recommendations for parents on working with children on the project. 4. A selection of books on the autumn theme.	All project participants caregiver Educator - speech therapist Parents
Tuesday 16.10	1. Speech therapy lesson "Agreement of adjectives with nouns" 2. GCD cognition (FEMP) "In the autumn forest" 3. Make a card file of observations on the walk "Autumn" (use daily on a walk)	Speech therapist caregiver Educator - speech therapist
Wednesday 17.10	1. Festive matinee "Autumn in Bashkiria" 2 . Target walk in autumn forest "Watching the Autumn Forest"	Musical director Educator - speech therapist
Thursday 18.10	1. Speech therapy lesson "Compiling a descriptive story about autumn based on a diagram" 2. Design "Forest clearing" 3. Making a book corner. Reading by choice.	Speech therapist caregiver caregiver
Friday 19.10	1. GCD knowledge “Bashkortostan. Attachment verbs. comparative adjectives" 2. NOD Artistic creativity "Transformation of an autumn leaf" 3. Organization of an exhibition of reproductions of paintings by famous artists.	Speech therapist caregiver caregiver
Saturday 20.10	1. Walk in the square, forest, park. 2. Collection of natural material.	Parents Parents
Sunday 21.10	1. Learning poems by Russian writers. 2. Making crafts from natural material.	Parents Parents
Monday 22.10	1. GCD cognition Examination of the painting by I. Levitan "Golden Autumn" 2. Design of the exhibition of works from natural material "Fantasy World" 3. GCD Physical Culture on a walk "In the autumn meadow"	caregiver Educator - speech therapist caregiver
Tuesday 23.10	1. GCD cognition + communication "A chance in the forest" 2. Making a folder with proverbs, riddles, poems on the theme "Autumn	Speech therapist - educator Speech therapist
Wednesday 24.10	1. GCD communication retelling of the story "Autumn" (according to I. Sokolov - Mitkov) 2. Making a herbarium 3. Evening of poetry "Sad time!"	caregiver caregiver caregiver
Thursday 25.10	1. GCD communication Retelling "Autumn is on the threshold". The word is a sign. 2. GCD cognition (FEMP) 3. Modeling, design 4. Watching the cartoon "Autumn Ships"	Speech therapist caregiver caregiver caregiver
Friday 26.10	1. GCD communication. Compilation of the story "I live in Bashkortostan" 2. NOD Artistic creativity application "Autumn tree" 3. Puppet show "Autumn Bouquet for Mom"	Speech therapist caregiver caregiver caregiver Speech therapist
Saturday 27.10	1. Hike to the National Museum of the Republic of Belarus. Visit the department of nature.	Parents caregiver speech therapist
Sunday 28.10	1. Joint trip to the Puppet Theater "Masha and the Bear"	Parents educator speech therapist

Our plan was the basis of the project, but it changed and was supplemented in the course of work. The main task of teachers when drawing up a plan is to select a variety of material for the implementation of ideas in different centers, focused on specific children, for varying degrees of complexity and interests. This is a way of working with educational content, which uses all possible forms in a complex, which allows you to consider the phenomenon from different angles. It is not at all necessary to impose these activities on the child, but it is very important to have a place in the group where materials are concentrated for a certain type of activity. We placed in prominent places books, illustrations on the autumn theme, crafts, specially selected stories, surprise moments, this served as a motivation for children to work.

Taking into account the age-related psychological characteristics of children, we put forward mandatory psychological and pedagogical requirements for fulfilling the conditions for organizing the project:

• Consistency of actions of teachers;
• Creation of a favorable emotional situation, providing for a democratic style of communication;
• Activation of cognitive interest as a means of forming a motivational component of activity through the use of game techniques, elements of competition, the effect of novelty;
• Accounting for the individual characteristics of the child.

2.5. Qualitatively - quantitative analysis based on the results of the experiment.

After the formative experiment, the effectiveness of the work was determined at the stage of the control experiment. We repeatedly recorded the attitude of children to adults, studied speech activity in play, direct educational activities, in communication, and assessed the level of cognitive motivation.

Comparison of protocols for diagnosing speech utterances in gaming, direct educational activities and in communication did not reveal significant quantitative changes in indicators of increasing the level of speech activity.

When comparing the data obtained as a result of the primary diagnosis and the control study, we saw an increase in the level of cognitive motivation (see Appendix 1.)

The data obtained also made it possible to note an increase in the general emotional background of the child (see Appendix 2.)

An increase in these two indicators, we consider important point when evaluating the effectiveness of the application of the design method.

Conclusions: Summarizing the material presented in the chapter and the results of the analysis of practical work, we can draw the following conclusions:

1. The study of the levels of speech activity in children with OHP allows us to state that children in this group have a decrease in speech activity in the course of any type of activity.

2. Special development of speech activity in preschoolers with OHP is possible using the project method.

3. The project method must be considered in a single context of four functions: identifying the problem, collecting information on ways to solve the problem, assistance at the stage of implementing the adopted plan, consultations at various stages of solving the problem.

4. The effectiveness of the project method depends on the cooperation of the project participants, in our case it is a speech therapist, educator, music director, children and parents.

Conclusion

The topic of our work was "the development of speech activity of preschoolers with OHP through the implementation of the project method."

But, the volume of the abstract did not allow us to study in detail the speech activity of the child.

In our work, we examined the theoretical and methodological aspects of the implementation of the project method in working with preschoolers with OHP from the point of view of domestic specialists.

Currently, many teachers have begun to deal with this problem. However, underrepresented psychological aspects problems, few applied developments related to the implementation of the project method in a preschool for children with OHP.

The psychological and pedagogical methods developed by us made it possible to diagnose the levels of development of speech activity of preschoolers with ONR and state the fact that all children in this group have a decrease in speech activity.

This put us in front of the need to look for ways to activate speech activity.

Based on the results of the study, we developed an information and creative speech therapy project and implemented it in the conditions of a speech therapy preparatory group with children with OHP.

We determined the basic principles and requirements for fulfilling the conditions for organizing the project, under which it is possible to develop the speech activity of children. Developed goals, objectives, project implementation plan.

But we believe that in order to conduct a more accurate study of the impact of the project method on the development of children's speech activity, a longer time frame for the project is needed.

Nevertheless, the control experiment showed that the conducted information and creative speech therapy projecthad a positive trend - the level of cognitive motivation and general emotional background increased in children, which will directly lead to an increase in the level of speech activity.

Literature

1. Valyavko S.M. . Features of motivation of children 5-6 years old with ONR / - St. Petersburg, 2003.

2. Veraksa N.E., Veraksa A.N.Project activity of preschoolers. Handbook for teachers of preschool institutions. - M.: Mosaic-Synthesis, 2008.

3. Evdokimova E. Project as a motivation for learning // Preschool education, N 3, 2003, pp. 20-24

4. Levina, R. E. Personality properties and mastery of speech in norm and pathology / R. E. Levina // Study of the personality of an abnormal child. - M., 1977.

5. Lvov M. R . Fundamentals of the theory of speech / M. R. Lvov. - M., 2000.

6. Matyash N.V. Psychology of project activity. (http://www.childpsy.ru )

7. Morozova L.D. The method of projects as a means of developing and implementing pedagogical innovations.(http://pik100.ucoz.ru/konf/innovacii/Morozova.htm )

8 . Orlyanskaya R. R. . Pedagogical conditions for the development of children's speech activity. http://www.dissercat.com

9 . Polat E.S. project method. (http://ciospbappo.narod.ru/ege/docs2/projects.htm )

10. Fadeeva Yu.A., Zhilina.I.I. Educational projects in a group for children with ONR. – M.: TC Sphere, 2012.

11. Shakhovskaya, S. N . Development of communication of children with speech disorders / S. N. Shakhovskaya // Correctional pedagogy - yesterday, today, tomorrow. Sat. scientific method. mater. - M., 1997.

Ministry of Education of the Republic of Belarus

Educational Establishment "Gomel State Regional Institute

advanced training and retraining of managers and specialists in education"

Faculty of Retraining

Graduation work

Influence of logorhythmic lessons on the formation of speech activity in children with general speech underdevelopment of preschool age

Work completed:

Shevko Valentina Nikolaevna

listener of group D-26

Supervisor:

Simkina Galina Arkadevna

speech children speech therapy rhythmics

Introduction

Chapter 1

1 Levels of speech development

2 The use of logarithmics in corrective work to overcome the general underdevelopment of speech in children

Chapter 2. Logarithmics as a science

1 Basic concepts and principles of speech therapy rhythmics

2 Means of logopedic rhythm

Chapter 3

1 Features of the use of logarithmics in general underdevelopment of speech

2 Factors affecting the development of children's speech activity

Conclusion

Bibliography

Applications

Introduction

With the advent of new technologies and new requirements in the upbringing and education of the younger generation in the 21st century, society faces one of the main tasks - the education of a new, modern man in order to master these technologies, to improve, to transfer practical and theoretical experience to others.

The first link in the upbringing of such a personality is children's preschool. One of the most important and difficult tasks is the development of a child's speech, the elimination of its shortcomings. Therefore, teachers face the problem of how to most effectively approach the solution of correctional tasks that contribute to overcoming OHP in preschoolers, the use of various methods, as well as the choice of methods and techniques that will help include the child in the learning process.

The purpose of this work is to reveal the significance and importance of logorhythmic classes in the formation of speech activity of preschool children, as well as to note the features of corrective work to overcome OHP in preschoolers.

It should be noted the relevance of this problem at the present stage. With ONR, according to R.I. Levin, its later manifestation, defects in pronunciation and phoneme formation are noted.

The study of pedagogical experience suggests that logorhythmics develops attention, memory, speech, contributes to the development of general and subtle logorhythms.

So, the object of speech therapy rhythm is a child with speech pathology.

The subject is a variety of disorders of psychomotor functions and a system of movements in combination with music and words.

The goal is to overcome speech disorder by developing, educating and correcting the motor sphere in combination with words and music.

The tasks of speech therapy rhythm are defined as health-improving, educational (cognitive), educational, correctional.

Speech therapy rhythmics uses methods of analysis and generalization of literary data; pedagogical examination, when the researcher does not interfere in the course of the pedagogical process, but accumulates facts that confirm his hypothesis; as well as sociological and experimental methods.

In the first chapter of the work, the levels of speech development are considered and characterized. Corrective work to overcome OHP in children is carried out by using a phased system of speech formation. At each stage, certain correctional tasks have been developed that require the development of a unified strategy, methodological and organizational continuity in solving educational and correctional tasks.

In the second chapter, the scientific substantiation of logarithmics is given. As a science, the goals and objectives of speech therapy rhythmics are defined.

The means of logopedic rhythm are presented as a system of rhythmic, logorhythmic and musical-rhythmic exercises and tasks that are gradually becoming more complex, which underlie the independent motor, musical and speech activity of children with speech pathology.

In the third chapter, a system for the impact of children's speech activity in logorhythmic classes was developed, and the features of the use of logorhythmics in OHP were disclosed. In all forms of organization of logorhythmic classes, attention is directed to the comprehensive development of the child, to his re-education, the elimination of non-speech disorders in the motor and sensory spheres, to the development or correction of speech, which, in turn, affects the speech activity of children. It is noted that logarithmic exercises affect the whole organism as a whole. The child learns to control body movements, the activity of the peripheral parts of the speech apparatus normalizes, at the same time work on the voice takes place in combination with articulatory gymnastics, the development of general and fine motor skills development of musical ear.

The appendix provides practical material on conducting logorhythmic classes with children with OHP on the topic "Seasons".

After all, the richer and more diverse the child's speech, the easier it is for him to communicate with peers and adults, to express his thoughts, which gives the child confidence in himself, in his actions and deeds, which gives the prerequisites for educating a comprehensively developed personality.

Thus, well-designed and organized logorhythmic classes contribute to the development of speech activity of preschool children with OHP, their mastery of independent coherent, grammatically correct speech, the phonetic system of their native language, as well as elementary literacy, which forms the readiness for teaching children in a general education school.

Chapter 1

1 Levels of speech development

By the definition of Professor R.E. Levina: "When studying the most severe speech disorders, such a category of children is singled out in whom there is an insufficient formation of all language structures. In children of this group, pronunciation and discrimination of sounds are more or less impaired, mastering the system of morphemes is not fully completed, and, therefore, , the skills of inflection and word formation are poorly acquired, the vocabulary lags behind the norm, both in terms of quantitative and qualitative indicators, coherent speech suffers.

the so-called uncomplicated variant of the general underdevelopment of speech, when there are no explicit indications of damage to the central nervous system. The underdevelopment of all components of speech in children is accompanied by "small neurological dysfunctions", such as insufficient regulation of muscle tone, inaccuracy of motor differentiation, etc.; children have some emotional-volitional immaturity, weak regulation of voluntary activity, etc.;

a complicated variant of general underdevelopment of speech, when the actual speech defect is combined with a number of neurological and psychopathological syndromes, such as increased cranial pressure syndrome, cerebroasthenic and neurosis-like syndromes, movement disorder syndromes, etc. Children of this group have extremely low working capacity, violation of certain types of gnosis and praxis , pronounced motor awkwardness, etc.;

gross and persistent underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex. As a rule, this group consists of children with motor alalia.

Thus, a detailed study of children with OHP revealed the extreme heterogeneity of the described group in terms of the degree of manifestation of the speech defect, which allowed R.E. Levina to determine three levels of speech development of these children.

The first level of speech development, characterized in the literature as "lack of common speech". As practice shows, quite often when describing the speech capabilities of children at this level, the name "speechless children" is encountered, which cannot be taken literally, since such a child uses a number of verbal means in independent communication. These can be individual sounds and some of their combinations - sound complexes and onomatopoeia, scraps of babbling words ("tina", "sina" - "machine"). When playing them, the child retains mainly the root part, grossly violating the sound-syllabic structure of the word. Sometimes a babbling word is completely different from its original, since the child is able to correctly convey only the prosodic features of its pronunciation - stress, number of syllables, intonation, etc. ("tutya" - "hand"). The speech of children at this level can be replete with so-called diffuse words that have no analogues in their native language ("kia" - "jacket", "sweater", etc.) characteristic feature children with the 1st level of speech development is the possibility of multi-purpose use of the means of language available to them: these onomatopoeia and words can denote both the names of objects, and some of their signs and actions performed with them (for example, the word "bika", pronounced with different intonation, means "car", "rides", "beeps"). These facts indicate the extreme poverty of the vocabulary, as a result of which the child is forced to resort to the active use of paralinguistic (i.e. non-linguistic) means - gestures, facial expressions, intonation: instead of "give me a doll", the child says "yes" and accompanies the babbling word with a hand gesture - pointing to the required toy instead of "I won't sleep" says "neither cha", negatively twisting his head and frowning, etc. However, even these amorphous sound complexes and words can hardly be combined into some semblance of a babbling phrase. Let us illustrate this situation with a sample description of a toy (car), compiled on the leading questions of a speech therapist: "Manya, Bika, Bika. Seine. Seine, Bika." ("Small. Car. Rides. Black wheel. Beeps").

Along with this, children have a clearly expressed insufficiency in the formation of the impressive side of speech. It is difficult to understand even some simple prepositions ("in", "on", "under", etc.), masculine and feminine, past and present tenses of verbs, etc. Summarizing all of the above, we can conclude that the speech of children at the 1st level is incomprehensible to others and has a rigid situational attachment.

Children with the 1st level of speech development receive speech therapy assistance from the age of 2.5-3 years in specialized nursery groups or nursery gardens for children with general underdevelopment of speech.

Parents can seek help from a speech therapist at a polyclinic and work with him for several years.

The th level of speech development is defined in the literature as "The beginnings of common speech". A distinctive feature is the appearance in the speech of children of two - three, and sometimes even four-word phrases. (“Da tena nika” - “Give me a yellow book”, “De kasya isya asom” - “Children paint the leaves with a pencil”, etc.) At first glance, such phrases may seem completely incomprehensible, but a detailed analysis of speech patterns indicates the use , along with amorphous words, words with clearly expressed categorical features of gender, person, number, and even case. Combining words into phrases and a phrase, the same child can both correctly use the methods of coordination and control, and violate them: "five cookies" (five dolls), "sinya kalandas" (blue pencil), "de yucca" ( two hands), etc.

Such errors, along with attempts to use diminutive forms, testify to the initial stage of assimilation of the morpheme system of the language.

In the independent speech of children, simple prepositions and their babbling variants sometimes appear. In a number of cases, skipping a preposition in a phrase, a child with the 2nd level of speech development incorrectly changes a member of the sentence according to grammatical categories: "Utya ezi a tui" - "The duck lies under the chair"; "Asik yazi tai" - "The ball is on the table", etc. However, there are still some simple prepositions ("on", "above", "for", etc.) and complex ones ("because of", "from under", "through", "between", " about") cause difficulties in understanding, differentiation and, of course, use.

The study of the pedagogical level suggests that, compared with the previous level, there is a noticeable improvement in the state of the vocabulary not only in quantitative but also in qualitative parameters: the volume of nouns, verbs and adjectives used is expanding; some numerals and adverbs appear, etc.

However, from practical experience it should be noted that the insufficiency of the morphological system of the language, in particular, word-formation operations varying degrees complexity, significantly impoverishes the abilities of children, leading to errors in the use and understanding of prefixed verbs (instead of "poured" - "did not pour"), relative and possessive adjectives (instead of "mushroom" - "mushrooms", instead of "foxes" - "fox" etc.), nouns with the meaning of the protagonist ("thrush" - "where they drink milk"), etc.

Practical experience shows that along with errors of a word-formation nature, there are difficulties in the formation of generalizing and abstract concepts, a system of synonyms and antonyms. As before, there is a polysemantic use of words in their semantic (semantic) replacements.

The speech of children with the 2nd level of speech development often seems incomprehensible due to a gross violation of sound pronunciation and the syllabic structure of words. So, the pronunciation and distinction of a large number of phonemes may suffer - up to 16-20. When playing words of two or three or more syllables, children break their sequence, rearrange them, omit or, conversely, add syllables, distort their sound ("siped" - "bicycle", "kititi" - "bricks").

Coherent speech is characterized by insufficient transmission of some semantic relationships and can be reduced to a simple enumeration of the events and objects seen. For example, when composing a story based on a series of plot pictures "The Bear and Honey", Pasha V. Experienced difficulties in conveying their sequence and content: . Pteiy ityt". ("The bear saw a hole (hollow). He walks through the forest. There is honey. The bear climbed into the hole. The bees fly. Then they sting. The bear runs. The bees fly").

Children with the 2nd level of speech development receive speech therapy assistance from 3-4 years of age in special groups with a 3-year training period.

The second level of speech development is characterized by extended phrasal speech with elements of underdevelopment of vocabulary, grammar and phonetics. It should be noted that typical for this level is the use of simple common sentences by children, as well as some types of complex sentences. At the same time, their structure may be violated, for example, due to the absence of the main or secondary members of the sentence. The ability of children to use prepositional constructions has increased with the inclusion in some cases of simple prepositions ("in", "on", "under", etc.). In independent speech, the number of errors associated with changing words according to grammatical categories gender, number, case, person, tense, etc. However, specially directed tasks make it possible to identify difficulties in the use of neuter nouns, verbs of the future tense, in agreeing nouns with adjectives and numerals in oblique cases. It will still be clearly insufficient to understand and use complex prepositions, which are either completely omitted or replaced by simple ones (instead of "got up from the table" - "got up from the table", etc.). At this level, word-formation operations become available to children. The study of this category of children shows that there is indeed a positive trend in mastering the system of morphemes and ways of manipulating them. A child with a general underdevelopment of speech of the 3rd level understands and can independently form new words according to some of the most common word-formation models. Along with this, the child has difficulty in right choice generating basis ("pot for a flower" - "pot", "a person who builds houses" - "homemaker", etc.), uses inadequate affixal elements (instead of "washer" - "washer"; instead of "fox" - "fox "etc.). Very often, the child's attempts to carry out word-formation transformations lead to a violation of the sound-syllabic organization of the derivative (i.e., newly formed) word, instead of "drawn" - "sayaval", instead of "washer" - "mynchik", etc. Typical for this level is an inaccurate understanding and use of generalizing concepts, words with abstract and abstract meanings, as well as words with figurative meaning. Vocabulary may seem sufficient in the framework of everyday everyday situations, however, a detailed examination may reveal that children do not know such parts of the body as the elbow, bridge of the nose, nostrils, eyelids. The trend towards multiple semantic substitutions is still preserved (instead of "basket" - "bag", instead of "gloves" - "these, on the hands of which", etc.)

Practical experience of working with children with general underdevelopment of speech allows us to determine the difficulties in reproducing words and phrases of a complex syllabic structure, for example, “a plumber repairs a water pipe” - “a water pipe tinitis a water pipe”, “a guide conducts a tour” - “kusavod floods ikusi”, etc.

Along with a noticeable improvement in sound pronunciation, there is insufficient differentiation of sounds by ear: children have difficulty completing tasks for isolating the first and last sound in a word, picking up pictures whose names contain a given sound, etc. Thus, in a child with the 3rd level of speech development, the operations of sound-syllabic analysis and synthesis turn out to be insufficiently formed, and this, in turn, will serve as an obstacle to mastering reading and writing.

Samples of coherent speech indicate a violation of the logical-temporal connections in the narrative: children can rearrange parts of the story, skip important elements of the plot and impoverish its content. For example, Dima K. compiled the following story based on the series of paintings "Winter Entertainment": "Children walked in the yard. And there was snow. They took coats, hats, took these, which they took in their hands. The boy rolled, and this one also rolled. They made non-neviks (snowmen ). Then he rolled a dog on a sled. No, it's not him, it's another. And the other one was sitting on the hill, and then he was running here (points to the picture "skating rink")".

Children with the 3rd level of speech development are sent to speech therapy groups from the age of 5 for 2 years. And if the correctional program is completed in full, there is a high probability that they will be able to study in a comprehensive school.

2. The use of logarithmics in corrective work to overcome the general underdevelopment of speech in children

Corrective tasks in logorhythmic classes are solved in close connection with the correction of the behavior and personality of a child with speech pathology. Without knowledge of the psychology of a child of a certain age, those deviations that arose as a result of a speech disorder or before it, it is impossible to influence the child correctly. It should also be taken into account that in any correction there must be a developing beginning. This is important because a speech disorder appears and develops in an emerging personality. A speech disorder (optional, but) can affect the formation of many mental processes: thinking, memory, perception, attention, the ability to self-regulate mental activity. Corrective logarithmic exercises should, on the one hand, correct impaired functions, and on the other hand, develop the functional systems of the child: breathing, voice function, articulation apparatus, auditory and visual attention, auditory and visual memory, voluntary attention in general, the processes of memorizing and reproducing speech and motor material, i.e. develop the speech functional system and non-speech mental processes.

The use of logorhythmics in corrective work to overcome OHP in preschoolers also implies a conscious determination of the sequence for eliminating several speech disorders. For example, if at preschool age in stuttering children, sound pronunciation disorders are eliminated in parallel with the normalization of the tempo and rhythm of speech, and in some cases even earlier, before starting work on the fluency of independent speech, then older stutterers have to choose what to eliminate first of all from speech disorders : stuttering or sound pronunciation - depending on the painful attitude to violations. .

Since speech therapy classes are the main form of correctional education and are intended for the systematic development of all components of speech, they should be equipped with a large number of logo-rhythmic games and exercises to overcome OHP in preschool children.

Correction of speech disorders is carried out both taking into account the motor and acoustic capabilities of children with speech pathology, and with the targeted selection of speech material for logorhythmic or musical-rhythmic classes. For example, the following exercises are used to automate audio:

Listening and memorizing any rhythm in a quarter measure;

2.The representation of each of the bars is different: in small circles; stamping their feet and snapping their fingers; singing; sound pronunciation;

(Dance "Kanon". Children are divided into four groups. Each group starts its movement one measure later.)

In logarithmic classes, it is useful to combine articulation exercises with hand movements. For example, spread your arms to the sides and sing the sound [and], connect them in front of you in the form of a hoop - the sound [o], from the position of the hand to the sides, slowly bring them together in front of you - the sound [y]. Exercises are initially accompanied by music, and then performed only to the count and, finally, independently at a learned pace without music and counting.

Speech therapy rhythm contributes to the development of phonemic perception. The perception of music of different tonality, loudness, tempo and rhythm creates the basis for the improvement of phonemic processes.

Pronunciation of texts saturated with sounds to music contributes to the development of auditory-pronunciation differentiation of phonemes. And the education of associations associated with sounds [s] - the melody of a babbling brook, [g] - the flight of a bumblebee, [c] - the chirping of a grasshopper, [h] - the itch of a mosquito, [w] - foliage rustling in the wind, allows children to better learn sounds aurally.

The use of logarithmics in corrective work contributes to the development of the pace and rhythm of breathing. For example, first calmly walk around on full feet in a circle, then, at a signal, raise your hands up (inhale), lower them down (exhale), Spread your arms to the sides (inhale), connect in front of you (exhale). The same exercise can be done with speech, starting with the pronunciation of individual vowels and their combinations, using rhythmic speech, counting - "one, two, three, four, five", conjugation - "I'm going, you're going, he's coming."

Logorhythmic classes contribute to the education of such personal qualities children with speech disorder, as imitation, activity, initiative, independence, collectivism, education of volitional qualities - courage, perseverance, endurance, determination.

Under the proposed music, on the basis of their own ideas, children compose fantastic stories, songs with dance compositions, with dances. Violation of creative abilities is eliminated with the help of exercises that develop this ability. Such exercises include free motor improvisations to music, motor performances of songs, as well as a variety of games in which improvisation and creativity come to the fore. These exercises are more suitable for children who are inhibited, shy, timid. For example, playing musical instruments, where you need to tap out the rhythm set by the teacher.

The development of movements, combined with the word and music, is a holistic educational and correctional process. The basis of logarithmic classes is the synthesis of words, music and movement.

Movements are combined with rhythmic speech, singing, playing musical instruments. Playing musical instruments, toys contributes to the development of hand movement. For example, with a hammer on a metallophone, a xylophone, the development of breathing while playing a pipe, a clarinet; development of voice, articulation in the performance of songs, chants; development of hearing in the selection of familiar songs, jokes, rhymes for performance on musical instruments, to normalize the prosodic side of speech, when improvising rhythmic and melodic chants, when playing in an ensemble, observing the overall dynamics, tempo, timely entry into the game and the end of the game.

Cartoons with musical accompaniment, with entertaining characters make children want to repeat their favorite songs.

When implementing a corrective-logorhythmic impact, it is necessary to take into account the sources of children's musical activity and manage the development of this activity in such a way as to use it to normalize motor, sensory, and speech functions. In the classroom, children improvise the same type of actions. For example, lumberjacks chop wood, dressmakers sew with a needle, then these actions are complicated by introducing several characters into the game, for example, lumberjacks chopped firewood, stacked it, loaded it into a car. And finally, the children themselves build the composition of the action.

The use of logarithmics in correctional work is also reflected in the role-playing game. For example, girls rock dolls to the song of M. Krasev "Bayu-bayu". Children's matinees are a kind of report on the conduct of medical and correctional and speech therapy and educational work for the entire course of classes. The choice of speech material is carried out taking into account the speech capabilities of the child. Outdoor games have a huge corrective effect on children with speech disorders. They are characterized by great emotionality, they include various forms of movement - running, buckles, jumps, walking, which require strength, agility, speed, coordination of movements, endurance, have a strong and comprehensive effect on the body, causing significant changes in the functions of muscle, respiratory and cardio - vascular systems. For example, outdoor games "At the bear in the forest", "Mousetrap", "Shaggy dog".

In logorhythmic classes, it is useful to use dramatization games of poetic or prose texts on various topics and plots. These games are of great interest for children and become more difficult depending on the age and stage of correctional work. For example, "Who do I look like", where one child depicts an animal in motion (a bear, a hare, etc.), and the rest of the children must guess and name this animal.

All types of games are selected with clear rules, with texts that meet the requirements of speech therapy, taking into account speech disorders and deviations in the motor sphere of people with speech pathology.

It is important to note that logorhythmics contributes to overcoming OHP in preschoolers.

Starting from the younger preschool age, children learn to sing syllables ("ma-mo-mu-we"), sing from pictures ("de-ti ply-jester"), tap out, dance a given rhythm, pronounce counting rhymes with and without music (" one, two, three, four, five, the bunny went out for a walk"), sing nursery rhymes ("ay, lu-li, ah, lu-li, in-le-te-li-ko-ma-ry"), say sayings ( "There is grass in the yard, firewood on the grass"), memorize small poems (for example, from A. Barto's series "Our Tanya cries loudly"), which contributes to education correct speech, activate the activity of children in communication, in the game, in motor improvisations.

Thus, the use of logorhythmics in corrective work to overcome OHP in children contributes to the implementation of the main task: the development of all aspects of speech activity, the improvement of all functions of speech, memory, attention, thinking and other aspects of children's mental activity.

In the course of practical work, we conducted a lesson. ("In the autumn forest", the outline of which is given in Appendix No. 1).

Chapter 2. Logarithmics as a science

1 Basic concepts and principles of speech therapy rhythmics

Movement is the main biological quality of living matter. The human body is not just balanced with the environment, but adapts, adapts with the help of movement. Motor skill is the degree of mastery of the technique of action, which is characterized by an increased concentration of attention on the components of the movement (learning to walk) and methods of solving a motor problem (putting a spoon in the mouth).

A motor skill is a degree of mastery of the technique of action, in which movement control occurs automatically and actions are highly reliable. Each movement is performed in a certain rhythm. Rhythm is widespread and is used in relation to poetry, prose, heart, etc., but most often the concept of "rhythm" is associated with the peculiarities of the alternation of phenomena in time. The main features of the rhythm are repetitions with a certain frequency (clap-clap-clap - claps, Monday, Tuesday, Wednesday - days of the week, January, February, March - months of the year). The presence of accents (i.e., stronger and more prominent irritations in any respect).

Rhythm is a system of physical exercises built on the connection of movements with music. Rhythm is an integral part of physical and artistic education in childhood. It contributes to the versatile development of children (development of musical ear, musical memory, expressiveness of movements).

In rhythm classes, jumps, game exercises, running, elements of rhythmic gymnastics, dance and imitation movements are used, children learn to express the character and tempo of music in movements. The sense of rhythm has a motor nature and is accompanied by motor reactions. These are muscle contractions of the tongue, muscles of the head, jaw, toes, tension that occurs in the larynx, head, chest and limbs. Movements can be active and imaginary. Effective movements are expressed as rudimentary (which are not visible) and complete (tapping the foot, shaking the head, waving the arm).

Both rudimentary and complete movements can be unconscious (a person, without noticing, beats the beat with his foot). Imaginary movements do not appear externally, a person imagines them (listens to waltz music and imagines how he moves in a waltz). Therefore, musical rhythm is an expression of emotional content and has a motor and emotional nature.

Musical-rhythmic feeling is the ability to actively experience (reflect in motion) music and feel musical expressiveness.

On the basis of the development of musical and rhythmic feeling, musical and rhythmic education is built.

Musical and rhythmic education is the purposeful formation of a personality by exposing it to music and rhythm in order to educate the cognitive sphere (musical works, games, round dances); volitional sphere (exercises to music require the fulfillment of the goal); and emotional sphere (emotional impact on the child).

The study of pedagogical experience suggests that treatment through movements has been used for a long time. It involves the use of all types and forms of movements as therapeutic factors - kinesitherapy, which is used after fractures, after heart attacks.

Part of kinesitherapy is therapeutic rhythm. Its task is to develop a sense of rhythm with the help of a system of physical exercises to music and use it for therapeutic and corrective purposes. An integral part of it is logopedic rhythm. Speech therapy rhythm affects the general tone and motor skills, develops attention, memory, speech, activates the cerebral cortex, and establishes balance in the activity of the central nervous system.

Logorhythmics, despite its organized system, is an addition to the system of speech therapy classes. A. Rosenthal believes that logarithmics - new way speech correction, based on a combination of musical rhythm with the use of words.

Logorhythmics is based on general didactic and specific principles. They are interconnected and determine the unity of education, development and correction of the functional systems of children with speech disorders.

General didactic principles include:

The principle of systematicity determines the sequence of presentation of the material, continuity, regularity corrective process, repetition of the developed motor skills, the gradual introduction of them into the motor stereotype, variability.

The principle of consciousness and activity is the conscious, active attitude of the child to his logarithmic activity.

The principle of visibility determines the wide interaction of all analyzers, the emergence of a specific idea of ​​motion.

The principle of accessibility and individualization provides for taking into account the age characteristics and individual capabilities of persons with speech disorders. It is due to the different development of the physiology and biomechanics of adults and children, different methodical approach to the construction of a logarithmic lesson, by various means, forms of influence. The optimal measure of accessibility is determined by the age and motor capabilities of persons with speech disorders, the impact of speech impairment on their personality, and the degree of task difficulty. An individual approach involves taking into account the nature of the pathological process, as well as the type of higher nervous activity, age, gender, motor status.

The principle of gradual increase in requirements determines the setting of more difficult new tasks for those involved.

Specific principles include:

The principle of development implies the simultaneous implementation of mental, moral, aesthetic and sensory education in the process of motor activity.

The principle of the comprehensive impact of logorhythmic exercises affects the whole organism as a whole.

The etiopathogenetic principle determines the differentiated construction of logorhythmic activities depending on the cause and pathogenesis of speech disorder (for example, with rhinolalia, special attention is paid to the differentiation of oral and nasal breathing)

The principle of taking into account symptoms determines the physical capabilities of a child with speech pathology (for example, the presence of paralysis and cuts in cerebral palsy, weakness in a child with stuttering).

The principle of complexity implies the connection of speech therapy rhythm with medical, psychological and pedagogical influences on a child with speech pathology (for example, with stutterers they rely on psychological and speech therapy attitudes, with dysarthria - on the use of drug therapy) and the main types of musical activity (listening to music, singing, musically rhythmic movements).

2 Means of logopedic rhythm

The means of speech therapy rhythm are: walking and marching in various directions; exercises for the development of breathing, voice and articulation; exercises that regulate muscle tone; exercises that activate attention; counting exercises; speech exercises without musical accompaniment; exercises that form a sense of musical time signature or meter; exercises that form a sense of musical tempo; rhythmic exercises; singing; exercises in playing musical instruments; independent musical activity; gaming activity; exercises for the development of creative initiative.

The basic principle of constructing all of the listed types of work is the close connection of movement with music with the inclusion of speech material.

Walking and marching in different directions

This is a means of speech therapy rhythms by V.A. Griner calls "introductory exercises." They should teach children the basic skills of walking in circles one at a time; walk in circles in pairs; walking in circles in groups; bypassing various objects; walking backwards; walking with your back to the center of the circle; building in a line; building in a column; making turns.

When performing exercises, children must: observe the given direction of movement; do not collide while walking; follow directions; keep the same distance between those walking; navigate in space and in a team; orientate in right-left traffic.

Introductory exercises: give a setting for a varied pace of movement and speech; concentrate the attention of children; included in every session. contribute to the development of coordination of movements.

In children with speech disorders at preschool age, the following disorders of coordination of movement when walking are observed: widely spaced legs, shuffling legs, unsteadiness in walking, slow pace of movement.

To correct these violations, exercises are used in stepping over objects - sticks, rope, cubes. In the classroom, you can use the following types of walking: walking along a path marked with two ropes; walking "flock"; walking in a group to the opposite wall of the hall; walking along the rope in a circle one after another; walking one after another, holding the rope with their hands (children stand one after another, in the left hand of each there is a rope, to the sounds of the drum, the teacher (guide) leads the children in a circle, the movement can be accompanied by pronouncing the sound: UUUUU, OOOOO); walking one after another along the rope sideways with side steps - children follow each other 3-4 m in small steps, raising their legs high, arms lowered; walking one after another with passing stepping over 5-6 cubes and slats of a ladder laid on the floor (2-3 circles); walking up an incline walk with a dismount.

Different types of walking are combined not only with music, but also with the word, for example, walking:

a) on the inner (outer) side of the foot

Ice on ice, ice on ice

A penguin is walking on the ice.

Slippery ice, slippery ice

But the penguin won't fall.

b) in the footsteps

The heron is important, nosy,

Standing all day like a statue

c) on socks:

Mom needs to rest

Mom wants to sleep.

I walk on tiptoe

I won't wake her up.

d) on the heels:

I hear the sound of my heels:

Knock-knock-knock, knock-knock-knock

My heels are moving

They take me to my mother

These exercises are carried out in accordance with the stages of speech therapy work at the beginning of the remedial course. Gradually, the number of these exercises is reduced, but not excluded, since there should be continuity in the use of speech therapy and logorhythmic material.

The purpose of the exercises is to contribute to the normalization of the activity of the peripheral parts of the speech apparatus.

Exercises for the development of breathing contribute to the development of correct diaphragmatic breathing (with movements of the arms up and down, up to the sides, up to the belt, up to the head) and a long exhalation, its strength and gradualness to lower to the full foot, hands to the belt (exhalation ).

Breathing exercises include speech material pronounced on the exhale. For example, rise on toes, pull your hands up - inhale, dropping to a full foot and putting your hands on your belt, pull a dull sound for a long time [s], (or [w]), [f], [x], then vowels are isolated and in various combinations, then vowels combined with consonants. Next - on the exhale - pronounce the words with open syllables SASHA, OWL; words with closed syllables (2-3 syllables), for example, ENGINE, PIECE; phrases of 2-5 words, for example, I'm going for a walk. SO LET'S GO TO PLAY ASAP.

Work on the voice begins with pronouncing vowels and consonants as you exhale. These exercises are carried out with and without musical accompaniment. Vowels are sung with a change in voice pitch (you can use "purr" and "buzz" to achieve a change in voice pitch).

The strength of the voice is formed by pronouncing vowels more loudly and more quietly, with an increase or decrease in the accompaniment. The duration of the sound of the voice depends on the duration of the exhalation. To cultivate the expressiveness of speech, melodiclomation is useful - reading poetry with different intonation to the music. Work on diction is carried out through breathing, vocal and articulation exercises: silent articulation to music or counting vowels, whispered pronunciation of vowels, loud pronunciation of isolated vowel sounds and their rows (2-3-4 sounds), whispered pronunciation of syllables, words with consonant sounds , loud pronunciation of quatrains, proverbs, sayings with a change in logical stress and tempo of speech.

It is useful to sing vocalises - melodies without words. Vowels are sung in the sequence [y], [o], [a], [i]. Then the scales are sung - the sliding of the voice from sound to sound (to develop voice flexibility and pitch). Singing interjections that express emotions helps to develop the range of the voice: Ah! ABOUT! OH! AY! AY-Y-YAY!

Chanting is performed in combination with articulatory gymnastics and the simultaneous development of fine motor skills, which also contributes to the development of children's speech activity. Let's take the following exercises as an example:

Children imagine the situation: the fly sat on the left knee. You need to see it, peer, catch it, feel it in your fist, raise your fist to your ear. Listen to the fly ringing, sing on the exhale: ZZZZZZZZ

b) Sing a song and simultaneously connect with the 1st finger 2, 3, 4, 5 (on stressed syllables)

On the parquet in eight pairs of flies danced,

They saw a spider - they fainted.

c) Sing the same song on the syllables ZUM, ZU and at the same time conduct with the hand.

Exercises that regulate muscle tone

These exercises allow you to master your muscles, learn how to control movement. The content provides for the distinction between loud and quiet sounds with the performance of movements, tasks with objects in walking, running, jumping.

Preschoolers get acquainted with the loud and quiet sound of a musical instrument, first in a standing position, sitting, then in the process of walking, running. For example: for a strong sound, children go in a circle, waving flags, for a weak sound, they stop, hide the flags behind their backs; for a loud sound - they go on the whole foot, for a quiet one - on toes; children sit in a circle on the floor in Turkish style. On loud music they hit the floor with their palms, on quiet music - claps in front of them; to loud music they go in a circle, to quiet music they circle in place on their toes; to loud music - they go in a circle, waving ribbons, to quiet music - they stop, go down on one knee.

In the work on educating the ability to regulate muscle tone, general developmental and corrective exercises can be distinguished.

General developmental exercises develop the muscles of the back, abdomen, legs, shoulder girdle. According to the nature of the performance, the exercises are divided into exercises with objects (flags, balls, ribbons, etc.) and without objects. Exercises with objects develop the strength of movements, dexterity, clarity, speed of reaction, eye. Special attention should be given to exercises with balls. All types of balls are used: large (to repel a suspended ball); medium (for rolling and catching); small (for throwing, passing in a row and carrying).

Corrective exercises are used to strengthen the muscles of the feet, torso, to develop balance, for proper posture.

Posture exercises strengthen the muscles of the back, shoulder girdle, correct posture. These are exercises for pulling up on the hands on a gymnastic bench and an inclined board (lying on the stomach), climbing over the benches, crawling between the slats of the stair pyramid.

Balance develops when walking, running, jumping, throwing and other exercises. These include exercises on a reduced support area (rope path, board), exercises on a raised limited surface (inclined board, bench), exercises on a movable support (rocking bridge), exercises on a horizontal and inclined surface. These exercises are performed to calm music with pronounced accents indicating the beginning and end of the movement. Special means of balance training include circling in place by stepping over followed by squatting, stopping while walking and running on a sound signal, jumping in place with turns, stepping over objects (cubes, sticks, slats, rope).

Exercises to change muscle tone also include:

1. rotation of the hands at the top (3-5 sec.) - straining the muscles of the arms and shoulder girdle with lowering the arms down - relaxation. Repeat 2-3 times.
2. stamping your feet, hands behind your back - muscles are tense (5-7 seconds), lower your hands, starting position - main stance.
3. "Light and heavy handles"

Children stand in columns. I.p. main stance, hands behind the back.

2 - lifting the arms forward to shoulder level (with tension).

4 - lowering behind the back.

6 - swinging arms to shoulder level (light) - 4 times.

regulation of muscle tone in game form proceeds as follows.

Playing with water: Children sit on the floor, as if on the river bank. 1 - smoothly spread your arms to the sides, the body back (as if grabbing water with your hands), 2-hands "hit the water".

"Funny legs" Children sit on chairs, resting their hands on their hips, elbows to the sides. 1 - right foot on the heel, strongly bent in the rise, 2 - straighten, 3-4 - repeat with the left foot, 5-6 - with both legs.

Exercises that activate attention bring up a quick and accurate reaction to visual and auditory stimuli, develop all types of memory: auditory, visual, motor, teach you to concentrate, show volitional efforts, organize the motor sphere - give an orientation to action.

By organizing the motor sphere, the teacher forms in children the readiness to act in a certain way in a certain direction. The cultivation of such readiness contributes to the development of attention.

The word, music, gesture contribute to the education of attention. The change of musical segments, tempo, rhythms, the contrast of registers, the nature and strength of sound, the form of a piece of music allows you to control the change of movements, and draw the attention of children to a change in music, and therefore to movement.

At the logarithmic lesson, 1-2 exercises for attention are carried out. It can be a static or dynamic (running, walking) exercise.

An exercise for switching attention can be as follows: children stand in 2 lines facing each other. Alternately perform 2 movements: one line crouches, the other at this time rises to the toes. Then vice versa.

An attention stability exercise can be offered in the following way: children walk in a chain in different directions. To the accent in the music, the host goes down on one knee. The rest keep moving. Emphasis again - the next leader kneels down. Then, when everyone stops, the exercise is continued in reverse order until a chain is formed again.

It is very good to use the following exercise for the distribution of attention: children stand in a circle and count: 1-2-3. The first go to the music in a circle to the right. The second go to the music in a circle to the left, the third stand still and clap their hands. Then the movement changes.

For the development of auditory attention, you can apply the following exercise:

"Sleep, dance." (Children close their eyes to minor music - they "sleep", when the music is in major - they "wake up" and dance).

An exercise for the development of speech attention can be as follows:

"Beetles". (Children stand calmly all over the playground. At the signal-word “Beetles are flying,” they scatter. At the signal “Beetles fell on their backs and cannot roll over,” they stop, lie on their backs and dangle their legs in the air).

Counting exercises are used to organize the behavior of children when performing a task.

The account helps children to stand in pairs correctly, stand in two lines correctly, stand in two columns correctly, stand in 3, 4.

Counting exercises are included in exercises and can be carried out in poetic form as a signal to perform the next exercise.

1. "Firewood"

The trunk was split, barely an imitation of chopping firewood

Boo - firewood, boo - firewood,

Here are two logs.

1. The dance ends, the circles gather:

Boys - to Alyosha, girls - to Katyusha.

One two Three!

1. Children stand facing the teacher and shake tambourines over their heads at the expense: 1-2-3-4. Right turn. Right again. They all count together.

Speech exercises without musical accompaniment are of interest to a speech therapist who does not own a musical instrument.

Such tasks can be used during morning exercises and physical education sessions, during speech therapy classes, while the movements should not be mechanical. Speech material is selected taking into account speech pathology (tempo, rhythm - for stutterers, vocabulary development - for OHP, pronunciation automation - for dysarthria). Poems are selected so that it is possible to correlate the movements of the arms, legs, torso with the rhythm of speech, the length of the poetic line should be medium (otherwise it is difficult to pick up movements).

In verses, verbal vocabulary should prevail in order to more easily accompany the text with movements. Must be present here story line or actor to avoid mechanical movement. Poems are selected taking into account age, speech and motor abilities. Not all speech exercises can be performed with pronunciation and movement, this can cause respiratory distress. Therefore, it is better to divide the children into two groups: one performs the movement, and the other pronounces the text, then vice versa.

Speech exercises with the simultaneous performance of an action contribute to the development of a sense of tact.

Children walk in a circle with a stomping step and say to the beat of the steps:

Here comes our train

The wheels are rattling

And in our train

The guys are sitting.

We go, we go, we go for a long time,

This path is very long.

Soon, soon we will arrive in Minsk,

There we can rest.

Go to normal step.

Choo-choo-choo, choo-choo-choo

The steam locomotive is running

far, far away

He took the guys.

Walking in a squat while speaking:

Goslings swam - red paws,

Lake, lake - everything is in order,

Gray swam, white swam,

They muddied the water with their red paws.

Separate performance of speech exercises and actions develops children's attention and concentration.

1. Children hold the flag horizontally with both hands and step over it with their right or left foot. one child says, the other does:

Raise your leg higher

Walk through the stick

And don't fall behind the other

But don't drop the flag!

b) The teacher pronounces the text, and the children perform various jumps:

Legs together, legs apart

Legs straight, legs sideways

Legs here and legs there

What's the noise and what's the noise?!

Exercises that develop a sense of time signature or meter.

Children, first of all, are given the concept of an accent as a striking moment in sound. Children must learn to listen to the music, to distinguish individual percussive moments against the background of the sound of even force, and then to respond to them with conditional movements.

First carried out special work over an unexpected accent, then - over a metric (evenly repeating) accent and a transitional one. The accent in music is distinguished by a chord or a drum beat. Children, standing or sitting, give a conditioned motor reaction:

• claps
• leg movement
• transfer of the subject
• catching the ball, etc.

Then they learn to do various rearrangements that involve the accent as a prearranged signal for the rearrangement.

Exercises for the perception of an unexpected accent

1. Circles are drawn on the floor according to the number of participants in the exercise. To the music of the march, everyone walks around his circle. On an accent, he jumps into his circle with two legs, on the next accent, he jumps out of the circle.
2. Children stand in two lines. Some have hoops in their hands. They rock them. At an unexpected accent (or clapping), the children roll the hoops to another line. Everything repeats from the beginning.

Exercises for the perception of a metrical accent require a clear match of the movement with the accent (which alternates after a certain time). Children convey the accent by moving their arms, legs, body without determining it by counting.

1. Children stand in a line at a distance (with jump ropes). Emphasis (1) - everyone throws the rope like a fishing rod, 2-3-4 - pull the "fish" towards them
2. Children sit on chairs lined up one after the other, their feet are placed on the crossbar of the chair in front, imitating the movements of the rowers. 2/4: 1-accent, stroke, 2- straightened up.
3. Children stand in a circle facing each other. 1 - accent, jump with both feet to the center, 2-3-4 - step back.

When working out the accent on the step, the sequence is observed: 4/4, 2/4, * (most difficult)

Exercises for precision execution:

1. Children stand in a circle with small balls. With emphasis 1 - the ball is up, 2-3-4 - you need to turn around and catch the ball so that it does not fall.
2. Everyone conducts to the music, standing in a circle with their backs to the center. With the cessation of music for 1-2-3 measures, conducting continues at a given tempo. The music resumes. The teacher checks if the movements matched the music

Exercises for the perception of a transitional accent.

In contrast to the metric, it does not always fall into the account "one", but sequentially goes to "two", "three". The transitive accent can be compared to the logical stress in speech:

You are late for the rhythm today

You are late for the rhythm TODAY

You are LATE for the rhythm today

You're late to Rhythm today.

a) Children sit on chairs in a semicircle. Size 4/4.

On 1 in the 1st measure, the children raise their hand up, 2-3-4 - lower

On 2 in the 2nd measure, raise the hand up, 3-4-1-2 - lower

On 3 in the 3rd measure, raise the hand up, 4-1-2-3 - lower

On 4 in the 4th measure, raise the hand up, 1-2-3-4 - lower

On the 5th beat they get up.

Exercises that form a sense of musical tempo:

The tempo of music is the speed of musical performance. It can be slow, medium, moderate, fast.

First, the tempo is assimilated on simple movements- clapping, drumming, arm waving, etc. at the pace of normal walking and running, then proceed to a gradual acceleration and deceleration of the pace.

With young children, the pace of movements is practiced when walking, running, in exercises with objects, and during constructions.

In older preschool age, the pace is worked out in constructions and rebuildings: movements in a chain, snake, in a circle.

Various objects are used: jump ropes, tambourines, triangles, balls, hoops. You can give exercises with imaginary objects:

1. Children to the sound of fast music imitate the flight of aircraft (running)
2. To the sounds of the march, children walk along a line drawn in chalk. With the acceleration of the tempo of the music, they run to the flags lying in the center, and they run in a circle with them. When changing the tempo, they put flags and walk along the line with a step.
3. Chairs stand in a circle at a distance of 2-3 steps from each other. At the pace of the march, the children walk in a snake between the chairs, at the pace of the run they move in an outer circle.
4. Children walk in a circle at the pace of the march. The music plays and then stops. Children must follow the set pace. Standing in a circle, children take a quarter step to the right, eighth - 2 claps.

Rhythmic exercises

For the correct reproduction of the perceived standards in rhythmic exercises, it is necessary that the speed of movement must match the tempo of the music, the muscular tension in the movement must match the strength of the sound or the accent, the rhythmic pattern transmitted by the movement must match the musical rhythm.

The sense of rhythm allows the child to maintain the contour of the word in case of violations of sound pronunciation:

SAMOVAR - MATATAR

HAMMER - KOLOT

As a result, children develop the ability to differentiate various simple diverse rhythms, to subordinate their movements to them, to automate movements that reflect the rhythm.

Exercises for children are offered in the form of games, dramatizations, imitations of animals, birds, labor processes. IN younger age rhythms are formed by light movements made while sitting or in actions.

For example:

1. Children stand in a circle in pairs. On the eighth, they alternately shake their fingers at each other. A quarter turn their backs to each other and find themselves with a new neighbor.
2. Children sit cross-legged on the floor. On a half note, they clap above their heads, on the 1st quarter - they clap with one hand on the floor, on the 2nd quarter - with the other hand (hands through the sides)
3. Children depict birds. For 2 quarters - 2 flaps of wings, for a half note - stand up
4. The children are digging. 1st quarter - they put a shovel, 2nd quarter - they press with their foot, half note - the earth is thrown aside.
5. In the future, more complex rhythmic patterns are used.
6. Children walk in a circle holding hands. In the 1st measure they go, in the 2nd measure they lower their hands and circle in place to the left. When repeated, spin to the right.

Rhythmic games are built on two principles:

Reflective "order - disorder", i.e. a rapid transition from an unorganized free movement to an organized one.

2.Reflecting the possibility of various constructions and changes in the course of the game - "the third extra".

Rhythmic dances are a combination of natural movements - steps, running, jumping, turning and music. They do not require special dance techniques, but they are complex in construction, they take time to fully assimilate.

Speech material can be divided into 3 groups: movement with a word and gesture, naming actions by participants, dialogues.

For example:

1. 1 gr. Children stand arbitrarily, express the thought proposed in the text - brushing off the wasp, they say in unison: "There is a wasp! There is a wasp! Ay, I'm afraid! Oh, I'm afraid!" WITH last words run around the room.
2. 2 gr. "We went to the meadow!" Children stand in a circle. A little bunny.

Speech therapist: We went to the meadow, led a round dance.

This is how they danced in the meadow.

(Children, holding hands, walk in a circle)

Speech therapist: A bunny fell asleep on a bump in the cold.

Like this, like this, a bunny in the cold.

(Stopping, the children point to the bunny, putting their hands under their cheeks, show how he sleeps)

Speech therapist: They wanted to wake up, they blew the pipes:

Tu-tu, ru-tu-tu, they blew the pipes.

(Show action)

Speech therapist: We woke the bunny, beat the drums.

Boom-boom, tra-ta-ta, to the drums

Speech therapist: Bunny, wake up, get up!

So, do not be lazy, come on up!

1. 3 gr. "Magpie-magpie" Children stand in a circle, holding hands. Inside the circle - forty. Children go in a circle. Magpie stands on one leg.

Children: Where were you, magpie?

Magpie: Far, far away.

Cooked porridge, fed the children, imitates the named movements

Jumped on the threshold

Called guests.

Children's attention is drawn to the emotional state of the music and its composition. Children for these exercises need to have a certain margin of movement.

The sense of musical rhythm, as well as the sense of rhythm in general, must be considered in combination with all other means of musical expression.

Singing is a complex process of sound formation, in which the coordination of hearing and voice is important. Singing has a positive emotional impact on children's speech. Music and the word develop organization (sounds - speech and music - follow each other). Singing in a choir is a psychotherapeutic tool, lyrics stimulate cognitive interests.

When cultivating vocal skills, you need to make sure that children sing melodiously, without screaming, without taking a breath in the middle of a word or musical phrase, the breath should be fast, deep, silent. Exhalation should be slow. Diction must be clear and precise.

The requirements for vocals in logorhythmic classes are as follows: first, a melody with short and long keys is taken; the melody should not exceed the sound up to the second octave; there should not be large intervals in it, because Difficulty maintaining intonation in one breath they sing no more than 2 measures in 4/4; the melody should be built in height from top to bottom, because. at the beginning of singing, breathing is stronger, the air stream is more powerful; first, songs with short sentences are taken, then with long ones; songs are selected at a slow and medium pace, then faster ones; the text should have a lot of vowels and voiced consonants; songs must be age appropriate; songs should be corrective; songs should have a well-remembered melody; songs should have a logical arrangement of lyrics; songs should provide for the possibility of staging.

It is best to start the lesson with singing in chorus, duet, subgroups.

Exercises in playing musical instruments (musical toys) are also used in logorhythmic classes.

Musical instruments involve the child in the field of music, develop creativity, musical toys are a good didactic tool (variability of tasks).

Children's musical toys and musical instruments are divided into silent and sounding. Silent - depict musical instruments (a piano with a dumb keyboard, balalaikas with painted strings). These toys are used to create a game situation, to develop finger motor skills while simulating playing on them.

Sounding toys are: with a sound of indefinite height (rattles, tambourines, castanets, triangles, cymbals, drums); with a sound of a certain height (pipes, horns, pipes); toys with a fixed melody (organs, music boxes, music boxes); toys with a scale (metallophones, pianos, grand pianos, clarinets, flutes, saxophones, button accordions, accordions, bells, zithers, domras, balalaikas, etc.).

Playing musical instruments contributes to the development of the hand (hammer on a metallophone, plectrum on a zither), breathing (wind instruments), voice (playing with vocals), hearing, normalizes the prosodic side of speech (when improvising chants, when playing in an ensemble).

Independent musical activity contributes to the development of coordination of hearing - voice - movement, tonal and rhythmic feeling, fostering interest in music and singing, enriching the emotional life of children.

The study of pedagogical experience suggests that all types of musical work with speech pathologists can be considered as a collective, activating, corrective PSYCHOTHERAPY.

Musical independent activity is closely connected with the musical game. Children who study on their own initiative sing, dance, perform dances, select melodies on children's musical instruments.

The sources of independent musical activity are varied: music lessons (learning songs, dances, games); holidays, entertainment (bright impressions reflected in the game); children's musical television and radio programs; musical education in the family (music-making and singing of parents, collecting musical records).

In the classroom, children first improvise the same type of actions (riders, pilots, lumberjacks). Then the musical-play image is created in development (the gardener digs the ground, plants plants, waters them, loosens the ground, cuts branches, etc.). Further, the musical action is complicated by the participation of several characters. And finally, the children independently build the composition of the action.

Creative compositions include: dances, dances, round dances, songs, playing musical instruments, staging the plot of the song, ballroom dancing (waltz, polka), characteristic dances (dance of Petrushka, Snow Maiden, Bear).

Dances can be combined - improvisation + learned movements

In role-playing games, children perform songs in accordance with the plot and game plan - in the game "House", they sing a lullaby

In independent activities, children use playing musical instruments, compose their own songs. It should be noted that the musical activity of children is manifested in matinees, in theatrical activities, in leisure activities, in individual lessons, at holidays and entertainment. Children's morning performances are a kind of report on the speech therapy and correctional work carried out.

At matinees, the material of all types of musical and rhythmic work is more clearly revealed and used, the speech material is selected taking into account the capabilities of children. The scenario is discussed jointly by a speech therapist, music director, educator.

Puppet theater - entertainment in an entertaining way. This is a consolidation of knowledge and skills learned in the classroom.

Individual classes are conducted by the educator on the instructions of the speech therapist and music director, indicating the exact task.

For example: the development of fine motor skills in playing string instruments, the development of voice in singing to the sound Z, the development of expiratory strength in playing wind instruments.

The teacher guides the child’s independent musical activity when he arranges a musical corner, advises to play musical instruments, establishes a connection between the lesson and the child’s independent musical activity “Sing the lullaby to the doll Masha that we sang in class”, creates external conditions for independent musical activity, advises parents for its organization, participates in the activities of the child, plans leadership.

Game activity.

Games in movement therapy can be used both as an independent activity and in combination with various logo-rhythmic, rhythmic and musical-rhythmic complexes.

When working with children, you need to remember that the physical and emotional load in the game depends on the nature of the game, on the competitive component, on the duration, on the conditions of the game, on the degree of reaction of the player, on the type of speech pathology, on the age and gender of the children, on the number of players, from the equivalence of the teams, from the observance of the rules of the game.

Games can be divided into static, sedentary, semi-active, mobile. All outdoor games, taking into account the psychophysical load, are divided into 4 groups:

group - with a slight load

group - with a moderate load

group - with tonic load

group - with training load

For example:

gr. - "Ear-nose"

Children sit or stand. You need to clap your hands in front of you, touch your left ear with your right hand, and the tip of your nose with your left hand. Cotton. Change hands.

gr. "Bag Throwing"

Children sit on chairs. At a distance of 3-4 m there is a chair. Children stand in a line, throw 3 bags on a chair. The one with the most hits wins.

gr. "obedient ball"

Children lie on the carpet, on their backs. The ball is held between the legs. You need to roll over on your stomach without dropping the ball. Repeat 4-6 times.

What an obedient ball!

Tie it between your legs.

Turn around and take a look!

Ball, don't roll on the floor!

4 gr. "Hop-hop-hop!"

Children jump alternately on one leg, on the other, stand up like storks on one leg, jump like frogs 5-6 meters. Jump on both legs, hands on the belt. One part speaks the text, the other performs the movements. Then - on the contrary.

We jump along the path

Changing legs frequently.

They jumped, they jumped

And then, like a stork, they stood up.

That is no longer a stork,

That is a frog.

Qua-qua-qua! - shouts to girlfriends.

Hop-hop-hop-hop,

Outdoor games according to the content of motor-speech material in them are divided into:

1. Plot-mobile - reflect in a conditional form a life or fairy-tale episode ("The Wolf and the Geese").
2. Non-plot-moving - contain motor tasks ("Traps", "Fifteen"), elements of competition ("Who is faster"), relay races ("Who will pass the ball sooner"), games with objects (balls, hoops, serso, jump ropes, skittles, grandmas), games - fun ("Ladushki")
3. Games with elements of sports and sports dances
4. Games - dramatizations - with and without musical accompaniment ("Chicken, chickens and a hawk", "Who looks like" - children guess the animal by movements)

The exercises for the development of creative initiative include conducting, free motor improvisations to music, motor performances of songs, motor-musical exercises - improvisation and creativity.

Performing rhythmic exercises against the background of positive emotional arousal contributes to the education of correct speech, activates the activity of children in communication, in play, in motor improvisations. The use of the whole variety of logarithmic means in various combinations is determined by the ultimate goals of the social rehabilitation of children with speech disorders.

Chapter 3

1 Features of the use of logarithmics in general underdevelopment of speech

It should be noted that during the preparatory period at the logorhythmic classes, exercises and games are carried out for the development of: auditory attention, speech hearing, phonemic perception, articulatory motility, physiological breathing, speech breathing, voice.

1. Games for the development of auditory attention serve to coordinate movement with music, changing them depending on the nature of the music.

Game "Rain"

The children are standing. The melody "Walk" sounds - children walk, walk around the hall.

The melody "Dance" sounds - children dance using familiar movements

The melody "Rain" sounds: 1-2 - look up and catch drops with their palms, 3-6 - run away to their places. The game is repeated several times.

Game "What are we going to play with?"

The task is to listen and recognize familiar music, move to it.

Children go in a circle. Inside the circle are flags, balls, ribbons.

melody - children walk with flags, 2 melody - with balls, 3 melody - with ribbons.

1. Games for the development of speech hearing contribute to the development of a sense of rhythm.

Play "Listen and do".

Girls have dolls, boys have tambourines, rattles. The melody "Walk" sounds. The girls calmly go to the "park", sit on the benches, rock the dolls to the tune of a lullaby and sing together with the teacher:

Bye-bye, bye-bye

Sleep soon.

You close your eyes,

You sleep, sleep for an hour.

Bye bye, bye bye

Get to sleep soon!

The melody "Musicians" sounds. The boys walk briskly and play musical instruments. They sit down.

The melody "Dancing" sounds - boys play musical instruments, girls dance with dolls: 1-4 - squat, put dolls on the floor, 5-6 - spin with dolls.

1. Games for the development of phonemic perception develop phonemic hearing.

Game "Bumblebees and beetles".

Children walk in a circle to a calm melody. The melody changes. Bumblebees and beetles fly to the clearing. At the signal of the teacher "Shhhhhhhh" the bumblebees lie on their backs and quickly wave their paws, the beetles continue to fly. At the signal "zh-zh-zh-zh" the beetles do the same, and the bumblebees fly. Command changes occur several times.

1. Games for the development of articulatory motor skills contribute to the development of the speech apparatus.

Horse game.

Children stand in a column. They are horses. The music is playing, everyone is following each other. At the accent in the music, the children click their tongues (the clatter of hooves). The music stops. The horses stop. At the suggestion of the teacher: "Whose horse can better clatter its hooves?" two children go to meet each other and chatter. The rest listen and determine the winner.

1. Games for the development of physiological breathing also affect the speech activity of children, help prepare for the statement.

The game "Exercise with flowers"

The melody of a waltz sounds. Children stand in a circle with flowers in their hands. On 1-8 raise your hands forward. Flowers are blown on the strong beat of the beat. At 9-16 - turn right and run in a circle. Stop, repeat the movement. They run to the left. With the end of the music, they squat.

1. Games for the development of speech breathing

Game "Chickens, geese, turkeys".

Finger play. Bring the fingers together in turn with the thumb and pronounce the text:

Chickens, geese and turkeys

parsley pecked,

Ate a swan

Run for water.

The same with the left hand, and then with both.

1. Voice development games prepare children for verbal communication.

Game "Au-au".

One child hides behind a chair and says "Ay!" from time to time. The kids are looking for him. The teacher says to the accompaniment:

I'll tell you "Aw!"

Guess where I stand.

For the development of facial expressions, well-known situations are used: the games “You eat a sour lemon”, “You met a fighter”, “It hurts you”, “You lost a toy”, “You were presented with a beautiful book”.

Children express different feelings through facial expressions. After a while, the mirror is removed and the exercise is performed without visual control.

Exercises for the development of oral praxis prepares the speech apparatus for communication. Exercises for the lips, tongue, jaw are performed rhythmically, under the count, under the metronome, to the music.

Exercises for the development of general motor skills are carried out on the basis of basic movements: walking, marching, running, jumping, jogging, rebuilding, building with hand movements, outdoor games.

Here are the following examples:

1. "Sewing machine"

With the right hand, make circular rotations of the hand and at the elbow (“turn the handle of the sewing machine”). The left hand performs the movements characteristic of sewing with a needle. Then the movements change. You can say: knock-knock-knock

1. "Hide the bear"

Children stand with their backs to the leader, who hides the bear. To cheerful music, children are looking for a bear. Whoever finds it is the driver.

1. "Walking on the Bridge"

Children take turns walking along the bridge-board, set at a height of 5-10 cm from the floor with a slight slope. Watch your posture, the rhythm of walking.

In the process of automating sounds in logorhythmic classes, the development of articulation, diction, intonational expressiveness (of the entire prosody) is carried out in combination with various movements.

1. Games for the development of articulation and intonation expressiveness.

Echo game.

Children walk through the forest to slow calm music and pick mushrooms. One group of children goes to one end of the hall, the other to the other. The music becomes louder, more disturbing. The first group of children says: "Ay, ay!" The second group answers quietly, like an echo: ay! (to quiet music). Calling to each other, both groups meet. March sounds. Children go home from the forest.

1. Games for clear pronunciation of consonant sounds.

Game "Train with watermelons".

Children, standing in a circle, throw the ball to each other - loading watermelons on the train. Then, under the circular movements of the hands, they say: "Chu-choo-choo!". The train moves to the music. With the cessation of the music, the movement stops: "Shhhhh." The unloading of watermelons begins with the same movements. The train leaves for other watermelons.

Thus, for these exercises, speech material is selected depending on what sound needs to be introduced into speech.

1. Games for development phonemic hearing.

Game "Who is attentive".

Children walk around to the music. The speech therapist names the sounds. At a certain sound, children clap their hands. Similarly, you can take syllables - 2 claps (or squats instead of claps)

1. Exercises and games to develop diction and consolidate sounds.
2. Chimney sweep game.

Children stand in a circle and say:

Here is a cheerful chimney sweep, (raise hands up)

He cleans the pipes, cleans (bend his arms at the elbows)

Hands go up and down, (clench hands into a fist)

And the hands are tightly clenched (they lower their hands down)

1. Game "Swamp".

Children form 2 groups: "cranes" and "frogs". In the middle of the circle - "swamp".

The frogs sing:

Frogs-quakushechki walk along the bank,

Mosquitoes-sudariks and midges are collected.

Cranes sing:

Cranes-ships fly under the sky,

All gray and white and with long noses.

Teacher:

Frog frogs, if you want to be alive,

Then quickly leave the cranes in the swamp.

Frogs are squatting in the swamp. Cranes flap their wings and catch frogs. Caught frogs are out of the game.

At the stage of sound differentiation, it is useful to play games - dramatizations with and without musical accompaniment. Game text saturates various sounds. The introduction of characters enriches the prosody of speech. In the process of logarithmic work in children, general motor skills, speech and voluntary behavior in play, learning activities, and communication are normalized.

In the course of practical work, we conducted classes. ("Birds", the outline of which is given in Appendix No. 2; "Snow Fairy Tale", the outline of which is given in Appendix No. 3).

2 Factors affecting the development of children's speech activity

Incomplete speech activity renders Negative influence on all spheres of the child's personality: the development of his cognitive activity is hampered, the productivity of memorization decreases, logical and semantic memory is disturbed, children hardly master mental operations, all forms of communication and interpersonal interaction are violated, the development of gaming activity, which is leading in the formation of the child's personality, is significantly inhibited .

ONR is a specific manifestation of a speech anomaly, in which the main components of the speech system are violated or lag behind the norm: lexical, grammatical and phonetic structure.

Therefore, the speech activity of children in the classroom and properly organized corrective work to overcome speech shortcomings helps to prevent possible negative consequences speech underdevelopment for the formation of personality. from the very beginning school year it is necessary to educate children in organizational skills that allow them to carry out collective speech activity. To this end, it is necessary to give children the opportunity to freely place during classes (in a circle, in a semicircle) so that it is convenient for them to examine the objects being studied, look at each other, thereby ensuring the completeness of the perception of someone else's speech. This, in turn, will help you become more productive.

It is important to maintain communication stimulation throughout the session. This is facilitated by a clear and logical system for selecting questions addressed to children, a skillful selection of topics that can interest children, colorful and varied manuals, and a preliminary selection of material. In the process of work, children have difficulties and erroneous answers. In such cases, you should not make comments that can cause a negative reaction in the child. Errors should be corrected delicately, in the course of the lesson, to draw the attention of all children to this answer, to determine whether it is correct or false. Invite one of the children to correct the mistake, repeat the correct answer in chorus, and then individually with the child who made the mistake. At the same time, it is necessary that the work of children on mistakes acquires a conscious character and takes the form of a collective analysis.

Much attention during the classes should be paid to the behavior, tone and nature of the speech activity of the speech therapist himself. A strict mode of saving working time, the maximum speech activity of children, not drowned out by lengthy explanations and examples of the teacher, the correct differentiated assessment of the activity of each child are a necessary condition for the effectiveness of each lesson.

It has long been established that the more a child moves, the more intensively his speech activity develops. At the same time, the rhythm of speech, especially poetic, contributes to the development of coordination of movements, general and fine voluntary motor skills. At the same time, speech exercises related to movement do not tire children, relieve static stress, and, presented in a playful way, help to keep children's attention. .

Particular attention should be paid to children with late speech development, who have a burdened history, and are characterized by psychophysical immaturity. Children's attention should not be fixed on the occurrence of possible stutters in speech, repetition of the first syllables and words.

Since all logorhythmic classes serve the purpose of correcting the speech, movement and personality of the child, their program must be consistent with the stages of speech therapy work. To comply with the principle of gradual complication of tasks, practical material should be distributed in a certain sequence, including rhythmic warm-up, general developmental exercises, singing, musical and rhythmic movements, games, dances, speech exercises, listening to music. Such a sequence of tasks provides optimal tension (with a rise to the middle of the lesson) and the correct alternation of physical and psychological stress in the exercises.

Logorhythmic classes will contribute to the formation of speech activity, if the type of speech disorder, all the personality traits associated with it, are taken into account in the preparation and conduct of classes.

Carrying out logorhythmic and musical classes contribute to the development and correction of the motor sphere, sensory abilities of children with speech pathology, helps to eliminate speech disorders and ensures the socialization of each child. .

It is also necessary to take into account the peculiarities of the musical activity of the child, due to speech disorders, age characteristics, the sequence and complexity of tasks.

Speech articulation, which is the basis of oral speech, is a psychomotor act. Its formation is subject to the same laws as the formation of any arbitrary movement.

In the process of working on sound formation and breathing, children learn to "pull" the sound, not to "break" the word. During the exercises, a certain image is created, which develops the child's imagination. In logorhythmic classes, exercises are carried out that form the correct articulation pattern for pronouncing a certain sound. For the development of the vocabulary and grammatical structure of speech, musical and didactic games are used ("Who sings?", "Who came?", etc.).

For the development of speech activity of children with OHP, attention should be paid to great attention development of fine motor skills. Outdoor games also help the successful formation of speech. Each child should participate in the game, performing play actions that are feasible for him. Particular attention is paid to dance movements. This includes dancing to singing, round dances, games with singing. Interesting for children are musical and didactic games that contribute to the development of phonemic hearing and attention, rhythmic games with tasks for orientation in space, chanting, for automating the sounds that children learn in the classroom. .

Purposeful assistance from parents is an important condition for the success of work to eliminate the shortcomings caused by speech disorders. At the same time, it should be noted that it is the early detection of speech pathology and the provision of timely assistance to children that will help prevent difficulties in learning at school.

The emergence and development of a sense of collectivism has a positive effect on a child with a speech disorder, helps him to normalize his behavior, to build his relationships with others correctly.

As a result of using a differentiated selection of techniques and content of correctional and pedagogical influence, the process of speech correction and development is optimized.

Logorhythmic exercises are one of the most effective means impacts in the complex of rehabilitation methods of education, treatment and education of children with speech pathology, form their speech activity.

Conclusion

Children with speech disorders very often suffer from gross motor skills. Movements are characterized by insufficient clarity and organization, there is an underdevelopment of a sense of rhythm, coordination. It follows from this that by developing general motor skills, we will contribute to the development of speech. Rhythmic, clear exercises for the legs, arms, torso and head prepare the improvement of the movements of the articulatory apparatus: lips, tongue, jaws, etc., stimulate the development of the brain, and, accordingly, speech.

To correct speech disorders, speech therapy rhythm is used, which combines movement, speech and music and contributes to the normalization of motor skills and the tempo of the rhythmic side of speech.

Logorhythmic classes have a great influence on the development of speech activity in children with OHP of preschool age. It should be noted such positive qualities in a child as the development of organizational, the manifestation of creative abilities, the education of personal qualities. The correct posture, beautiful gait is formed, the musculoskeletal system is strengthened. And, most importantly, overcoming a speech defect. Movement therapy has been used for a long time. It involves the use of all types and forms of movements as therapeutic factors - kinesitherapy - after fractures, after heart attacks.

Turning to folklore, it is easy to see that the combination of speech with movement has its roots in deep antiquity.

Corrective work to overcome OHP in preschoolers is closely related to other types of educational activities. In mathematics, counting exercises are used in poetic form. Counting exercises include exercises. In music lessons, singing has a positive emotional impact on children's speech, singing in a choir is a psychotherapeutic tool. Lyrics stimulate cognitive interests. Playing musical instruments develops the hand, breathing, voice, hearing, and normalizes the prosodic side of speech.

Game activity can be used in combination with various logarithmic complexes. However, from the practice of work, we can note that the problem is the inclusion of logarithmics, as a separate lesson, in the schedule of educational activities.

The course project highlights the work on overcoming OHP in preschoolers, presents practical material on the organization and conduct of logorhythmic classes. The practical and theoretical parts of the project are closely related, which makes it possible to quickly and easily establish that logorhythmic classes contribute to the formation of speech activity.

By this we emphasize not only the enormous possibilities of the developing child's organism, but also the essential role of a specially organized pedagogical work to overcome violations in the development of speech in the early stages of its formation.

Thus, the influence of a speech disorder on the development of a child is determined, in addition to the defect, by the degree of its severity, also by the child's personal qualities. Therefore, we must include the child in the process of education and upbringing, develop an action plan and corrective work so that it is interesting and accessible to the child. This is of great importance for the formation of the child's personal qualities, his successful schooling. And, perhaps, this child will turn out to be a scientist or a poet, and the whole world will talk about him.

List of used literature

1.Volkova G.A. Speech therapy rhythmics - M.: Humanit. Ed. Center VLADOS, 2003. - 272 p.

2.Volkova G.A. Logopedic rhythm. Programs pedagogical institutes. - M.: 1990. - 202 p.

.Volkova G.A. Methods of examination of speech disorders in children. - St. Petersburg, 1993. - 238 p.

.Volkova G.A. Logopedic rhythm. - M.: Enlightenment, 1985. - 191s.

.Garkusha Yu.F. Correctional and educational work outside the classroom in a group of preschoolers with general underdevelopment of speech. - Defectology. - 1995. - No. 1

.Efimenkova L.N. Formation of speech in preschoolers. - M.: 1981. - 148 p.

.Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the delay in speech development in preschoolers. - M.: 1973. - 223p.

.Kartushina M.Yu. Logorhythmic classes in kindergarten. - M.: TC Sphere, 2005. - 192 p.

.Krylova N.L. Continuity in the work of a speech therapist and educator in the formation of the versatility of speech means in preschoolers with OHP. - // Defectology. - 1989. - No. 4.

.Krause E.N. speech therapy. - St. Petersburg: Korona print, 2005. - 319 p.

.Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure in preschoolers with general underdevelopment of speech. - St. Petersburg: Soyuz Publishing House, 2001 - 224 p.

.Lopukhina I.S. Speech therapy - speech, rhythm, movement. - St. Petersburg: 1997. - 229p.

.Mironova S.A. Speech development in preschoolers speech therapy classes. - M.: Enlightenment, 1991. - 222 p.

.Nishcheva I.V. The system of correctional work in a speech therapy group for children with general underdevelopment of speech. - St. Petersburg: DETSVO-PRESS, 2003. - 528s.

.Otroshko G.V. Formation of correct sound pronunciation in preschool children with speech disorders through a system of outdoor games and logorhythmic exercises. - // Education and training of children with developmental disorders. - 2002. - No. 2

.Rudenko I.I. Logopedic rhythm for preschool children with speech pathology. // Education and training of children with developmental disorders. - 2005. - No. 1

.Savina L.P. Finger gymnastics for the development of speech of preschoolers. - M.: 1999. - 31 p.

.Sazonova S.N. Speech development of preschool children with general underdevelopment of speech. - M.: 2003. - 144 p.

.Filicheva T.B. Features of speech formation in preschool children. - M.: 1999. - 130 p.

.Filicheva T.B., Tumanova T.V. Children with general underdevelopment of speech. - M.: "GNOM-PRESS", 1999. - 80 s.

.Tsvyntary V.V. We play with fingers and develop speech. - St. Petersburg: 1999. - 26 p.

.Methods for examining the speech of children. (Under the general editorship of Prof. GV Chirkina). - M.: ARKTI. 2005. - 240 p.

Application

Annex 1

Outline of the lesson "A walk in the autumn forest"

Corrective tasks:

-

-

development of creative imagination.

Educational tasks:

-

-

Learning tasks:

-consolidate the knowledge and understanding of preschoolers about natural phenomena, about forest animals, berries;

-learning to agree on words in a sentence in gender, number, case.

Equipment: autumn leaves; illustrations - birds, an owl, a bunny with a drum, a hedgehog, a raspberry; tambourine.

Course progress.

1.Dynamic exercises

Teacher.

In the autumn forest for a walk

I invite you to come.

More interesting adventure

We guys can't find it.

Become friend after friend

Take hold of your hands firmly.

Along the paths, along the paths

Let's go for a walk in the forest.

Maybe in the autumn forest

We'll find a boletus.

The children hold hands and follow the teacher in a choral "snake" step between the leaves laid out on the floor.

Autumn holiday in the forest -

Light and fun.

Here are some decorations

Autumn is here.

What color are the leaves on the trees? A breeze blew, the leaves rustled and flew to the ground.

2.Breathing exercise "Wind and leaves"

After inhaling, the guys hold their breath and while exhaling, swinging their raised arms, pronounce the sound “f” for a long time. Then, on one exhalation, the sound "p" is pronounced several times, making a stepped exhalation, and gradually lower the hands down ("leaves fall").

3.Song "Golden Leaves" by G. Vikhareva (see collection "Veselinka" by Vikhareva G.F., p. 16)

Teacher:

Autumn leaves swirl quietly

Leaves lie quietly under our feet

And rustling underfoot,

It looks like they want to spin again.

Sh-sh-sh-sh...

Children are spinning. They get down on their knees. They run their hands across the floor. They swing their arms left and right.

4.Exercise with elements of finger gymnastics

Teacher:

We are singers, forest singers.

We sing simple songs:

About flowers, about the sun,

About a little sparrow.

Children pronounce "Chick-tweet!" in a high register, waving his arms like wings.

Fingers - head,

Wings - palm.

Turn the palms towards you, the thumbs are straightened away from you and intertwined (as if clinging to each other), the thumbs are the head of the bird, the rest of the closed fingers are the wings. Wave them, saying: "Fyr-fyr."

An owl sits on a bitch

And screams: "Boo-boo, boo-boo!"

Press your clenched hands into fists.

Thumbs - up ("ears"), index fingers - together ("nose").

Bunny took his drum

And hit: tram-there-there!

Squeeze your fingers into a fist.

Press the index and middle fingers together and lift up. With the ring finger and little finger, tap on the thumb. Pronounce "d-d-d ...".

Everywhere songs, hubbub, whistle,

Puff-puff, puff-puff,

Give me a knife

So that the whistle could make ... (Hedgehog.)

Press your palms together and move them left and right, spreading your straight fingers wide, and say: "Puff-puff!"

Let's put our lips in a tube -

It looks like a whistle.

Blow the whistle

And without a whistle we can.

The teeth are closed. The lips are rounded and extended forward. Pronounce the sound "y".

Look, what a cheerful hedgehog came running to look at us.

5.Facial massage "Hedgehog", with pronunciation of the tongue phrase (author's development)

Chorus.

Zha-zha-zha -

We found a hedgehog in the forest.

Lightly touching with fingers, draw on the forehead 7 times.

Zhu-zhu-zhu -

We went to eat.

Lightly touching with fingers, draw on the cheeks 7 times.

Already-already-already -

There is a big puddle ahead.

Put your palms to your forehead, as if making a visor, and rub your forehead with movements to the sides - together.

Jock-jock-jock -

Put on, hedgehog, boot.

Massage the wings of the nose with fists.

6.Fizminutka "Hedgehog"

Teacher.

On a dry forest path -

Top-top-top - feet stomp.

Walks, wanders along the paths

All in needles gray hedgehog.

Looking for berries, mushrooms

For son and daughter.

If a wolf creeps -

The hedgehog will turn into a ball.

The guys are standing, slightly bent over. The arms bent at the elbows are in front of the chest, the hands are lowered down. The legs, slightly bent at the knees, take small, frequent steps. "Pick berries" - fingertips connect, "pick berries". Curl up on the floor.

Hedgehog bristled needles -

The wolf won't get it.

The hedgehog won't touch anyone

But don't touch him!

Get up and continue to "stomp on the path."

We went along the path for the hedgehog, and he led us to the berries. Here are how many. Come on, guys, pick berries.

7.Finger massage "Raspberry"

Teacher.

I take berries from the branches

And I collect in a basket.

The left arm is bent at the elbow and raised to the level of the face. The brush is lowered (fingers - "branches"). With the right hand (fingers are collected in a pinch) "we remove the berries."

A basket full of berries!

I'll try a little.

Place your palms in a "basket".

I'll eat a little more -

It will be easier to get home.

I'll eat more raspberries.

How many berries are in the basket?

With the fingers of the right hand gathered with a pinch, touch the left palm and bring it to the mouth.

One two three four five…

Alternately massage each finger on one hand (if repeated, on the other).

I will collect again.

Clap your hands.

The hedgehog treated us to a raspberry and began to play catch-up.

8.Mobile game "Catch-up"

Children stand in a circle, in the center - a "hedgehog". Children go in a round dance to the song "Little Hedgehog" in one direction, the "hedgehog" moves in the opposite direction. After the end of the song, the children clap their hands and say:

One two Three -

Get the kids!

Children scatter, "hedgehog" tries to tarnish them.

Oh, guys, we got lost in the forest! How will we find our way home?

9.Mimic exercise "Echo" for the development of emotions

Children mimic the content of the poem:

Everyone shouted: "Ay!"

Nobody responds

Only an echo responds.

Our echo returns

To us quietly: "Ay! Ay!"

Here's the fun.

It echoes every time

Mimics us.

The hedgehog decided to walk us home. We follow him, and the forest animals see us off, peeking out from behind the trees.

10.Mobile game "Forest animals" (attention)

The guys follow each other. For one beat, the tambourine freezes, depicting a fox peeking out from behind a bush; two hits - a bear hiding behind a tree.

Annex 2

Outline of the lesson "Birds"

Corrective tasks:

-development of phonemic perception and phonemic representations;

-expansion of vocabulary;

development of auditory attention and visual memory;

improvement of general and fine motor skills;

development of clear coordinated movements in conjunction with speech;

development of melodic-intonational and prosodic components;

develop a sense of rhythm;

development of creative imagination.

Educational tasks:

-ability to work in a team;

-inculcate an aesthetic taste.

Learning tasks:

-expand the idea of ​​preschoolers about birds;

-

Equipment: illustrations - starling, rooster, duck, titmouse, cuckoo, sparrow, owl, woodpecker; bells, triangles; cat mask; oilcloth mugs ("birdhouses") - 2-3 less than the number of children.

Lesson progress

Teacher.

Everything is warmer spring air.

The sun shines through the mist

And the starling in his nest

Arrived from distant countries.

1.Song of Spring (optional)

Let's go guys to the village. Let's see what happens there in the spring.

2.Dynamic exercises "In the countryside"

Teacher.

Our cheerful locomotive

Stomping step in a circle

They took us to the village.

Fingers clenched into fists, arms bent at the elbows.

Here horses are galloping across the field - Straight gallop.

Even the wind will not overtake.

Here is the well. There is water

Both delicious and cold. Bows low to her Body tilts forward,

Wooden crane. hands outstretched

That's what kind of fish there fingers are clasped in a "lock".

Came across the net to us.

3.Exercise "Fish"

I.p. - lying on the floor, hands clasped in a "lock", extended forward.

Teacher.

One, two, three, four - Raise and lower your hands.

Caught a lot of fish. legs and head

Mill on the hill Hand rotation forward and backward.

Spinning and spinning.

One two three four -

Twirled, twirled.

In the village we are met by a cockerel sitting on a fence.

4.Neck massage "Cockerel"

Teacher.

Across the field, across the river With your left hand around your neck

Petya shouted: "Crow!" on the right side and pat her,

moving the palm to the base of the throat.

Repeat the same with the right hand.

On the high bank With index and thumb

The echo echoed: "Ku ... ku!" pull back the skin on the neck and let it go.

Teacher.

Duck rejoices in spring.

Quack! said the mother duck. -

Let's swim and dive

Until early October.

Do you agree kids?

5.Finger game "Quack! Quack! Quack!"

Chorus.

Five small, thin, Raise the palm of stupid ducklings with spread fingers.

They want to keep up with the mother duck. Walking in place, alternately raising and lowering the hands.

Chasing mother duck? Raise and lower your hands quickly.

Serious business! Not a joke! Throw a finger.

But it's a short walk. Spread your arms to the sides

Close to the coast. then bring your palms closer to each other.

"Ha, ha, ha!" 3 times touch them to the thumb ("shout")

They're not chickens, they're ducks. Interlace fingers ("lock"), then raise and lower the hands.

They don't want to get out of the water. Make a repulsive movement with both hands.

Rocking ducklings on a coastal wave. Wave-like movement of the hands.

And the smallest one, with a spot on his back, Put his hand on his shoulder.

Floats, saying: "Quack! Quack! Quack!" With two hands, make a movement away from you, straightening the hands, then "quack", connecting the four fingers of the hand with the thumb.

A titmouse swings on a branch of a birch.

Teacher.

Tsvi-tsvi! Tsvi-tsvi! - the tit sings.

She doesn't fit here or there.

From afar rings "Tsvi-tsvi ..."

About what? About time: "Appreciate!"

6.Rhythmic game "Clock"

Chorus.

The clock on the tower strikes: They sing on the first step of the scale.

Beam! Bom! Beam! Boom! Hit both fists on the knees with half durations.

And the wall ones as soon as possible: They sing on the third step of the scale.

Tick-tock! Tick-tock! They swing their arms - "arrows" right and left quarterly.

And the pocket ones are in a hurry: They sing along the fifth degree of the scale.

Tiki-taki, tiki-taki, Alternately slapping palms on

Tiki-so-so! knees in the rhythm of eighth durations.

Teacher.

Who scattered the bells?

And the tit collected.

Picked up the bells

She brought it into her song.

When you hear the bells ring

Look, aren't titmouses flying there?

"Waltz-Joke" by S. Prokofiev

Children play bells and triangles.

Teacher.

All the birds listen to Sinichkin's song.

Other birds don't goo-goo,

And this whole day: - Ku-ku!

Children perform with movements the Polish folk song "Kukushka"

Introduction.

"Fly" in a circle, waving "wings".

th verse

The cuckoo calls the animals: Standing still, they wave their right and left hands ("they call" to themselves).

“Enough sleep, sleepy! They threaten with a finger, supporting the elbow with the first with the second hand.

Spring has come to visit us, They take their hands alternately to the sides - up.

It's time to get up!" They rub their eyes, stretch (hands to the sides - up).

She tries. Hands on the belt, "spring" with turns left and right.

Ku-ku! Ku-ku! Hands show "beaks".

Spring has come! "Spring" with a turn.

Losing.

"Fly in place."

Oh couplet.

Offended in the den They imitate the gait of a bear.

The old bear grumbles: They wave their hands angrily.

"Cuckoo, shut up,

Let me see the dream! Put your palms under your cheek.

Ku-ku! Ku-ku! Hands show "beaks".

You disturb the old man. "Spring" with a turn.

Ku-ku, ku-ku, Hands show "beaks".

Sleep on your side!" They fold their palms under their cheeks.

The cuckoo did not interfere with the bear, flew to her cuckoo to buy a new one.

9.Patter "Cuckoo and the hood"

Children pronounce it slowly at first, then faster and faster.

Chorus.

cuckoo cuckoo

I bought a hood.

Put on a cuckoo hood,

How funny he is in the hood.

But a sparrow drinks from a puddle.

This little bird

Wears a gray shirt

Picks up crumbs fast

And escape from the cat.

Mobile game "Sparrows and a cat"

Teacher.

Sparrow on a branch Children sit on chairs and shake their heads,

Fun to swing. hands as if holding on to a twig

A sparrow on a twig A "cat" is dozing off to the side.

The sun smiles. Our sparrow flew

He flaps his wings, waving his arms - "wings".

And probably spinning in the air.

Will dance a little.

Here he sat down by the puddle, Squat, "drink water."

He wants to get drunk

He began to beat on the water with his wing, With his palms they "scoop up water" and

He wants to wash. wash themselves.

Well, cunning Vaska-cat

Crept up to the sparrow.

Sparrow, fly away!

Save yourself from the cat!

"Sparrows" stand still, waving their arms lightly. "Cat" walks around them. With the end of the verse, the children scatter, the "cat" catches them.

Let's go for a walk along the edge of the forest. It just stands - behind the outskirts of the village. Look, what kind of bird with big eyes is sitting on a pine tree?

I fly out of the house at night for a walk.

I know all the paths in the forest at night.

And in the afternoon in that forest it's easy for me to get lost,

After all, I'm an owl - a midnight bird.

9.Gymnastics for the eyes "Owl"

The children speak the tongue twister.

Chorus.

Wah-wah-wah - Extend the index in front of you

An owl sits on a tree. finger and focus on it.

Follow with a glance the movement of the finger to the right and left; up down.

Woo-woo-woo - Today we drew an owl. Draw a circle in the air with your finger

You-you-you - and follow the movement with your eyes.

The owl has chicks.

Teacher.

And a woodpecker sits on a birch tree and knocks cheerfully.

Where the groves are a semicircle,

Not a single soul around.

Says: "Knock-knock! Knock-knock!"

This good news

Means there is food.

10.Rhythmic game "Woodpecker"

Chorus.

The woodpecker hammers in the forest of bitches, the children pronounce the words,

It is distributed: knock-knock-knock! hitting each other with their fists, then they clap their hands behind the teacher with a different rhythmic pattern.

Let's go back to the village. There the children built a house for the starling.

The song of the hammer has ceased,

And the house is rented to the tenant.

Soon the song of the starling

Will pour joyfully!

11.Mobile game "Take a birdhouse"

There are mugs on the floor. These are birdhouses. They should be 2-3 less than children.

Teacher.

Skvorushki, Skvorushki, The guys are sitting on chairs.

Black feathers! Then they start to "fly" -

You want to fly, run around the hall in all directions,

Stretch your wings? waving your arms lightly.

Teacher.

One two Three! The boys are trying to stand up

Take your house soon! to the circle. The guys who did not have time to take the house dance, the rest of the children clap their hands.

Teacher.

There is no falsehood in the songs of clouds and waters,

Trees, herbs and every creature of God.

Appendix 3

Outline of the lesson "Snow Country"

Corrective tasks:

-development of phonemic perception and phonemic representations;

-expansion of vocabulary;

development of auditory attention and visual memory;

improvement of general and fine motor skills;

development of clear coordinated movements in conjunction with speech;

development of melodic-intonational and prosodic components;

development of creative imagination.

Educational tasks:

-ability to work in a team;

-inculcate an aesthetic taste.

Learning tasks:

-to consolidate the knowledge and ideas of schoolchildren about winter;

-learning to agree on words in a sentence in gender, number, case;

learning to divide words into syllables.

Preliminary work:

-purposeful activation of the worked out vocabulary;

-learning finger gymnastics, exercises for the coordination of speech and movement, round dance.

Methods and techniques:

-situation of success;

-surprise moment;

showing how to perform actions;

conjugated pronunciation, singing;

choral and individual repetitions.

Material:

-snowflakes, one for each child;

-mirrors.

Lesson progress

The music room includes preschoolers and a defectologist teacher.

Teacher-defectologist (U):

Snowflakes are spinning

In the frosty air

Fall to the ground

Lace stars

Here is one that fell

On my palm

Oh don't tay snowflake

Wait a bit.

What time of year do we have now?

T: Let's go for a winter walk. It's cold outside, everyone is cold. Let's get warm with you - we will listen to music and move to it.

RHYTHMIC WORKOUT.

-walking in circles;

-jumps;

BREATHING EXERCISES.

How Santa Claus blew

In the frosty air

Flying, spinning

Ice stars.

(Children take snowflakes on strings and blow on them for a long time.)

EXERCISE FOR THE PREVENTION OF VISUAL DISORDERS.

U. And now let's play with snowflakes!

We saw a snowflake - stretch the snowflake in front of you on your hand.

They played with a snowflake - focus on it.

Snowflakes flew to the right - take your hand with a snowflake to the right, after

The children to the right watched the movement of the snowflake with their eyes.

Snowflakes flew to the left - take your hand with a snowflake to the left, trace

Eyes to the left looked behind the movement of the snowflake.

Children look up and down - raise your hand with a snowflake up, follow the movement with your eyes, lower your hand with a snowflake down, follow the movement with your eyes

Snowflakes have settled down on the ground - sit down, put a snowflake on the floor.

Close your eyes - close your eyes with your hands. Eyes are resting

MYSTERY "SNOWMAN".

Purpose: development of the syllabic structure of the word, the prosodic side of speech.

What a ridiculous person

Sneaked into the 21st century?

Carrot nose, broom in hand,

Afraid of the sun and heat.

Children answer in syllables:

Quietly at first: SNOW-GO-VIK.

Then loudly: SNOW-GO-VIK.

Then cheerfully: SNOW-GO-VIK.

Then sadly: SNOW-GO-VIK.

Then quickly: SNOW-GO-VIK.

Then slowly: SNOW-GO-VIK.

EXERCISE FOR COORDINATION OF SPEECH AND MOVEMENT.

Come on, my friend, be bolder, my friend, they roll an imaginary snowball

roll your snowball in the snow.

It will turn into a snowball - hands describe a large circle.

And it will become a lump of a snowman - they draw a snowman in the air with their hands.

His smile is so bright - fingers draw a smile on his face.

Two eyes, a hat, a nose, a broom - they point with their fingers at the eyes, nose,

cover head with hands

pretend to be sweeping with a broom.

But the sun will bake a little - they squat.

Alas, there is no snowman - they get up, shrug their shoulders, spread their arms to the sides.

DEVELOPMENT OF ARTICULATION MOTOR SKILLS.

A crying Nesterka enters the hall, in his hands he has mirrors for articulation gymnastics according to the number of preschoolers, he addresses the defectologist teacher.

Nesterka (N): And YOUR mirrors are not at all magical, it’s not true, they don’t help you learn to speak correctly, I already looked into it, and on the other hand, it still doesn’t work.

U: Ah. You are Nesterka, see how you need to deal with these mirrors so that they become truly magical.

U. (Addresses preschoolers); Go to the mirror and show.

Preschoolers perform articulation exercises:

"Shovel":

The tongue woke up early in the morning and went out onto the porch. Good on the street. The sun is shining. He decided to bask in the sun. Lie down on the porch and rest. (Put out a wide tongue, relax, put on the lower lip. Make sure that the tongue does not tremble. Hold for 10-15 seconds.)

"Needle".

But then a strong wind blew. The tongue is all tense, stretched out from the cold. The wind stopped and the Tongue became calm again. He again lay on the porch and dozed off. (Open your mouth, stick your tongue forward, tighten it, make it narrow. Hold in this position for 10-15 seconds.).

Tongue heard some noise. He looked to the left and then to the right. And so several times. He saw in the distance how the children swing on a swing. (To stretch the tongue alternately to the right ear. Then to the left. Move the tongue from the corner of the mouth at a slow pace. Do 15-20 times).

Nesterka thanks the preschoolers for teaching him how to speak correctly, gives them treats and leaves.

Similar works to - The influence of logorhythmic classes on the formation of speech activity in children with general speech underdevelopment of preschool age

Evgenia Petelko
Development of cognitive-speech activity of preschoolers with OHP by means of fairy tale therapy

The most important prerequisite for improving speech activity preschoolers is the creation of an emotionally favorable situation that contributes to the emergence of desire actively participate in verbal communication

Fairy tale, with a creative approach to it, allows you to solve the problems of the formation of coherent speech in children preschool age with OHP.

Logotales contribute to the development many facets of personality preschooler. They decide the following tasks:

CORRECTIONAL TASKS

Improving the sound side of speech and correcting sound pronunciation;

-communication development(dialogical and monologue) speech;

Assimilation of the richness of the native language;

Mastering the elements of verbal communication (gestures, pantomimes, facial expressions, intonations);

-activation, replenishment and enrichment of the dictionary;

Improving the grammatical structure of speech;

-development articulatory apparatus, general and fine motor skills;

Work on intonational expressiveness of speech;

Correction and development the psychological basis of speech, the relationship of visual, auditory and motor analyzers.

EDUCATIONAL

Enrichment of knowledge, skills, skills;

-development interest in literature and theater;

Increasing the effectiveness of speech motivation, its artistic and aesthetic orientation and fullness;

Introducing children to the beauty, accuracy and depth of the artistic word;

Introduction to speech culture, folklore.

DEVELOPMENT EMOTIONALLY - volitional sphere

- development mental processes (perception, imagination, memory, attention, speech, thinking);

-development such personality traits as initiative, independence, initiative, imagination and creativity;

Formation of moral standards of behavior;

Education of moral and volitional qualities of a person;

Creation of a favorable psychological atmosphere, enrichment of the emotional and sensory sphere of the child through communication with a fairy tale;

- shyness prevention, isolation, aggression, fears in children;

Implementation of cooperation between a speech therapist and educator with children and with each other, creating an atmosphere of mutual understanding and mutual assistance.

DEVELOPMENT OF CREATIVE ACTIVITY

Formation of a positive attitude to the lesson;

Creating interest in previously studied exercises;

Preservation of acquired knowledge in memory, updating them in a new situation;

Improving creativity (the ability to transform, improvise, take on a role).

Logotales may represent didactic game , theatrical performance or perform as part of them.

There are several types logotales:

Articulatory (on breath development, articulatory motor skills);

Finger (on development of fine motor skills, graphic skills);

Phonemic (to clarify the articulation of a given sound);

Lexico-grammatical (to enrich vocabulary, consolidate knowledge of grammatical categories);

Fairy tales, contributing to the formation of coherent speech;

Fairy tales for literacy (about sounds and letters).

EXAMPLES LOGO FAIRIES FROM WORK EXPERIENCE:

Articulatory logo tales.

During the academic year, a joint work of a speech therapist teacher and educators of a speech therapy group is carried out on development fine and articulatory motor skills. In September we introduce children to didactic fairy tale"Journey of the Tongue"- game exercises for development of the speech apparatus(articulation gymnastics). In games, children learn the correct, smooth long exhalation ( logo tales"Kolobok", "How the Fly Traveled", develop small(finger gymnastics) and general motor skills (physical minutes, auditory attention (game "Whose voice").

A series of lessons has been developed fairy tales("Teremok", "Sister Chanterelle and the Gray Wolf", "Turnip", "Spikelet", which were selected from the "Program of raising and educating children preschool age". These fairy tales were chosen because that their plots stimulated the work of the imagination, affected moral and aesthetic feelings, served to deepen interest in speech activity.

Logotales for teaching literacy.

To assimilate the concept of a series by children, I use logo tale"Turnip"- how in fairy tale each character is in a certain place in a row, and the sounds in the word are each in their place (first, second, last). In the future, when determining the place of sound in a word, children easily understand where the beginning, middle and end of the word are.

For literacy preparation classes, a didactic manual - logo fairy tale"City of Sounds". In our city there are houses for vowels and for consonants. To work on vowel sounds, I use the Russian folk fairy tale"Teremok".

Each hero can only play a melody on one sound: the frog sings to the sound A, the bunny - E, the fox - Oh, the wolf - U, the bear - Y, the mouse - I. A set of heads - characters of a flat theater "Teremok" consists of six portraits - heroes of the forest theater, which are cut out together with the pen. The shape of the open mouth of the heroes in red (vowel mark) and varies depending on the sound being spoken. You can take a set of voluminous doll toys from any material and with the help of heroes fairy tales practice listening and pronunciation of vowel sounds. Heroes for consonants are selected similarly sounds: P - Spider, X - Hamster (for solid consonants, boy Petya and girl Lena (for soft sounds).

Speech development and speech correction of children with ONR (general underdevelopment of speech) become more effective when a speech therapist creates positive emotional conditions, namely, uses in the classroom logo tales.

Related publications:

Information "Cognitive-speech development of preschool children by means of TRIZ technology" Information "Cognitive-speech development of preschool children by means of TRIZ technology"

Consultation "Formation of cognitive-speech activity in young children through small forms of folklore""Formation of cognitive - speech activity in young children through small forms of folklore" The most important source development.

Important sources for the development of communication skills and speech creativity are fiction. We must deeply understand what has been said.

Features of cognitive and speech activity in preschool children with speech disorders FEATURES OF COGNITIVE AND SPEECH ACTIVITY IN PRESCHOOL CHILDREN WITH SPEECH DISORDERS Speech development includes: 1. Vocabulary development.

Cognitive - speech project "Such different words" for older preschoolers with OHP. The main task of the speech development of a preschool child is the possession of the norms and rules of the native language, determined for everyone.

The development of cognitive research activities of preschoolers by means of experiments and experiments A Chinese proverb says: “Tell me and I will forget; show me and I will remember; let me try and I will understand.” A child by nature is inquisitive.

It is impossible to develop a child's speech without including him in cognitive activity, since speech accompanies and improves cognitive activity.