Computer technologies in the work of a speech therapist. Computer technologies in speech therapy work with younger students. Types of presentations used in the work of a speech therapist

Computer technologies in the work of a speech therapist

Tokareva Olga Gennadievna, teacher-speech therapist

Municipal budgetary preschool educational institution"Kindergarten No. 6 combined type" Pikalevo

Currently in the system preschool education there are significant changes associated with the introduction of federal state requirements. In this regard, one of actual problems in the work of a speech therapist teacher, there is an improvement in methods and techniques aimed at overcoming and preventing speech disorders. Timely correction speech disorders is necessary condition psychological readiness of children for schooling, allows you to eliminate the causes of potential failure of children in school and reduce the risk of their maladaptation in new social conditions.

The purpose of the work of a teacher - a speech therapist - is to teach children to speak clearly, coherently, grammatically correct. To achieve it, we use various forms, techniques, methods and means of teaching, as well as modern educational technologies. One of the conditions for FGT to ensure the quality of education is the use of an electronic educational resource in a preschool educational institution.

Computer technology is one of the effective learning tools increasingly used in preschool institutions. Their effectiveness depends both on the quality of the software used, and on the ability to rationally and skillfully use them in the educational process. Keeping up with the times, modern speech therapy is increasingly turning to options for combining traditional and computer methods, both in the diagnosis of speech disorders, and directly in the conduct of individual and group lessons. Innovative technologies provide an additional set of opportunities for a competent speech therapist to correct defects related to both the sound-producing side of the speech system, the structural and semantic design of the utterance, and the pace, rhythm, and fluency of speech. The use of computer programs saves the child from the negativism associated with the need to repeat certain operations many times, thereby creating comfortable conditions for the successful completion of exercises. The computer should support the work of the teacher, helping him to solve the most difficult problems associated with the development and correction of disorders in children.

They apply to:

Promotions professional competence via the Internet (this is the search for information, the exchange of experience, participation in competitions, webinars, etc.)
Maintaining an electronic portfolio
documentation management ( advanced planning, a list of a group with a class schedule, questionnaires, speech cards, class notes, task cards, information sheets in the corners for parents - Microsoft Word, Excel documents).
holding methodical work: consultations, seminars.
Conducting classes (presentations on lexical topics - PowerPoint program, specialized computer games and technologies).

Such an organization of work significantly reduces the time spent by a speech therapist on maintaining the necessary documentation.

I would like to dwell in more detail on the conduct of classes, or rather on the use of computer technology during corrective work with kids.

Recently, the popularity of educational games has grown significantly, their choice on the market is quite large. This is not surprising, because their use can significantly accelerate the formation and development of speech, higher mental functions - attention, memory, thinking, perception, emotional-volitional sphere. The intelligent use of a computer game in the classroom is extremely effective, as it combines the limitless possibilities of virtual reality with the high motivation of children. Even the most ordinary and familiar activity on a computer monitor is perceived in a completely different way. A familiar and, perhaps, already boring game causes a storm of delight, and the child is ready to play it endlessly.

There are many games, they are all different. The only question is what exactly this or that game will give the child. Sadly, there is a clear shortage of specialized games, in particular, speech therapy. But even those few technologies on the market can be effectively used in classes with children.

The complex structure of disorders in children with handicapped health, in particular with severe speech disorders, determines the need for systematic systematic corrective work. In such children, as a rule, all aspects of speech activity are violated: phonetic, phonemic, lexico-grammatical, coherent speech, as well as violations of the syllabic structure of the word and the lack of formation of general speech skills. The computer provides ample opportunities for the use of various analyzers in the process of performing tasks and controlling their activities. The coordinated work of the motor, auditory and visual analyzers during the performance of computer tasks makes it possible to activate the compensatory mechanisms of the body. Preschool children with speech disorders have underdevelopment of verbal memory, instability and low concentration of attention, but involuntary attention is well developed, and in games the material is presented in a bright, interesting and accessible form for children. It arouses interest and is absorbed better.

Let's try to analyze the possibility of using specific specialized computer games and technologies to correct various aspects of speech activity.

In the classroom, work is being done on the formation of general speech skills. Such, for example, as the duration, smoothness and strength of oral exhalation, pace, rhythm, intonation, clarity and intelligibility of speech. Here, the computer technology "Games for the Tigers" - the "Prosody" block - is an indispensable assistant. It contains four modules: "Breath", "Unity", "Rhythm", "Timbre". In the exercises “Breeze”, “Dandelions”, “Ships”, children work with a microphone and learn to work out a long smooth or short sharp exhalation. We work on the fusion of pronunciation of words and phrases, clarity and intelligibility of speech by performing the exercises "Fish", "Cloud", "Bubbles", "Clock". And the exercises "Machine", "Pyramid", "House" allow the children to follow the pace and rhythm of the speech statement.

When correcting and forming the phonemic side of speech, you can use the “Guess” mini-game from the practical computer course “Home Speech Therapist”, exercises “ Non-speech sounds”, “Sound imitation” of the program-methodical complex “Development of speech”. Here, children will learn to hear and identify non-speech sounds. And to determine the sounds of speech, the exercises of the “Phonematics” block of the CT “Games for the Tigers” are suitable, where children will determine the presence of a sound in a word (exercise “The Fourth Extra”). A similar task is posed in the section " speech sounds» PMK "Development of speech", as well as in the game "Help the Tiger" on the portal Speech therapy games online. To form the skills of analyzing and synthesizing words, we use the exercises "Train", "Make a word" ("Games for the Tiger"), the exercises of the section "Speech sounds" (PMC "Development of speech"), games from the lessons of the Wise Owl (Logosauria website, PMK "Rainbow in the computer"). To differentiate sounds, children like the game "Santa Claus's Helpers" (the Speech Therapy Games online portal), as well as the PMC exercises "Speech Development".

When correcting sound pronunciation, at the stage of automating sounds, you can use the PC "Home Speech Therapist". There presented speech material accompanied by funny pictures.

For the development of the lexico-grammatical side of speech, we use presentations on lexical topics. You can find them in large numbers on the Internet or create them yourself in PowerPoint. Games for enrichment vocabulary, the development of the lexical and semantic meaning of words are presented in the CT "Games for Tigers" and on the Speech Therapy Games online portal. To form the grammatical structure of speech, you can use the tasks of the PMC "Development of speech". In the same complex good exercise on compiling and retelling stories for the development of coherent speech. All of these games can be used by the speech therapist in accordance with the weekly changing lexical topic, and their variety will help make each lesson unique and interesting for the child.

Visual display of information helps to increase the efficiency of any human activity. But in special education it becomes especially important. The use of modern graphic and multimedia tools, diagnostic sensors and devices allows not only to determine the state of a particular function of the child, but also to see the objective difficulties that the child has, to overcome them with available means.

As practice shows, the purposeful use of a computer in the process of corrective education and upbringing of children with developmental disabilities makes it possible to create optimal psychological and pedagogical conditions for the correction and compensation of violations in children, to take into account the individual capabilities and needs of preschoolers to the maximum.

Computer technology in speech therapy work.

Currently, significant changes are taking place in the system of preschool education associated with the introduction of federal state requirements. In this regard, one of the urgent problems in the work of a speech therapist is the improvement of methods and techniques aimed at overcoming and preventing speech disorders. Timely correction of speech disorders is a necessary condition for the psychological readiness of children for schooling, it allows to eliminate the causes of potential failure of children in school and reduce the risk of their maladaptation in new social conditions.

The purpose of the work of a teacher - a speech therapist - is to teach children to speak clearly, coherently, grammatically correct. To achieve it, various forms, techniques, methods and means of teaching are used, as well as modern educational technologies are used. One of the conditions for FGT to ensure the quality of education is the use of an electronic educational resource in a preschool educational institution.

Computer technology is one of the effective teaching aids increasingly used in preschool institutions. Their effectiveness depends both on the quality of the software used, and on the ability to rationally and skillfully use them in the educational process. Keeping up with the times, modern speech therapy is increasingly turning to options for combining traditional and computer methods, both in the diagnosis of speech disorders, and directly in the conduct of individual and group classes. Innovative technologies provide an additional set of opportunities for a competent speech therapist to correct defects related to both the sound-producing side of the speech system, the structural and semantic design of the utterance, and the pace, rhythm, and fluency of speech. The use of computer programs saves the child from the negativism associated with the need to repeat certain operations many times, thereby creating comfortable conditions for the successful completion of exercises. The computer should support the work of the teacher, helping him to solve the most difficult problems associated with the development and correction of disorders in children.

They apply to:

Increasing professional competence through the Internet (this is the search for information, the exchange of work experience, participation in competitions, webinars, etc.)

Maintaining an electronic portfolio

Maintaining documentation (forward planning, a list of a group with a class schedule, questionnaires, speech cards, class notes, task cards, information sheets in the corners for parents - Microsoft Word, Excel documents).

Carrying out methodical work: consultations, seminars.

Conducting classes (presentations on lexical topics - PowerPoint program, specialized computer games and technologies).

Such an organization of work significantly reduces the time spent by a speech therapist on maintaining the necessary documentation.

I would like to dwell in more detail on the conduct of classes, or rather on the use of computer technology during corrective work with children.

The complex structure of disorders in children with disabilities, in particular with severe speech disorders, determines the need for systematic systematic corrective work. In such children, as a rule, all aspects of speech activity are violated: phonetic, phonemic, lexico-grammatical, coherent speech, as well as violations of the syllabic structure of the word and the lack of formation of general speech skills. The computer provides ample opportunities for the use of various analyzers in the process of performing tasks and controlling their activities. The coordinated work of the motor, auditory and visual analyzers during the performance of computer tasks makes it possible to activate the compensatory mechanisms of the body. Preschool children with speech disorders have underdevelopment of verbal memory, instability and low concentration of attention, but involuntary attention is well developed, and in games the material is presented in a bright, interesting and accessible form for children. It arouses interest and is absorbed better.

Let's try to analyze the possibility of using specific specialized computer games and technologies to correct various aspects of speech activity.

When correcting and forming the phonemic side of speech, you can use the mini-game "Guess" from the practical computer course "Home speech therapist", the exercises "Non-speech sounds", "Onomatopoeia" of the software and methodological complex "Speech Development". Here, children will learn to hear and identify non-speech sounds. And to determine the sounds of speech, the exercises of the “Phonematics” block of the CT “Games for the Tigers” are suitable, where children will determine the presence of a sound in a word (exercise “The Fourth Extra”). A similar task is set in the "Speech Sounds" section of the Speech Development PMC, as well as in the "Help the Tiger" game on the Speech Therapy Games online portal. To form the skills of analyzing and synthesizing words, we use the exercises "Train", "Make a word" ("Games for the Tiger"), the exercises of the section "Speech sounds" (PMC "Development of speech"), games from the lessons of the Wise Owl (Logosauria website, PMK "Rainbow in the computer"). To differentiate sounds, children like the game "Santa Claus's Helpers" (the Speech Therapy Games online portal), as well as the PMC exercises "Speech Development".

When correcting sound pronunciation, at the stage of automating sounds, you can use the PC "Home Speech Therapist". There is speech material, accompanied by funny pictures.

For the development of the lexico-grammatical side of speech, we use presentations on lexical topics. You can find them in large numbers on the Internet or create them yourself in PowerPoint. Games for vocabulary enrichment, development of the lexical and semantic meaning of words are presented in the CT "Games for Tigers" and on the Speech Therapy Games online portal. To form the grammatical structure of speech, you can use the tasks of the PMC "Development of speech". In the same complex, good exercises are proposed for compiling and retelling stories for the development of coherent speech. All of these games can be used by the speech therapist in accordance with the weekly changing lexical topic, and their variety will help make each lesson unique and interesting for the child.

Visual display of information helps to increase the efficiency of any human activity. But in special education it acquires especially great significance. The use of modern graphic and multimedia tools, diagnostic sensors and devices allows not only to determine the state of a particular function of the child, but also to see the objective difficulties that the child has, to overcome them with available means.

training speech therapist general education school

Recently, in the elimination of speech shortcomings, an increasing role is given to new technologies. Computer technologies act as a powerful and effective means of corrective action. Computer technologies are included in the structure of traditional speech therapy classes as additional innovative elements.

What opportunities open up ICT in the work of a speech therapist, in all areas of his activity, can be considered in the following diagram.

ICT in the work of a speech therapist

Computer speech therapy programs significantly increase the cognitive activity of students. Classes using a computer allow for flexible organization of the lesson, based on the possibilities educational institution(better if it is a computer in speech therapy room, projector, interactive whiteboard).

I. To visualize computer classes and in order to increase the efficiency of corrective work in speech therapy classes, I use the “Computer Workshop for Conducting Speech Therapy Classes at School” (a computer project developed under the guidance of Varchenko V.I.).

It is designed for practical development of knowledge, skills and abilities with children 6-10 years old.

The workshop included 20 computer games and about 1500 didactic exercises. Its main element is a computer game. The use of animation elements allows you to make the learning process in speech therapy classes more interesting and varied. The game situation allows you to assimilate the material as if unnoticed by the child. The game allows you to show initiative and creativity.

The didactic material was selected in accordance with the requirements of the general education program for grades 1-4, based on the programs and methods used in speech therapy (Lalaeva, Levina, Yastrebova, Sadovnikova).

The main advantages of the workshop, in my opinion, significantly complement the traditional work of a speech therapist, are the following:

computer game increases the attractiveness of educational material;
The division of the material into sections, and not into classes, allows you to plan classes in accordance with the characteristics of the program in which the child is studying and the level of his speech development.

The curriculum includes five sections:

v Preparatory
v Filling gaps in the development of the sound side of speech
v Filling gaps in lexical and grammatical development
v Filling gaps in the formation of coherent speech
v Development individual qualities students

Already on preparatory stage exercises can be used to develop hand-eye coordination, perception, thinking, attention and visual memory. To get acquainted with the computer, it is necessary to give the opportunity to children to learn how to work with the "mouse" manipulator. Children willingly and quickly perform exercises. Even if there is one computer in the office and 4-5 people in the group, then in 8-10 minutes everyone manages to complete the task individually. It is most convenient to set aside time for this at the end of the lesson, and the first to go to the computer is the one who completed the task in the notebook without errors. These simple exercises prepare the child for the more complex work of filling in the gaps in the development of the sound side of speech.

Development phonemic hearing begins with the distinction between vowels and consonants.

Further, the program provides for the acquaintance of children with each specific sound. The selection of exercises is given here according to a single scheme: sound recognition in the name of the picture; finding correspondences between a picture and a word scheme; recognition of a letter in a word (at the beginning, in the middle, at the end); finding a given letter among others, highlighting it in a word, substituting a letter in a scheme.

When the first grader has already begun to read, you can use another type of task: the game: "Indicate the picture." These exercises train the student in reading speed, make them understand the meaning of what they read. First, a word appears on the screen, and pictures are placed around the perimeter of the screen. After a while, the word disappears, you need to have time to read it and then show the corresponding picture. The execution speed can be selected individually, there are several levels.

A computer workshop is especially useful at the stage of restoring the gaps in the lexical and grammatical development of children. Exercises “Make a phrase”, “Choose a sign”, “Choose a related word” and many others enrich the vocabulary of a younger student, create a basis for successful development connected speech. Well-chosen tasks will help students consciously assimilate the system mother tongue and fill in the gaps in knowledge of phonetics and graphics, morphology and word formation, spelling and punctuation, and, therefore, lay the foundation for successful learning in the future.

The exercises in the section "Development of individual qualities of students" are already somewhat complicated and contribute to the development of many useful qualities of children. This type of task can also be used to encourage students or as a warm-up.

II. My second assistant is the software and methodological complex "Development of Speech".

It includes the following sections:

v Non-speech sounds. Onomatopoeia
v Speech sounds
v Development of coherent speech
v Interactive section

In the first section Non-speech sounds. Onomatopoeia has two modes of operation: Study and Task, which allows for a differentiated approach in the process of correctional and developmental work. The Challenge mode has several levels of difficulty.

The Speech sounds section includes four subsections: vociferous sounds (three levels of difficulty), Twin sounds, Angry and Affectionate sounds. In these subsections, students learn to recognize sounds in words, count the number of sounds by ear, determine the location of the studied sound in a word, determine the number of syllables in a word, highlight words denoting animate and inanimate objects.

The section Development of coherent speech is represented by multimedia games - tasks of the following types: Word-action, Pick up an action, Word-sign, Pick up signs with several levels of complexity, Compose a description, Listen to a story. The value of this complex is that in each task of the three sections on the menu bar there is a Disable / Enable voice of the announcer button, which disables all announcer instructions. Using this key, the speech therapist can independently explain to the students all the tasks in order to achieve a better understanding of the task. The last Interactive section is represented by a set of thematic pictures and cards with sound and syllabic patterns that can be transferred to the workspace, resized, moved, and deleted.

III. The next assistant is the computer speech therapy program "Games for Tigers".

All exercises of the program are built in game form. The computer hero is a cheerful and funny Tiger cub, who explains to the students the purpose and rules of the proposed task, and helps to complete it. The tiger cub praises the child when the task is completed correctly, encourages if everything does not work out, sometimes gets angry, but the intonation is kind and the child immediately wants to complete the task better.

The Tiger Games program is a work with blocks:

Prosody
Sound pronunciation
phonemics
· Vocabulary

Each block includes modules, so the Prosody block includes modules:

Breathing
fusion
Rhythm
Timbre

The Sound Pronunciation block is represented by modules:

· Whistling sounds
· Hissing sounds
Sound r
sound l

The Phonemics block consists of four modules:

Sounds
· Words
· Analysis
Synthesis

The Vocabulary block includes three modules:

· Words
Phrases
Valence

The "Games for Tigers" program provides for the possibility of individual adjustment of parameters corresponding to the current level and zone of proximal development of the child. The exercises of the program contain tasks of increasing complexity, which allows you to choose a task that corresponds to the real level of development of the child and build corrective work in accordance with an individual correctional educational program.

Computer speech therapy game "Games for Tigers" is easy to manage. It has an accessible interface with tooltips. Thus, no special training is required to work with the program, and user skills are acquired in the process of using it.

IV. In my practice, I also use the CD "Home Speech Therapist" (practical course).

The multimedia disk "Home Speech Therapist" is designed to work on the sounds of speech and is represented by sections:

Consonant sounds
The vowel sounds
Advice for parents
Mini-games "Buzzer", "Guess"

The first two sections contain material in a playful way to help make the pronunciation clear, and are presented in subsections:

Ш Correct articulation of sounds
Ш Preparatory exercises
Ш Staging sounds
Ш Automation in syllables, words, sentences, phrasal speech
Ш Funny tongue twisters
Ш Instructive proverbs and sayings.

Mini-games “Sound”, “Guess” form the skills of correct pronunciation of sounds, help develop non-speech and phonemic hearing.

V. The educational game "Baba Yaga Learns to Read" is also interesting, designed so that the child easily and naturally joins reading, and letters and words become good friends for him in games. The originality of the program lies in the fact that the entire learning process is presented in verse. Funny rhymes of Baba Yaga for each letter of the alphabet introduce students to the fabulous world of poetry and teach how to compose poetic lines.

There is a magical forest on the disk, in which the mischievous Baba Yaga hid the letters of the alphabet, and in order to find them, you need to complete game tasks with the participation of fairy-tale characters: Ant, Mice, Frogs, Cat, Hedgehog, Squirrels, Beetles, Geese. There are a total of ten missions in the game. different levels difficulties, the sequence of passage of which is set by the teacher-speech therapist.

USE OF COMPUTER TECHNOLOGIES IN SPEECH THERAPY

New information Technology(NIT) have become a promising means of correctional and developmental work with children with speech disorders. Pervasive computerization opens up new, yet unexplored learning options. They are associated with the unique capabilities of modern electronics and telecommunications. The basis for the use of NIT in national pedagogy the basic psychological, pedagogical and methodological provisions developed by L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, A.N. Leontiev, A.R. Luria, D.B. Elkonin and others.

As many authors note, the use of computer technology makes it possible to optimize pedagogical process, individualize the education of children with developmental disorders and significantly increase the effectiveness of any activity (R.F. Abdeev, 1994; V.P. Bespalko, 2002; E.I. Mashbits, 1988; O.I. Kukushkina, 1994, etc.).

IN recent decades there is an increase in the frequency of occurrence various violations development and phenomena of physiological immaturity in newborns. In the future, such deviations in development often manifest themselves in the form of underdevelopment of various levels of the functional system of speech.

Researches devoted to the problem of studying and correcting general underdevelopment speech (T.V. Gurovets, S.I. Maevskaya, 1978; L.V. Lopatina, N.V. Serebryakova, 2001; I.I. Mamaychuk, 1990, etc.) show that overcoming systemic speech underdevelopment , as a rule, has a long and complex dynamics. Therefore, the use of specialized computer technologies in the correctional educational process, taking into account the patterns and characteristics of the development of children with general underdevelopment of speech, will increase the effectiveness of correctional education, speed up the process of preparing preschoolers for literacy, prevent the appearance of secondary disorders of written speech in them, and, consequently, reduce the risk of social maladaptation of younger schoolchildren. An analysis of the literature shows that for a specialist computer tools are not part of the content of remedial education, but an additional set of possibilities for correcting deviations in a child's development.

A speech therapist who uses computer technology in his work needs to solve two main tasks of special education: to form in children the ability to use a computer and use computer technology for their development and correction of psychophysiological disorders. Correctional and educational work with children with developmental disabilities involves the use of specialized or adapted computer programs (mainly educational, diagnostic and developmental). Their effect depends on professional competence teacher, the ability to use new opportunities, include NIT in the education system of each child, creating greater motivation and psychological comfort, as well as providing the pupil with the freedom to choose forms and means of activity. The priority task of applying NIT in special pedagogy is not to teach children the adapted basics of computer science and computer science but in the complex transformation of their habitat, the creation of new scientifically based means for the development of active creative activity. So computer technologies act as a powerful and effective means of corrective action. Computer technologies are included in the structure of traditional individual speech therapy classes as additional innovative elements.

A speech therapist using computer technology in his work is obliged to take care of reducing to a minimum negative influence computer for children. When developing individual programs for a correctional course using computer games, the results of research by the Institute of Developmental Physiology of the Russian Academy of Education in this direction were taken into account, namely: the maximum limit of safe one-time work on a computer; the frequency of classes with one child; psychological readiness schoolchild to work with a computer.

The maximum one-time duration of work on the computer should not exceed the following:

For children 6 years old - 15 minutes a day;

For children 5 years old - 10 minutes a day;

The first half of the day is optimal;

The second half of the day is acceptable. Classes using a computer in the afternoon should be carried out during the period of the second rise in daily performance, in the range from 15:30 to 16:30, after daytime sleep and afternoon tea.

Recommended days of the week for computer classes: Tuesday, Wednesday. On Friday, it is undesirable to work on a computer. This is explained by the fact that the child's working capacity is already declining by Thursday, and on Friday there is a sharp decrease due to the accumulated weekly fatigue.

It is unacceptable to conduct classes on the computer during the time allotted for walking and daytime rest.

In order to prevent visual fatigue, it is advisable to carry out ophthalmic exercise (special exercises for the eyes).

The correct selection of a computer game is important, which depends primarily on the physiological and age capabilities of the child. Taking into account the principle of developing education, and depending on the current pedagogical tasks, it is recommended to alternate different computer games, while it is important to consider the type nervous system, interests and inclinations of the child.

The presented computer programs reflect several aspects of speech therapy work: the development of cognitive functions, vocabulary enrichment, the development of grammatical structures, and the improvement of coherent speech. The use of computer programs allows you to make the most of the principle of a differentiated approach in teaching preschoolers with special cognitive needs, helps to select an individual educational route for each child, makes remedial training more comfortable.

In the process of correcting speech disorders, computer programs should play a significant role. Underdevelopment of verbal memory and impaired attention in the form of their instability and low concentration in children with underdevelopment of the language components of the speech system make it necessary to carry out targeted work to overcome these disorders (I.I. Mamaychuk, 1990; E.M. Mastyukova, 1973, etc.) . And since involuntary attention is well developed in preschoolers, educational material presented in a bright, interesting and accessible form for the child arouses interest and attracts attention. In this case, the use of computer technology becomes especially appropriate, as it allows you to provide information in an attractive way, which not only speeds up the memorization of the content, but also makes it meaningful and long-term.

Currently, there is a fairly large arsenal of general educational children's computer games: "Phrase", "Crossword", "Rus", "Games for the Tiger", "Baba Yaga learn to read", "Read-ka" and others. character, which is very important for preschool and younger children school age; after all, the main goal of studying with computer programs is not only the acquisition of new and consolidation of previously acquired knowledge, but also the emotional liberation of children, activating and encouraging them to productive cognitive activity. Thus, the child develops self-control, fine motor skills, spatial orientation and motivation for classes is supported.

Also, in speech therapy classes, the use of a projector and multimedia tools justifies itself, since a speech therapist has the opportunity to show fragments of various games for front work, more colorfully demonstrate the explanation of the topic, which makes the lesson more interesting for children.

In the course of classes using a computer, children learn to overcome difficulties, control their activities, and evaluate results. Thanks to this, training in goal setting, planning and control through a combination of various techniques becomes effective. Solving the given computer program problematic situation, the child strives to achieve positive results, subordinates his actions to the goal. Thus, the use of computer teaching aids helps to develop in preschoolers such volitional qualities as independence, composure, concentration, perseverance, and also introduces them to empathy, helping the hero of the program .. Strong emotional contact is established between the speech therapist and the child, since this In this case, the speech therapist acts as a partner of the child, and the computer program takes over the controlling function. All this helps to create speech therapy session an atmosphere of psychological comfort, which also helps to speed up the correction process and improve its effectiveness.

Classes on the computer have great importance and for the development of voluntary motor skills of the fingers, which is especially important when working with preschoolers. In the process of performing computer tasks, they need, in accordance with the tasks set, to learn how to press certain keys with their fingers, use the “mouse” manipulator. Besides, important point preparing children for mastering writing is the formation and development of joint coordinated activity of visual and motor analyzers, which is successfully achieved in classes using a computer.

Thus, the use of computer technologies in the process of correcting children's speech disorders makes it possible to more effectively eliminate speech deficiencies, thereby overcoming obstacles to success. Application of computer technologies in the process of speech correction in children preschool age allows you to combine correctional and educational and developmental tasks of speech therapy impact, take into account patterns and features mental development preschoolers. Use in corrective process computer technology contributes to the activation of compensatory mechanisms in children based on preserved types of perception. Work on the correction of general underdevelopment of speech, as well as control over the results of the activities of preschoolers, is carried out based on visual and auditory perception.

In the process of corrective speech therapy work, on their basis, children develop the correct speech skills, and in the future, self-control over their speech.

^ USED LITERATURE

1. Abdeev R. F. Philosophy of information civilization. - M.: VLADOS, 1994. - 125p.

2. Bespalko V. P. Education and training with the participation of computers (pedagogy of the third millennium). - Moscow - Voronezh, Moscow Publishing House. psycho-ped. in-ta; Publishing house: NPO "Modek", 2002.

3. Zhukova P. S., Mastyukova R. M., Filicheva T. B. Overcoming general underdevelopment of speech in preschool children: A book for a speech therapist. 2nd ed., revised. - M.: Enlightenment, 1990. - 239 p.

4. Royal T. K. Computer interactive technologies and oral speech as a means of communication: achievements and searches. // Defectology. - 1998. - No. 1.p.47-55.

5. Kukushkina OI Computer in special education. Problems, searches, approaches // Defectology. 1994. - No. 5.

6. Logical and psychological foundations for the use of computer teaching aids in the learning process: The project of psychol.concepts / VV Rubtsov et al. // Informatics and education. – 1989.- N3.- p.3-16

7. Lopatina L. V., Serebryakova P. V. Overcoming speech disorders in preschool children. SPb.: Publishing house of the Russian State Pedagogical University im. L. I. Herzen; Soyuz Publishing House, 2001. 191 p.

8. Mashbits E. I. Psychological and pedagogical problems of computerization of education. - M.: Pedagogy. 1988. - 191 p.

9. Repina 3. A., Lizunova L. R. Computer training aids: problems of development and implementation // Questions humanities. 2004, No. 5 (14), pp. 283-285.

10. Repina 3. A., Lizunova L. R. New information technologies: specialized computer speech therapy program "Games for Tigers" // Questions of the Humanities, 2004, No. 5 (14), p. 285-287.

11. Timofeeva Zh. A. On the ability of children with developmental disabilities to extract information from communication with the hero of a computer program // Defectology. 1997. - No. 2. pp. 41-44

Computer technologies in the work of a speech therapist.

At present, one of the urgent tasks of special pedagogy is to increase the efficiency of the process of correcting violations of language and speech development in children.

As many authors note, the use of computer technology makes it possible to optimize the pedagogical process, individualize the education of children with developmental disorders and significantly increase the efficiency of any activity.The complex structure of speech disorders determines the need for systematic systematic corrective work based on preserved types of perception.

Specialized computer technologies contribute to the optimal solution of this problem.Communication with a computer arouses a keen interest among preschoolers, first as a game, and then as a learning activity. This interest underlies the formation of such important structures as cognitive motivation, arbitrary memory and attention, and it is these qualities that ensure the child's psychological readiness for learning.Underdevelopment of verbal memory and impaired attention in the form of their instability and low concentration make it necessary to carry out purposeful work to overcome these disorders. In this case, the use of computer technology becomes especially appropriate, as it allows you to provide information in an attractive way, which not only speeds up the memorization of the content, but also makes it meaningful and long-term.

In the course of classes using a computer, children learn to overcome difficulties, control their activities, and evaluate results. Solving the problem situation given by the computer program, the child strives to achieve positive results, subordinates his actions to the goal. Thus, the use of computer teaching aids helps to develop in preschoolers such volitional qualities as independence, self-discipline, concentration, perseverance.

Classes on the computer are of great importance for the development of voluntary motor skills of the fingers, which is especially important when working with children with speech disorders. The formation and development of joint coordinated activity of the visual and motor analyzers is an important point in preparing children for mastering writing.

Thus, the use of computer technologies in the process of correcting general underdevelopment of speech in children makes it possible to combine correctional and educational and developmental tasks of speech therapy, to take into account the patterns and characteristics of the mental development of schoolchildren.

Information and communication technologies (ICT) are currently an integral part of modern preschool education. Informatization of the education system makes new demands on the teacher and his professional competence. This is especially true in the context of the introduction of the Federal State Educational Standard and the implementation of today, a fairly extensive selection of ICT is available in their practice. This is a computer, use of the Internet, TV, video, DVD, various kinds of multimedia - and audio-visual equipment.

A significant aspect of interactive educational environment Preschool education is the use of ICT by teachers as a tool for developing the motivation of the educational process. ICT, thus, helps to shift the burden from verbal methods of education to methods of search and creative activity. The use of computer technology helps:

̶ involve passive children in active activities;

̶ to make GCD more visible and intense;

̶ activate cognitive interest;

̶ activate thought processes (analysis, synthesis, etc.);

̶ to implement personality-oriented, differentiated approaches in educational activities.

The main forms of using ICT in my practice are:

̶ preparation of group documentation (lists of children, developmental diagnostics, planning, monitoring of program implementation, reporting).

̶ selection of cognitive and illustrative material for classes, for joint educational activities, design of stands, groups, classrooms.

̶ creating presentations in the Microsoft Power Point program in integration educational areas: "Social and communicative development", " Speech development», « cognitive development”, etc. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, audio and video equipment.

̶ use of a camcorder and programs for editing video files.

̶ using an interactive whiteboard. The interactive board allows the child to see himself from the outside, to observe the actions of the partners in the game. Children get used to assessing the situation without completely immersing themselves in the virtual world one on one with the computer.

̶ In addition to presentations, in my work I use training programs such as: “Learning to speak correctly”, “Games for the Tigers”, “Baba Yaga learns to read”, “Speech development”, “Luntik knows the world”, “Home speech therapist”, speech therapy simulator “ Delfa -142", educational games "Mersibo". By completing tasks, the child learns to plan, build the logic of an element of specific events, ideas, he develops the ability to predict the result of actions. He begins to think before doing, while solving speech therapy problems.

̶ use according to innovative technology- BOS logotherapy.

Biofeedback is a set of methods and technologies based on the principles of feedback and aimed at activating the internal reserves of the body, developing self-control and self-regulation by forming a program at the brain level that is physiologically adequate to control body functions. The BFB method makes it possible to take into account individual characteristics personalities, dosedly select a load for each person for training and monitor the effectiveness of its implementation during treatment, as well as, using the multimedia capabilities of computer biofeedback technology, to ensure high emotional interest and non-standard conduct of treatment sessions, both for adults and for children ̶ use of the Internet V pedagogical activity, for the purpose of informational and scientific and methodological support of the educational process.

Recognizing that the computer is a powerful new tool for intellectual development children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regimen as a whole in accordance with the age of the children and the requirements of the Sanitary Rules. A typical session lasts 20 to 30 minutes. In this case, the use of the screen should be no more than 7-10 minutes. After finishing work at the computer, in order to prevent visual impairment and relieve eye strain, it is necessary to perform simple exercises for the eyes.

In our kindergarten We have tried to significantly expand the scope of visual material through the use of computer technology. The computer carries figurative type information, the closest and most understandable to preschoolers. Movement, sound, animation attract the attention of children for a long time. Children receive an emotional and cognitive charge that makes them want to consider, act, play, and return to this activity again. Therefore, the problem of using specialized computer technologies in working with preschool children with speech pathology to form their positive motivation for learning activities is currently of particular relevance.

Prepared by: teacher-speech therapist Lokteva Evgenia Vyacheslavovna.

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