MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
No. 4 "SNOW MAIDEN"
Message on the topic: "Selection of speech material to consolidate the sound-producing skills of preschoolers with speech disorders."
Prepared by: teacher - speech therapist
Zhuravleva Ludmila Mikhailovna
The speech therapy literature describes in sufficient detail the content and methods of correcting sound pronunciation disorders in preschoolers (T.B. Filicheva, G.V. Chirkina, M.F. Fomicheva, etc.).
Many authors note that the fixation of delivered sounds can be carried out in a certain sequence using speech material, which is important to use both in speech therapy classes and outside them - in the process. corrective work educator and in the conditions of homework of the child with parents.
At the same time, in a number of practical manuals, the lexical and grammatical material offered for this does not fully meet methodological requirements carrying out automation and differentiation of sounds. If this material is used by a specialist without the necessary selection, then errors in the implementation of the corresponding speech therapy technology are almost inevitable.
Selecting speech material for classes with a child, it is necessary to observe whole line requirements. The most important of them are the following.
When choosing material for various stages of automation and differentiation of sounds, it is important to take into account the individual characteristics of the assimilation of normative sound pronunciation by a child.
When automating most sounds at the syllable level, various options for choosing phonetic material are possible: both direct and reverse syllables (less often, intervocalic position is used - a consonant placed between vowels). Available general recommendations about the choice of the type of syllable to fix certain groups of consonant sounds. However, in our opinion, the choice is determined mainly by the combination in which the set sound is easier and more convenient for the child to pronounce correctly. This is determined, as a rule, immediately after the appearance of an adequate pronunciation of sound in an isolated position, that is, after setting the sound in class.
It is desirable to fix a consonant in combination with various vowels (or initially with one of the vowels) in syllables and then, without too much delay, move on to automation at the word level.
Initially, words are selected that include those syllables or sound combinations in which the sound is pronounced correctly. Then the child is trained to pronounce a series of words, in each of which the sound is pronounced in a certain position. The transition to the pronunciation of words in each subsequent position is made only if the previous position is mastered.
Let us give an example of the sequence of using lexical units of different types in structure to automate the C sound:
- direct syllable - words with this syllable;
- reverse syllable and words with it;
- the sound between vowels in sound combinations and the corresponding series of words;
- a confluence of consonants at the beginning of a word;
- a confluence of consonants at the end of a word;
- a confluence of consonants in the middle of a word;
- the automated sound is repeated twice in a word, and the sound often appears in a variety of positions.
By automating sound at the sentence level, it is advisable to help the child move from exercises with minimal inclusion of words with automated sound to sentences to their maximum content as soon as possible. As a result, the process of introducing a correctly pronounced sound into independent speech child.
An important feature of the organization of the process of consolidating the sound-producing skills of children with general underdevelopment of speech is that the material used can be simultaneously used to correct deficiencies and develop the lexical-grammatical structure of speech. In addition to the main focus, this is important for other reasons. Exercises and tasks for overcoming errors of a lexical and grammatical nature, as a rule, contribute to the development of other higher mental functions of children, increase their positive motivation in learning and arouse cognitive interest, allowing them to avoid "mechanical training".
We have selected and developed a series of various exercises, tasks, games to consolidate correct pronunciation set sounds in the speech of preschoolers with OHP and at the same time solving other correctional tasks. These practical materials can be used both in speech therapy classes and used outside by adults from the child's immediate environment (caregivers, parents), subject to appropriate explanations by the speech therapist.
The choice of one or another type of tasks and exercises for the complex correction of disorders depends on the state of various aspects of speech and, in general, mental development child, from the actual tasks of a particular period speech therapy work and other factors.
The table illustrates the possibilities of choosing speech material for such tasks and exercises.
Selection of speech material for tasks and exercises involving the simultaneous solution of various correctional tasks
Consolidation of sound-producing skills | Correction of violations of the lexical and grammatical structure and development of word formation skills | Speech material for assignments and exercises |
Differentiation of sounds L - L ' - R - R ' in words | Selection of antonyms | Young - old, cheerful - sad, bad - good, weak - strong, white - black, sick - healthy, long - short, big - small, light - heavy, strong - weak, warm - cold, dark - light, good - bad, sad - fun, easy - hard, good - evil |
Choice of related words | Differentiation of sounds C - C ' | Forest, grove, forestry, forester, forester, arborist, lumberjack, timber carrier, forest park, forest belt |
Automation of sounds: 1) Sh; 2) L'; 3) differentiation of sounds C - C ' | Performing the operation of forming compound words |
|
Automation of sounds: 1) Sh; 2) L'; 3) differentiation of sounds C - H | Selection of words with a diminutive meaning |
|
Automation of sounds: 1) L; 2) W | Using the instrumental case of nouns |
|
Sound automation:
| Education plural nouns in the nominative (1) and genitive (2) cases |
b) finger - fingers, sheep - sheep, bird - birds, button - buttons, fighter - fighters, hare - hares, egg - eggs, face - faces, ring - rings; d) stove - stoves, birdie - birds, reader - readers, teacher - teachers, seal - seals; (2) a) many tables (planes, bags, dogs); c) a lot of drums (crayfish, rams, curds, lessons, roses, hands, crows, magpies, fish); d) many stoves (birds, readers) |
| Use of verb forms (present tense; imperative) |
2) wants - they want (the boy wants to plant a tree; children want ... ..; grandfather wants to pull a turnip; grandfather and woman want ... ..) |
Sound Automation C | Formation of reflexive verbs | (cat) washes, (mother) smiles, (Katya) gets dressed, (foxes) hunt, (train) stops, (Gena) does |
| Selection of adjectives (including relative and qualitative) |
2) moon - lunar, bow - onion, weasel - affectionate, beam - radiant, football - football, eye - eye, linden - linden, laziness - lazy, love - beloved |
R sound automation | Adjectives agree with nouns in gender and number | Red car - red balloon, beautiful rose - beautiful flower, orange rocket - orange scarf, ruddy Paradise - ruddy cake, mischievous monkey - mischievous Roma |
Automation of sounds: 1) C; 2) W | The use of combinations of numerals with nouns |
|
| The use of prepositional - case constructions |
|
The choice of speech material for each child is individualized. The ideal option is that the material contains as much as possible automated (or differentiable) sounds, but at the same time does not include sounds that have not yet been delivered, which are incorrectly pronounced by the child.
As a rule, the wording of instructions for tasks and exercises does not cause any particular difficulties for qualified specialists. In this regard, let us pay attention only to some points.
Speech therapy instructions should be clear and precise and assume an unambiguous answer from the child initially planned by the specialist. For example, the verbal instruction “Look at the pictures. Here is one table, and here there are many ....... (tables) ”assumes that the children will choose a form genitive plural nouns. Another option for the task: “Here is one table, but here there is more than one table. How to name these items? (tables). In the second case, children use the nominative case form.
If the child finds it difficult to choose the right form of answer, the speech therapist uses a variety of types of assistance: additional (including leading) questions, visual material, a sample answer, etc.
The same speech material can be used in various tasks. For example, fixing prepositional - case constructions in a child's speech, a speech therapist can offer the child:
a) insert the necessary "little words" (prepositions) into the sentences he utters;
b) answer questions about the content of plot pictures;
c) independently make sentences on the corresponding plot pictures.
Many years of experience in speech therapy work indicates that the use of tasks and exercises that allow you to simultaneously solve several correctional tasks, taking into account the actual and potential speech capabilities of a child with ONR, enhances the effectiveness of correctional and developmental influences to overcome his existing defects.
Literature:
1. Filicheva T.B., Chirkina G.V. Elimination of general underdevelopment of speech in children preschool age. Practical guide. - M .: Iris - Press: Iris - Didactics, 2007.
2. Fomicheva M.F. Teaching children the correct pronunciation. - M., Voronezh: Institute practical psychology, 1997
USING VISUAL MATERIAL FOR SPEECH THERAPIST
Use of entertaining visual material in working with children phonetic-phonemic underdevelopment of speech- one of the main guarantees for the successful teaching of children in abstract concepts in literacy. It is not easy for a child to understand what a sound, syllable, word, sentence is, if the speech therapist's explanations are not supported by illustrative material.
The main task in the process literacy is the formation of children general orientation in the sound system of the language, teaching them sound analysis words, that is, determining the order of sounds in a word, establishing the different role of sound, its main quality characteristics.
But children cannot master sound analysis only by saying words aloud. Therefore, when teaching literacy, it is necessary to use methods that will allow you to perceive information visually.
Introduction to speech sounds you should start by considering the position of the organs of the articulatory apparatus during the pronunciation of any sound, comparing your own kinesthetic sensations with the objective image. Then the child is asked to characterize the sound being studied, selecting the necessary symbols.
FOR EXAMPLE:
In addition to the generally accepted designations of sounds with colored circles, with familiarity with vowels symbols can be used to support the articulation of sound. So, the sound [a] is indicated by a red circle with a wide open mouth, the sound [y] is indicated by a circle with a small round mouth, the sound [and] - the lips are stretched in a smile.
On the symbols of sounds [s], an indication is given of the position of the tongue in the oral cavity.
For example, the speech therapist explains to the children: the sound [e] - the lips are stretched in a smile, the tip of the tongue is at the lower teeth, the back of the tongue is raised. The exhaled air does not encounter any barriers in the mouth. The vocal cords work, the throat trembles (there is a voice).
The use of this visual material is advisable at all stages of the study of speech sounds. This and isolated pronunciation sounds, and drawing up sound patterns and syllables, and determining the position of a particular sound in a word, and selecting pictures for “encrypted” words.
Offering this type of work, we go from simple to complex. At the initial stage, you need to choose which picture fits the scheme. In the future, the task becomes more complicated: pictures and diagrams are added. more successful speech therapy classes contributes to the creation of game situations. For example, when conducting a lesson with children “ACQUISITION WITH THE SOUNDS R and R”, you can play the game “PARAVOSIK”. The goal of this game is to develop phonemic perception in children. The speech therapist explains to the children the rule of the game: "Hitch the wagons to the right trains."
Also, you can play a game, the purpose of which will be to determine the position of the sounds in the word (the place of the studied sound at the beginning, in the middle and at the end of the word). Children are invited to place pictures in the cars, corresponding to the position of the sound being studied in the word.
When conducting classes on the differentiation of sounds, preschoolers can be invited to find a subject picture, the name of which contains the sound being studied, and ask the child to determine the place of this sound in the word. You can complicate the task and give a task so that the children not only find a picture with the sound being studied, but also group them according to certain characteristics. For example, hardness - softness, deafness - sonority.
The use of visual material plays an important role when working on syllable division. When dividing words into syllables, techniques are used aimed at the joint activity of auditory, visual and kinesthetic analyzers. You can invite children to play the game "SHOP". Game condition: find the first syllable, the second syllable in the name of the product. The first syllable is equal to one coin, the second to two, and so on.
When introducing preschoolers to a graphic image of the sound being studied, it is necessary to connect its phonetic image with the visual one. It is important that the child clearly understands that the main difference between a sound and a letter is that we hear sounds, but we write, see, read letters.
In addition to the generally accepted techniques, children most of all like to draw letters from colored sand, draw them on the sand with a finger or a stick.
When teaching the synthesis of syllables from letters, various games are played in the classroom. For example, the game "DELICIOUS JAM": the speech therapist invites the children to feed Carlson with jam from 2 jars so that they get words (one of them contains currants with consonants, and the other strawberries with vowels).
Word examples: baby, puppy, cake, window, bank, motor, shoe.
When composing words from letters, children perform tasks based on the size or shape of the object with the letter depicted on it, and lay out the pictures in ascending order or in the same form; make up words from given letters or syllables.
When teaching children sound analysis and synthesis words optimal use of the game "CONFUSION". Task: children need to highlight the first sound in the name of the picture proposed by the speech therapist, enter the letters in the corresponding boxes and read the resulting word. Make a sentence with this word.
There are various ways to work on a proposal. At the initial stage, these are answers to questions based on pictures.
Children get acquainted with the concepts of "words-objects", "words-actions", "words-signs". Each concept has a specific symbol. For example, words-objects are shown on white cards, words-actions are on gray cards, words-signs are multi-colored. Each picture can have several interpretations.
FOR EXAMPLE:
During the game, children make up various sentences, first from two words, then they add words-signs denoting color, shape, size, emotions, homogeneous additions, conjunctions and prepositions.
Game for a child It is an opportunity for self-expression, self-examination, self-determination. The game situation requires from everyone included in it a certain ability to communicate, contributes to sensory and mental development ( visual perception, figurative representations, training in analysis), the assimilation of lexical and grammatical categories mother tongue, and also helps to consolidate and enrich the acquired knowledge, on the basis of which speech capabilities develop.
Poems about the month of November
***
Already the sky was breathing in autumn,
The sun shone less
The day was getting shorter
Forests mysterious canopy
With a sad noise she was naked,
Fog fell on the fields
Noisy geese caravan
Stretched to the south: approaching
Pretty boring time;
November was already at the yard.
Rain
As from a cloud from a rattling
It's raining obliquely, prickly!
For nettles, for raspberries,
To us for berries in a basket,
Herbs, smacking chews,
Not one step behind!
Rushing with us to the gate!
He will wet us to the skin.
Riddles about the month of November
***
Who does not let us warmly,
Does the first snow scare us?
Who calls the cold to us,
You know? Of course yes!
The field became black and white:
It rains, then it snows.
And it got colder
Ice bound the waters of the rivers.
Winter rye freezes in the field.
What month, please?
Riddles about the month of October
***
All the darker face of nature,
Blackened vegetable gardens
The forests are bare
The bear went into hibernation.
What month has come to us?
Our Queen, Autumn,
We will ask you together:
Tell your children your secret
Who is your second servant?
Poems about the month of October
October
In October, in October
Frequent rain outside.
Grass is dead in the meadows
The grasshopper was silent.
Firewood prepared
For the winter for stoves.
Riddles about the month of September
***
The collective farm garden is empty,
Spider webs fly into the distance,
And to the south end of the earth
Cranes stretched out.
School doors opened.
What month has come to us?
August comes after
Dances with leaf fall
And he is rich in harvest,
Of course we know him!
Poems about the month of September
Autumn artist
Tied Autumn colorful apron
And I took buckets of paints.
Early in the morning, walking through the park,
Leaves gilded circled
September
The summer has come to an end,
School time is coming
And in truth,
He is loved and desired
long-awaited, long-awaited
Sound holiday of September!
autumn rains
(L. Kaplenkova)
It rained in September
He did not have time to start - watered.
And green leaves in the water
Reflecting, they swam somewhere.
Who, autumn, invented you?
You came quietly and quickly.
In your gray clouds, September,
There is no light, no sun.
Outside the window, not a drop knocks,
A dull rain fills our city.
And umbrellas opened everywhere
And silently creeps into us the cold.
Only yesterday the yards were having fun,
They sat on the benches until late.
And now autumn is crying sobbing,
Branches are pulled by wet fir trees.
Everyone has the same faces
Here he passed, turned, did not notice.
And we do not see each other, no.
Who is responsible for everything that happened?
And under this rain forever
Let's turn into faceless crowds.
Stop pouring from the sky, water
You see, we don't need an umbrella
The use of visual didactic material in the classes of a speech therapist teacherMunicipal budgetary preschool educational institution of Petrozavodsk
about the city district Kindergarten compensating type No. 11 "Pinocchio"
teacher speech therapist:
Mikhkieva Natalia Yurievna
The role of visual aids in teaching children with special needs
Developmental deficiencies in children require active usevarious methods and techniques in teaching.
“Scientific concepts are not assimilated and not memorized
child, are not taken by memory, but arise and
are formed with the help of the greatest tension of the whole
activity of his own thought"
L.S. Vygotsky (Collected works - M.1982-T, 2 p 198)
Therefore, the only correct way leading to acceleration
knowledge, the strength of knowledge, consists in the application of methods
conducive learning intellectual development.
Along with the central link in the system of teaching aids (textbooks and teaching aids), more attention should be paid to the development and improvement
Along with the central link of the system of fundstraining (textbooks and study guides), more
attention should be paid to the development and
improvement of visual aids.
The didactic principle of visualization is the leading one in
learning, but it, as in cognition, should be understood more broadly than
mere visual perception.
Children with TD have a number of features of perception and overcome
they are easier on a visual-effective level.
Features of perception
flawsslow pace
correction
with visual and effective presentation
material increases the rate of perception
misunderstanding of connections between parts
parts are connected into a whole on the visual
level
indifferentiability of perception
prefabricated fabric on the topic is effective for
split perception into parts, forms and
steps to represent in fig. and diagrams
selectivity violation
method of assumptions, applications
easier to choose from
options
difficulties in space and
temporary orientation
constant work with spatial
pointers improves orientation
color vision disorders
multivariate visual aids
help to distinguish colors and shades
perception is necessary
lead
correctly dosed and in stages
presented material concentrates
attention
difficulty in perceiving images and
representations
absence or weakness of the abstract
thinking is compensated by visual contemplation and remains more
bright in the mind of a child
visual material
maintains attentionchild
facilitates the process
assimilation
increases interest in
knowledge
corresponds
features
perception
affects the organs
feelings
provides complete and
versatile
image formation source of knowledge
independent work
performs on repetition
confirmation function
visual support
when questioned
visual
material
support between facts
depends on boundaries
focus
curriculum
Principles of visibility
relevance to the topic of the lessonauthenticity
sufficient format
dosage (at the right time)
accuracy
colorfulness
versatility of use
Productivity of using ndm
on sanitary and hygienicmost
use ndm productively
initial and final stage
classes (smallest
lesson productivity at the beginning and 2530 minutes)
the most productive
use movable n.d.m. because
it increases versatility
use and more
number of analyzers
involved
workplace for every child
distributed according to severity
his vision and at such a distance
which n.d.m. visible without
voltage
Distinguishing NDM depending on didactic functions
natural visualization - real objects of inanimate naturefunction: to provide an accurate idea of the size, shape, volume using
touch
collections - a collection of homogeneous objects, united by a common feature
(textiles, seeds…)
function: source of knowledge for independent work
natural - plants, animals
Function: Familiarity with real objects of nature
experimental - the phenomena of evaporation and melting
function: acquaintance with phenomena and processes in the course of observational experiments
volumetric - models, dummies, geometric bodies
function: acquaintance with objects where volume, not flat, plays a role in
perception
symbolic and graphic - drawings, diagrams, table maps
function: development abstract thinking, familiarity with conditionals,
generalized and symbolic representations of the world
sound - audio recordings
function: play sound images
mixed - videotape
function: recreating the most complete reflection of reality
picture-dynamic - paintings, drawings, photographs, transparencies
function: getting to know facts through their display
internal-mediated operation with existing representations
function: development of memory and abstract thinking
Non-traditional ways of transmitting visual information
The use of images and figurative fantasies opensnew opportunities for the development of memory,
creative imagination, attention.
The amazing power of images (or Eidos, as they are
called the ancient Greeks), has been known since ancient times
times. In 1911 Professor Erik Jensch (1883-1940)
created at the Margburg Psychological Institute
a group of like-minded people and introduced its name EIDETISM, and for the owner of this ability Eidetik (from the Greek "eidos" image).
eidetism is currently viewed as
a kind of figurative memory expressed in
preservation of vivid visual images of objects according to
cessation of their influence on the sense organs.
Great interest in the work of the Marburg School
showed L.S. Vygotsky. In a specially dedicated
eidetism chapter in the work "Fundamentals of the flow
modern psychology" Vygotsky defines
the essence of this phenomenon: "This is the ability
"see" in the literal sense of the word
blank screen missing picture or
item…".
In eidetic images according to Vygotsky, in
in an undivided form, the beginnings of three
future independent functions:
memory
imagination
thinking Look around!
Draw a circle with your finger.
Our animals were in line
And now they stand in a circle.
I twist my circle ... (tail to everyone
I want to find where
hid looking for, treat
I want everyone, photos for everyone
I want to share...) For the development of mental operations, concentration and
activating attention effectively using visibility
based on similar materials for the PMPK survey. From
learning tasks depends on the choice of forms of visual material or their
combinations on the educational topic:
perception correction,
attention
thinking
memory
evs and personality traits
operations of correlation, generalization and designation
classifications by species, genus, color, characteristics
proportionality, form analysis,
the development of the pronunciation side of speech ...
Conclusion:
Application in the classroom of multivariate, in various interpretationsNDM has a positive effect on the compensatory abilities of children and
is quite effective.
The paper presents complex examples of the use of NDM.
At the same time, I would like to emphasize once again that the choice of certain
the means of training are determined by the specialist himself. His right is to include or
do not include in remedial lesson ndm. No and cannot be
recommendations for use, strict regulation to apply that
or some other means of learning in this way and not otherwise.
The use of teaching aids in the educational and correctional process
connected with the preparedness of a particular child, group for work, their
features. Skill level plays a role
specialist, his pedagogical taste, and finally, the availability of the necessary
equipment.
Visibility is not only to look, but to perceive in motion,
smelling, feeling, tasting - not a single channel of perception for
a child with disabilities is not superfluous.
Equipment speech therapy room
List of equipment required for a speech therapy room:
- student desks and chairs according to the number of students involved;
- stationery table, chairs;
- cabinets or racks in sufficient quantities to store didactic material, visual aids and methodological literature;
- a blackboard located at a height corresponding to the height of elementary school students (it is advisable to line a part of the board like a notebook for writing 1st grade students in order to demonstrate the correct spelling of letters and their connections);
- magnetic board;
- wall mirror, table near the mirror, 2 chairs;
- table mirrors 9x12 cm according to the number of students in the pronunciation correction lesson;
- a set of speech therapy probes, spatulas;
- ethyl alcohol for the treatment of hands and tools, a towel;
- wash basin;
- wall box of letters;
- individual cash desks of letters and syllables for each student;
- typesetting canvas;
- hourglass, stopwatch;
- tape recorder, cassettes;
- overhead projector, screen;
- stands;
- board games, constructors, toys;
- first aid kit.
The speech therapy room is located in the premises of an educational institution, must meet sanitary and hygienic standards and have an area of at least 20 square meters. m.
The door of the speech therapy room should have its number and the work schedule of the speech therapist, for example:
The head teacher and primary school teachers should be familiar with the schedule of speech therapy classes.
For administration educational institution responsible for the equipment of the speech therapy room, its sanitary condition and repair of the premises.
Content Requirements
And the design of a speech therapy room
speech therapy room general education school must meet certain requirements.
1. The presence of a sufficient amount of didactic material and visual aids.
2. Correspondence of the content of didactic material to the age of children and character speech disorders students.
3. Systematization of didactic material in accordance with the main sections:
- speech examination;
- mental functions;
- development of the sound side of speech;
- the grammatical side of speech;
- the lexical side of speech;
- connected speech;
- correction of reading and writing disorders;
- development fine motor skills fingers;
- mental functions;
- methodical material;
- documentation.
4. Compliance with a single format of teaching aids.
5. Proper storage of teaching aids and aesthetics of their design.
6. Sufficient accumulation of didactic material.
Didactic aids used in the work
1. Didactic material for the examination of speech (albums, cards containing speech and picture material).
2. Speech and picture material on the main sections.
3. Didactic material for correcting reading disorders (tables, individual cards).
4. Cards with tasks (handout) for correction various kinds writing violations.
5. Handout(chips, schemes, signal cards, etc.).
6. Entertaining material.
7. Didactic speech games.
8. Didactic material for the development of cognitive processes.
9. Didactic material and special devices for the development of fine motor skills of the fingers.
10. Demonstration tables (standard table of block and capital letters, alphabet with highlighted vowels and consonants in red and blue, respectively, etc.).
11. Methodological literature, specialized journals Logoped, Defectology, Primary School" and etc.
12. Catalog of methodological literature and journal articles.
13. Textbooks for grades 1-4.
14. Additional reading books for each student.
15. Methodical piggy bank, new methodological developments, generalization of the experience of a speech therapist, abstracts of open classes and speeches.
16. Material for working with parents.
17. Stands.
Handouts and cards with tasks for individual work are made according to the number of children in the group.
Didactic aids should be systematized and put in special numbered boxes or boxes. Each cabinet contains a general list of benefits stored in it.
C-22 requirements for the selection of didactic material registration of a logroom.
Speech therapy room equipment:
Modern technical means and visual aids
· Models of objects, models, dummies, illustrated tables, schemes.
· Manuals for independent work of children (constructors)
Various devices and devices (stopwatch, tape recorder, probes, spatulas, watches)
Didactic material:
Sets of toys for children of different age groups
· Board games
Albums for the examination and correction of speech, subject and plot pictures
Divided alphabet
Counting material
A set of objects of different colors, sizes, shapes.
A set of sounding toys
· Sets of toys for front work for the development of speech
The manuals available in the office should be distributed in the appropriate boxes or folders.
General requirements for the design of a speech therapy room:
Classes are held in specially equipped classrooms, the location and area of which must comply with the instructions for the design of special institutions.
In a speech therapy room, you must have:
cabinet for manuals and literature,
tables (at least 4)
chairs (at least 8-10)
a board half lined
wall mirror with a curtain measuring 70x100 cm for
small mirrors 9-12 cm for individual work(at least 10).
The equipment of the speech therapy room at the school point additionally includes:
1. Special aids for the development of phonemic differentiation (a set of paired subject pictures corresponding to words with initial sounds, close and distant in sound, and of various sound and syllabic complexity); sets of pictures corresponding to words with different positions of letters: at the beginning, in the middle, at the end.
2. Sets of various words and pictures for making sentences; a set of reference phrases for compiling stories; phrases with omissions of words, different in their grammatical affiliation and in degree (the nature of their connection with the phraseological context).
3. Sets of sentences corresponding to various logical and grammatical constructions, and spatial schemes of prepositions.
4. Sets of words with missing letters; texts of sentences and stories with missing words; dictation texts.
5. Sets of words: antonyms, synonyms and homonyms.
6. Sets of letters in different fonts; numbers; elements of letters and numbers, sets arithmetic examples and elementary tasks; sets geometric shapes and elements of figures for designing.
7. Poems, proverbs, fables with questions developed for them, sayings, humorous stories.
8. Sets of texts with missing beginning, middle, end.
9. Pictures depicting objects and actions; plot pictures of varying complexity; successive series of pictures reflecting gradually developing events; reproductions of works of art (pictures); sets of subject pictures with missing elements.
10. Books for reading, collections of dictations, alphabets, geographic Maps, sets of records.
Idactic games are organized according to plan during class hours. In addition, during the hours allotted for the game; children are given a variety of material with which they can play as they wish. If the didactic game is held during all classes, then it should be related in content to the previous lesson.
The management of a didactic game requires a lot of pedagogical excellence, tact. Solving didactic tasks through the game and in the game, the educator must preserve the game - an activity that is interesting, close to the children, delighting them, contributing to the communication of children, the emergence and strengthening of friendship, sympathy, the formation of a team living according to the laws of "children's society".
In didactic games, different teaching methods are used: visual, verbal, practical. Didactic games are short-term (10 - 20 minutes), so it is important that all this time the mental activity of the players does not decrease, and interest in the task at hand does not fall.
Basic requirements for planning didactic games: when choosing a game, the teacher must take into account both the content and the degree of complexity and novelty for children. Accounting for age opportunities requires wider use in younger age didactic games with toys and objects for the development of children's sensory and mental abilities; at an older age, the importance of board-printed and word games increases.
To avoid monotony, the plan indicates the changes that are made to various versions of the same game.
The game reveals the characteristics of the child's character, reveals the level of his development, so the game requires an individual approach to children. The educator should take into account when choosing a task, posing a question with individual features every child. special attention timid, shy children demand: sometimes such a child knows how to solve a riddle, but from timidity he does not dare to answer, he is embarrassedly silent. The teacher helps him overcome his shyness, encourages him, praises him for the slightest success, tries to call him more often to speak to the team.
D.V. Mendzheritskaya identified the following requirements for didactic games:
Each didactic game should provide exercises that are useful for the mental development of children and their upbringing.
IN didactic game there must be an exciting task, the solution of which requires mental effort, overcoming some difficulties. The didactic game, like any other, includes the words of A.S. Makarenko: "A game without effort, a game without activity is always a bad game."
Didacticism in the game should be combined with amusement, joke, humor. Passion for the game mobilizes mental activity, facilitates the task.
