1.Organizational moment
Guys, hello! My name is Alexandra Mikhailovna and today we will conduct a lesson together. Let's say hello to each other. First, let’s stroke our neighbor’s palm one at a time. Now let's slap each other's hands. Well done!
Introduction to the speaking stage:
Today we have a new rule in class: listen first, then repeat.
2.Introduction to the topic
Guys, sit down on the carpet and don't forget to take off your shoes.
Now I’ll tell you a riddle, and you try to guess it.
Appeared after autumn
I'm on the calendar.
And the best holiday for you
I'll give it to you for joy!
And I cover the ground with white snow
She wrapped it up herself.
Guys, guess what?
Well, who am I? ...
(Winter)
Clever girls! Today winter came to visit us for class.
3. Muscle relaxation versus tension
Our guest, winter, invites us to go to the winter lawn. Let's imagine that we are sitting on this winter lawn.
Sit on the carpet, but don't forget to take off your shoes.
A) Relaxation of arm muscles
1. "Snowball"
Look around how much snow there is. Let's imagine that we take it in our hands and squeeze it tightly, tightly, so that we get a snowball. Now let’s release our snowball. And once again we take the snow in our palms and squeeze it tightly, tightly. And we let go.
2. "Reindeer"
Let's imagine that we have turned into Santa Claus's reindeer. We have grown beautiful, strong antlers, like real reindeer.
B) Relaxation of leg muscles
Exercise "Icicles"
Guys, you've probably all seen how long icicles grow under roofs in winter. Now our legs are also crawling into such long, hard icicles.
We will stretch our toes forward so that we get real icicles. We pull to feel the tension in the legs and release.
C) Relaxation of the muscles of the legs, arms and body.
1) “Snowball”
Children, tell me, do you like to sculpt a snowman?
Winter is the best time to build a snowman. Let's imagine that we have rolled a large snowball for a snowman and we need to bring it to the right place.
Clench your fists. Bend over and pick up the lump. Slowly raise our hands. They are tense. It’s hard for us to carry such a big lump! They held him. My hands got tired and I put the lump on the ground.
2) "Snowflakes"
Let's imagine that we are snowflakes. A blizzard sweeps us away, we fly in different directions (while standing still, we sway with force from
sides to side with raised arms - all muscles are tense). The wind died down, and the snowflakes turned into a large snowdrift. The snowflakes froze and relaxed (children sit on the floor, as comfortable as possible, relax their muscles).D) Suggestion of a state of rest according to idea
Let's now lie down on the floor so as not to disturb each other and close our eyes.
Imagine that you are all light snowflakes, very beautiful and cheerful. The breeze picks you up and you become lighter and lighter. Your whole body becomes light and weightless. And the arms are light, and the legs have become light, light. Little snowflakes rise higher and higher. A warm gentle breeze is blowing, it gently blows every snowflake... (pause - stroking the children). Blows snowflakes... caresses snowflakes... You feel at ease, calm. You fly where the gentle breeze blows. But now it's time to return home. You are back in this room. Stretch and on the count of three, open your eyes.
4. Breathing development
So, you and I are still in the snowy clearing. IN
Everything around is white and white, how fresh and frosty the air is here. Let's breathe this air.Oh! What air! Children spread their arms and take a deep breath.
Oh! What frosty air.
What transparent and clean air! How to breathe well.
4.a Work on vowels. Game "Echo"
I suggest you play the game "Echo".
I will pronounce the sounds, and you repeat after me.
(First, individual sounds are pronounced, then the entire sound series together)
Now only boys repeat after me.
Now only girls.
Now girls say loudly, loudly, and boys say softly and quietly.
And vice versa, girls are quiet, and boys are loud.
4.b Development of speech breathing
Children, tell me, when you get lost, what should you shout?
Aw!Let us also shout loudly loudly: ow! And now it’s as quiet as mice: ow!
Repetition of the rules of safe behavior:
Well done! Guys, I think you remember that walking alone is dangerous and you can get lost. So don't go alone.
Now put on your shoes and sit down at the tables.
5.Introduction to the topic of the lesson. Corrective work at the stage of reflected speech. Updating the dictionary on the topic “Winter. Winter signs. Wintering birds."
Guys, look how beautiful my picture is. It will help you guess what time of year I will tell you about now.
The sun shines little, its rays no longer warm the earth. No, no, and it will snow. Puddles, rivers, lakes freeze. People wear warm clothes to avoid freezing. Everything around is white.
1. Guys, when does this happen? - in winter
2.After what time of year does winter come? - after autumn
3.What is the first month of winter? – December
4.What other months are there at this time of year? –January and February
5.What is the main holiday celebrated in winter? - New Year
6. What are the names of birds that do not fly south, but stay with us in winter?- wintering birds
7. What do people build for birds to help them in winter?- feeders
6. Development of mental functions. Game "Correct the mistakes"
Guys, look, today you and I received a letter from a snowman. He writes to us about winter. I read it, but didn't understand it. Let's read and understand this letter together.
It's very hot in winter. The sun is shining brightly outside. Snow is falling from the sky. There are a lot of leaves on the trees. A warm, light breeze is blowing. Children ski and sled. And they make snowmen out of the ground. People wear warm clothes.
Well done! You have corrected all the mistakes and now we know exactly what happens in winter.
7.Development of analysis, expansion of the language dictionary. Game "Clap Your Hands".
Now guys, get your palms ready. Now you will need to clap when you hear the right word.
Snowflake - burns, melts, flies, walks, spins, howls, knocks
Ice burns, cracks, melts, says, drowns
Blizzard - spinning, howling, singing, knocking
Winter (what?) - snowy, sunny, hot, frosty, golden, cold.
8. Physical exercise. Coordination of movement with speech
The first time I will show you myself. Let's do the movements together for the second time. And for the third time we will repeat the movements and the poem together.
Winter has finally come(Children spread their arms to the sides)
The houses became white, (Place your hands over your head)
It's snowing outside,(Move hands from top to bottom)
The janitor sweeps the street(Imitate)
We're sledding(Squat down, arms extended forward)
We write circles on the skating rink,(Hands are placed behind the back, slowly spinning)
We're good at skiing,(Imitate)
And we all play snowballs. (Making and throwing snowballs)
9. Didactic syncwine. Development of coherent speech, enrichment of vocabulary
Guys, I invite you to remember our magical five and try to describe winter and its signs.
- Who what
- Which, which, which
- What is he doing?
- Your attitude (come up with a proposal)
- Generalizing concept
10. Summing up.
Guys, what topic did we talk about today? What time of year is it outside now? What are the birds that stay for the winter called?
You did a good job, well done!
Summary of an individual lesson with a child who stutters (5-6 years old)
Plan
I. Introductory part.
1. Speech exercises - “Forest exercises”.
II. Main part.
1. Learning the new dialogue “The Fox and the Black Grouse”.
2. Finger gymnastics – “Bunny”.
3. Poem with a ball - “Ball in a circle.”
4. Retelling of the fairy tale “Teremok”.
III. Final part.
2. Homework assignment.
Progress of the lesson
I. Introductory part.
1. Speech exercise “Forest exercise”.
Goal: Developing a sense of tempo and rhythm.
Speech therapist: Hello, Milyausha! How are you? Let's start our lesson by learning a new speech exercise. I will read the chant, and you repeat the movements after me:
One-squat, two-jump,
And again squat.
And then jump again -
The bird flaps its wings.
And takes off without looking back.
This is a bird exercise.
And when the little foxes wake up,
They love to stretch.
Wag your tail deftly.
Well, the bear is clubfooted
Spreads his paw wide,
Either one or both are in place.
He has been marking time for a long time.
And when there is little charge
Starts all over again.
II. Main part.
1. Learning a new dialogue.
Goal: Development of fluency, unity of speech, development of vocal range.
Speech therapist: Well done! Now let's try to learn a new dialogue. I will read phrase by phrase, and you repeat after me:
- Terenty, Terenty! I was in the city.
- Boo-boo-boo, boo-boo-boo! It was like that.
- Terenty, Terenty! I got the decree.
- Boo-boo-boo, boo-boo-boo! I got it, I got it.
- So that you, black grouse, don’t sit in the trees, but all walk in the green meadows.
- Boo-boo-boo, boo-boo-boo! Walk like that.
- Terenty, Terenty! Who's going there?
- Boo-boo-boo, boo-boo-boo! Man.
- Terenty, Terenty! And who is running after the man?
- Boo-boo-boo, boo-boo-boo! Foal.
- Terenty, Terenty! What kind of tail does he have?
- Well, goodbye, Terenty, I don’t have time at home!
2. Finger gymnastics.
Goal: development of fine motor skills of the hands.
Speech therapist: Now, let's play with our fingers. First I'll show you, and then we'll try it together.
In one house (fingers turned downwards are placed on the table) with a large roof (“Roof”)
Once upon a time there lived a bunny (“Hare”)
In the morning he launched a boat in the river (“Boat”)
And in the evening he closed the door in his house (“Door”) and went to bed (“Sleep”).
3. Poem with a ball.
Goal: Coordination of speech with movement. Consolidating the rhythm of movement and words.
Speech therapist: Now let's play with the ball.
Once! Once! Once! Once!
Like this! Like this!
4. Retelling of the fairy tale “Teremok”
Goal: Developing correct, calm, coherent pronunciation, highlighting intonations, controlling the volume and timbre of the voice.
Speech therapist: Now let you try to retell the fairy tale “Teremok”. First, I will read phrase by phrase, and you repeat after me, and then I will ask you questions, and then you will try to retell the fairy tale yourself.
Flying through the forest, a fly saw a tower. I knocked, but there was no one there. And she began to live there. A mouse ran past. Knocked:
- It’s me, the clicking fly, and who are you?
- It’s me, little mouse, let me live with you.
The frog-frog also knocked on their door, and they let her live with them too. A jumping bunny ran past and decided to knock:
- Terem-teremok, who lives in the little tower?
- It’s us - the clattering fly, the little mouse, the croaking frog, come and live with us.
Soon the five of them began to live: a clattering fly, a little mouse, a frog, a jumping bunny, and a golden comb cockerel.
One day a bear walked by - a clubfooted one. He also knocked on the door.
- Terem-teremok, who lives in the tower?
- This is us - the clattering fly, the little mouse, the croaking frog, the jumping bunny, the golden comb cockerel.
- Let me live with you too.
They let him live too. The clumsy bear climbed onto the roof, could not stand the tower, and fell apart. Then they built a new mansion: big and beautiful. They began to live and live well and make good money.
III. Final part.
Goal: Development of the lexical and grammatical structure of the language, cohesion, fluency, expressiveness of speech.
Repeat the new dialogue at home.
Characteristics of a child who stutters.
I started stuttering half a year ago. Parents complain of fatigue, lack of attention, and anxiety. Low degree of fixation on one's defect. A child without any special clinical peculiarities, with a mild form of clonic stuttering.
kokarevala.narod.ru
Outline of a speech therapy lesson (senior group) on the topic:
Summary of speech therapy classes for children of senior preschool age
Preview:
SUMMARY OF Speech Therapy SUB-GROUP LESSON
FOR CHILDREN WHO STUTTER
SENIOR PRESCHOOL AGE
BY METHOD
SUSTAINABLE SPEECH NORMALIZATION.
(first year of study)
Compiled by a teacher-speech therapist
Smirnova Tatyana Valentinovna
MDOU No. 13, Rybinsk
- Strengthen the skills of smooth speech with movements of the fingers of the leading hand in its various forms.
- Expand the capabilities of the diaphragmatic costal
10. Cultivate bold speech behavior
EQUIPMENT: allowance for inflation for each child,
pictures with different sounds,
table with exercises by Peter Guberin,
hats for staging a poem.
Learning the poem “Joke” by V. Viktorov
Dima - watch for a soft and smooth entrance into speech
Vika – long speech exhalation
Katya – observe speech pauses
Vika – convey various emotional states using intonation
1. Organizational moment:
I'm glad to see you.
Maybe to each other
We will extend our hands.
Sunshine in the palm of your hand
This is what happens in childhood
Because in childhood
Lots of sunshine in the heart.
Today in class we will go on a magical journey along the river of “beautiful speech”. You will be sailors, and I will be your captain. Listen to me carefully, remember everything and repeat after me.
2. Development of coordination and rhythm of movements.
Say poetry with your hands.
I'm standing on the bridge and holding binoculars in my hands
The waves splash slightly, the rocking is quiet for now.
The waves suddenly became strong
And everyone fell from the pitching.
I hold on to the rope tightly
Suddenly the wind blew off my cap.
I began to catch with my hand
Almost fell off the bridge.
Sailors, repeat my commands.
Gymnastics by Peter Guberin.
I – HOP – TA – NA – SA
In order for the sails to inflate on a ship, air and wind are needed. So we need air to speak.
A white snowflake is flying,
So pure, so brave. Children blow on snowflakes: calmly and
What fresh air on the river. Let's breathe.
“Reach to your toe” Tilt down - sharp exhalation fff
To ride on your back, pull your legs up to your chest - exhale with
You need to turn into a ball. fff sound
It’s not easy to pedal, exhale for every movement of your legs.
If you go far. with sound fff
Lying and standing, place your hands on your stomach.
Here we are inflating the balloon, take a deep breath through the nose
And we check it with our hands. (belly forward), exhale freely
The ball bursts - we exhale (belly back).
We relax our muscles.
Bug, bug, buzz. Hands to the sides - inhale,
Where are you hiding, going down - exhale
Tell. With the sound "zh"
Geese, you are geese. Slow lean forward -
Red paws exhale “ha”, straighten -
— These guys, real sailors, speak smoothly and coherently.
“Your speech flows smoothly, seamlessly, just like water knows how to flow.”
Rub and warm up your hands
And we wash our face with warmth.
Rake rakes away all bad thoughts.
- Tap your forehead with your fingers from the middle to the temples. Make the sound "m"
- Tap from the back of the nose to the ears. Make the sound “m” or “n”
We stretch our lips to make them smile.
- Tap the supralabial space with your fingertips. As you exhale, make the sound “v”.
- Tap under the lower lip. We draw the sound “z”.
We'll knock on the breast.
- Tap the upper chest. We draw out the sounds “m” or “zh” as we exhale.
And we flow down the neck to the shoulders.
An exercise to relieve tension from facial and articulatory muscles.
Fingers press behind the ears and open the mouth.
“daom”, “gaom”, “baom”, “mais”.
Guys, we received letters, but they were not written, but drawn.
The first letter contains a lullaby. Let's sing it a-a-a-a.
The next letter shows a boat. Let's give a signal
Quiet oo-oo, loud oo-oo. Short y y, long y____________.
Now let's send greetings to everyone.
Singing sounds with gestures, string, hand. (together)
Singing sounds with different intonations. (one by one)
Exercises with traffic jams.
Speaking at different paces, with different voice strengths: quietly, loudly; with reversal of logical stress.
“Senya and Sanya have a catfish with a mustache in their nets.”
6. Work on fluent speech skills. Poetic speech.
Elements of auto-training. Music is playing.
“We sat down comfortably and calmly, closed our eyes. Let's listen to the sounds of music.
We felt our heels, tummies, heavy hands. I am calm/5, my whole body is calm. Breathing is smooth and calm./5
I breathe in peace and breathe out peace /5.
— Sailors also like to joke. Let's remember and tell the poem “Joke” (storytelling with gestures, with a hand in roles). I want to remind you of the rule: when talking, you need to look at the person you are talking to.
“The boy goes to the doctor:
- I have a stomach ache.
— I ate a peach, it was green and not ripe.
The doctor gave eye drops:
- Let it be ten times a day,
Maybe you'll understand better
What are you putting in your mouth?
Our journey has come to an end. Did you enjoy traveling along the river of beautiful speech? Think and tell us in full what you liked about the lesson.
The speech therapist notes the positive aspects of each child’s work.
1.Leonova S.V. Psychological and pedagogical correction of stuttering in preschool children / Ed. V.I. Seliverstova. – M., 2004.
2.Andronova L.Z. How to treat stuttering. – M., 1993.
3. Bakhmatova Z.N., Friedrich I.A. Smooth, slow, beautiful... - M., 2010
Outline of a speech therapy lesson (middle group) on the topic:
Summary of an integrated educational activity for children with neurotic stuttering
Summary of a speech therapy session for preschool children with stuttering
Middle group, neurotic form of stuttering
Topic: development of the accompanying form of speech in the process of manual activity (flag application)
Equipment: balls, light objects (fluffs), pictures for articulation gymnastics, red rectangular leaves, glue, scissors, wooden sticks.
Hello guys! Let's start our lesson!
Now I will read poetry to you, and you close your eyes. The “Magic Dream” begins. You won’t really fall asleep, you’ll hear everything, but you won’t move or open your eyes until I give you permission. Listen carefully and repeat my words to yourself, no need to whisper, relax calmly with your eyes closed. The “magic dream” will end when I say: “Open your eyes! Get up!
Attention, a “magic dream” is coming...
We are resting peacefully...
Our hands are resting...
The legs also rest...
The neck is not tense and relaxed...
Lips part slightly...
Breathe easily... evenly... deeply...
Everyone open your eyes and stand up!
2. General motor charging
Relaxation exercises:
Stand in a circle, lower your arms along your body:
- raise the right shoulder to the right ear, “throw” (lower to the starting position), the left shoulder to the left ear, throw, raise both shoulders, and then throw.
- lower your head to your chest, then slowly count from 1-4.
- raise your arms up, relax your hands, elbows, throw them along your body (all counting 1-4)
- with relaxed hands, imitate movements as when rinsing clothes
- raise your leg, knees at hip level, left - right alternately
- bend your torso, hang your arms like whips, slowly rise
- Inflate and deflate the balloons
- Deflating and inflating light objects
3. Speech exercise
Formation of lower diaphragmatic breathing
Voice exercises are performed simultaneously with diaphragmatic breathing training:
Exercises to develop the mobility of the articulatory apparatus and switchability from one movement to another:
Tongue on the sports ground
Open your mouth slightly. Stick your tongue out of your mouth as much as possible and pull it left and right.
Although it's not easy
Open your mouth and don’t close it. Reach your tongue towards your nose.
Close to the chin.
Open your mouth. Reach your tongue out towards your chin.
Deftly made a bridge,
Tucked his tail down.
Open your mouth. Hide the tip of your tongue behind your lower teeth. Curl the back of your tongue.
And now the tongue is like a ball,
Jumps from above for teeth.
Keep your mouth wide open. Tap the tip of your tongue on the inner surface of the upper incisors.
Hastened to the hippodrome
He sat astride the horse.
Open your mouth wide and smile. Slowly click your tongue, sucking it to the roof of your mouth. Stretch the hypoglossal ligament.
It turned into a mushroom on a stalk.
Keep your mouth wide open and smile. Suck your tongue to the roof of your mouth and hold it in this position for 10 seconds. Pull the hypoglossal ligament.
The tongue is now a gymnast.
Spun up for us.
Open your mouth. Raise your tongue by your upper teeth. Screw it up. Hold it with your teeth.
And now he's turned around
He lay down and curled up into a tube.
Open your mouth slightly. Stick out your wide tongue. Fold the edges of the tongue inward.
The tongue is a little tired.
He lay quietly.
Stick out your wide tongue. Relax your tongue muscles. Hold it in this position for 10 seconds.
Dealing with difficult sounds
AND - Glue - Glue - Glue - Glue
I - RECTANGLE - RECTANGLE - RECTANGLE - RECTANGLE
E – TRE – TRIANGLE – TRIANGLE – TRIANGLE
4. Coordination of speech with movements
In a water bottle
And a cherry twig
I'm quiet at night
And in a jar of water
What if with brushes
Suddenly a banner will rise
But mom saw
She came and said:
- It won’t grow! No! —
Don't be sad, son!
You're better off on your own
You'll become like dad -
And the banner is big
You will carry it in your hands.
The poem is read and the rhythm is beaten out, with a pencil on the table, or by clapping the palm.
5. Speech work
Now we will make a paper flag on a stick. I will distribute red rectangular leaves. In the previous lesson we learned how to fold pieces of paper in half. Do this now (during the work, the speech therapist asks each child questions):
Katya, what are you doing now? (I fold the paper in half)
What color is the paper? (red)
What shape is the leaf? (rectangular)
Now let's glue both halves together. Look, kids, I'm putting glue on one half. I spread the glue carefully, little by little. Now you do the same.
Tanya, what are you doing? (I apply glue to one half)
Now, Andrey, tell me, what are you doing, but without repeating Tanya’s words? (I'm putting glue here)
- and you Ilya (I smear half a leaf with glue)
Now I'll show you how to glue a flag to a stick. Look carefully. Now do the same with your flag.
What are you doing with your flag now? (I attach it to the stick), (I attach my flag to the stick)
Well done, show your flags to each other.
Now place your hands on your desks, take a deep breath and exhale.
6. Homework
Guys, you will do this work again at home and teach your parents how to create the same flags. And also think, find at home what other flags there are, and tell us about them.
Everyone did well today, the flags turned out beautiful. We will continue to learn carefully, do crafts, and help each other.
On the topic: methodological developments, presentations and notes
Goals: Activate vocabulary.
This summary of an individual speech therapy lesson contains, in addition to material directly on the automation of sounds [s] and [l], material on the use of various games in speech work with children.
Summary of an individual lesson for preschool children with mental retardation on the topic “Winter has come to visit us.”
Forming readiness for school is one of the main tasks in the work of preschool teachers.
Summary of an open lesson for preschool children with disabilities: “Friendly guys.”
Activation and updating of the dictionary on the topic “Insects”. Improving the skill of writing descriptive stories about objects according to a previously drawn up plan. Improving grammar.
Activation and updating of the dictionary on the topic “Red Summer”. Consolidating ideas about summer and its signs. Improving the grammatical structure of speech. Improving syllabic skills.
Summary of an individual speech therapy lesson on stuttering correction on the topic: “Flower - seven-colored”
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Summary of individual speech therapy sessions
on the correction of stuttering on the topic: “Flower - seven-colored”
introduce V.P.’s fairy tale Kataeva “Seven-flowered flower”
train speech breathing;
develop skills in recognizing the color of objects; develops attention to recognizing the color of objects;
develop attention, thinking, imagination, expand vocabulary;
promote a sense of kindness and responsiveness;
consolidate the skill of hesitation-free speech at the stage of the question-answer form of speech;
work on fluency of speech, tempo, rhythm;
develop phonemic hearing;
develop coordination of gross and fine motor skills;
strengthen the skill of relaxation in contrast to tension;
develop independent speech skills.
Mirror, seven-flowered flower layout, images of clouds, a candle, an image of the outline of a candle on a sheet of paper, colored rectangles, multi-colored circles with numbers, a toy piano, paper butterflies on strings.
Speech therapist: Look how interesting the clouds are above us. An unusual cloud came down to us.
The speech therapist reads a poem:
Facial exercises are performed with the child in front of mirrors according to the text and pictures (clouds).
IN 
from a cheerful cloud
Laughs at me:
- Why are you squinting your eyes like that?
How funny you are!
A 
here's another cloud 
It's a breeze from mom
Suddenly he took it far away.
And suddenly there is a menacing sky
And with a huge fist
He threatens me angrily.
A little cloud
N 
hell floats like a lake,
And a cloud of surprise
Speech therapist: Before we go to the main part of the lesson, we need to relax and therefore we will now play the game “Magic Dream” with you. With your eyes closed, listen carefully and repeat my words to yourself and follow my instructions.
We rest peacefully... (Twice)
We fall asleep in a magical sleep...
Our hands are resting...
The legs also rest...
The neck is not tense
Lips part slightly...
Everything is wonderfully relaxing. (Twice)
Long pause. The child is brought out of the “Magic Sleep”:
We rested peacefully.
We fell asleep in a magical sleep...
Louder. Faster. More energetic:
It's good for us to rest!
But it's time to get up!
We clench our fists tighter,
We raise them higher.
Open your eyes and stand up!
Speech therapist: The game is all over. You rested a little, calmed down, your arms, legs, and whole body relaxed. The lips and lower jaw also relaxed.
Speech therapist: Today, I will tell you a wonderful fairy tale by Valentin Petrovich Kataev “Tsvetik Semitsvetik”.
So, the fairy tale begins. Once upon a time there was a girl, Zhenya. One day her mother sent her to the store to buy bagels. The girl bought some bagels and went home. But on the way, an unfamiliar dog unnoticedly accosted her. And while Zhenya was yawning around and reading the signs, the dog ate all the bagels.
- Oh, a nasty dog! – Zhenya shouted and rushed to catch up with her.
I didn’t catch up with the dog, but I got lost myself. The girl got scared and cried. All of a sudden. Out of nowhere, an old woman appeared. She took pity on Zhenya, brought her to her garden and picked a very beautiful flower from the garden - a seven-flowered flower, about the same as this one. (Showing a flower) The old woman gave the girl a flower - a seven-flowered one and said that it could fulfill any of her wishes, all she had to do was pick one of the petals, throw it and say:
Fly, fly petal
Through west to east,
Come back to the circle again.
As soon as you touch the ground,
Commanded that this or that should happen. And this one will be done immediately.
Zhenya politely thanked the old woman, who suddenly disappeared somewhere, then she tore off a yellow petal, threw it and said: (Words)
Tell me to be at home with the steering wheels!
Speech therapist: And starting from this place, I will allow myself to make changes to the fairy tale.
But our seven-flowered flower will not immediately fulfill the girl’s wishes, but only after we complete the task written on the back of the petal.
Speech therapist: And so we begin our journey through the fairy tale.
The child picks a petal from a flower and says the words:
Through the north, through the south,
To be, in my opinion, led.
Speech therapist: Now turn over the petal and read what is written on it. Mysterious.
This means that you must guess the item based on the description of the color combination.
Round, not a month, yellow, not butter, with a tail, not a mouse. ( Turnip)
The scarlet itself is sugar, the caftan is green, velvet. ( Watermelon)
White carrots grow in winter. ( Icicle)
Speech therapist: Well done. I guessed all the riddles.
And at that very moment Zhenya found herself at home, and in her hands was a bunch of bagels!
The girl wanted to put such a wonderful flower in her mother’s favorite vase. But she accidentally broke it into small pieces.
Zhenya quickly tore off the red petal, threw it and whispered.
Speech therapist: And so tear off the red petal. And read its title. Rainbow.
This means that you need to name all the colors of the rainbow in order. (I remember the hint sentence “Every hunter wants to know where the pheasant sits”)
(Lays out rectangles by color).
Before she had time to say the cherished words, the shards crawled towards each other and began to grow together.
Zhenya went into the yard. And there the boys play: they pretend that they are at the North Pole, on ice floes. The girl asked the boys to take her to the game, but they did not agree and drove Zhenya away.
- And it’s not necessary. I’ll be at the North Pole even without you now. Just not on one like yours. But really. – she tore off the blue petal and said.
Speech therapist: Take off the blue petal. Read what it's called Computational.
Exercise:“Decipher and solve the example.” Using the code, you need to replace the multi-colored circles with the corresponding numbers and solve the resulting examples.
And the girl ended up at the North Pole. How she was, in a summer dress, with bare legs, and there it was a hundred degrees cold! And then seven polar bears came out from behind the ice floes! Zhenya was scared. She cried, but the tears turned into icicles and hung on her nose. Like on a drainpipe.
Not remembering from fear. The girl grabbed a flower with icy fingers - a flower of seven, and tore out a green petal and screamed at the top of her lungs... (Pronunciation of words)
Veli. So that I can be in my yard again!
Speech therapist: Take off the green petal and read what is written on it. Air.
Exercise:- Trace the outline with a pencil, point by point, and you will find out what object is depicted.
The child runs a pencil along the dots.
The speech therapist asks questions along the way:
What color is your pencil?
In which direction are you connecting the dots?
Which way did you turn the pencil? Etc.
What item did you get? (Candle)
Speech therapist: This candle is drawn on a sheet of paper, and with the help of magic words we can turn it into a real one. Close your eyes and say the magic words:
At this time, the speech therapist places a lighted candle on the table.
Speech therapist: Open your eyes and see what happened. Let's blow on the light to make it dance. If we blow harder, the light will waltz; if we blow less, the light will dance quietly.
(Child does the exercise)
Speech therapist: And with our help, Zhenya found herself back in the yard. The boys didn't believe it. That she was at the real North Pole. The girl was offended by them and went to play in the neighboring yard.
She came and saw that the girls had different toys. Who has a stroller? Some have a ball, some have a jumping rope, some have a bicycle. Here Zhenya became so annoyed. That she tore off an orange petal and said...(words) led to all the toys. any that exist in the world were mine!
Speech therapist: And you take off the orange petal. And read what it's called. Musical.
Now we will compose short melodies. I play and you repeat. Let's start with the key indicated by the letter... (the child names the letter on the key. The task is performed 5 times.)
These are the unusual melodies we came up with.
Speech therapist: Toys came to Zhenya from all over the world. There were so many of them. Traffic in the city stopped. The police officers climbed onto the lampposts and did not know what to do.
- Enough, enough! And she screamed in horror. Zhenya, clutching her head.
- I was joking! I don't need so many toys at all. I'm afraid..
“And then the girl tore off the purple petal. She threw it and quickly said...
Order all the toys to go back to the stores!
Speech therapist: Pick a purple petal. What is it called, read it. Respiratory.
Exercise: Blow on the butterflies and exhale and say another name for the colors that we didn’t name today in class (For example: cornflower blue, turquoise, crimson, etc.)
And immediately all the toys disappeared.
Zhenya looked at her flower and saw that there was only one petal left.
- That's the thing! It turns out I spent six petals, and no pleasure. That is OK! I'll be smarter in the future.
Speech therapist: What would you spend your last petal on?
Probably, Zhenya would have spent the last petal uselessly. If I hadn't met one boy. The boy was very cute. He had big blue eyes, and it was immediately clear that he was not a fighter. His name was Vitya. And he was lame, so he couldn't play with the other children. “This is for life,” said Vitya.
- Oh, what nonsense you are talking about! – Zhenya exclaimed and tore off the last blue petal, pressed it to her eyes for a minute, then unclenched her fingers and sang in a thin voice, trembling with happiness... (words)
May Vitya be healthy!
Speech therapist: Take off the last petal and read what it says Fairy.
Assignment: “Name fairy tales whose titles contain any color, and show the corresponding rectangle.” (“Ivan the Tsarevich and the Gray Wolf”, “Little Red Riding Hood”, “Grey Neck”, “Blue Beard, the Scarlet Flower”, “Cockerel the Golden Comb”, “The Wizard of the Emerald City”.)
And at that very moment the boy jumped up from the bench, began playing tag with Zhenya and ran so well that the girl could not catch up with him, no matter how hard she tried.
Speech therapist: Tell me what does this fairy tale teach? (Doing good to good people is much more pleasant than thinking only about yourself. You need to learn to be sensitive and responsive.)
Speech therapist: Our journey has ended. You completed all the tasks very well. Please share your impressions.
As already indicated, impermanence manifestations of stuttering gives rise to the hope among specialists of finding a means or a way to retain, consolidate and expand the possibilities of free speech that every stutterer has: be it in a certain form of speech activity or in a certain speech situation. Hence the goal is to find techniques, methods, and means that would allow people who stutter to transfer the rudiments of free speech from the area of narrow, special conditions for them into an environment of natural communication with people around them. This explains the attempts to create different systems of gradual, successively more complicated speech exercises that would serve as a transition bridge from easy speech conditions for a stutterer to more difficult ones. Therefore, combining different techniques speech therapy sessions With people who stutter, we can consider a common desire to implement the principles of systematicity and consistency in practice. Different approaches to the choice of speech activities and speech situations, the use of different aids or techniques; The different ages of people who stutter are what distinguishes different methods of speech therapy for people who stutter.
Authors of the first domestic method speech therapy work with people who stutter children of preschool and preschool age - N.A. Vlasova and E.F. Rau built an increase in the complexity of speech exercises depending on the varying degrees of speech independence of children. Hence the sequence they recommended: 1) reflected speech; 2) memorized phrases; 3) retelling based on the picture; 4) answers to questions; 5) spontaneous speech. At the same time, the authors recommend mandatory rhythmic and musical classes with children and conducting explanatory work with parents.
N.A. Vlasova distinguishes 7 “types of speech”, which, in order of gradualness, must be used in classes with preschool children: 1) conjugate speech; 2) reflected speech; 3) answers to questions based on a familiar picture; 4) independent description of familiar pictures; 5) retelling a short story heard; 6) spontaneous speech (story based on unfamiliar pictures); 7) normal speech (conversation, requests), etc.
E.F. Rau sees the task of speech therapy work as “to, through systematic planned lessons, free the speech of stuttering children from tension, make it free, rhythmic, smooth and expressive, as well as eliminate incorrect pronunciation and cultivate clear, correct articulation.” All speech retraining classes children who stutter distributed according to the degree of increasing complexity into 3 stages.
The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases and rhymes. Recitation is widely used.
The second stage - exercises are carried out in the oral description of pictures in questions and answers, in composing an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale that was read by a speech therapist.
The third stage is the final stage, children are given the opportunity to consolidate acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, activities, conversations and at other moments in a child’s life.
The methods of N.A. Vlasova and E.F. Rau are characterized by a certain similarity - they are based on different degrees of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence speech exercises in working with young children, we developed instructions for the individual stages of a sequential system for correcting the speech of preschoolers who stutter.
For many years, the proposed technique was one of the most popular in practical work with children who stutter. And currently, many of its elements and modifications are used by speech therapists.
A unique system of correctional work with stuttering preschoolers in the process of manual activities was once proposed by N.A. Cheveleva. The author proceeds from the psychological concept that the development of a child’s connected speech proceeds from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, related to past events, to missing objects, to future actions). Therefore the sequence speech exercises is seen in the gradual transition from visual, lightweight forms of speech to abstract, contextual statements. This transition is achieved in the child, according to the author, in a sequence that provides for a different relationship of the child’s speech to his activity over time. Hence, the “main line of increasing complexity of independent speech” includes the following forms: accompanying, final, and preceding.
On the other hand, the system of consistent complication of speech here follows the line of “gradual complication of objects of activity” through the complication of the number of “individual elements of work into which the entire labor process in the manufacture of a given craft breaks down.”
This system overcoming stuttering in children it includes 5 periods.
1) Propaedeutic (4 lessons). The main goal is to instill in children the skills of organized behavior. At the same time, children learn to hear the speech therapist’s laconic but logically clear speech and its normal rhythm. The children themselves have temporary speech restrictions.
2) Accompanying speech (16 lessons). During this period, children’s own active speech is allowed, but only in relation to the actions they simultaneously perform. Constant visual support ensures the greatest situationality of speech. At the same time, there is a constant complication of children’s speech due to a change in the nature of the speech therapist’s questions and the corresponding selection of crafts (identical, repeatedly spoken answers, variant answers for children; monosyllabic, short and complete, detailed answers).
3) Closing speech (12 lessons). In all classes of this period, children use accompanying and final speech (in the latter case, they describe the work already completed or part of it). By adjusting (gradually increasing) the intervals between the child’s activity and his response to what he has done, varying complexity of the final speech is achieved. At the same time, by gradually reducing visual support for the work performed, it becomes possible to make a gradual transition to contextual speech.
4) Preliminary speech (8 lessons). Here, along with accompanying and final speech, a more complex form of speech is activated - preliminary, when the child tells what he intends to do. Children’s ability to use speech without visual support develops. Children learn to plan their work, name and explain in advance each action that they still have to do. Phrasal speech becomes more complex: children learn to pronounce several phrases related in meaning, use phrases of complex construction, and construct a story independently. During this period, they are required to be able to think logically, express their thoughts consistently and grammatically correctly, and use words in their exact meaning.
5) Consolidation of independent speech skills (5 lessons). During this period, it is planned to consolidate the previously acquired skills of independent, detailed, specific speech. Children talk about the entire process of making this or that craft, ask questions, answer questions, speak out of their own free will, etc.
Thus, the methodology proposed by N.A. Cheveleva implements the principle of consistently increasing the complexity of speech exercises in the process of one of the types of activities of a preschool child. The author methodologically substantiates and describes the stages of this sequential work. It clearly shows the possibilities of how, in one section of the “Program of Education and Training in Kindergarten” (namely, in the process of manual activities), correctional work can be carried out to overcome stuttering in children.
S.A. Mironova suggested system for overcoming stuttering for preschoolers in the process of completing the entire program of the middle, senior and preparatory groups of kindergarten. Corrective influence on children who stutter is carried out in classes (as the main form of educational work in kindergarten) in the following sections: “Familiarization with the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, application, design” .
Work with children in all sections of the “Program” is subject to the goal of re-education speeches of people who stutter. Therefore, the author sets two tasks for the speech therapist: programmatic and correctional, which are distributed across academic quarters (or, accordingly, into four stages of progressively more complex correctional work).
When completing the program with children who stutter in the mass kindergarten, some of its changes are proposed, related to the speech capabilities of children. These include: using material from the previous age group at the beginning of the school year, rearranging some program tasks and topics, extending the time frame for studying more difficult classes, etc.
The correctional tasks of the first quarter consist of teaching the skills of using the simplest situational speech in all classes. Vocabulary work occupies a significant place: expanding the vocabulary, clarifying the meanings of words, activating passive vocabulary. The speech therapist himself is expected to be particularly demanding of the speech: specific questions, speech in short, precise phrases in different versions, the story is accompanied by a demonstration, the pace is leisurely.
The correctional tasks of the second quarter consist of consolidating the skills of using situational speech, a gradual transition to elementary contextual speech in teaching storytelling based on questions from a speech therapist and without questions. Much attention is paid to working on phrases: a simple phrase, a common phrase, constructing variants of phrases, grammatical design of phrases, constructing complex constructions, moving on to composing stories. The selection of program material and the sequence in its study are also changing. If in the first quarter, in all classes, children come into contact with the same objects, then in the second, the objects are not repeated, although objects are selected that are similar in terms of the general theme and purpose.
The correctional tasks of the third quarter consist of consolidating the skills of using previously learned forms of speech and mastering independent contextual speech. A significant place is devoted to work on composing stories: using visual support and questions from a speech therapist, independent storytelling, and retelling. Children's speech practice in complex contextual speech increases. In the third quarter, the need for slow study of the program, characteristic of the first stages of education, disappears, and the topics of classes approach the level of mass kindergarten.
Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. Working on creative stories plays a big role. Along with this, vocabulary work and work on phrases, begun at the previous stages of training, continue. In speech, children rely on specific and general questions from the speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The speech therapist’s questions relate to the process of the upcoming work, conceived by the children themselves. During this period, correctional training is aimed at maintaining the logical sequence of the transmitted plot, at the ability to give additional provisions and clarifications.
All correctional working with children who stutter carried out throughout the year by a speech therapist and a teacher.
As we can see, the methods of N.A. Cheveleva and S.A. Mironova are based on teaching children who stutter to gradually master the skills of free speech from its simplest situational form to the contextual one (the idea was proposed by Professor R.E. Levina). Only N.A. Cheveleva does this in the process of developing children’s manual activity, and S.A. Mironova does this in the process of developing children’s speech when going through different sections of the kindergarten program. The very principle of the necessary combination of correctional and educational tasks working with children who stutter should be considered absolutely correct in speech therapy practice.
Methodology of Seliverstov V.I. primarily designed for speech therapy work with children in medical institutions (in outpatient and inpatient settings). In essence, it is a comprehensive system of speech therapy sessions with children, as it involves modification and simultaneous use of different (known and new) techniques speech therapy work with them. The author proceeds from the basic position - the work of a speech therapist should always be creative and exploratory. There cannot be strict deadlines and identical tasks for all people who stutter without exception. The manifestations of stuttering are different for each child, and his abilities in speech therapy sessions are also different, and therefore, in each specific case, a different approach is necessary in finding the most effective methods for overcoming stuttering.
In the scheme proposed by the author of successively complicated speech therapy sessions with children three periods are distinguished (preparatory, training, consolidative), during which speech exercises become more complicated depending, on the one hand, on the varying degrees of independence of speech, its preparedness, the structure of complexity, volume and rhythm; and on the other hand, from the varying complexity of speech situations: from the situation and social environment, from the types of activities of the child, during which his speech communication occurs.
Depending on the level of free speech and features manifestations of stuttering in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with groups of children.
A prerequisite for speech therapy classes is their connection with all sections of the “Program of Education and Training in Kindergarten” and, above all, with play as the main activity of a preschool child. Speech therapy classes are based on the active consciousness and participation of children in the process of working on their speech and behavior. Visual aids and technical teaching aids (in particular, a tape recorder) are widely used in classes. The child’s parents are placed in the position of obligatory and active assistants to the speech therapist in the classes.
In modern techniques speech therapy sessions with children who stutter In recent years, more and more attention has been drawn to the possibility of using various games for correctional purposes. Games known in the practice of preschool education, modified or even invented by speech therapists.
In particular, G.A. Volkova developed a system for using games (didactic, singing, moving, dramatization games, creative games) with children who stutter 4-5, 5-6, 6-7 years at different stages of successive speech therapy sessions: at the stage of silence (4-6 days) and whispered speech (10 days); conjugate (4-5 weeks) and reflected speech (4-5 weeks); question-answer speech (8-10 weeks); independent speech (8-14 weeks) and at the stage of consolidating active behavior and free communication of children.
In the proposed system of various games, according to the author, “children learn the rules of behavior in game, imaginary situations, but reflecting real, life phenomena and relationships of people. And the learned forms of relationships contribute to the restructuring of the behavior and speech of stuttering children and the elimination of the defect.”
Interesting games and gaming techniques are also offered for speech therapy sessions with stuttering children I.G. Vygodskaya, E.L. Pellinger, L.P. Uspenskaya. Games and gaming techniques in accordance with the objectives of the successive stages of speech therapy classes with children here contribute to relaxation exercises (relaxation), a regime of relative silence; education of correct speech breathing; communicating in short phrases; activation of an expanded phrase (individual phrases, story, retelling); re-enactments; free speech communication.
The manual proposes a system of targeted game techniques and situations, which, according to the authors, “form children’s independent speech skills, helping them move from communicating with words at the first stage of work to detailed statements at the end of the course.”
IN AND. Seliverstov "Stuttering in Children"
Most people who stutter experience feelings of anxiety, uncertainty, and fear in the process of verbal communication. They are characterized by an imbalance and mobility between the processes of excitation and inhibition, and increased emotionality. Any, even minor, stressful situations become excessive for their nervous system, cause nervous tension and intensify the external manifestations of stuttering. Many people who stutter are known to speak freely when they are calm. A state of calm is mainly ensured by general muscle relaxation. And vice versa, the more relaxed the muscles, the deeper the state of general peace. Emotional arousal weakens with sufficiently complete muscle relaxation.
Good diction is the basis for clarity and intelligibility of speech. Clarity and purity of pronunciation depend on the active and correct functioning of the articulatory (speech) apparatus, especially on its moving parts - the tongue, lips, palate, lower jaw and pharynx. To achieve clarity of pronunciation, it is necessary to develop the articulatory apparatus with the help of special exercises (articulatory gymnastics). These exercises help create a neuromuscular background for the development of precise and coordinated movements necessary for the sound of a full voice, clear and precise diction, prevent the pathological development of articulation movements, as well as relieve excessive tension in the articulatory and facial muscles, develop the necessary muscle movements for free use and control of parts of the articulatory apparatus.
In its manifestations, stuttering is a very heterogeneous disorder. It is naive to believe that it concerns only speech function. In the manifestations of stuttering, attention is drawn to disorders of the nervous system of stutterers, their physical health, general and speech motor skills, speech function itself, and the presence of psychological characteristics. The listed deviations in the psychophysical state of children who stutter manifest themselves differently in different cases. Nevertheless, one is closely connected with the other, feeds each other, and the complication of one of the listed deviations inevitably aggravates the other. Therefore, when eliminating stuttering, it is necessary to influence not only the speech of the stutterer, but also his personality and motor skills, nervous system and the body as a whole. In our country, influencing different aspects of the body, speech and personality of a stutterer using different means is called a comprehensive therapeutic and pedagogical approach to overcoming stuttering.
According to R.E. Levina, there is no speech disorder in itself; it always presupposes the personality and psyche of a particular individual with all its inherent characteristics. The role of speech deficiency in the development and fate of a child depends on the nature of the defect, its degree, and also on how the child relates to his defect.
Understanding their speech defect, unsuccessful attempts to get rid of it on their own, or at least to disguise it, often give rise to certain psychological characteristics in people who stutter: shyness to the point of timidity, a desire for solitude, fear of speech, a feeling of oppression and constant worries about their speech. Sometimes it’s the other way around: disinhibition, ostentatious looseness and harshness.
Individual lessons with a child who stutters.
"Journey to the Land of Short Answers."
TOPIC: Travel to the land of Short Answers.
Correctional and educational:
Consolidating the technique of correct speech in the mind of a preschooler. Education of independent, smooth and rhythmic speech.
Muscle relaxation in contrast to tension; influencing the child’s will and consciousness with words, inducing calm, balance, and confidence in one’s speech.
Training long speech exhalation on individual sounds, words, short phrases.
Development of phonemic perception, sound analysis and synthesis, syllabic structure of words: isolating the stressed vowel sound from words, dividing words into syllables.
Development of processes of word formation and inflection: the use of nouns in the instrumental case of the singular; formation of names of baby animals, relative adjectives from nouns
Correctional and developmental:
Development of auditory, visual attention, memory, thinking.
Correctional and educational: developing interest in the activity.
Equipment: Set of animal figurines, houses; subject pictures: baby animals, food; plan and streets of the city of Beautiful speech; set of words: names of animals; letters to form a word.
Progress of the lesson.
1. Our eyes look well and see everything.
Our ears listen well and hear everything.
What does our tongue want to do? (That's right, talk). But first we must relax, and for this we will do exercises.
2. Relaxation exercises to contrast with tension.
We sat down on a chair. Hands on knees. Calm down. Listen and do as I do.
Exercises: “Fists” (relaxation of arm muscles).
"Deer"
“Sunbathing” (relaxation of leg muscles).
“Barbell” (-/- muscles of the arms, legs and body),
“Ship.”
“Ball” (relaxation of the abdominal muscles).
“Curious Barbara” (-/- neck).
“Proboscis” (-/- muscles of the speech apparatus and lips),
“Frogs.”
“Angry tongue” (relaxation of the tongue muscles),
"Slide".
3. Suggestion “Magic dream”.
Now you know how easy it is to speak when there is no tension. If you feel that some word is not coming out, you need to stop, relax, take a calm breath and continue speaking smoothly, clearly, without tension.
Let's repeat the commands of correct speech.
We are always calm!
We always speak beautifully
Boldly and leisurely!
We speak clearly,
Because we're in no hurry!...
4.-And here is the city of Beautiful Speech. What kind of streets are there in this city?
(Reading street names: Gromkaya, Chetkaya, Pauz, Leisurely streets;
highlighting the stressed vowel sound; dividing words into syllables; finding the same words on the city plan).
The most important square of the city is the Square of Vowel Sounds, because in speech the vowel sounds are the most important.
And there is also Lake Tranquility on the plan.
We are always calm.
5. -We are going on a trip to the country of Short Answers. Here, all residents speak briefly, answering questions with only one or two words.
This is how we play today - we always answer briefly,
We are in no hurry to speak, we think more and remain silent.
What type of transport will we use? (By train, by bus, by plane, by boat, etc.)
Development of speech breathing.
The child imitates the movement of the train (chu-chu-chu).
On a long exhalation he says: “oo-oo-oo” (the locomotive is humming), etc.
6.-It seems that we are approaching the zoo. Animals were brought to the zoo from different places. Let's help animals find their homes?
(Reading the names of the houses. We resettle the animals).
Deer Fox
Game: “To whom what?” (feeding animals - cards with the name of the animals’ favorite food, subject pictures).
Soon the animals had cubs. Game “Who has who?”
7. And now we’ll go to the “Sweet Tooth” cafe.
In a cafe, the seller treats those who can answer questions correctly and leisurely.
What is sold at the “Sladkoezhka” cafe? What sweets? (Child's answers)
Various fruit and berry juices are also sold here:
Grape juice - grape,
-//- from pears –
-//- from tangerines –
-//- from peaches –
-//- from apples – etc.
Counting cards. (Chips are given for correct answers and smooth, clear pronunciation of words).
8. Our journey has ended. We will return to kindergarten.
All the letters on the sign are scattered. And in order to return, you need to make a word from the letters. (Determining the sequence and number of sounds in a word, reading a word).
9. Summing up the lesson.