(Slide number 2. Definition - speech readiness)

A reflection of the child's intellectual and mental development is the state of his speech. The quality of the work of kindergarten teachers in the section “Speech development of a preschooler” directly depends on the ability to timely and adequately assess the level of speech development in order to use the potential of each child from early childhood for effective development and knowledge of the surrounding reality.

It should be remembered that in the preparatory group the further educational route of the child is finally determined and the child's speech readiness for schooling is of great importance. Basically, for this purpose, diagnostics of speech development in children of 6-7 years old is carried out.

(Slide number 3. Criteria for speech development of a seven-year-old child)

According to the section speech development "Programs of education and training in kindergarten" edited by M. A. Vasilyeva, a child entering school must:

• correctly pronounce all the sounds of the native language;
• distinguish and name words with a specific sound;
• be able to determine the place of sound in a word (beginning, middle, end);
• divide words into syllables;
• compose words from syllables;
• have an idea of ​​the offer;
• be able to coordinate words in gender, number and case;
• select synonyms and antonyms;
• use different ways of forming words;
• retell familiar fairy tales and stories;
• compose stories and fairy tales from the picture (series of pictures).

In preschool educational institutions of the third type, where there is no speech therapist, the main role in identifying speech disorders and the development of children’s speech is assigned to the educator. Implementation of the educational program - the comprehensive development of the child in pre school age and preparing him for schooling puts the educator in front of the need to use adequate methods for preventive work, observation and analysis of the dynamics of changes in the child's speech development. (The appendix contains examples of methodological aids for speech diagnostics.) The best results in the development of children's speech can be achieved when teachers:

• they know well the norm of speech development (age characteristics) of children;
• know individual characteristics formation of the speech of each child of the group;
• are able to correlate the individual and age-specific features of the development of a child's speech.

(Slide number 4, 5, 6, 7, 8. Technique of speech diagnostics)

Diagnostics of speech readiness for school involves the examination of all components of speech:

The state of the vocabulary.

Formation of the grammatical structure of speech.

The correct pronunciation of sounds.

The ability to distinguish the sounds of speech by ear.

Possession of coherent speech.

(The appendix contains express diagnostics and picture material for examining all components of speech)

It is advisable to conduct the examination of the speech of children individually or with a small subgroup, the teacher must have sufficient material for this, but it is also possible to conduct the examination frontally in regime moments, play activities, in the classroom in the scope of the survey. Work is carried out in the morning or afternoon hours, as well as after naps.

Compliance with the conditions of the survey

• Physical and emotional the condition of the child at the time of the examination. The subject must be healthy and emotionally disposed to talk with the teacher.
• Formulation of the question. The question should be formulated briefly, clearly, without unnecessary words and phrases, and should correspond to the child's age. It is this condition that is most important, since often the child cannot answer, because he does not understand what exactly is required of him. And the most common adult mistake is the tendency to ask a long, wordy, ill-considered question. To avoid it, you should formulate the question in advance and write it down.
• Visual material. The material must be age appropriate and selected in advance. A set of pictures for diagnostics exists separately: the visualization used in teaching in the classroom should not be present when examining the child's speech. Only the picture on which the conversation is going is placed on the table, and all unnecessary ones are removed at the moment.

(Slide number 9. Methods for diagnosing speech development)

When identifying the state of speech development of children, a special place is given to special observations, which are carried out in the process of situations of communication between peers and adults, speech accompaniment of play and productive activities, regime moments (walk).

Observation makes it possible to form a preliminary idea of ​​the possibilities of each child in the sphere of coherent utterance, about initiative and the ability to enter into a conversation and maintain a dialogue, about the composition of phrases, the correctness of composing simple and complex sentences, about correctly performed syllabic structure, about lexical stock, about grammatical design. phrases, about the phonetic content of words, about the features of expressive means and tempo-rhythmic coloring.

The next method to look out for is conversation . It must be remembered: in the process of a conversation, a child without deviations in speech development is able to maintain communication with cues, voice modulation, intonation, facial expressions, gestures and other non-verbal means.

To identify older preschoolers' understanding of the meaning (meaning) of words, they are offered specially selected tasks, didactic exercises and games.

In the process of upbringing and educational work in everyday life, the teacher, for a certain time, not only observes, but also fixes the speech of children in special tables, noting both its shortcomings and positive shifts, as well as the difficulties that children experience when mastering the program material. Educators identify strong and weak sides in the speech development of each child and the group as a whole. The general, most characteristic speech problems for a particular group of children are identified, which are brought into frontal forms of work.

In the process of analysis, children with pronounced individual characteristics (deviation or advance) in speech development are distinguished.

Children with pronounced deviations (inconsistency with the age norm) require consultation with a speech therapist. Children with developmental advances in the future need individual work (in kindergarten and especially in the family).

Thus, as a result of speech examination, teachers get a clear and clear picture of the real speech development of their children.

(More advice on organizing the examination of children can be found in the methodological manual for teachers of preschool educational institutions "Speech development of children 4-5 (6-7) years old" T.I. Grizlik L.E. Timoshchuk)

(Slide number 10. Model of correctional and diagnostic work with young children)

In preschool institutions of types 1 and 2, where there are groups of compensatory orientation, there is a speech center, one of the important tasks is the early diagnosis of speech disorders. Teachers encounter incorrect pronunciation of sounds in children very early, already at the age of 2-3 years. However, in this period, most often we are talking about physiological disorders of sound pronunciation, caused by insufficient formation of speech (phonemic) hearing or articulation apparatus. These violations are overcome if at home and in kindergarten the whole range of measures for the diagnosis and strengthening of children's health is carried out. However, even at the age of 2-3 years, there are cases of pathological violation of sound pronunciation, characterized by the persistence of violation of several groups of sounds, their fuzziness, blurred pronunciation, multiple substitutions. An important diagnostic sign of delayed speech development is the absence of an independent phrase in a child or its representation in separate short words, sound combinations. These cases of speech pathology require special speech therapy and medication, without waiting for the child to reach 4.5 - 5 years.

The teacher needs to be competent in the development of young children and not miss the moment of detecting violations in the child. (Techniques for examining the speech of young children are given in the manual by O.E. Gromova "Methodology for the formation of the initial children's vocabulary")

Parents are the main assistants in diagnosing the development of speech in young children. Parents may be offered questionnaires to identify early speech development (humming, babbling, the appearance of the first words, etc.), various questionnaires.

As a result of studying the speech of children, teachers receive data that require serious analysis. The data obtained allow us to outline the ways of working on the development of speech with a child in kindergarten and in the family. It is this information that should become a meaningful basis for the subsequent communication and interaction of teachers and parents, specialists and doctors.

(Slide number 11. Analysis of the collected materials ... )

The analysis of the collected materials allows teachers to see the prospects for the development of the speech of children of a particular age group and each child individually; properly plan work for academic year and get positive dynamics at the end of the year.

(Slide number 12. Thank you for your attention)

Literature

1. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers. -M., 1998.
2. Alekseeva M.M., Yashina V.I. Speech development of preschoolers. - M., 1998.
3. Borodich A.M., Methodology for the development of speech in children. - M., 1981.
4. Beltyukov V.I., On the timing of assimilation in pronunciation of speech sounds by hearing children. / Defectology. 1983 # 2 /.
5. Beltyukov V.I., Ways of studying the mechanism of speech. / Defectology 1984 No. 3. /
6. Beltyukov V.I., Functional asymmetry of the brain in the process of children mastering the sound (phonemic) structure of the language. / Defectology 1986 No. 1. /
7. Vygotsky L.S., Thinking and speech. Collected works, M., 1982.
8. Vygotsky L.S., Psychology of child development. - M., 2006, Eksmo.
9. Gvozdev A.N., A child's assimilation of the native language. / In collection: Children's speech. Ed. N.A. Rybnikova. M., 1927 /
10. Gerbova V.V. I am learning to speak. / Methodical recommendations for educators working with children 3-6 years old according to the program "Rainbow" / - M., 2002.
11. Gromova O.E., Solomatina G.N. Stimulus material for speech therapy examination children 2-4 years old; Toolkit.
12. Gromova O.E. Methodology for the formation of the initial children's vocabulary. - M .: TC Sphere, 2005.
13. grizlik T.I. Tymoshchuk Speech development in children 6-7 years old: Method. A guide for preschool educators. institutions - M .: Education, 2004.
14. Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. / Collection of guidelines / - St. Petersburg. - 2001.
15. Didactic material for correcting speech impairments in preschool children. T.B. Filicheva, G.A. Kashe, M. Enlightenment, 1991.
16. A. V. Zaporozhets Psychology. M., 1959.
17. Kataeva A.A., Strebeleva E.A., Preschool oligophrenopedagogy, M., 2001.
18. Koltsova M.M., Ruzina M.S., A child learns to speak.- St. Petersburg., 1998.
19. Loza G.F., Album for the development of speech in young children, Kiev, 1981.
20. Maksakov A.I. The development of the correct speech of the child in the family. - M., 1978.
21. Maksakov A.I., Tumakova G.I. Learn by playing. - M., 1983
22. Markova A.K., Features of mastering the syllabic structure of a word in children ... / Systemic speech disorders, edited by L.S. Volkova. Book III /
23. Pravdina O.V. Speech therapy. - M., 1969.
24. The program of education and training in kindergarten. / Edited by M.A. Vasilyeva / - 1985.
25. The program "From childhood to adolescence." / Edited by T.N.Doronova / - M., 2002
26. Program "Childhood" ./ Edited by Babaeva T.I. / - St. Petersburg, 1999.
27. Psychological Dictionary. Edited by V.P. Zinchenko, M. Pedagogy, 1998
28. Rainbow. Program and methodical guidance. / Edited by T.N. Doronova / - M., 1997. p.gr., senior group, 1994 - middle group, 199 - junior group.
29. Repina Z.A., Buiko V.I. Speech therapy lessons. - Yekaterinburg, 1999.
30. Speech therapist dictionary., Edited by V.I.Seliverstov M., Vlados, 1997.
31. Strebeleva E.A. Methodical recommendations for the psychological and pedagogical study of children, Moscow 1994.
32. Tikheeva E.I. Development of children's speech. - M., 1981.
33. Tkachenko T.A. Formation and development of coherent speech / Speech therapy notebook /, St. Petersburg. 1999.
34. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. - M., 1989.
35. Filicheva T.B., Soboleva A.V. The development of a preschooler's speech / Illustrations and methodological manual / Yekaterinburg, 1997.
36. Fomicheva M.F., Education in children of correct pronunciation. - M., 1989.
37. Elkonin D.B. Child psychology. - M., 1960.

Only with the help of speech can a child at school learn the entire system of knowledge. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, ask questions.

Thanks to speech, important mental processes, abstract logical thinking, voluntary memory and attention, develop. Therefore, along with physiological and psychological, it is very important to diagnose speech readiness for school.

The better a child's speech development is before entering school, the faster he or she will master reading and writing.

Even before starting school, the child must have the necessary prerequisites for this:

• full-fledged proficiency in speech sounds. The child's distinct pronunciation of sounds in various words, in phrasal speech. He should not let them pass, distort, replace them with others;
• sufficiency of vocabulary. By the age of 7, the child should have a sufficiently large vocabulary (use of synonyms, antonyms, action words and sign words);
• the formation of grammatical systems. By reaching school age, the child must be able to understand various grammatical constructions. And also correctly form words and sentences;
• possession of a coherent speech. By the age of 7, a child should be able to retell unfamiliar short stories and fairy tales. At the same time, he must correctly formulate the main idea, consistently build a retelling, correctly build sentences, especially complex ones.

Speech is the main means of communication.

Diagnostics of speech readiness for school at the Center for Children's Corrective Development and Neuropsychology is a study:

• the state of the vocabulary;
• the formation of the grammatical structure of speech;
• the correct pronunciation of sounds;
• the ability to distinguish the sounds of speech by ear;
• possession of coherent speech.

The assessment of speech readiness for school is carried out by a speech therapist-defectologist. Diagnostics can be carried out in an individual or group form (small groups).

Diagnostic material is provided in the format of play activities, in order to exclude distortion of the results in case of fatigue of the child.

What we recommend to parents to ensure their child's speech readiness for school:

• creating the correct speech environment for the child and favorable conditions for the development of speech. When communicating with a child, adult speech should be clear, clear, competent. It is necessary to promote the accumulation of the vocabulary of children as actively as possible;
• to carry out purposeful systematic work on the speech development of children and timely correction of deficiencies in the development of speech;
• it is important not to scold the child for incorrect speech, but to unobtrusively correct the incorrect pronunciation; do not focus on stutters and repetitions of syllables and words.

Every child entering school, especially during the years of primary school education, must master the literacy well, that is, learn to read and write. Correct and sufficiently fluent reading, as well as competent writing, is a prerequisite for the student's assimilation of all others. school subjects, and hence for the success of his training in general.

Even before learning to read and write, the child must have the necessary prerequisites for this:

Adequate proficiency in speech sounds. Normally, the entire sound side of speech should be mastered by a child completely by 3 - 4 years old, by 5 - 6 years old he should be able to differentiate sounds by ear and in pronunciation. Coming to school, the child must clearly pronounce sounds in various words, in phrasal speech. He should not let them pass, distort, replace them with others.

Adequacy of vocabulary. By the age of 7, a child should have a fairly large vocabulary. In his speech, he should actively use antonyms (sad - cheerful, young - old, high - low, run - stand, talk - be silent, etc.), synonyms (for example, dog, dog, dog; horse, horse, stallion , horse, etc.), words - actions, words - signs.

Formation of grammatical systems. By the age of 7, the child should be able to understand various grammatical structures. For example, Dad read the newspaper after having breakfast. (What did he do first?) The hunter runs after the dog. (Who is running ahead?), Etc. And also form words and sentences correctly. For example, plum jam is plum, a straw hat is straw, a fox has cubs, a lion has lion cubs, etc.

Possession of coherent speech. By the age of 7, a child should be able to retell unfamiliar short stories and fairy tales. When retelling, attention is drawn to the child's understanding of the text (he must correctly formulate the main idea), to the structuring of the text (he must be able to consistently and accurately build a paraphrase), to vocabulary (full use of vocabulary), to grammar (he must correctly construct sentences, be able to use complex sentences), on the fluency of speech (lack of prompts during the retelling).

- speech communication. TO At 7 years old, a child should be quite active in communication, be able to listen and understand speech, build communication taking into account the situation, easily get in contact with children and adults, clearly and consistently express their thoughts, use forms of speech etiquette.

The success of teaching a child to read and write is largely determined by his speech readiness. How well he knows the sound side of speech, since the sounds of oral speech are indicated with the help of letters. In order to master the letters, it is necessary to be very clear in the sounds: to be able to pronounce them correctly, to distinguish without error by ear, to determine the presence or

absence, as well as the approximate location of the given sound in the word. If the child who enrolled in school does not own the named

skills, then either he will not be able to teach literacy at all, or at best, he will write with numerous specific errors that cannot be overcome without special speech therapy assistance.

Diagnostics of sound pronunciation.

Before starting to learn to read and write, the child must necessarily master the correct pronunciation of all speech sounds. Complete sound substitutions are unacceptable in speech (such as rolls instead of chicken or kaltina instead of pictures); such defects in the pronunciation of sounds are usually reflected in writing. To check the correct pronunciation, ask your child to name all the pictures below. Pictures are selected for the most difficult articulation sounds, which include sibilant (C, Cb, Z, Zb, Ts), hissing (W, W, H, Sh), as well as sounds P, Pb, L, L, Y. each of these sounds is in three positions in the word - at the beginning, in the middle and at the end, which allows you to get a more accurate idea of ​​the correctness of its pronunciation by the child. All captions to pictures during the examination must be covered so that the child does not see them

If during the examination, sound substitutions are identified, then they must be eliminated before the child begins to teach the child to read and write. (It should be borne in mind that with normal speech development, all age-related features in the pronunciation of speech sounds should disappear no later than by 5-6 years.)

Next, you need to find out if all speech sounds differ by ear. This need is due to the fact that the recording of any word presupposes the ability to identify each sound included in its composition and designate it with the corresponding letter. If some sounds seem to the child the same, then during the writing he will inevitably experience difficulties in choosing the letters corresponding to these sounds. The study of the auditory differentiation of sounds is carried out using specially selected pictures, the names of which differ only in one sound being tested. An adult calls the pictures, and the child only silently shows them. Pictures are called only by one word, used in the nominative case. Pictures are named in a different sequence, sometimes the same name is repeated several times in a row. The lower part of the adult's face is covered by a screen. An adult should not look at a named picture.

To record any word, a child must not only be able to distinguish all sounds that make up this word, but also clearly imagine their sequence, that is, he must master the sound analysis of words. To identify the ability to highlight individual sounds in a word. You can offer the child the following tasks.

Task number 1.

Highlighting sound on the background of the word. The child is asked to find out if there is a given sound in the words presented to him. For example: "Is there a sound P in the word ROSE?" further it is proposed to determine the presence of this sound in the following words:

PICTURE, CHEESE, DRYING, CROW.
SANKS, PARACHUTE, WIND, STRING.
CASKET, BACKPACK, PENCIL.
MOON, NOTEBOOK, CASE, AX.
MOUNTAIN, DEEP, CLOUD.

The child must only grasp the very presence of a sound in a word, without determining the place of this sound.

Task number 2.

Extraction of the first sound from a word. The child must answer the question of what is the first sound in the word ASTRA. Then he names the first sound in these words:

STREET, DUCK, ABC, BEEF, AUTUMN, LAKE, WILLOW, STORK, STREET, CRANE, ROOF, GRASS.

Task number 3.

Extract the last sound from a word. The child should name the last sounds in the following words:

SOUP, CAKE, MOLE, MAC, FINGER,

HOOP, HOUSE, TABLE, ELEPHANT, WINDOW,
SPRING, KANGAROO.

Task number 4.

Determination of the place of sound in a word (at the beginning, middle, end). First, you need to make sure that the child understands the meaning of these words themselves, for which you need to ask him to show the beginning, middle and end of a line, rope, ruler, etc., then ask him to determine where the word is located, for example, the sound Ш.

STORM, AWL, QUIET, SHALASH,
LUMP, MACHINE, SHALON, MOUSE,

COVER, CHAMOMILE, JOKE, BALL,
PILLOW, CAT, Frog, Ruff,
JACKAL, SCARF, BROOCH, ROOF, FUR COAT.

If the child coped with these tasks, you can move on to the exercises in a more accurate sound analysis of words. For example: name the first, second,

third, etc. sounds in the words TABLE, BAG, PICTURE; determine what sound is heard after (before) O in the word AIR, etc.

Diagnostics of the child's vocabulary.

Next, you should diagnose whether the child's vocabulary is sufficient. The vocabulary of a senior preschool child must be at least 2,000 words, and all the main parts of speech must be represented in it - nouns, adjectives, verbs, numerals, pronouns, adverbs, prepositions, compositional and subordinate unions, generalizing words (such as CLOTHES, FOOTWEAR, TABLEWARE, ANIMALS, BIRDS, VEGETABLES, FRUITS, etc.)

To find out the nouns available in the child's dictionary, you can offer him the following tasks.

Task number 1.

Ask the child to name objects belonging to different semantic groups.

What animals do you know (domestic and wild)?

What fish, birds, insects do you know?

What trees, flowers do you know?

What vegetables, fruits, berries do you know?

What kind of furniture do you know?

What kind of dishes do you know?

What clothes and shoes do you know?

The results of completing this task alone will allow you to get a general idea of ​​the wealth or poverty of the child's vocabulary: some children will name, for example, many different animals, including exotic ones, while others will limit themselves to only a cat and a dog. In this case, you need to immediately start enriching the child's vocabulary.

Task number 2.

Invite your child to first list all the objects in the pictures, and then name them in one word.

Orange, grapes, pear, lemon, apple - fruits

Bed, table, chair, bedside table, wardrobe - furniture

Fur coat, socks, vest, raincoat, shawl, skirt, hat - clothes.

Task number 3.

You list the individual items of each logical group. And the child calls them in one word.

The following groups of subjects are offered:

a) cow, horse, goat, rabbit, sheep, cat, dog;

b) tiger, lion, wolf, fox, squirrel, hare, bear, elk, monkey, giraffe, hippo, rhino;

c) chicken, rooster, duck, goose, turkey;

d) seagull, eagle, dove, crow, magpie, sparrow, nightingale, owl, parrot, heron, ostrich;

e) butterfly, dragonfly, beetle, spider, fly, mosquito, bee, wasp;

f) pike, bream, perch, pike perch, whitefish, flounder, cod, catfish, smelt, herring;

g) pine, spruce, birch, oak, aspen, maple, mountain ash, larch, poplar, bird cherry, chestnut, linden, willow;

h) potatoes, cabbage, cucumber, tomato, beet, carrot, radish, turnip, radish, pumpkin, zucchini;

i) apple, pear, banana, orange, tangerine, lemon, grapes;

j) cherries, raspberries, strawberries, strawberries, gooseberries, currants, cranberries, lingonberries, blueberries, blueberries;

l) plate, fork, knife, cup, saucer, glass, mug, wine glass, kettle, coffee pot, samovar, decanter, jug, salt shaker, butter dish, frying pan, saucepan;

m) table, chair, armchair. Stool, bed, sofa, wardrobe, sideboard. Sideboard, bedside table;

m) coat, fur coat, raincoat, jacket, dress, jacket, sweater, jacket, skirt, trousers, vest, T-shirt, underpants, sundress, robe;

o) boots, felt boots, shoes, boots, boots, sneakers, sneakers;

n) doll, whirligig, pyramid, bear, bunny, ball;

p) saw, ax, hammer, plane, pliers, screwdriver, drill;

c) tram, trolleybus, bus, train, plane, boat, metro.

To check the presence of a sufficient number of verbs in the child's dictionary, invite him to answer the following questions:

a) Who moves how?

A man walks, a bird…., A fish…., A snake…, a grasshopper….

A cow mooing, a horse ..., a goat ...., A pig ..., a dog ...., A cat ...., A wolf ..., a bear ...., A tiger ...., A snake ... …., Duck…, goose…., Chicken…., Frog…, mosquito…., Beetle… ...

c) Who eats what?

Dog gnaws a bone, cat milk ...., chicken grain ... .., cow grass .... ...

d) Who does what?

A cook cooks, a doctor ..., a teacher ..., a student ..., a builder ..., an artist ...., A pianist ..., a writer ..., a dressmaker ... ...

e) What can this animal do?

The dog barks, plays, bites, caresses, serves; Cat…..; Wolf…..; bear…..; Hare…..; snake….; frog…. ...

To find out the child's stock of adjectives, offer him the following tasks, calculated on the name of the attributes of objects.

Task number 1.

a) What is the taste of these products?

Sweet sugar, salt…., Onions…., Lemon…. ...

b) What color are these foods?

Green cucumber, tomato…., Watermelon…., Plum…., Lemon…., Orange…., Pepper…., Sugar…., Nuts… ...

Task number 2.

What is the main character trait of all these animals?

Angry wolf, fox ...., Dog ... ...

Task number 3.

Name as many signs of each of the following items as possible (size, color, weight, shape, taste, smell, temperature, material, accessory)

Apple - big, heavy, round, red, sweet, aromatic, cool ...

Dress - long, woolen, warm, soft, gray, knitted, mother's ...

Jacket -

Dog -

Task number 4.

Name as many items as possible that have this feature. For example: What is LONG? (thread, ribbon, rope, cord, wire, belt, road, river, tail, dress, skirt, hair ...)

What is ROUND (SQUARE, OVAL, TRIANGLE)?

What is HIGH (LOW)?

What is GREEN (RED, BLUE ...)?

What is COLD (HOT, WARM, COOL)?

What is SWEET (BITTER, Sour, Salty)?

What is WOOL (SILK, PAPER, WOOD, IRON)?

What is HEAVY (LIGHT)?
what is DEEP (SMALL)?

What is SPICY (SHARP, FRAGILE)?

Task number 5.

Name the opposite signs of objects.

Kind - evil, old -…., Black -…., Light -…., Big -…., Long -…., High -… .. wide -…., Thick -…., Sharp -… .., cheerful -…., bold -…., fast -…., hot -…., thick -…., sick -…. ...

Tasks number 6.

Name similar signs of objects.

Good - kind, friendly, affectionate, beautiful, pleasant, caring.

Warm -

Slow -

High -

Happy -

Task number 7.

Ask your child to explain what the expressions mean:

Skillful fingers

Iron heart

Light head

Subtle mind

Flying gait

Warm welcome

Silk hair

Short memory

Bitter truth

Sweet lie

To find out the available stock of adverbs, it is necessary to talk with the child about the habits of various animals, about the seasons and days, about the peculiarities of the weather, about the location of objects in space, etc., while asking the questions: HOW? WHERE? WHERE? WHERE? WHEN? For example: “How is the boy running? Where is the book? When do the birds arrive? Where do they fly in the fall? Where did the chick come from?

Diagnostics of the formation of grammatical systems.

Also, when diagnosing a preschooler's speech readiness, it is necessary to find out whether grammatical norms language. This is important because even a large vocabulary does not solve the problem of the usefulness of oral speech. It is also important to be able to actively use the existing words, to build sentences and coherent statements out of them, since only under this condition can you express your thoughts clearly enough. And for correct construction sentences, the ability to grammatically correctly coordinate words with each other is necessary.

To check the formation of the child's grammatical system of inflection, invite him to complete the following tasks.

Task number 1.

Pluralization of nouns.

Name one subject and several.

Task number 2.

Form the plural from the following words.

Elephant, crane, eye, window, chair, tree, day, forehead, ear, bear cub, squirrel.

Task number 3.

Coordination of adjectives with nouns.

1) - Add to this word the words HIGH and GREEN.

What bush? -

What grass? -

What tree? -

What trees? -

2) - Add the words Ripe and Juicy to these words.

What grapes? -

What kind of pear? -

What apple? -

What fruits? -

3) - Tell us about the subject what it is.

What snow? -

What river? -

What sea? -

What forests? -

Task number 4.

Coordination of nouns with numerals.

1) - Finish my statements.

One ball, but five ... ..

One spoon, and seven….

One bear, and five….

One button, and ten….

One drop, but ten….

One ear, and six….

One forehead, and five ...

One neck, and five….

One mirror, and seven ... ..

One chandelier, and ten….

2) - Finish my statements.

One lynx, and two ....

One crow, and four….

One camel, but four ... ..

One woodpecker, and two….

One goose, and three….

One sparrow, and four….

One calf, and two….

Task number 5.

The use of prepositions.

Tell me where the items are.

Complete the following sentences.

Apples grow ... ... (on an apple tree)

The apple fell ... ..

The fallen apples lie ……

The bird flew high ... ..

The boy came up ... ...

The girl moved away ... ..

Answer the questions.

Where do we get the pen if it is IN THE CASE?

Where do we get the pen from if it is ON THE TABLE?

Where do we get the handle if it falls UNDER THE TABLE?

Where do we get the ball from if it rolls UNDER THE CABINET?

Where do we get the sneakers from if they are UNDER THE CHAIR?

Where will the boy come from if he is behind the CHAIR?

Where will the car come from if it stops AROUND the CORNER?

To check the formation of the word formation system in the child, invite him to complete the following tasks.

Task number 1.

Formation of nouns using diminutive suffixes.

Form new words from these words. For example: a large glass, and a small one .... (glass).

A big key, but a small one….

A large decanter, but a small one ...

A large frying pan, and a small ...

Big bed, but small….

A big can, but a small one….

Big beetle, and small ...

A big forest, but a small one….

A big stream, but a small one….

A large mirror, but a small one….

A big doll, but a small one….

A large feather, and a small one….

Big clock, but small….

Big shoes, but small ones….

Big face, but small….

A large chair, but a small one….

Big cherry, but small….

A large saucepan, but a small one ...

Big boots, and small ...

A big snake, and a small ...

A large egg, but a small one ...

Task number 2.

Formation of verbs using prefixes.

Complete the sentences I started:

Birds arrive in spring, and autumn ...

They climb a tree, but from a tree ...

They walk along the road, but across the road ...

They enter the house, and from the house ...

They come to the house, but from the house ...

Water is poured into a glass, and from a glass ...

They jump over the ditch, and across the river ...

Water is added to the jar, and sand ...

Water was accidentally spilled, and cereals ...

We looked at everything with our eyes, but with our ears ...

Task number 3.

Formation of adjectives.

Every item is made of something. Tell me what is it like? For example: a chair made of wood - WOODEN.

House made of stone -… ..

Brick house -

Straw hat -

Silk dress -

Wool scarf -

Copper coin -

Tin spoon -

Ring of gold -

Down scarf -

Leather bag -

Crystal vase -

Clay bowl -

A boat made of paper -

Cardboard box -

Fur coat -

Plush bear -

Diagnostics of the ability to master a coherent speech.

Speech readiness for school also presupposes the child's ability to master coherent speech. To check the child's state of coherent speech, ask him to tell about what he sees in the picture "Winter fun".

Children who are fluent in coherent speech will be able to compose a large and coherent story based on this picture, often supplemented by events from their own lives.

If the results of the study are unsatisfactory, it is necessary to immediately begin to develop speech in the child.

Unfortunately, not all children have these speech skills formed by the beginning of schooling. However, often parents simply do not notice this delay, and for the first time it is discovered only in the process of literacy training that has already begun, when on the basis of these prerequisites much more subtle skills and abilities should be acquired. Therefore, it is very important to timely identify this kind of lag in the speech development of children and be sure to overcome it before the start of the school year. The didactic material helps to identify deficiencies in the speech development of preschoolers and help parents prepare their child for school.

While creating the project, I realized that the child's speech readiness at preschool age is of great importance for the successful mastering of reading and writing skills, and, accordingly, successful learning in general.

If a child who enrolled in school does not possess the skills named in the project, then it will either not be possible to teach him to read and write at all, or at best, he will write with numerous specific errors that cannot be overcome without special speech therapy assistance.

Speech disorders must be identified before the child goes to school, otherwise his learning will be complicated by numerous difficulties, the basis of which lies in the speech unreadiness of the preschooler

From the experience of working on this project, in the future, knowledge about the level of speech readiness of a preschooler, the reasons for unpreparedness, will be useful to me in order to professionally help him overcome the difficulties that arise in mastering literacy.

The most significant for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolboy. The transition from play to learning activity significantly affects the motives and behavior of the child. The quality of educational activity will depend on how much the following prerequisites were formed in the preschool period: - good physical development of the child; - developed physical hearing; - developed fine motor skills of the fingers, general motor skills; - normal functioning of the central nervous system; - possession of knowledge and ideas about the surrounding world (space, time, counting operations); - voluntary attention, mediated memorization, the ability to listen to the teacher; - cognitive activity, desire to learn, interest in knowledge, curiosity; communicative activity, readiness for joint work with other children, cooperation, mutual assistance. On the basis of these prerequisites, new qualities necessary for teaching begin to form at the primary school age. Readiness for schooling is formed long before entering school and is not completed in the first grade, since it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.

Download:

Preview:

Speech readiness for schooling is one of the most important outcomes of a child's development

in the first seven years of his life.

1. The problem of children's speech readiness for schooling

The most significant for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolboy. The transition from play to learning activity significantly affects the motives and behavior of the child. The quality of educational activity will depend on how much the following prerequisites were formed in the preschool period:

Good physical development of the child;

Developed physical hearing;

Developed fine motor skills of the fingers, general motor skills;

Normal functioning of the central nervous system;

Possession of knowledge and ideas about the surrounding world (space, time, counting operations);

Voluntary attention, mediated memorization, the ability to listen to the teacher;

Cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness for joint work with other children, cooperation, mutual assistance.

On the basis of these prerequisites, new qualities necessary for teaching begin to form at the primary school age.

School education presents the child with new requirements for his speech, attention, memory. Psychological readiness for learning plays an essential role, i.e. his awareness of the social significance of his new activities.

Special criteria of readiness for schooling are presented to the child's mastering of the native language as a means of communication. Let's list them.

5. Formation of the grammatical structure of speech

The basis of children's speech readiness for schooling is oral speech, therefore, the first years of a child's life should be devoted to the practical mastering of oral speech. Before the child enters school, work on the development of speech includes the following sections: the development of speech in children, its flexibility, clarity; development of speech hearing; accumulation of speech content; work on the form of speech, its structure.

The process of mastering and developing speech of preschoolers is associated with the question of the speech readiness of a preschooler for learning activities, the importance of this issue was recognized by Ya.A. Komensky, I.G. Pestalozzi, F. Frebel, M. Montessori, M.V. Lomonosov, K. D. Ushinsky, L.S. Vygotsky, L.A. Wenger, T.A. Ladyzhenskaya, A.A. Lublinskaya, D. Cheney. Researchers note that speech is the main indicator of the level of formation of cognitive processes, a factor in successful learning, cognition of the surrounding world.

In psychological and pedagogical research, a distinction is made between "general" and "special" speech readiness. General readiness assumes the solution of the following tasks:

The child's understanding of the speech addressed to him and responding to it accordingly;

Ability to express one's thoughts coherently, freely and clearly, while maintaining the grammatical correctness of speech;

Mastering a certain vocabulary;

Formation of the sound side of speech.

Speech readiness presupposes a readiness to learn literacy (reading and writing).

The main areas of work in the speech training of preschoolers should be:

1. General speech training:

Development of speech creativity, accumulation and enrichment of the vocabulary;

Improving the grammatical correctness of speech;

Development of abilities for speech activity.

2. Special speech training:

Development of an elementary awareness of linguistic reality;

Development of the ability to navigate the sound culture of the word;

Preparation for learning to read and write.

Speech readiness for learning at school presupposes formed general and special speech readiness, but their ratio is not equal, since it is necessary to take into account the new kind activities, a new communication situation and a new communication content. Speech readiness for learning at school is manifested in the formation of speech skills of listening and speaking in children: the ability to perceive information offered by language means, the ability to verbalize their actions, including those related to linguistic material, and determine their sequence; the ability to distinguish between units of the language system and other types of signs; mastering the informational, cognitive, regulatory functions of the language.

The presence of even slight deviations in these parameters among first graders leads to serious problems in the assimilation of the programs of a general education school.

1.2 The development of a child's speech as a component in the structure of readiness for schooling

How to correctly assess the state of speech of your child?

Many parents believe that one should not interfere in the process of forming speech, that the child will grow up and “everything will be corrected by itself,” he will learn to speak himself. In order to correctly assess the level of a child's speech development, it is necessary to get acquainted with how the child's speech development proceeds normally. The concept of the norm in this case is very conditional - there is no one age that is the same for all children, when they start talking, a lot depends on the individuality of the child.

Speech is not an innate ability of a person, it is formed gradually, along with the development of the child and under the influence of the speech of adults. The social and speech environment surrounding the child is not only a condition, but also a source of speech development. Without having a healthy linguistic environment full speech development is inconceivable.

For the normal formation of speech, a certain maturity of the cerebral cortex and sensory organs of the child is necessary, the psychophysical health of the child is of great importance.

Speech begins to develop almost from the first days of life and goes through several stages of development.

The very first speech manifestation is screaming. Typically, the crying period lasts from birth to 2 months. At 2-3 months, the cry begins to change qualitatively and the child has humming and laughter. Humming is an important stage in the pre-verbal development of speech. At this time, along with the preparation of the speech apparatus for the pronunciation of sounds, the process of developing understanding of speech is carried out, when the baby learns to control intonation.

The next stage of development is characterized by the appearance of babbling, and lasts approximately 5 to 9 months. By the age of 9-10 months, in addition to individual sounds and sound combinations, the child has the first babbling words. By the end of the first year or the beginning of the second year, the child usually utters his first real word, consciously beginning to use speech.

About 1.5-2 years old, children begin to speak in separate short phrases.

By the end of 3 years of life, the child can correctly pronounce most of the sounds of his native language.

By the age of 5, the active vocabulary increases, the phrase lengthens and becomes more complex, and for most children the process of forming sound pronunciation ends.

By the age of 7, the child correctly pronounces all the sounds of his native language, has a fairly rich vocabulary and practically masters grammatically correct speech.

Thus, during the period of preschool childhood, the child practically masters speech.

A child's readiness or unwillingness to start school is determined by the level of his speech development. This is due to the fact that it is with the help of speech, oral and written, that he has to assimilate the entire system of knowledge. The better the child's oral speech is developed by the time he enters school, the easier it will be for him to master reading and writing, and the more complete the acquired written language will be.

Therefore, it is very important to identify even the most insignificant deviations in the speech development of a preschooler and manage to overcome them before starting his studies at school.

R.S. Nemov argues that children's speech readiness for learning and learning, first of all, manifests itself in their ability to use for arbitrary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing.

At preschool age, the process of mastering speech is mainly completed:

By the age of 7, the language becomes a means of communication and thinking of the child, also the subject of conscious study, since in preparation for school, learning to read and write begins;

The sound side of speech is developing; younger preschoolers begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed;

The grammatical structure of speech is developing; children learn patterns of morphological order and syntactic; assimilation of grammatical forms of the language and the acquisition of a larger active vocabulary.

Analysis of the literature on the readiness of a child with speech pathology to study at school revealed the following difficulties that arise in these children:

1. The lack of formation of the sound side of speech. The child does not possess the correct, clear sound pronunciation of sounds of all phonetically groups.

2. Incomplete formation of phonemic processes, i.e. they do not hear, do not distinguish, do not differentiate the sounds of their native language.

3. Not readiness for sound-letter analysis and synthesis of the sound composition of speech.

4. Not knowing how to use different ways word formation, do not correctly use words with diminutive meaning, do not know how to form words in the desired form, form adjectives from nouns.

5. Lack of formation of the grammatical structure of speech: not the ability to use detailed phrasal speech, not the ability to work with a sentence; correctly build simple sentences, see the connection of words in sentences, distribute sentences in secondary and homogeneous members; They do not own the retelling of the story, keeping the meaning and content. They do not know how to independently compose a story-description.

Thus, the formation of grammatically correct, lexically rich and phonetically clear speech, which makes it possible for verbal communication and prepares for learning at school, is one of the important tasks in the general system of correctional work in preschool institutions and the family.

conclusions

Readiness for schooling is formed long before entering school and is not completed in the first grade, since it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.

The basis of children's speech readiness for schooling is oral speech, therefore the first years of a child's life should be devoted to the practical mastering of oral speech.

The main criteria for the formation of speech readiness:

1. Formation of the sound side of speech.

2. Complete formation of phonemic processes.

3. Readiness for sound-letter analysis and synthesis of the sound composition of speech.

4. Ability to use different ways of word formation of nouns.

5. Formation of the grammatical structure of speech.

6. Mastering a coherent speech.

In children with general underdevelopment speech, there are difficulties in mastering these components of speech, and, accordingly, there is an insufficient level of formation of language readiness for school.

Preview:

Activation of the vocabulary of children 3-4 years old with OHP (1.2 levels of speech development) by means of sensorimotor activity.

The problem of teaching and educating children with general speech underdevelopment is very relevant in modern pedagogy. Currently, many experts note an increase in the number of children with various speech pathologies (E.F. Arkhipova, T.G. Vizel, L.G. Paramonova, etc.), while the number of preschoolers with severe speech disorders has increased, including with general speech underdevelopment.

In modern pedagogical literature general speech underdevelopment is considered as difficult speech disorder, in which the formation of all components of the speech system is impaired (R.E. Levina, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, etc.). Children with OHP have poor vocabulary, agrammatism of speech, polymorphic impairment of sound pronunciation, impairment phonemic perception... The existing speech disorders negatively affect the mental development of the child. These children often have speech negativism, worries about their defect, a low communicative need to communicate with others and, as a result, isolation and low speech activity.

Younger preschool age is the age of (sensory) sensory cognition of the environment.

The child's speech is directly related to his activities, with situations in which communication takes place. First of all, the child begins to name those objects that he often touches with his hands; moreover, the details of these items are highlighted more often. A word - the name of an object becomes a word - a concept only after a significant number of conditioned motor connections have been developed for it. The child's need for an object and actions with it prompts the child to name the object with a word.

Sensomotor development is essential for the full-fledged mental development of children of early and preschool age, because this time is most favorable for the development and improvement of the activity of the sense organs, the accumulation of various ideas about the world around. To teach a child to speak, it is necessary not only to train his articulation apparatus, but also to develop the movements of the fingers.

Fine motor skills of hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception, imagination, observation, visual and motor memory, speech.

The movements of the fingers are of great importance for the psychoverbal development of the child, since they have a great influence on the development of the higher nervous activity of the child. A child's actions with objects have a great influence on the development of brain functions. So, even V.M. Bekhterev pointed out that hand movements are closely related to speech and contribute to its development.

Historically, during the development of mankind, the movements of the fingers turned out to be closely related to the speech function. The first form of communication of primitive people was gestures; the role of the hand was especially great - it made it possible, through pointing, defensive, threatening and other movements, to develop that primary language with the help of which people explained. Later, gestures began to be combined with exclamations, shouts. Thousands of years have passed until verbal speech developed, but for a long time it remained associated with gestural speech (this connection also makes itself felt in modern man).

The movements of the fingers of people have improved from generation to generation, as people performed more and more delicate and complex work with their hands. In this regard, there was an increase in the area of ​​the motor projection of the hand in the human brain. Thus, the development of the functions of the hand and speech in humans proceeded in parallel.

The hand projection, located very close to the motor speech zone, occupies about a third of the entire motor projection area. This is the so-called "Penfield homunculus". It was the magnitude of the hand projection and its proximity to the motor speech zone that led scientists to the idea that the training of fine movements of the fingers would have a great influence on the development of active speech.

Thus, the speech and sensorimotor development of the child is carried out in close interconnection and mutual influence on each other. The assimilation of sensory standards allows the child to activate the vocabulary.

Taking into account the great importance of the development of the sensory sphere in children with OHP, it is necessary to take into account the specifics of correctional and developmental work with such children, since the development of sensorics in work is not an end in itself, but a means that helps to develop their speech activity.

All work on the development of the sensorimotor sphere in children is carried out in a complex of correctional and developmental classes. Tasks on sensorimotor skills are harmoniously included in the thematic cycle of classes on the formation of lexical and grammatical components of the language.

We offer several games on different lexical topics:

1. The game "Magic tree"

Play material: Umbrella with clothespins; dummies of fruits; baskets of red, yellow and green.

Description of the game:

1). The child is asked to harvest fruits from the tree and name them.

2). The child is invited to distribute the harvested fruits that match the color of the basket into baskets of different colors. Name the fruit and its color.

1. The game "We're going for a walk."

Play material: Toy cabinet, toy clothes.

Description:

1). A toy wardrobe with doll clothes opens in front of the child. And he is invited to choose to name the clothes and dress the Masha doll for a walk for a certain time of the year.

2). The child is invited to touch and tell from what material things are made.

1. The game "Morning in the village"

Play material: sand tray, pets and wild animals, trees, houses, doll.

Description:

1). The child is invited to choose and name those animals that will live with grandmother Marusya in the village. Make your own home for the animals and name it. Pick up a baby for each animal and put them together.

2). The child is asked to select wild animals and name them. Remember where wild animals live. Make a forest and put wild animals there.

1. The game "My Julia is dirty"

Game material:small plastic or rubber doll, foam sponge.

Description of the game:

The adult asks the child to wash the stained doll. Name the parts of the body that need to be washed: "Now wash her leg, see how it got dirty", etc. The sponge can be soaped, draw the child's attention to how the soaped doll slips in the hands.

1. Game "Cooks"

Game material: Dummies of vegetables and fruits, two pots, dishes.

Game description: The child is invited to cook treats, soup and compote for the guests. The child should name and put vegetables in the soup pot, and fruit for the compote.

Literature.

1. Bondarenko E.A. On the mental development of a child.: Minsk 1974
2. Golovey L.A., Rybalko E.F. Workshop on developmental psychology .: SP Speech 2002
3. Grigorieva LP, VA Tolstova, LA Rozhkova and others. Children with complex developmental disorders: Psychophysiological studies; ed. L. P. Grigorieva; Institute of Correctional Pedagogy of the Russian Academy of Education. - Moscow: Examination, 2006 .-- 352 p. - (Correctional pedagogy). - ISBN 5-472-00419-5.
4. Iyudina L.V. Features of the communicative activity of children with general speech underdevelopment / L.V. Iyudina
   // Speech therapy. - 2007. - N 3.
5. Klimontovich E. Yu. Correctional work with children suffering from general speech underdevelopment of the II degree / E. Yu. Klimontovich // School of health. - 2007. - N 4. - S. 37-41. - Bibliography.
6. Nishcheva N.V. The system of correctional work in a speech therapy group for children with general speech underdevelopment / N.V. Nishcheva. - St. Petersburg: CHILDHOOD-PRESS,

2007.

1. Nevolina N.N. (speech therapist). Sensomotor development of children 5-7 years old with OHP: on cognitive activities through semi-functional equipment
   // Preschool pedagogy. - 2007. - N 1. \
2. Pilyugina E.G. Classes on sensory education with young children .: M. Enlightenment 1983

Preview:

For mums, dads, grandparents about the development of auditory attention in young children.

Typical complaints that parents come to a speech therapist with:"He speaks badly ...", "Doesn't make some sounds ...", "It's like porridge in his mouth."

At first glance, it seems that these speech difficulties have little in common. However, they have one reason and it is connected with the underdevelopment of auditory attention in the child.
By the age of three, children have a fairly large volume of auditory impressions, but they still do not know how to control their hearing: listen, compare, evaluate sounds by strength, timbre, character, rhythmic structure. The ability to listen and understand sounds - let's call it "speech hearing" - does not arise by itself, even in the presence of acute natural hearing: it must be purposefully developed.
What does a developed speech hearing consist of? Here are its components.

- Audible Hearing- this is the ability to recognize sounds of different heights and timbre and change the voice yourself.

- Auditory attentioncall the ability to determine by ear this or that sound and its direction. With help phonemic hearing the child can distinguish some speech sounds from others, due to which words are distinguished, recognized and understood, for example: dom-som-com.

- Perception of the tempo and rhythm of speech- this is the ability to correctly hear and reproduce the rhythmic pattern of a word, the features of its sound structure, depending on the number of syllables and the place of the stressed syllable. A child can reproduce the syllable structure of a word, not yet knowing how to correctly form it phonetically: for example, instead of the word "bricks", he pronounces "kititi". The rhythmic pattern of the word is preserved here.

Developed verbal hearing allows:
* pronounce sounds correctly;
* pronounce words clearly;
* master the voice (speak louder or quieter, rhythmically, smoothly, speeding up or slowing down speech);
* master the vocabulary and grammatical structure of the language;
* successfully master writing and reading.

I bring to your attention a step-by-step program for the development of speech hearing in a child. This "speech therapy ladder" is widely used by speech therapists and teachers, however, the above exercises are easy to perform at home in order to consolidate and accelerate the development of speech hearing. Practice starting with simple exercises and progressing to more difficult ones.

Step one: We recognize non-speech sounds.
You need to start listening training with the development of the ability to distinguish and recognize sounds that are not related to speech. You can invite your child to listen to sounds outside the window:
what is making noise? (trees)
what is buzzing? (a car)
who is shouting? (boy) etc.

Help your child identify the source of the sound.

- Game "Loud Hints".An adult hides a toy, which the child must find, focusing on the strength of the drum beats (tambourine, claps, etc.). If the baby comes close to the place where the toy is hidden, the beats are loud, if he moves away, they are quiet. Swap roles so that the baby also tries to create sounds, navigate in volume and sound power.

Game "Where did they call?"teaches to identify and name the direction of sound.

Game "Find out what is ringing (thundering)?"There are several objects (or sounding toys) on the table. We invite the kid to listen carefully and remember what sound each object makes. Then we close the objects with a screen and ask to guess which one is ringing or rattling now. This game can be varied: increase the number of items, change them. You can recognize household items by sounds: rustling of a newspaper, pouring water, a moving chair, etc.

Step two: We distinguish sounds, words and phrases by timbre, strength and pitch of the voice.

The game "Find out who called".This game is good when the whole family is at home. The child stands with his back to you, one of the relatives or guests calls his name. The kid recognizes the person by his voice and approaches him.

The game "Close - far".The adult makes various sounds. The child learns to distinguish where the steamer is buzzing (ooh) - far (quietly) or close (loud). Which pipe plays: big ( low voice) or small ( high voice).
Fairy tale "Three Bears". Changing the pitch of the voice, ask the kid to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Petrovna (voice of medium height) or Mishutka (high voice). If the child finds it difficult to name the character by name, let him show the image in the picture. When the baby learns to distinguish cues by pitch, ask him to pronounce one of the phrases (or growl "oo-oo-oo") for the bear, bear and bear cub in a voice that changes in height.

Game "Recognize by voice".Before the child, there are pictures of pets and their babies - a cow and a calf, a sheep and a lamb, etc. An adult pronounces each onomatopoeia in a low voice (cow), then in a high voice (calf). The kid, focusing on the quality and pitch of the sound at the same time, finds the appropriate picture and tries to pronounce after you, getting your approval.

Preview:

Prepared by:

teacher-speech therapist of the 1st category

Nesterova O.V.

MBDOU number 171

Finger gymnastics for children

Development of finger and hand movements of the child
as one of the methods of speech development

Child's hand development from 2 months to 1 year

The origins of children's abilities and talents
are at your fingertips
V. A. Sukhomlinsky

The movements of the fingers and hands of the child have a special, developmental effect. The influence of manual (manual) influences on the development of the human brain was known as early as the 2nd century BC. In China, experts say that hand games bring the body and mind into a harmonious relationship and keep the brain systems in excellent condition. In China, palm exercises with stone and metal balls are common. Walnut palm exercises are widely used in Japan. Studies by Russian physiologists confirm the connection between the hand and the development of the brain. The works of V.M.Bekhterev proved the influence of hand manipulations on the functions of higher nervous activity, the development of speech. Simple moves hands help to remove tension not only from the hands themselves, but also from the lips, relieve mental fatigue. They are able to improve the pronunciation of sounds, and therefore develop the child's speech. Research by MM Koltsova proved that each finger has a representation in the cerebral cortex. She notes that there is every reason to consider the hand as an organ of speech - the same as an articulatory apparatus. From this point of view, the projection of the hand is another speech zone. The development of fine movements of the fingers precedes the appearance of articulation of syllables. Thanks to the development of fingers, a projection of the "scheme of the human body" is formed in the brain, and speech reactions are in direct proportion to the fitness of the fingers.

Such training should begin at a very early age, since in an infant in the very early period of life, motor skills are the first and only aspect of development that is accessible to objective observation. Normal motor development is indicative of normal child development.

Specialists from the Institute. G.I. Turner recommend starting work on the development of a motorboat from 2 months ... At this age, they recommend the following exercises:

Stretch the baby's fingers as if you want to pull them out; movements should be very light and gentle;

Carry out circular movements with each finger separately, first in one direction and then in the other direction.
It is also very good to use mini-trainers. As such simulators, you can use "furry" latex balls (they are sold in pet stores). Up to three months, put small balls 3-4 cm in diameter in the baby's palms. When the child falls asleep, squeezing these balls, then his hands keep the correct shape.

At 4-5 months use large balls for massage. The massage is also changing: holding the child's hands in your hands, you need to squeeze the ball between his palms and twist.

At 5-6 months good to use to strengthen the muscles of the palmscombing exercise: take turns lifting the baby's hands up and moving them smoothly along the head back and forth. When performing this exercise, the muscles of the shoulder girdle, palms, and fingers work. At the same age, we move on to massage the hands, massaging each finger, each phalanx. We knead daily for 2-3 minutes.

At 6-7 months to the previously performed exercises, we add rolling a walnut in the child's palm (circular movements) for 3-4 minutes.

At 8-10 months we begin to carry out active exercises for the fingers, involving more fingers in the movement, we carry out exercises with a good amplitude. Well-known exercises created by the talent of our folk pedagogy are well-trained for the movements of the fingers: "Ladushki", "Magpie - white-sided", "Horned goat".
At this age, I recommend using when carrying out exercises squeaker toys.

Exercise "Duckling"
Give the child a squeaky toy. When the adult recites the text, the child squeezes and unclenches the duckling toy clutched in his hand.

You duckling are not food

You'd better look for mom.
For this exercise, you can use other toys (kitten, chicken), changing the text of the poem.

Exercise "Pussy"
The child, first with one hand, and then with the other, makes relaxing movements that imitate stroking movements.

Pussy, sissy, sissy! -

Called a kitten ... (name of your child)

Don't rush home, wait! -

And she stroked her hand.

At 10-12 months invite your child to disassemble and assemble the pyramid without taking into account the size of the rings. At this age, start teaching your child to hold a spoon, cup, pencil. Start learning to draw "doodles".

Milestones in the development of hand motor skills

8-12 months: the child takes a small object with 2 fingers (the tip of the thumb and forefinger) - a precise "tweezers grip".

8-13 months: the child separates objects under visual control.

10-12 months: the child holds a toy with one hand and plays with it with the other.

10-13 months: the child repeats actions with objects for adults (pushes a toy car, brings the phone receiver to his ear).

11-14 months: the child is trying to draw "doodles".

12-18 months: the child turns all the pages of the book at once; holds a pencil well, knows how to hold a cup, a spoon, unfold an object wrapped in paper.

13-18 months: the child puts the cube on the cube.

14-16 months: the child knows how to connect objects, unscrew small screw caps under visual control.

15-18 months: the child collects the pyramid without taking into account the rings.

17-20 months: the child places 3 cubes on top of each other. Turns the pages of the book one by one.

17-24 months: the child grasps a moving object.

18-24 months: the child lowers a small object into a small hole, tears the paper apart.

20-24 months: a child tries to stop a rolling ball; string large beads on the cord.

21-22 months: the child pours liquid from one container to another.

22-24 months: the child places 4-6 cubes on top of each other.

The development of fine motor skills in children from 1 year to 3 years

Dear Readers! We continue the conversation about the development of the baby's fine motor skills.

Your baby is one year old. He already has a good command of his hands. Can take any toy (object) with his hand, fingers or the whole palm. Likes to throw toys, push them against something. Knows how to open and close the lids of boxes, cans.

In order for the child's handle movements to become even more perfect, give him the opportunity to manipulate all sorts of objects, different in shape, texture of the surface material (bottles, bubbles, pebbles, cereals, foil, polyethylene, etc.).

At 1.5 - 2.5 years old, children are given more difficult tasks:
- button fastening;
- tying and untying knots (it is good to use different lacing);
- pouring water from a container with a narrow neck into a container with a wide neck.

A useful and exciting activity will be getting toys from the pool with cereals. To make such a pool, you need to pour cereals (peas, beans, wheat, barley) into the basin, put various toys (preferably not very large ones) on the bottom of the basin and invite the kid to find toys in this pool. Such a play exercise not only contributes to the development of fine motor skills, but also massage your baby's hand, and develop his tactile sensations.

Further, dear readers, I want to bring to your attention finger exercises. To achieve the result, you need to do the exercises daily for 5-7 minutes. It is better to start work with exercises that contain massage elements. I suggest the following exercises for practice.

* * *

"SHALON"

Our Masha cooked porridge
I cooked porridge, fed the kids.
(on the first two lines, draw circular lines on the baby's palm)
I gave to this, I gave to this,
To this I gave, to this I gave,
(on the next 2 lines, bend your fingers with pronouncing the appropriate words)
But she didn’t give it to this one.
He was naughty a lot,
He broke his plate.
(with the words of the last line, take the little finger with the fingers of the other hand and shake it slightly)

"SQUIRREL"
(based on a folk song)
A squirrel is sitting on a cart
Sells his nuts;
Chanterelle-sister,
Sparrow, titmouse,
To the clubfoot bear,
Zainke mustachioed.
(alternately unbend all fingers, starting with the thumb)

"CHILDREN"
One, two, three, four, five,
Let's count our fingers -
Strong, friendly,
All so necessary.
(raise the wrist of the right (left) hand up, spread the fingers wide; alternately bend them into a fist, starting with the thumb)
Hush, hush, hush
Do not make noise!
Don't wake up our kids!
The birds will chirp
Fingers will stand up.
(swing the cam up and down along the rhythm of the poetic lines, and on the word "get up" - open the cam, spreading your fingers wide apart)

"FOR MUSHROOMS"
(nursery rhyme)
One, two, three, four, five,
We're going to look for mushrooms!
This finger went to the forest,
This finger has found a mushroom.
This finger began to be cleaned.
This finger began to fry,
This finger ate everything
That's why he got fat.
(bend fingers alternately, starting with the little finger)

"FINGERS"
One, two, three, four, five,
Get out your fingers for a walk!
One, two, three, four, five,
They hid in the house again.
(alternately unbend all fingers, starting with the little finger, then bend them in the same order)

"AUTUMN LEAVES"
One, two, three, four, five,
(bend your fingers, starting with the thumb)
We will collect the leaves.
(clench and unclench the cams)
Birch leaves, rowan leaves,
(bend your fingers, starting with the thumb)
Poplar leaves, aspen leaves,
We will collect the oak leaves.

"I HAVE TOYS"
I have toys:
(clap)
A locomotive and two horses,
Silver plane
Three rockets, an all-terrain vehicle
Dump truck,
Hoisting crane.
(bend fingers alternately)

"SHEPHERD"
Oh, doo-doo, doo-doo, doo-doo,
The shepherd has lost his pipe.
(fingers of both hands are folded in a ring and brought to the mouth, imitate playing the trumpet)
And I found a pipe
I gave it to the shepherdess.
(claps)
Come on, dear shepherd boy,
You hurry to the meadow
There Burenka lies
She looks at the calves.
But he doesn't go home
Milk does not carry.
We need to cook porridge,
Kids(you can pronounce your baby's name)
Feed the porridge.
(with the index finger of one hand, circular movements along the palm of the other hand)

Exercise "Shepherd" is desirable to finish finger gymnastics, as it contains elements of massage.

* * *

When your baby is 2.5-3 years old, start learning the exercises without speech support: the child is explained the performance of a task, demonstrating the actions on himself. At this age, I recommend using figures with the image of animals, birds, objects. All figurines are accompanied by a little poetic accompaniment.

* * *

"GLASSES"
(the thumb of the right and left hand together with the rest form a ring, bring the rings to the eyes)
Grandma put on glasses
And the granddaughter saw.

"CHAIR"
(left palm - vertically upward, a cam is attached to its lower part (with the thumb to itself); if the baby can easily perform the exercise, you can change the position of the hand at the expense of times)
Legs, back and seat -
Here's a chair to surprise you.

"TABLE"
(the left hand is in the cam, the palm is lowered on top of the cam; if the child easily performs this exercise, you can change the position of the hands: the right hand is in the cam, the left palm is on top of the cam)
The table has 4 legs
Top cover, like a palm.

"A BOAT"
(both palms are on the edge, thumbs are pressed to the palms, like a dipper)
The boat is sailing along the river
Leaving rings on the water.

"STEAMER"
(both palms are on the edge, little fingers are pressed (like a dipper), and thumbs are raised)
The steamer is sailing along the river
And he puffs like a stove.

"GOAT"
(the inner side of the palm is down, the index finger and little finger are pointing forward, the middle finger and ring finger are pressed to the palm and covered by the thumb)
The goat has horns sticking out
She can gore.

"BUG"
(the fingers are clenched into a fist, the index finger and little finger are spread apart, the child moves them)
The beetle flies, the beetle buzzes
And he moves his mustache.

* * *

Performing various exercises with his fingers, the child achieves a good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively occurs in the speech centers of the brain), but also prepares the child for drawing, and later for writing. The hands acquire good mobility, flexibility, stiffness of movements disappears.
Dear parents and grandparents! I wish you good luck and patience with your baby.

The topic of the next article is - The development of fine motor skills in children 3 - 5 years old

Using these recipes in the lessons with the kid on the development of fine motor skills, you can teach him to reduce the arm swing when drawing, because a child 2-4 years old does not track the borders of the sheet very well. Using recipes, you will teach your child to draw within the boundaries of a sheet or a specific image. With their help, the kid will master many simple, but very technical graphic elements: circles, rectangles, different strokes, large dots, checkmarks, etc. All of them are presented in feasible exciting tasks and gradually increase the load on the fingers; with a decrease in the working surface, the pictorial elements are reduced, which improves the coordination of the baby's hand and his orientation in space.

Development of fine motor skills in children from 3 to 5 years old

Dear Readers! In this article, I want to bring to your attention exercises for the development of fine motor skills in children 3-5 years old.

At this age, you also continue to do finger exercises daily, but increase the time to 10 minutes. Classes begin with massage, but the children do the massage on their own - the child can handle it quite well. For self-massage, I recommend doing the following exercises ...

"GNOMISTS-DRINKERS"
Once upon a time in a house

Little gnomes:
Toki, Piki, Liki,
Chickey, Mickey.
(with the right hand, fingers are bent on the left hand, starting with the thumb)
One, two, three, four, five,
(fingers are unbend on the left hand with the right hand, starting with the thumb)
The gnomes began to wash
(rubbing their fists against each other)
Toki - shirts,
Spades - handkerchiefs
Leakey are panties
Chickey - socks
(again bend the fingers on the left hand, starting with the thumb)
Mickey was smart
Everybody wore some water.

"ASSISTANTS"
One two three four
(children clench and unclench their fists)
We washed the dishes.
(rubbing one hand against the other)
Teapot, cup, ladle, spoon
And a big cook.
(bend fingers, starting with the thumb)
We washed the dishes
(rubbing one palm against the other again)
We only broke the cup,
(bend fingers, starting with the little finger)
The ladle fell apart too,
The teapot's nose broke off,
We broke the spoon a little.
This is how we helped mom.
(clenching and unclenching fists)

"VARIM KOMPOT"
We will cook compote
You need a lot of fruit. Here:
(they hold the left palm with a "ladle", and with the index finger of the right hand "interfere"
We will crush apples,
We will chop the pear.
Squeeze out the lemon juice
(bend the fingers one at a time, starting with the thumb)
Put the drain and sand.
We cook, we cook compote.
Let's treat the honest people.
(again "boil" and "interfere")

After the child's hands have warmed up, you can proceed to the following tasks for the development of fine motor skills. This can be finger exercises again.

"HELLO"
Hello, the sun is golden!
Hello, the sky is blue!
Hello, free breeze!
Hello little oak tree!
We live in the same land -
I greet you all!
(with the fingers of the right hand, take turns to "greet" with the fingers of the left hand, patting each other with their tips)

"Little finger"
Little pinky
Crying, crying, crying.
The Nameless One Will Not Understand:
What does all this mean?
The middle finger is very important
Doesn't want to listen.
The index asked:
- Maybe you want to eat?
And the big one runs for rice,
Dragging a spoonful of rice
Says: - No need to cry,
Here, eat a little!
(hands clenched into a fist, alternately unbend fingers, starting with the little finger; from the last line, touch each other with the thumb and little finger)

"FLOWER"
Swell quickly, bud,
Dissolve the flower - peony!
(close the fingertips of both hands; the palms are a little rounded - a "bud" is obtained; the lower parts of the palms are pressed against each other, and the fingers are wide apart in a circle and slightly bent - a large open "flower" is obtained)

"BUTTERFLY"
(folk nursery rhyme)
Butterfly-box,
Fly away under the cloud.
There are your kids
On a birch branch.
(cross the wrists of both hands and press the palms with the backs against each other, fingers are straight - the "butterfly" sits; palms are straight and tense, fingers do not bend; with a light but sharp movement of the hands in the wrists, imitate the flight of a butterfly)

"BIRDS"
The birds flew in
They flapped their wings.
They sat down. We sat down.
And then they flew.
(with the fingers of both hands, make movements up and down)

"CHILDREN IN THE NEST"
The mother bird flew away
Kids look for bugs.
Baby birds are waiting
Mom's gifts.
(clasp all the fingers of the right hand with the left palm - it turns out a "nest"; moving the fingers of the right hand gives the impression of live chicks in the nest)

"HOOKS"
Friends hold on tight
We can't unclench their hooks.
(connect the little fingers of both hands with each other, like two hooks, so that it is difficult to disengage them; by analogy, make figures with other fingers)

"PALM-FIST"
Want? Do this too:
Either palm, or fist.
(put your hands on the table, palms pressed to the table; simultaneously squeeze two fists (position "fist" - "fist"); unclench the fingers of one hand and press it against the table (position "hand" - "fist"); for complication, increase the tempo movement)

"CROSSES AND NOLIKS"
On my table
Noughts and crosses
Ilya Pyatkov wanted
Make them out of your fingers
And the figures he has
It turns out easy.
If you want - I will teach
Girls and boys
Make them out of your fingers?
(put hands with straight fingers on the table: "crosses" - hook the ring finger on the little finger (or the middle finger on the index finger); hold this position as long as possible; "toes" - connect the thumb with the index finger, then - with the middle one, ring fingers and little finger; simultaneously hold the crosses and toes created from the fingers.

A variety of subject activities, which also contribute to the development of fine motor skills, have proven themselves very well. To get the greatest effect, I recommend that you, dear readers, combine finger gymnastics with the following activities during classes:
- fastening and unfastening buttons (a special set for classes can be bought in the store);
- all kinds of lacing;
- stringing rings on the braid;
- games with mosaics;
- sorting the mosaic by cells;
- games with a constructor;
- sorting out cereals, grains (for example, separate beans from peas).

Development of graphic skills in children 5-6 years old

Dear mums and dads, grandmothers and grandfathers!
Your child is 5 years old. He will go to school soon. In order to continue preparing his hand for writing, I propose tasks for the formation of graphic skills. But before you start classes, read the guidelines:

In the first lesson, teach the child to navigate in a notebook (notebook with a large cell), the child should show the upper right and lower right corners, the upper left and lower left corners, the middle of the notebook in a large cage;

The felt-tip pen can be used only in the first lessons, and then - only the pen;

The distance between the lines when writing should be equal to two cells, and between elements it can be different;

The number of lines filled in depends on the capabilities of the children;

The sample should be given in notebooks, explained in detail;

First, the child must reproduce the drawing on the table with his finger, after which back end pens to circle the sample in the notebook.

These tasks will help teach your child:

Navigate in a notebook in a large cage;

Draw straight lines, squares by points and without them;

Draw oblique lines by points and without them, hatch;

Draw arcs, ovals by points and without them.

Following is the practical material for teaching children graphic skills and visual dictations.

FIRST STEP

First stage

Children in the classroom should learn how to work with a felt-tip pen.

1. Draw lines from top to bottom.

Draw lines from one anchor point to another, from top to bottom.

Independently draw vertical lines in one cell according to the pattern.

2. Draw lines along the points from left to right in one cell, skipping two cells.

Draw horizontal lines from one point to another.

Draw lines independently from left to right in one cell according to the pattern ( the number of lines is not limited).

3. Draw the corners at the given points, skipping two cells between the corners.

Draw a corner using anchor points.

Draw a corner on your own.

4. Draw a border consisting of vertical and horizontal lines without lifting the felt-tip pen from the sheet.

5. Draw vertical sticks in two cells.

Draw horizontal lines in two cells.

Draw vertical and horizontal lines in the pattern.

6. Draw squares point by point, skipping two cells.

Draw the squares yourself.

7. Connect the squares without lifting the felt-tip pen from the drawing.

Second stage

Third stage

Visual dictations

SECOND PHASE

Mom and Dad! Grandmothers, grandfathers!
In this article, I will continue to introduce you to exercises for the formation of graphic skills in children 5-6 years old. I bring to your attention the exercises of the second stage. Tasks will help children master the writing of oblique lines, shading shapes with oblique lines. At the second stage, do not use a notebook in a large cage, take an ordinary school notebook in a cage.

First stage

Second stage

THIRD STAGE

We continue our acquaintance with exercises that help develop the gravity skills of five to six-year-olds. At the third stage, the child will learn to draw circles, semi-ovals, ovals, loops. Just as in the second stage, a regular checkered notebook is used.

Visual dictations

"Finger gymnastics for children"

Development of finger and hand movements of the child as one of the methods

development of speech.

Prepared by:

Teacher speech therapist

Nesterova O.V.

Preview:

Speech therapy homework "Don't be bored" (for the summer period) for older preschool children

Since all children have to learn, the success of their education depends on the quality of the child's speech, therefore the main task of educators, speech therapists and parents in preparing children for school is precisely the development of speech.

Dear parents, we offer you games and tasks that will allow your child to repeat the knowledge accumulated during the school year in the summer. All games are thematically focused on summer life, therefore, in some of them you can play in nature, and in the yard, and in the country.

Complete tasks in a good mood;

Time for completing tasks is 15-20 minutes 2-3 times a week;

If, when pronouncing the answer to your question, the child makes mistakes in pronunciation or incorrectly agrees the words in the sentence, then be sure to correct it by naming the word or the whole sentence correctly (make sure the child repeats the correct answer after you!)

Praise your child every time the assignment is completed successfully.

Topic: "Mushrooms"

Name one - many

One porcini mushroom - many porcini mushrooms;

one red chanterelle - many ... ...

one wide hat - many….

one stump - a lot….

Explain the word

Boletus, boletus, russula, toadstool, boletus, flyworm, fly agaric, camelina. (Pay the child's attention to the fact that these words seem to explain to themselves.)

Continue the offer

We went to the forest for honey mushrooms, boletus ……. (chanterelles, volushki, russula ...). Mushrooms grow ... .. (in the forest, in the thicket, at the edge, around stumps and trees, in moss, in the grass ..). Mushrooms can be picked, cut…. (put in the basket, bring home, peel, chop, boil, dry, salt, marinate, fry).

Explain the expressions: mushroom year, mushroom rain.

Ask how the child understands these phrases. Where necessary, clarify, correct or explain their meaning.

Explain the proverbs.

Gruzdev called himself get in the body.

To be afraid of wolves is to be fungus-free.

Name it affectionately

Borovik - boletus;

Mosswheel -….

Russula -….

Basket - …..

Stump -….

Forest - ….

Polyana - …….

Lukoshko - ……

Questions to fill in!

There are three waves at the edge. What is more - edges or waves?

What is more in the forest - mushrooms or porcini mushrooms?

There are two russula and a toadstool in the clearing. What more - hats or legs?

Learn a poem.

While speaking, perform massage (or self-massage) of the fingertips (for each line of poetry, knead the pads of one finger).

We got out on a bump Small mushrooms: Milk and bitters Ryzhiks, waves. Even a small tree stump I could not hide my surprise. Honey mushrooms have grown Slippery butter, Pale toadstools We got up in the clearing.	little finger nameless average pointing big	right hand
	big pointing average nameless little finger	left hand

Compare: fly agaric and honey agaric.

We consolidate knowledge of similarities and differences with children. General: both amanita and honey agaric are mushrooms, both have a cap and a leg, both grow in the forest. Differences: honey mushroom is an edible mushroom, and fly agaric is poisonous; the fly agaric has a red cap with white peas, and the mushroom has a brown hat with a light spot in the center; fly agarics are larger than honey agarics.

Topic: "Vegetables"

What are they?

Carrots - juicy, long, crispy, red ...

Cucumber - …..

A tomato - …..

Create a riddle based on the pattern

This vegetable - round shape, yellow in color, sweet taste. (turnip)

Continue the sentence.

In the garden there are beds with cucumbers, carrots, tomatoes ...

Mom and Dad and I are digging, sowing, planting, …… ..

Learn a poem.

When pronouncing, perform massage (or self-massage) of the phalanges of the fingers (for each verse line - kneading one finger; the direction of massage movements is from the nail phalanx to the base of the finger).

We have grown garlic, Pepper, tomato, zucchini, Pumpkin, cabbage, potatoes, Onions and a little bit of peas. We collected vegetables They treated friends with them, Fermented, ate, salted, They were taken home from the dacha. Goodbye for a year Our friend is a vegetable garden	little finger nameless average pointing big	right hand
	big pointing average nameless little finger	left hand

Pick up a pair

The cucumber is large and the squash is larger.

The turnip is big, but ... .. (the pumpkin is bigger)

The beans are small, but ... .. (peas are smaller)

Parsley is high, but ... (dill is higher)

Tell us about your favorite vegetable

If the child is at a loss, we give him a story outline.

I love ____________________, he (she) ________ colors, ________ shapes, ______ tastes. From him (her) you can prepare ______________. And I love to eat him (her) ___________.

What's superfluous? Why?

Carrots, cabbage, honey mushrooms, garlic.

Cucumber, pear, vegetable marrow, pumpkin.

Name the juices.

From carrots - carrot juice, from cucumber - ……, from garlic - ……., From tomato - ……., From pumpkin - ……, from onion - ……, from zucchini - …… etc.

Compare: cabbage and onions, cucumber and zucchini.

What do they have in common and how do they differ?

________________________________________________________________________________

We repeat the letter.

Make a word from the first sounds of the words: BEET, DILL, TOMATO.

(The child does not read, but determines by ear)

We repeat: A O U S AND E - vowels.

Topic: "Fruit"

Learn a poem.

Playing with fingers. When pronouncing, connect your fingers with the pads, starting with the little fingers, one pair of fingers for each verse line, while the palms do not touch each other)

Continue the offer

The store sells a lot of ... ... (peaches, pears, apples, ... ..)

Explain the word:

Fruiting, fertilizing, thick-skinned.

Describe the fruit from the picture without naming it. Let Mom and Dad guess.

Pick up a pair

The apple is big and the pineapple is bigger.

Cherries are sour, but ... ... (lemon is sour).

The pear is juicy, but ……. (The orange is juicier).

Etc.

Tell us about your favorite fruit

If the child is at a loss, offer him a plan:

What's your favorite fruit called?

Where does it grow?

What color is it, what shape?

What can you cook from it?

In what form do you like to eat it?

(it is desirable that the child builds the story in full sentences, not limited to one word for each item)

Tell us about the fruit

Lemon - yellow, juicy, peeled, pitted, soft, sour ……

Cherry - …..

Apple - ……

Which fruits are yellow, orange, red, green, blue?

Name the juices:

From lemon -… .., from orange -…., From apples -… .., from plum - …… etc.

What is superfluous and why?

Apple, pear, tomato, orange.

Plum, peach, apricot, compote.

What is more in the garden - apples or apple trees?

__________________________________________________________________________

We repeat the letter.

Make a word from the first sounds of the words: PLUM, PINEAPPLE, DUSHES (pear variety)

We repeat the rule:

HOW MANY VOICES ARE IN A WORD, SO MANY WORDS.

Divide the words into two groups - with one syllable and with two syllables:

garden, lemon, juice, plum.

Where do you hear the sound (s) - at the beginning or at the end of a word?

Apricot, pear, orange, persimmon.

Topic: “Berries. Homemade preparations "

What grows where?

Beets, potatoes, strawberries, cranberries, pears, cucumbers, blueberries, cherries (in the garden, in the garden, in the garden, in the greenhouse, in the greenhouse, in the forest, in the swamp, in the tree).

Compare: gooseberries and raspberries, strawberries and cranberries.

What do they have in common and how do they differ?

We consolidate knowledge of similarities and differences with children.

Continue the sentence:

A lot has grown in the garden ... .. (cucumbers, carrots ...)

We collect in the forest ... .. (blueberries, lingonberries ... ..)

They grow in the garden…. (apples, pears ... ..)

Name it affectionately:

strawberry - strawberry

cranberry - …

blueberry - ….

raspberries - …..

currant - ….

gooseberry -….

What can you make jam from?

From lingonberries, apples, currants, cherries, …… ..

Reading, answering questions, retelling.

WHERE BERRIES GROW

Sour cranberries grow in a swamp. You can also collect it in the spring, when the snow melts. Anyone who has not seen how cranberries grow can walk on it and not see it. Blueberries grow - you see them: next to a berry leaf. And there are so many of them that the place turns blue. Blueberries grow in bush. In remote places, there is also a drupe - a red berry with a tassel, a sour berry. The only berry we have, the cranberry, is invisible from above.

Questions:

How does cranberry grow?

What other berries grow in the forest?

How do they grow?

Which berry is invisible from above?

Do you think this is difficult for a small child? Not at all! Let him discover the difference between vowels and consonants for himself. Here's how to do it. Select the cards with the outlines of words disassembled in the previous lessons: ball, house, cheese, whale, onion, forest. You can see that these words contain all the vowel sounds of our language - a, o, s, and, y, eh. Put a card in front of the baby with the word "ball" and ask him a riddle: “There is one sound in this word - an extraordinary one. You can shout this sound very loudly, you can sing it when you pronounce it, nothing in your mouth bothers you - not lips, not teeth, not a tongue. Guess what the sound is. " The child easily guesses - "a". Check with him if this is so. Do not be embarrassed, let the children shout, listen to this sound, make sure how easy it is to pronounce. Similarly, find together with the children the sounds "o" (house), "y" (cheese), "and" (whale), "u" (onion), "e" (forest). Only after that, an adult combines all these sounds into one group and says that they are called vowels, in contrast to consonants, which cannot be shouted like vowel sounds. We will now denote vowel sounds with red tokens. Sometimes, in order to make it easier for the child to distinguish between vowels and consonants, we tell him that a consonant sound cannot be pulled, cannot be sung. Giving such an explanation, we actually only confuse the child: he begins to consider the sounds "r", "m", "l" as vowels, that is, all those consonants that can be pulled and chanted for a long time. But if we draw the baby's attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips or tongue, then the child will never make a mistake.

After the three-sound words have been analyzed, a new one can be introduced - to learn to distinguish between vowels and consonants. Do you think this is difficult for a small child? Not at all! Let him discover the difference between vowels and consonants for himself. Here's how to do it. Select the cards with the outlines of words disassembled in the previous lessons: ball, house, cheese, whale, onion, forest. You can see that these words contain all the vowel sounds of our language - a, o, s, and, y, eh. Put a card in front of the baby with the word "ball" and ask him a riddle: “There is one sound in this word - an extraordinary one. You can shout this sound very loudly, you can sing it when you pronounce it, nothing in your mouth bothers you - not lips, not teeth, not a tongue. Guess what the sound is. " The child easily guesses - "a". Check with him if this is so. Do not be embarrassed, let the children shout, listen to this sound, make sure how easy it is to pronounce. Similarly, find together with the children the sounds "o" (house), "y" (cheese), "and" (whale), "u" (onion), "e" (forest). Only after that, an adult combines all these sounds into one group and says that they are called vowels, in contrast to consonants, which cannot be shouted like vowel sounds. We will now denote vowel sounds with red tokens. Sometimes, in order to make it easier for the child to distinguish between vowels and consonants, we tell him that a consonant sound cannot be pulled, cannot be sung. Giving such an explanation, we actually only confuse the child: he begins to consider the sounds "r", "m", "l" as vowels, that is, all those consonants that can be pulled and chanted for a long time. But if we draw the baby's attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips or tongue, then the child will never make a mistake. Tell him: "Indeed, the sound" m "can be pulled for a long time and even a song can be" hummed ", but look how tightly your mouth is closed, when you utter this sound, your lips prevent it from coming out of your mouth." Now the difference between vowels and consonants has been established. Such a not memorized and, as it were, independently made definition of vowels and consonants is firmly assimilated by children, they easily operate with their knowledge. And immediately draw the child's attention to the fact that consonants in a word are pronounced differently - sometimes softly, sometimes hard. If you correctly taught the child to name sounds in words when you performed sound analysis, if the child called a consonant sound as it really is heard in a word, then distinguishing between hard and soft consonants will not cause any difficulties. Let's show how this can be done. Invite your child to analyze the word "Nina". After the word is disassembled, the scheme of the sound composition is filled with chips, you ask the child the question: "What vowel sounds are there in this word?" - "A", - the child answers, pointing to the red chips on the diagram. "And what are the consonant sounds in this word?" - "N and n". - "Very good! Tell me, do you think these sounds are similar or not? Listen to how I pronounce them: "n-n-n-n", "n-n-n." - "Similar." - "But I pronounce one sound softly, listen: n-n-n, and the other: n- nn - how do I pronounce it? " Usually the child answers: “You pronounce it rudely.” You confirm: “Yes, I pronounce it firmly: n-n-n, and I pronounce the n-n-n sound softly, right? Those consonants that we pronounce firmly are called hard consonants, and we will designate them with blue counters, and those consonants that we pronounce softly are called soft consonants, and we will designate them with green counters. Let's remove the white chips from the diagram and put these in. What sound do you designate with a blue chip? " - "Sound n". - “That's right, bet the chip. And what sound in this word will we designate with a green chip? " - "Sound n". This is how you introduced the child to such complex concepts as vowels, hard and soft consonants. In further lessons, you will no longer need white chips: while conducting a sound analysis of a word, the child should now characterize each sound as a vowel or consonant and use the corresponding chips.
Good luck!

Preview:

It is known that the respiratory organs, along with the main biological function gas exchange, they also carry out voice-forming and articulatory functions. The development of speech breathing in a child in ontogenesis occurs simultaneously with the development of speech and is completed by about 10 years. "Speech breathing is a system of voluntary psychomotor reactions closely related to the production of oral speech."

The formation of speech breathing involves, among other things, the development of an air stream. The development of an air stream is considered one of the necessary and significant conditions for the production of sounds. Work on the education of the air stream begins at the preparatory stage of the formation of the correct sound pronunciation, along with the development of phonemic hearing and articulatory motor skills.

When working with such situations, you can use special techniques, but I will tell you about those techniques for the development of speech breathing that any mother can use by introducing them into the daily life of the baby.Conventionally, techniques for the development of correct speech breathing can be divided into three subgroups:

1. Exercises.

Squeeze the right nostril with the finger of your right hand - take a deep breath, exhale with your mouth, slowly and smoothly. We repeat everything on the left side. Repeat the exercise 5-10 times.

The child lies on his back on a rug, his mother puts a toy on his tummy (for example, a rubber duck). Now the duck will swim on the waves: inhale-belly pouted, smooth exhalation-belly sucked in.

2. Games.

• Rolling each other across the table by means of an exhaled stream of air of small cars, a felt-tip pen, a ball, in one word, any rolling object.
• Blow off cut-out butterflies, cotton balls (imagining that these are lumps of snow), snowflakes, confetti, fluff from your or your mother's palms.
• Bubble! We must inflate the biggest one! You can compete with your mom or a friend.
• Make boats out of paper, pour water into a large bowl, launch the boats into the water and take on the role of a "tailwind". Whose boat will get to the coast faster ?!
• Make a gate from the material at hand (box, construction set), take an easy ball from this tennis and play football with your child. You need to blow on the ball and drive it into the gate.

3. Fun.

Teach your child to drink his daily drinks through straws.

• But that's not all: you can pour plain water into a glass and make a storm in the glass, exhaling air through a tube. Children like this game very much. You can compete with whom the storm in the glass will be stronger.
• Blowing out the candle. Be careful when doing this exercise! You can blow out a candle from different distances, you can tilt the flame with an air jet. The most interesting thing is that children, when they see that a candle has been lit, calm down; you can start talking in a whisper, creating a mysterious atmosphere (it is very effective to do this when it gets dark).
• Remember harmonicas, pipes, blown tongues, handicraft whistles - children are delighted with them. Don't forget about inflating balloons.

It can be difficult for a small child, and sometimes it is not interesting to perform exercises just for show. Therefore, use playful techniques, come up with fabulous stories, for example:

"We ventilate the cave"

The tongue lives in a cave. Like any room, it must be ventilated often, because the breathing air must be clean! There are several ways to ventilate:

- inhale the air through your nose and exhale slowly through a wide open mouth (and so at least 5 times);

- inhale through the mouth and exhale slowly through the open mouth (at least 5 times);

- inhale and exhale through the nose (at least 5 times);

- inhale through the nose, exhale through the mouth (at least 5 times).

"Snowstorm"

An adult ties pieces of cotton wool on strings, fixes the free ends of the threads on his fingers, thus, five strings with cotton balls at the ends are obtained. The hand is held at the level of the child's face at a distance of 20-30 centimeters. The kid blows on the balls, they spin and deviate. The more these impromptu snowflakes whirl, the better.

"Wind"

It is done similarly to the previous exercise, but instead of threads with cotton wool, a sheet of paper is used, cut from the bottom with a fringe (remember, once such paper was attached to the vents to scare off flies?). The child blows on the fringe, it deviates. The more horizontal the strips of paper are, the better.

"Ball"

Yazychka's favorite toy is a ball. It's so big and round! It's so much fun to play with! (The child puffs out his cheeks as much as possible. Make sure that both cheeks are puffed out evenly!)

"The ball is blown away!"

After long games, the ball at the Tongue loses its roundness: air comes out of it. (The child first puffs out his cheeks strongly, and then slowly exhales air through the lips that are rounded and extended with a tube.)

"Pump"

The ball has to be inflated using a pump. (The child's hands perform the appropriate movements. At the same time, he himself utters often and abruptly the sound "s-s-s- ...": the lips are stretched in a smile, the teeth are almost compressed, and the tip of the tongue rests on the base of the lower front teeth. Air comes out of the mouth strong jerks).

"The tongue is playing football."

Tongue loves to play football. He especially enjoys scoring goals from the penalty spot. (Put two cubes on the side of the table opposite from the child. This is an impromptu gate. Put a piece of cotton wool on the table in front of the child. get into them. Make sure that the cheeks do not swell, and the air flows in a stream down the middle of the tongue.)

When performing this exercise, care must be taken that the child does not accidentally inhale cotton wool and choke.

"The tongue plays the pipe"

And also Tongue knows how to play the flute. At the same time, the melody is almost inaudible, but a strong stream of air is felt, which escapes from the hole of the pipe. (The child rolls up a tube from the tongue and blows into it. The baby checks the presence of a stream of air on his palm).

"Suok and Key"

Does the child know the fairy tale "Three Fat Men"? If so, then he probably remembers how the girl gymnast Suok played a wonderful melody on the key. The child tries to repeat it. (An adult shows how you can whistle into a hollow key).

If the key is not at hand, you can use a clean, empty bottle (pharmacy or perfume) with a narrow neck. When working with glass bubbles, you must be extremely careful: the edges of the bubble should not be chipped and sharp. And one more thing: watch carefully so that the child does not accidentally break the bottle and get hurt.

As breathing exercises, you can also use playing children's musical wind instruments: a pipe, a harmonica, a horn, a trumpet. As well as inflating balloons, rubber toys, balls.

All of the above breathing exercises should only be performed in the presence of adults! Remember that your child may feel dizzy while doing the exercises, so keep an eye on his condition and stop at the slightest sign of fatigue.

Rules for performing exercises for the development of speech breathingWhen performing tasks for the development of speech breathing, you need to follow some rules:

1) Do the exercises daily, only then will there be a sense in your classes.

2) Gradually increase the training time from 1-2 minutes to 5-10 minutes.

3) Better to do exercise outdoors (especially in summer). If this is not possible, take care of airing the room.

4) When completing assignments, supervise your child:

• Exhalation should be through the mouth, inhalation through the nose. The child should not raise his shoulders and puff out his cheeks.
• The exhalation should be long and smooth,
• It is better to round / stretch the lips a little.

5. Breathing exercises are very tiring and can even cause dizziness, so let your child rest, do not overload him, alternate with other activities.

I wish you and your children good luck in setting correct speech breathing.

Remember, this is an important part of good speech!

The relevance of the topic of our work is related to the problem of preparing children with speech disorders for school. A child's admission to school is an important stage in life that changes the social situation of his development. It is necessary to prepare the child for teaching in the 1st grade. It is important that children of 7 years of age possess, first of all, a competent phrase, a detailed speech, the amount of knowledge, abilities, skills determined by the program of the preparatory group of general preschool institutions. A group of leading scientists (R.E. Levina, N.A.Nikashin, GA. Kashe, LF Spirova, G.V. Chirkina, I.K. the relationship between the level of speech development of a child and his ability to acquire literacy.
Methods of readiness for mastering literacy are proposed by G.A. Volkova, R.I. Lalaeva, R.A. Kiryanova, M.M. Bezrukikh, O.V. Bachina, N.F. Korobova and others. Techniques include the simplest and understandable for children speech tasks, motor tasks, special test tasks that allow judging the degree of speech readiness, the development of fine motor skills and visual-motor coordination.
In the picture of phonetic-phonemic speech underdevelopment (hereinafter - FFN), the lack of formation of its sound side comes to the fore. A characteristic feature of children with FFN is the incompleteness of the process of formation of phonemic perception. At the same time, speech deficiencies are not limited to incorrect pronunciation of sounds, but are expressed by their insufficient distinction and difficulty in sound analysis of speech. Lexico-grammatical development is often delayed.
The development of speech, including the ability to clearly pronounce sounds and distinguish them, own the articulatory apparatus, correctly construct a sentence, etc., is an important task of preparing a child with FFN for school. Overcoming phonetic and phonemic underdevelopment is achieved through targeted speech therapy work to correct the phonetic side of speech and underdevelopment of phonemic processes: auditory differentiation of sounds (phonemic perception), phonemic analysis and synthesis, phonemic representations.
The purpose of this study- to study the methods of preparing children with FFN for school.
Object of study- a system of preparation for schooling for children 6-7 years old with FFN, with normal intelligence.
Subject of study- methods of preparing children with FFN for school.
Research objectives:
1. Consider the theoretical foundations and features of preparing children with FFN for school.
2. To develop a correctional and developmental program of preparation for school education of children with FFN.
Theoretical and methodological research base made up the fundamental provisions of psycholinguistics, neurophysiology, psychology and defectology:
1. Provisions on the periodization of mental and speech development (LS Vygotsky, AK Markova, DB Elkonin, etc.).
2. The theory of the phased development of phonemic perception of children in the process of ontogenesis (RE Levina, VK Orfinskaya).
3. Regulations on the mechanisms of speech perception, considering the perception of speech as a perceptual-mnemonic-mental activity, in the process of which the dependence of perception and differentiation of sounds on the semantics of the presented words is noted (N.I. Zhinkin, I.A. , L.A. Chistovich).
To solve the tasks and achieve the intended goal, the following were used research methods:
1. Methods of theoretical research: theoretical analysis of scientific and methodological literature on the research topic.
2. Methods of empirical research: pedagogical observation, study of speech therapy documentation, conversation.
The theoretical significance of the study:
clarified the theoretical foundations of correctional work with preschool children with FFN,
the methods of preparing children with FFN for school have been specified.
The practical significance of the study:
The developed correctional program and exercises can be used in the practical work of speech therapists and educators in groups of children with FFN in preschool institutions, in special preschool institutions and correctional centers, as well as by parents of children with FFN.
Work structure: The work contains an introduction, two chapters, conclusion, bibliography, applications.

1. THEORETICAL BASIS OF PREPARATION FOR SCHOOL EDUCATION OF CHILDREN WITH FFN

1.1. Criteria and structure of the concept of "school readiness"

At present, readiness for schooling is understood as the achievement by a child of such a level of development at which he becomes able to participate in systematic schooling.
Foreign researchers, considering the level of children's readiness for schooling, distinguish three aspects: intellectual, emotional and social (G. Gettser, A. Kern, S. Strebel, J. Jirasek, etc.). Currently in Russian psychology criteria have been developed to determine the readiness of children for schooling. These readiness criteria include:

Intelligent readiness.

Intellectual readiness, according to L.S. Vygotsky, consists in developing the child's ability to generalize and differentiate objects and phenomena in the appropriate categories. Modern psychology connects mental development, which is the basis of the child's intellectual development, with his mastery of cognitive orienting actions, primarily perceptual and mental.
Mastering by children from the age of seven, characterized by age periodization by D.B. Elkonin, at the junction of two periods of childhood (preschool and school), perceptual orienting actions, goes both along the line of formation and development of sensory standards, and along the line of formation and development of perceptual actions (identification, comparison with a standard, perceptual modeling).
One of the indicators of the level of mental development, according to Russian psychologists, is the learning ability of children. The basis of this concept is formed by the highlighted by L.S. Vygotsky has two levels of mental activity: actual (current level, or zone of actual development) and perspective (zone of proximal development). The latter is also directly related to the diagnosis of intellectual development.
In addition, the development of such processes as perception, attention, memory influences the level of development of intellectual readiness.

Personal readiness.

This criterion is associated by modern psychologists with a change in the leading type of activity. According to A.N. Leontyev, it is the change in the leading type of activity that leads to the transition to a new level of self-awareness, to the emergence and strengthening of the student's inner position. A positive attitude of the student towards learning and learning tasks is important here.
Motivational-need-readiness presupposes that a child has a certain level of development of cognitive interests, a readiness to change a social position, a desire to learn, and an arbitrariness of mental processes.
Emotional-volitional readiness is associated with the presence of a new level of emotional productivity, with the emergence of out-of-situational behavior, which, in turn, conditions the release of the child from the power of emotions. In addition, modern mental research has proven the fact of learning in the regulation of educational and cognitive activity.
The level of volitional development is associated with the fact that the child understands and accepts the specifics of the educational situation, the teacher's requirements, and the rules of behavior. Behavioral readiness is associated with the development of the ability to participate in collective activities, to act at a certain pace, the ability to engage in new relationships, with the absence of neurosis-like symptoms, aggressiveness.
The period of a child's transition from one period of development to another, according to Russian psychologists, is primarily associated with the presence of age-related psychological formations. L.S. Vygotsky wrote: “No, and there can be no other criterion for determining specific epochs child development or ages, except for those neoplasms that characterize the essence of each age. An age-related neoplasm should be understood as that new type of personality structure and its activity, those psychological and social changes that first appeared at a given age stage and which, most importantly, determine the entire course of a child's development in a given period. "
Projecting the output of L.S. Vygotsky for the period of the child's transition from preschool to school development, we can talk about the need for the child to have certain neoplasms that allow the pupil to successfully participate in activities characteristic of the next stage of development, in this case associated with systematic schooling. This education can be viewed as readiness for schooling.
According to children's specialists in various fields (neurologists, neuropsychologists, etc.), there is a certain relationship between the successful teaching of schoolchildren, on the one hand, and the level of their mental development, on the other (Bodrova E.V., Davydov V.V., Petrovsky V. A., Sterkina R.B. and others).
For example, I.V. Dubrovina identifies a number of indicators of psychological immaturity of children entering school, such as poor speech development; underdevelopment of fine motor skills; incorrect formation of the methods of educational work (they experience difficulties associated with the assimilation of the rules); lack of orientation to the mode of action and poor mastery of operational skills; low level of development of voluntary attention, memory and self-control.
L.S. Vygotsky wrote that "learning can have distant, and not only immediate, consequences in development; learning can not only follow development, not only keep pace with it, but can go ahead of development, pushing it further and causing new formations in it" ... Learning and development are in unity, and learning, ahead of development, stimulates it, and at the same time, it itself is based on current level mental development.
Each higher mental function has its own patterns and development patterns, the knowledge of which makes it possible to timely and accurately deal with the mental development of children. For example, tactile functions, kinesthetic and object-visual perception develop by 4 - 5 years; somatognostic functions - by the age of 6; structural-topological and coordinate functions - by 6 - 7 years. And not the other way around, because the development of each mental function at a certain age is the energy of the brain. And it is completely unacceptable, instead of developing, for example, object-visual perception at 4 - 5 years old, to engage in the formation of reading skills, which would be appropriate to do a few years later.
By the age of 7, the child should be fully developed, first of all, the functions of the right hemisphere (spatial representations, somatognosis (perception of one's own body), visual perception, copying, smell, touch, taste, sense of rhythm, etc.) and interhemispheric interaction, which is a prerequisite for the full maturation of such functions of the left hemisphere as speech, logic, analysis, self-control, attention, social communication, reflection, programming, arbitrariness, altruism, etc.
For example, for the development of mathematical and linguistic abilities, for which the left hemisphere is "responsible" before the age of 7, it is necessary to develop such functions of the right hemisphere as smell, touch, taste, sense of rhythm, sound recognition, etc. That is why the formation of basic educational skills of younger students (reading, writing, counting), which relies on immature mental processes, cannot be successful. The timeliness of training and the usefulness of functional systems are the psychological basis for the success of schoolchildren's education. In other words, for the successful formation of the educational skills of children, a certain level of development of higher mental functions is required.
According to psychologists, the formation of basic educational skills (reading, writing, counting) should be based on visual-spatial, acoustic-spatial, tactile-spatial, kinesthetic-spatial and temporal representations, as well as visual-motor and auditory-motor coordination.
According to E.A. Yastrubinskaya, the insufficient formation of spatial representations underlies 47% of the difficulties experienced by junior schoolchildren in assimilating educational material in mathematics, 24% of difficulties in mastering material in the Russian language and in the formation of writing skills, 16% of difficulties in teaching reading.
According to the research of R.E. Levina, G.V. Chirkina, A. Ya. The hawkish difficulties that arise in children when learning to read and write are a consequence of the underdevelopment of the phonetic-phonemic, lexical-grammatical aspects of speech, as well as a consequence of the lack of formation of coherent speech.
Professor M.M. Koltsova points out that the level of speech development is in direct proportion to the degree of development of fine motor skills. She also claims that when a child enters school, it is important that he has not only well-developed speech, but also a prepared hand, and has hand-eye coordination. Therefore, in preparation for mastering literacy, the entire process of speech development of preschoolers in kindergarten is important: the development of coherent speech, vocabulary, the grammatical side of speech, the formation of phonemic processes and the development of fine motor skills, visual-motor coordination and spatial orientation. These are the main criteria for a child's readiness to acquire literacy.
At the same time, domestic scientists have proven that a child's readiness for schooling is determined not by the level of development of formed qualities, but by the totality of formed qualities. So, A.V. Zaporozhets writes that “the psychological readiness of children for school cannot be reduced to the presence of any individual properties and skills in a child. It is an integral system of interrelated qualities of a child's personality. Only in the presence of an established system of a number of qualities is a painless transition of a child from games and preschool activities to systematic schooling ensured. "

1.2. Psychological and pedagogical characteristics of children with FFN

The concept of phonetic-phonemic speech underdevelopment

Phonetic-phonemic speech underdevelopment is a violation of the processes of the formation of pronunciation in children with various speech disorders due to defects in the perception and pronunciation of phonemes. Children with FFN are children with rhinolalia, dysarthria, dyslalia of acoustic-phonemic and articulatory-phonemic forms.
R.E. Levin, N.A. Nikashina, R.M. Boskis, G.A. Kasha is assigned a large role to the formation of phonemic perception, i.e. the ability to perceive and distinguish the sounds of speech (phonemes). According to T.A. Tkachenko, the development of phonemic perception has a positive effect on the formation of the entire phonetic side of speech and the syllabic structure of words. There is no doubt about the connection in the formation of lexical-grammatical and phonemic representations. With special correctional work on the development of phonemic hearing, children perceive and distinguish the endings of words, prefixes in single-root words, common suffixes, prepositions, words of a complex syllable structure much better.
Without sufficient formation of phonemic perception, the formation of its highest level is impossible - sound analysis... Sound analysis is an operation of mental division into constituent elements (phonemes) of different sound complexes: combinations of sounds, syllables and words.
R.E. Levina wrote that "phonemic perception and sound analysis are the key points in the correction of speech underdevelopment."
In children with a combination of impaired pronunciation and perception of phonemes, there is an incomplete process of formation of articulation and perception of sounds that differ in acoustic-articulatory features. R.M. Boskis, R.E. Levin, N.X. Shvachkin, L.F. Chistovich, A.R. Luria believe that if the articulation of the audible sound is disturbed, it can varying degrees its perception also deteriorate.
The level of development of the phonemic hearing of children affects the mastery of sound analysis. The degree of underdevelopment of phonemic perception can be different. The following levels can be distinguished:
1. Primary level. Phonemic perception is impaired primarily. The prerequisites for mastering sound analysis and the level of sound analysis actions are not sufficiently formed.
2. Secondary level. Phonemic perception is impaired for the second time. Violations of speech kinesthesia are observed due to anatomical and motor defects of the speech organs. The normal auditory-pronunciation interaction is impaired - the most important mechanism for the development of pronunciation.
In the phonetic-phonemic underdevelopment of children, several conditions are revealed:
difficulties in analyzing sounds disturbed in pronunciation;
with formed articulation, non-discrimination of sounds belonging to different phonetic groups;
inability to determine the presence and sequence of sounds in a word.

Speech features of children with FFN

The state of sound pronunciation of children with FFN is characterized by the following features:
1. Absence in speech of certain sounds and replacement of sounds. Sounds complex in articulation are replaced by simple ones in articulation, for example: instead of [s], [w] - [f], instead of [p], [l] - [l "],"], instead of voiced - deaf; whistling and hissing (fricative) sounds are replaced by the sounds [t], [t "], [d], [d"]. The absence of a sound or its replacement by another on the basis of articulation creates conditions for the mixing of the corresponding phonemes. When mixing sounds that are close articulatory or acoustically, the child forms an articulum, but the process of phoneme formation does not end. Difficulties in distinguishing close sounds belonging to different phonetic groups lead to their confusion when reading and writing. The number of incorrectly pronounced or incorrectly used sounds in speech can reach a large number - up to 16 - 20. Most often, whistling and hissing ([s] - [s "], [z] - [z"], [c], [ w], [w], [h], [u]); sounds [t "] and [d"]; sounds [л], [р], [р "]; voiced ones are replaced by paired voiceless ones; pairs of soft and hard sounds are not sufficiently opposed; there is no consonant"]; vowel [s].
2. Replacement of a group of sounds with diffuse articulation. Instead of two or more articulationally close sounds, a middle, indistinct sound is pronounced, instead of [w] and [s] - a soft sound [w], instead of [h] and [t] - something like a softened [h]. The reasons for such substitutions are insufficient formation of phonemic hearing or its impairment. Such violations, where one phoneme is replaced by another, which leads to a distortion of the meaning of the word, are called phonemic.
3. Unstable use of sounds in speech. The child pronounces some sounds according to instructions in isolation correctly, but in speech they are absent or are replaced by others. Sometimes a child pronounces the same word in a different context or when repeating it differently. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such violations are called phonetic-phonemic.
4. Distorted pronunciation of one or more sounds. A child can pronounce 2 - 4 sounds distorted or speak without defects, and by ear cannot distinguish a greater number of sounds from different groups. The relative well-being of sound pronunciation can mask a deep underdevelopment of phonemic processes. The reason for the distorted pronunciation of sounds is usually insufficient formation of articulatory motor skills or its impairment. These are phonetic disorders that do not affect the meaning of the word.
Knowledge of the forms of violation of sound pronunciation helps to determine the methodology for working with children. With phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and general motor skills, with phonemic disorders - the development of phonemic hearing. In the presence of a large number of defective sounds in children with FFN, the syllable structure of the word and the pronunciation of words with a confluence of consonants are disturbed: instead of tablecloth- they say " catilus" or " roll", instead of bike - « ciped».

The state of phonemic perception in children with FFN

The nature of impaired sound pronunciation in children with FFN indicates a low level of development of phonemic perception. They experience difficulty when they are asked, listening carefully, to raise their hand at the moment of pronouncing a particular sound or syllable. The same difficulties arise when repeating syllables with paired sounds after a speech therapist, when choosing words starting with a certain sound, when highlighting the initial sound in a word, when choosing pictures for a given sound.
The lack of formation of phonemic perception is expressed in:
fuzzy distinction by ear of phonemes in one's own and someone else's speech;
unpreparedness for elementary forms of sound analysis and synthesis;
difficulties in analyzing the sound composition of speech.
In addition to the listed features of pronunciation and phonemic perception, children with FFN are observed: general blurred speech; fuzzy diction, some delay in the formation of the vocabulary and grammatical structure of speech (for example, errors in case endings, the use of prepositions, the coordination of adjectives and numbers with nouns).

Psychological characteristics of children with FFN

In addition to the above violations of the speech (verbal) nature, it is necessary to characterize separately the possible features in the course of higher mental functions in children with FFN:
attention in such children can be unstable, unstable and drying up, as well as poorly formed voluntary attention, when it is difficult for a child to concentrate on one subject and, on a special task, switch to another;
the amount of memory may be shorter than the norm. In this case, the child will need more time and repetitions to remember the given material;
peculiarities in the course of mental operations are noted: along with the predominance of visual-figurative thinking, children may find it difficult to understand abstract concepts and relationships. The speed of the course of mental operations can be somewhat slowed down, as a result of which the perception of educational material, etc., can also be slowed down.
Based on the listed features of higher nervous activity, children with FFN are pedagogically characterized as follows:
behavior can be unstable, with frequent changes to buildings;
Difficulties may arise in mastering educational activities, because in the classroom, children quickly get tired, it is difficult for them to complete one task for a long time;
there may be difficulties in memorizing the instructions of the teacher, especially - two-, three-, four-step, requiring step-by-step and sequential implementation;
in a number of cases, there are features of a disciplinary nature.
So the speech has a huge impact on the formation of the child's mental processes and on his general development. Speech is the basis for mastering literacy and all other disciplines. By the time of admission to school, the child must have formed phonetic processes: perception, sound analysis and synthesis. A child with FFN who does not possess these skills cannot be taught to read, he will write with numerous specific mistakes that cannot be overcome without special speech therapy assistance.
Speech therapy work during preschool childhood makes it possible to timely identify and correct the existing speech disorders as much as possible, significantly accelerate the pace of the child's development, prevent possible secondary personality disorders and ensure more successful schooling.
The main tasks of speech therapy work with children with FFN:
formation of pronunciation skills;
development of phonemic perception, sound analysis and synthesis skills;
The corrected speech material is carried out:
the development in children of attention to the morphological composition of words and the change in words and their combinations in a sentence;
upbringing in children the ability to correctly compose simple common and complex sentences, use different sentence structures in coherent speech;
the development of coherent speech mainly by working on a story, retelling with the formulation of any correctional task;
development of children's vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
learning to read and write on the basis of corrected sound pronunciation.

1.3 Speech examination of preschool children with phonetic-phonemic speech underdevelopment
Before starting to work on the education of correct pronunciation, it is necessary to familiarize yourself with the speech of each child in the group. Speech testing in kindergarten is carried out twice: in the fall, in order to properly plan the work for the year, and in the spring, to summarize the results of the work.
Survey stages. In practical work, the examination of the speech of children is carried out in the following sequence. First, we study the child's speech in the classroom, in games with children, where he can identify the vocabulary, the ability to build a phrase, the tempo of speech (very fast or slow), the existing speech deficiencies (stuttering, delayed speech development, and others). Then an individual examination is carried out, in which the peculiarities of the child's speech are revealed.
Material. As a rule, the examination is carried out using special material, selected and designed in accordance with the recommendations of leading Russian defectologists published in the special literature. V speech therapy office there are specially selected object pictures for certain sounds, which are selected in accordance with the requirement that each of the studied sounds be at the beginning, in the middle and at the end of a word, since in different positions the sound is not pronounced in the same way. Pictures are colorful and accessible both in content and in execution.
For each position of the sound in the word (beginning, middle, end), at least three pictures are selected in order to be able to hear and record how the child pronounces this sound.
When using subject pictures during the test of pronunciation, the state of the child's vocabulary is also checked, whether he makes rearrangements in words, omissions of syllables, and abbreviations of words.
When examining sound pronunciation, plot pictures are also used, with the help of which the construction of sentences by the child, the correct use of prepositions by him, the agreement of the members of the sentence in gender, number, case are checked. Pictures are selected so that they can be used to make sentences of two, three, four or more words.
The collected data is entered into the child's speech card.
Let us consider the features of the examination of the speech of children with phonetic-phonemic speech impairment and the compilation of the speech map of the child in accordance with the scheme of examination of children with FFNR.
Recommendations for a speech therapy examination
1. The study of auditory attention and perception is carried out in the process of recognizing and distinguishing the sound of musical instruments, sounding toys, in determining the direction: the source of the sound.
2. The study of the state of speech perception is carried out in the process of conversation and performing special tasks containing several sequentially given instructions, for example: "Go to the closet, take a red cube from the bottom shelf, put it on the table next to the pencils."
3. The study of visual perception, spatial praxis can be carried out when performing the following tasks:

naming and differentiation of primary colors and their shades;

the ratio of the picture to the color background;

showing the right, left hand;

showing objects in front, behind, above, below;

folding of cut pictures from 2, 4, 6 parts;

folding figures from sticks (according to the model, from memory).

4. Study of the state of motor skills.
The study of the state of general motor skills is carried out in the process of performing jumps on both legs; jumping (alternately) on the right, left leg; action with the ball (catch the thrown ball, throw the ball over your head, catch).
The study of the state of manual motor skills is carried out in the process of performing tasks to determine:
a) the kinesthetic basis of movements (simultaneously stretch the index finger and little finger of the right, left hand, both hands; simultaneously stretch the index and middle fingers of the right, left hand, both hands; put the hand of the right, left hand with outstretched fingers in front of you, place the index finger on middle (and vice versa); connect in a ring the thumb of the right, left hand, both hands with the index (middle, ring, little finger);
b) the kinetic basis of movements (alternate flexion and extension of the fingers of the right, left hand, starting with the thumb, from the little finger; "fingers greet", "playing the piano", simultaneous change in the positions of the hands: one clenched into a fist, the other with straightened fingers ; "Fist - edge-palm").
The study of the state of articulatory motor skills is carried out when performing the following movements:
a) for the lower jaw: open your mouth; close your mouth; alternately open - close your mouth; move the lower jaw from side to side;
b) for lips:"Smile" with a grin of incisors; alternately "smile" - "proboscis";
v) for language: stick out your tongue, hold along the midline; make the tongue wide ("scapula"), narrow ("needle"), alternately wide - narrow; lift the tip of the tongue for the upper incisors, lower for the lower incisors; with the narrow tip of the tongue, touch the right, then the left corners of the mouth;
G) for the soft palate: cough with an open mouth (tongue on the lower lip); make the sound [a] with your mouth wide open.
The study of the work of the muscles of the facial muscles is carried out when performing various mimic movements: puffing up the cheeks, raising the eyebrows, frowning the eyebrows, alternately closing the eyes, wrinkling the nose, lifting the upper lip.
5. When examining the anatomical structure of the organs of articulation, the presence of anomalies in the structure is noted:
6. In the study of the state of sound pronunciation, the nature of the violation of the pronunciation of vowels and consonants is determined (absence, replacement for other sounds; distorted, defective pronunciation, nasalization of oral sounds and non-nasalization of nasal sounds) in various pronunciation conditions (in isolation; in syllables open, closed, with a confluence of consonants ; in words - at the beginning, at the end, in the middle; in phrases).
7. In the study of the respiratory and voice functions, the type of physiological respiration (upper clavicular, diaphragmatic, abdominal, mixed) is noted, the characteristic of speech is given; breathing (based on the results of pronouncing a phrase consisting of 3 - 4 words (for children 5 years old), 4 - 6 words (for children 6 - 7 years old) and voice (normal, excessively loud, excessively quiet, with a nasal tinge - nasal, - deaf, monotonous).
8. When examining the state of the prosodic components of speech, the characteristics of the rate of speech (normal, accelerated, slowed down) are noted; rhythm (normal, dysrhythmia); pause (correct placement of pauses in the speech stream); intonation; (the ability to use the main types of intonation).
9. In the study of phonemic functions, it is noted:
a) the ability for phonemic analysis and synthesis:
when highlighting a stressed vowel at the beginning of a word: Anya, stork, Olya, wasps, morning, smart, Ira, hoarfrost;

when extracting a sound from a word:

sound [s]: catfish, poppy, nose, scythe, duck, bowl, tree, bus, shovel;
sound [w]: smoke, ball, leg, shower, book, cat, picture, pillow, reed;
sound [p]: cancer, house, feather, glass, pyramid, car, leaves, ax, tomato;
sound [l]: garden, crowbar, noise, paw, paper, paddle, scooter, pin, table;
when determining the first, last sound in a word: poppy, house, ax, lily of the valley, plane, finger;
when determining the sequence and number of sounds in a word: smoke, vase, cat, wolf;
when composing a word from sequentially given sounds: nose; puddle; t, a, n, k, a;
b) auditory-pronunciation differentiation of sounds:
not miscible in pronunciation: bud–barrel; midge–leg; jar–bathhouse; mouse–bear; crust–slide(based on quasi-homonyms words);
mixed in pronunciation: cancer–varnish; storm–eyes; acne–coal; soup–tooth; scythe–goat; Fox–faces; Lusha–puddle; bump-cat; a bowl–bear; small river–radish(based on pictures of quasi-homonyms);
when repeating a series of syllables: that–yes, ba–ma, yes–ha, cotton wool, nya–take that–ha, fa–fya, ma–ka, ba–on–ba, ka–ka–ha, on–nya–na, sa–that–sa, for–per–Ms, ts–sa–tsa.
10. When examining the state of vocabulary:
a) to study the state of the dictionary of nouns, it is proposed:
naming subject pictures by lexical topics (in accordance with the program requirements of teaching and upbringing of a child);
generalization of pictures in one word;
naming the whole object and its parts:
chair - legs, seat, back;
a car - cab, headlights, wheels, body;
b) to study the state of the verb dictionary, it is proposed:
naming actions by pictures or by demonstration: bird - flies; a fish - floats; snake - crawls; Hare - jumping; airplane - flies; a boat - floats; dog - barks, bites, sleeps, eats, drinks, plays, gnaws;
naming professional actions (using the names of professions): doctor - heals; teacher - teaches; builder - builds; Cook - cooks; painter - draws; musician - plays; ballerina - dancing; painter - paints;
c) to study the state of the dictionary of adjectives, it is proposed:
color naming: red, blue, yellow, green, brown, gray, blue, pink, orange;

selection of definitions for the word: hedgehog - prickly, the Rose - ... ;

selection of antonyms (from 6 years old):

big - ... open - ...
wide - ... lower - ...
The conclusions note: the size of the vocabulary, its age-appropriateness, word replacements for various reasons.
11. In the study of the state of the grammatical structure of speech and coherent speech, the following tasks are proposed.

Changing nouns by numbers:

table - tables book - ...
beetle - ... stool - ...

Changing nouns by case:

I have pen-pencil) I write (draw)
I don't have ... I'm talking about ...

Using the form genitive plural:

Many things?

House - houses blouse - ...

key - ... handle - ...

The use of prepositions (simple and complex) on the material of pictures or demonstration of action.
Matching adjectives with nouns (naming colors):
ball - Red, blouse - red, sky - red.
Concordance of nouns with numerals two and five:
mushroom - two mushrooms–five mushrooms
night - ... - ...
Formation of nouns with diminutive suffixes:
key - key bucket - ...
notebook - ... sheet - ...
Formation of relative adjectives from nouns:
glass of glass - glass cardboard box - ...
rubber ball - ... leather bag - ...
Formation of possessive adjectives (from 6 years old):
grandfather's book - grandfather's fox ears - ...
hare tail - ... deer horn - ...
Formation of prefixed verbs:
flies - flies away, flies away etc.
walks - ...
Retelling the story, drawing up a story based on a series of plot pictures.
In the conclusions, the presence and nature of agrammatisms is noted, a characteristic of the level of development of coherent speech is given.
Survey. When conducting a survey of sound pronunciation in children, we note not only the absence or replacement of sound, but also its distortion, any inaccuracy of pronunciation. When it is not possible to establish exactly how the child pronounces a sound, but the pronunciation differs from the correct one by ear, we note that the sound is not pronounced clearly. Sometimes a child, calling pictures for a given sound, cannot pronounce it in the word correctly. In this case, the baby is asked to pronounce the sound to imitate. For example, “A mosquito flies and rings - s-s-s. Call and you are like a mosquito. " If a child, imitating a mosquito, pronounces the sound z correctly, this means that isolated pronunciation of the sound is possible, although the child has not yet introduced it into speech. In this case, it is only necessary to consolidate this sound, i.e. gradually introducing it into words, phrases, nursery rhymes, etc. If the child replaces the sound with another or pronounces it distorted, it means that he does not have this sound yet. In this case, you must first call up the correct sound and only then introduce it into speech.
When examining the speech of children, attention is paid to the pace of their speech, clarity, correct pronunciation of words, sonorousness of the voice. If there are any shortcomings, they must be noted.
Children who have not yet formed phrasal speech or who often have incorrect construction of sentences, violations in the coordination of words in gender, number, case, in management, we examine using plot pictures. With their help, the mistakes that are encountered in the design of the phrase by the child are clarified.
Conducting an individual examination, all the answers of the children are recorded in a notebook indicating the date of the examination. During the examination, the presence of gross visible defects is noted if they are present in the structure of the articulatory apparatus (cleft lip, palate, short sublingual frenum, incorrect structure of the dentition, malocclusion), since such children need an orthodontist's consultation.
Then the state of sound pronunciation is recorded in a notebook:
a) pass sound ("koova", "yba");
b) replacement sound ("Kolova", "Lyba");
v) distortion sound (there is sound, but it does not sound right);
G) mixing sounds (in one case the sound is used correctly, in the other it is replaced by: "Masha has a red sarf").
The state of the dictionary is also noted:
a) whether the dictionary is age-appropriate;
b) whether the child pronounces words correctly or distorts them (shortens, skips syllables, sounds; rearranges syllables, sounds; names only individual syllables).
Checking the state of phrasal speech, we note:
a) as the child says - in phrases or only in words;
b) whether he constructs the phrase correctly - whether the members of the sentence agree in gender, number, case, whether he uses prepositions in his speech, etc.;
c) the state of coherent speech - can the child talk about the event, compose a story based on the picture, etc.
In our further work, we take into account the peculiarities of the speech of each child, and constantly and persistently, using frontal, individual lessons, the help of parents, we bring up correct speech in children.
conclusions
1. Senior preschool age is the age of serious preparation of children for learning to read and write. Considering the problem of children's readiness for school, we found that the basis for readiness for school education is currently understood as the child's achievement of such a level of development at which he becomes able to participate in systematic school education. The criteria that go into determining children's readiness for schooling include intellectual readiness and personal readiness. Researchers note a number of indicators of the psychological immaturity of children entering school: underdevelopment of the phonetic-phonemic and lexical-grammatical aspects of speech; lack of coherent speech; underdevelopment of fine motor skills; insufficient formation of spatial representations; poor command of operational skills; low level of development of voluntary attention, memory and self-control.
2. The specificity of impaired sound pronunciation in children with FFN is characterized by the presence of defects in the perception and pronunciation of phonemes. The key point in the correction of speech underdevelopment is phonemic perception and sound analysis. The main tasks of speech therapy work with children with FFN are: formation of pronunciation skills; development of phonemic perception, sound analysis and synthesis skills. In addition, in children with FFN, deviations in the development of non-speech mental functions are revealed, which is due to the systemic nature of mental development, a close relationship in the development of speech and non-speech mental processes. In particular, in children with FFN, by the age of preschool age, the optical-spatial functions are insufficiently formed: visual genesis, visual analysis and synthesis, spatial representations, hand-eye coordination, etc.

2. CORRECTION-DEVELOPMENTAL PREPARATION PROGRAM FOR CHILDREN WITH FFN

2.1. Goals, objectives, content of the correctional and developmental program

In order to activate the process of preparing children with FFN for school, we have developed a correctional and developmental program to form readiness for literacy.
As we found out in the first chapter, readiness for schooling presupposes a sufficient level of development of the phonetic-phonemic and lexical-grammatical aspects of speech; a sufficient level of formation of coherent speech, spatial representations, the development of fine motor skills; visual memory.
The specificity of impaired pronunciation in children with FFN is characterized by the presence of defects in the perception and pronunciation of phonemes. The main directions of speech therapy work to correct the defect are: the formation of pronunciation skills; development of phonemic perception, sound analysis and synthesis skills; distinction by ear of phonemes in one's own and someone else's speech. In addition, in children with FFN, deviations in the development of non-speech mental functions are revealed, which is due to the systemic nature of mental development, a close relationship in the development of speech and non-speech mental processes. In particular, in children with FFN, by the age of preschool age, the optical-spatial functions are insufficiently formed: visual genesis, visual analysis and synthesis, spatial representations, hand-eye coordination, etc.
Considering these provisions, we have identified the following tasks of the correctional and developmental program:
improvement of phonetic and phonemic processes;
literacy training;
expansion of lexical and grammatical concepts;
enrichment of the dictionary;
the development of coherent speech;
development of fine motor skills and visual-motor coordination;
the formation of letter gnosis;
development of visual memory;
formation of spatial perception, spatial representations, visual-spatial analysis and synthesis

Methodological substantiation of the correctional and developmental program

As the main methodological guidelines, we used the manuals of G.A. Kashe "Preparing children with speech impairments for school" and T.B. Filicheva and G.V. Chirkina “Children with phonetic and phonemic underdevelopment. Education and training "," Program for the education and upbringing of children with phonetic and phonemic underdevelopment (older group kindergarten) ", R.I. Lalaeva "Speech therapy work in correctional classes."
When selecting the material for classes, the manuals of N.S. Zhukova, E.M. Mastyukova and T.B. Filicheva "Overcoming speech development delays in preschoolers", V.I. Seliverstova (ed) "Games in speech therapy work with children" and others.
The system of teaching children the correct pronunciation and elements of literacy provides for three consecutive periods, each of which has its own goals and objectives. All children, without exception, are present at the frontal classes. Classes are held throughout the entire training period according to a specific system and a plan that is uniform for all children with the usual individualization. The material for frontal exercises is always selected so that it consists of sounds correctly pronounced by all children. Children are prepared to participate in frontal classes in individual and subgroup classes.

The first period of study

The first period of study lasts two months. The focus during this time is on:
1) conscious mastery by children of the easiest sounds from the point of view of pronunciation and the production of absent sounds,
2) preparation for sound-syllabic analysis of words.
At the same time, children become familiar with some letters, master some reading and writing skills.
The visual perception of one's own articulation, speech therapist's articulation and speech motor analysis serve as a support for the development of phonemic hearing during this period of training. As auditory perception develops, the visual perception of articulation loses its significance by the end of the first period of learning.

1. Development of sound pronunciation, education of attention to the sound side of speech

In the process of practicing sounds, children first learn to distinguish them from sounds that are most roughly opposed (for example, a - and - y); the transition to more subtle differentiations is gradually carried out (o - y; k - x; l - iot, etc.). Each correctly pronounced sound is compared both outside of speech and in the composition of syllables and words, not only with other correctly pronounced sounds (for example, when differentiating k - x), but also with those that are put and worked out later; so, the sound s in the process of fixing it is compared with the sounds z, w, sch.
A constant comparison of sounds, along with the development of the motor skills of the articulatory apparatus, gives an impetus for the completion of the phoneme formation process, which was delayed for one reason or another. All worked out sounds are included in syllables, words, sentences, texts, consisting of sounds correctly pronounced by all children.
At the first stage of training, during the hours of frontal lessons, sounds are studied in the following sequence: y, a, u, p, n ', e, t, k, k', m, m ', l', o, x, x ', ( k - x), iot (l '- iot), s (s - i), s (pairs of sounds are taken in brackets, the differentiation of which is also carried out in special classes). Depending on the specific deficiencies in pronunciation in children of a particular group, a speech therapist can slightly change the sequence of studying sounds.
Children of six years of age with phonemic insufficiency, when pronouncing many speech sounds, most often no longer experience articulation difficulties. These sounds include: a, o, y, e, i, s, m, m ', n, n', p, n ', t, k, k', x, x ', f, f', v , c ', l, iot, b, b', d, d, d '. At the same time, it cannot be considered that the process of the formation of these sounds is completely finished. Often, many, and sometimes all of these sounds are pronounced by children in the speech stream not clearly enough, they mix with each other (k - x; c - b; f - c; p - b, etc.) or are substitutes for some not sounds that appeared in speech (n replaces b; t or d - whistling and hissing; l '- l and p, etc.). The pronunciation of all these sounds needs to be clarified. Some of the sounds listed (most often these are the sounds y, k, x, l ', iot, b, d, d) are sometimes pronounced incorrectly or not at all by some children. In relation to such children, the task expands: it is necessary to correct their incorrect pronunciation of sounds before classes begin to consolidate already correctly pronounced sounds in frontal classes.
The second group includes sounds that have not yet been formed in most children, and for some they have formed defectively. These include p, p ', l, sibilants and sibilants, t' and d '. Whistling and hissing sounds are especially difficult to assimilate. This is a large group, which includes nine sounds: s, s ', z, z', c, w, zh, h, sch. This also includes the sounds t and d '. In most cases, the question is about the formulation of all these sounds, less often - only about the clarification of articulation and differentiation.

2. Development of voluntary attention and improvement of auditory memory

In order to develop voluntary attention and improve auditory memory, special exercises are provided in the training system, which can be divided into two groups. The first group of exercises involves speech perception. Children respond with a gesture, action, presentation of pictures. This includes memorizing aural lines of words, specially selected instructions, and other material. These exercises are especially necessary at the very beginning of training, when active, correctly pronounced vocabulary is very limited. The second group of exercises involves not only the correct perception of the proposed material, but also its reproduction. This includes the repetition of syllabic rows perceived by ear, rows of words, sentences, memorizing various material in connection with the consolidation of the correct pronunciation of sounds, etc.

3. Analysis of the sound composition of the word

The second task, which is solved in the first period of education, is to prepare children for the analysis of the sound composition of a word. During this time, the attention of children is drawn to the individual sounds and sounds in the word. Gradually, from the ability to hear a separate sound in a word, children are brought to a complete sound analysis of the simplest monosyllabic words.
The training system provides for a certain correspondence between the studied sounds and certain forms of analysis.
There are four stages to preparation for word analysis. At the first stage of training, the articulation of the sounds y, a, and is clarified. The same sounds are used for the easiest form of analysis - the selection of the first vowel sound from the beginning of a word. Based on the material of the same sounds, children are given the first idea that sounds can be arranged in a certain sequence. Children pronounce these sounds, clearly articulating, and then determine their number and sequence.
The second most difficult stage of preparation is the analysis and synthesis of reverse syllables such as ap, ut, ok (at this time, the sounds t, n, m, k are passed through). At the same time, children learn to separate the first and last consonants from words. The next stage of preparation for the analysis of a word is the selection of stressed vowels from the position after the consonants (house, tank). At the same time, the vowels o and s are passed, the previously passed ones are repeated. After these exercises, children easily master the analysis and synthesis of a direct syllable such as ma. The result of the first training period is a complete sound analysis of words like soup.

4. Preparation for learning to read and write

Gradually, simultaneously with the clarification of the correct pronunciation of sounds and the assimilation of the indicated forms of phonemic analysis, children get acquainted with the letters y, a, u, p, m, t, k, o, s, s, learn to read and write reverse syllables (such as an), straight lines (like mo, mi), words like poppy. During this time, children gradually master the terms "sound", "syllable", "word", "vowel sound", "consonant sound", "hard sound", "soft sound".
To conduct classes on teaching reading and writing a speech therapist, you must have the following manuals. First of all, you need to sew or purchase letters from the box office. Letters, both lowercase and uppercase, are recommended to be in sufficient quantity so that each child can add at least five to six words or one or two sentences. Cash registers of letters are used at all stages of training. The cash registers are filled in letters gradually.
etc.................