With children with delay

Mental Development

The organization of training and education of children with the CPR is regulated by a number of regulatory state documents.

In accordance with the order of the Ministry of Education of the USSR of July 3, 1981 (No. 103), special (correctional) educational institutions began to act: boarding schools, schools, alignment classes at secondary schools. Features of working with this category of children were viewed in the methodological and guidance of the Ministry of Education of the USSR and the Ministry of Education of the RSFSR. In 1997, an instructive letter was published by the Ministry of General and vocational education "On the specifics of the activities of special (corrective) educational institutions I-VIII species."

For children with a retreat of mental development, a special (corrective) educational institution VII of the species is created.

Correctional Establishment VII Exercising an educational process in accordance with the levels of general education programs of two levels of general education:

1st stage - primary general education (normative term of development - 3-5 years);

The 2nd step is the main general education (normative term of development - 5 years).

Reception of children in the correctional institution VII of the species is carried out on the conclusion of the psychological and medical and pedagogical commission (Consultation of the PMPC) with the consent of the parents or legal representatives of the child (guardians): in the preparatory 1-11 classes, in the III class - in order of exception. At the same time, children who began learning in a general education institution from 7 years of age are accepted in the class II of the Correctional Institution. Started training from the 6th age - in class I. Children who were not previously trained in a general education institution and showed insufficient readiness for the development of general education programs, are accepted from 7 years of age in the I class of a correctional institution (a normative term of development - 4 years); From the age of 6 - in the preparatory class (normative term of development - 5 years).

Class and Group Current exalted day In a correctional institution - 12 people. Translation of pupils into a general educational institution is carried out as deviations corrected in their development after receiving primary general education. In order to clarify the diagnosis, the pupil may be in a correctional institution VII of the form within one year.

However, the majority of children with mental retardation is studying in correctional learning classes (In some regions, they continue to call "alignment classes", "classes for children with a mental delay") in general education schools. The mechanism of the direction of children in the classes of correctional and educational training and the organization of training are the same as in the correctional institutions VII of the species.

Children in these classes are engaged in textbooks of mass general education schools on special programs. Currently, programs of the Correction and Development Training Classes of the first stage are mainly fully developed. They ensure the assimilation of the content of primary education and the implementation of the standard of knowledge and skills of students.

Training at the second stage (V-IX classes) is carried out according to the programs of general education schools with some changes (reduction of some educational topics and the volume of material in them).

After receiving the basic general education, a graduate of the school receives a certificate of education and has the right to continue training in the third stage and obtain a secondary education in accordance with the Law of the Russian Federation and get a secondary (full) general education.

The task of a special correctional work is to help children with a retardation of mental development. Send a variety of knowledge about the world around the world, to develop observation and experience. practical learning, form the ability to independently extract knowledge and use them.

Psychological and pedagogical correction throughout its period should be a systematic, comprehensive, individualized. At the same time, it is important to take into account the unevenness of the manifestations of the cognitive activity of the student and rely on those mental activities in which this activity is lighted, gradually spreading it to other activities. It is necessary to look for types of tasks, the most exciting activities of the child who awaken the need for cognitive activity. It is advisable to offer tasks that require a variety of activities to fulfill them.

A teacher must adapt to the level of development of children with a delay in mental development pace of learning material and learning methods.

Students of this category require a special individual approach to them, and their corrective training must be combined with medical and health events. In cases of severe mental development, special training conditions must be created for them. It is necessary for each of these children to provide individual help: to identify gaps in knowledge and fill them with those or in other ways; Explain re-educational material and give additional exercises; It is much more common to use visual didactic benefits and a variety of cards that help the child focus on the main material of the lesson and liberating it from work that has no direct relation to the topic studied. Often the teacher have to resort to leading issues, analogies, additional visual material. It is important to remember that children with a delay in mental development are often able to work at a lesson for only 15-20 minutes, then fatigue comes, interest in classes disappears.

Even elementary new skills are produced in such children extremely slow. To secure them, multiple instructions and exercises are required. Working with children with a delay in mental development requires not only special methods, but also a big tact on the part of the teacher. Pedagogue, using promotion in academic work, thereby changing the child's self-esteem, strengthens faith in him in his forces.

When teaching children with a delay in mental development, it is very significant to summarize them to generalization not only on the material of the entire lesson, but also in some of its stages. The need for a phased generalization of the work done in the lesson is caused by the fact that such children it is difficult to keep the entire lesson material in memory and bind the previous one followed. In training activities, a schoolboy with a delayed mental development is much more likely than a normal schoolchild, give assignments to samples: visual, described verbally, specific and in one degree or another abstract. When working with such children, it should be borne in mind that the reading of the whole task immediately does not allow us to correctly understand the meaning in principle, therefore it is desirable to give them accessible instructions on individual links.

The system of correctional and educational training is a form of differentiated education, which allows us to solve problems of timely active assistance to children with difficulties in learning and adapting to school. In the classes of corrective development training, the consistent interaction of the diagnostic-style-advisory, correctional and educational, medical and prophylactic and socio-labor activities are possible.

An important point in the organization of the system of correctional and educational training is the dynamic observation of the promotion of each child. Discussion of observation results is carried out at least 1 times a quarter on small pedal tracks or consultations. A special role is assigned to the protection and strengthening of the somatic and neuropsychic health of students. With successful correction and formation of readiness for school education, children are transferred to the usual classes of a traditional system of training or if necessary to continue the correctional work in the classes of correctional and educational training.

The correctional orientation of learning is provided by a set of basic learning items that constitute the invariant part of the curriculum. Front correctional and educational training is carried out by the teacher at all lessons and allows us to assign educational material at the level of requirements for the knowledge and skills of the educational standard of school. Verification and assessment of the academic work of students of correctional and developing training classes are carried out in accordance with the requirements specified in the variable programs (programs of special correctional institutions and classes of correctional and educational training. - M.: Education, 1996). Correction of individual deficiencies in development is carried out on individual group classes specifically dedicated to this purpose. These may be generalizing classes that contribute to the correction of memory deficiencies, attention, the development of mental activities, consolidate the sounds, enrichment and systematization of the dictionary set by the speech. But there may be subject to referralization - preparation for the perception of difficult topics curriculum, elimination of prior learning gaps.

Correction classes The teacher is conducted as students identify individual problems in the development, lagging in learning. When studying the child, attention is drawn to the state of various aspects of his mental activity - memory, attention, thinking, speech; Its personal characteristics are noted as attitudes towards teaching, other activities, performance, progress, the pace of work, the ability to overcome difficulties in solving the tasks, use a variety of methods of mental and subject-practical action to perform tasks. Students are allocated for which the states of excessive excitation or, on the contrary, passivity, inhibition. In the learning process, the stock of knowledge and ideas, skills and skills of students, gaps in the assimilation of them software According to a separate previously traveled training sections. Students, which are distinguished, which are distinguished compared with classmates, the special slowdest of the perception of the new material, the lack of ideas that are the basis for the assimilation of a new material, for example, non-formation of representations and concepts related to spatial and quantitative relations, difficulties of establishing logical connections and interdependencies, etc. Pupils With a delayed mental development, having specific speech violations, are sent to classes to the speech therapist, which works with them in its graphics. The study of individual characteristics of students allows you to plan prospects and deadlines for the correctional work with them.

Individual and group correction classes conducts the main class teacher. Since children with mental retardation, students studying in alignment classes and special schools, are enrolled, as a rule, in groups of an extended day, the teacher works with students during individual classes.

In accordance with the training plan in primary grades, 3 hours a week outside the grid of mandatory hours (before or after lessons) is discharged on the correction classes. The duration of classes with one student (or group) should not exceed 15-20 minutes. In groups it is possible to combine no more than three students who have identified identical gaps or similar difficulties in training activities. Working with a whole class or a large number of students in these classes is not allowed.

Individual assistance turns out to be disciples experiencing special difficulties in training. Periodically, children who did not have learned the material are attracted to individual classes due to the skips of the disease lessons or due to the "non-working" states (excessive excitability or inhibition) during the lessons.

The content of individual sessions does not allow "to buy", a formal, mechanical approach, must be maximally aimed at the development of the student. In class it is necessary to use various types of practical activities. Actions with real objects, countable material, use of conditional graphics schemes, etc. Create opportunities for extensive preparation of students to solve a different type of tasks:

the formation of spatial representations, the ability to compare and summarize objects and phenomena, analyze the words and proposals of various structures; understanding educational and artistic texts; development skills of planning their own activities, control and verbal report. The concepts formed with the help of objective and practical activities will have basically clear and bright images of real objects represented in a variety of connections with each other (relationships of generality, sequence, dependence, etc.).

Special work in classes is dedicated to the correction not enough or incorrectly formed individual skills and skills, such as calligraphy correction (skills to see the string, abide by the size of the letters, to connect them correctly), the techniques of reading (smoothness, fluency, expressiveness), curtain, correctness, the ability to draw up a plan and retelling read, etc.

In some cases, individual classes are necessary to train acceptance of individual didactic benefits, schemes, graphs, geographic cards, as well as algorithms for action on one or another rules, samples. It is important to individual training for memorizing individual rules or laws, poems, multiplication tables, etc. .

In high school classes for individual and group correctional classes, currently 1 hour per week is given. The main attention is paid to the replenishment of emerging gaps in knowledge on major educational subjects, propapped the study of the most complex sections of the curriculum.

Responsibilities for the management of the Organization and Conducting Conditions are assigned to the Deputy Director for Educational Work. It also carries out the control of this activity. Experience has shown that the effectiveness of individual and group classes increases where school psychologists are involved in the work, as well as school and district methodical associations Teachers and speech therapists.

The organization of the educational process in the system of correctional and educational training should be carried out on the basis of the principles of correctional pedagogy and suggests specialists a deep understanding of the main reasons and features of deviations in the child's mental activity, the ability to determine the conditions for the intellectual development of the child and to create a personal development environment, and ensure the creation of a personality environment, allowing you to realize educational reserves of students.

In the context of specially organized training, children with mental development delays are able to give a significant dynamics in the development and assimilate many knowledge, skills and skills that normally developing peers are gaining independently.

Features of the organization

Correctional work

Organization and main directions of initial group correctional classes

Explanatory note

The goal of learning students of the mass school is a comprehensive, harmonic development of the personality. The formation of a civil position, active, creative inclusion in society - also determines the work of schools for children with development problems. General laws for the development of such children and normally developing children determine and general principles their learning. Thus, the main didactic principles of learning normal children are valid and in relation to a special school. However, these principles undergo changes, refracted through the prism of the specific features of the mental and physical development of children with problems in the development, forming their system, reflecting the specific conditions for the implementation of the prisoner principles. ABOUTthe remedy principle of organizing the correctional orientation of the educational process involves the active impact on the sensory, mental and speech development of children. The direction and content of the correctional work at school for children with disabilities in development is determined by a number of social order factors. The basic principles of the correctional work are based on the understanding of the relationship between the general and special in the development of the child, the ratio of biological and social learning and development, the relationship of primary and secondary defects. The multifactority of the determination of the correctional - educational process determines the complexity of the system of correctional work, the manifold of its structure at various stages of the child's training. The system of correctional work provides for the conduct of educational individual and group correctional classes of the overall and substantive orientation. They are included in a typical basis curriculum in general educational institution.

Correctional work is carried out in the framework of a holistic approach to the upbringing and development of the child. Working in the clock of individual group classes should be aimed at general development, and not a training session of individual mental processes or students' abilities. The initial principle for determining the goals and objectives of the correction, as well as how to solve them is the principle of unity of diagnosis and development correction. The tasks of the correctional work can be correctly delivered on the basis of a comprehensive diagnosis and evaluation of the reserves of the child's potential possibilities, based on the concept of the "zone of the nearest development".

Correctional work tasks:

Among the tasks of the correctional and educational and educational directions are especially allocated and have a methodological security:

The development of the cognitive activity of children (it is achieved by the implementation of the principle of the availability of educational material, ensuring the "novelty effect" in solving educational tasks);

Development of general accurate skills: analysis of analysis, comparisons, generalizations, grouping skills and classification;

Normalization of training activities, the formation of the ability to navigate in the task, education of self-control and self-assessment;

The development of the dictionary, the oral monologic speech of children in unity with the enrichment of knowledge and ideas about the surrounding reality;

Speech therapy correction of speech disorders;

Psychocorrection of the child's behavior;

Social prevention, formation of communication skills, proper behavior.

The choice of optimal means and techniques of correctional and pedagogical impact is impossible without a comprehensive and deep study of the causes of the difficulties arising from children when learning training programs. The most reliable is the diagnosis, which relies on the data of the clinical and physiological and psychological and pedagogical study of the child, which is in adequate, most favorable learning conditions. Correction classes are conducted with students as the teacher identify, the psychologist and the defectologist of individual gaps in their development and training.

When studying schoolchildren, the following indicators are taken into account:

1. Physical condition and child development:

Dynamics of physical development (history);

State of hearing, view;

Features of the development of the motor sphere, violation of the general motorcycle (general tension or lethargy, inaccuracy of movements, paralysis, paresis, the presence of their residual phenomena);

Coordination of movements (features of gait, gestures, difficulties, if necessary, to keep the balance, difficulties of regulating the pace of movements, the presence of hyperkinesis, synctanese, obsessive movements);

Features of working capacity (fatigue, depletion, scattered, suggestibility, perfection, pace of work; increase in the number of errors by the end of the lesson or with monotonous activities; complaints of headache).

Features and level of development of the cognitive sphere:

Features of perception of magnitude, shape, colors, time, spatial location of objects (the depth of perception, its objectivity);

Features of attention: volume and stability, concentration, ability to distribute and switching attention from one type of activity to another, degree of development of arbitrary attention;

Memory Features: Accuracy Constancy, Long-term memorization, the ability to use memorization techniques, individual memory features; predominant memory (visual, hearing, motor, mixed); the predominance of logical or mechanical memory;

Features of thinking: the level of mastering operations, comparisons, synthesis (the ability to select essential elements, parts, compare items to identify similarities and differences; the ability to generalize and make independent conclusions; the ability to establish causal relationships);

Features of speech: pronunciation defects, vocabulary, formation of phrase speech, features of grammatical system, the level of formation of intonation, expressiveness, clarity, strength and height of the voice);

Cognitive interests, curiosity.

Attitude towards training activities, motivation features:

Features of the relationship of the teacher-student, the reaction of the student for comments, an assessment of its activities; awareness of their failures in their studies, attitudes towards failures (indifference, heavy experiences, the desire to overcome difficulties, passivity or aggressiveness); attitude to praise and censure;

The ability to monitor its own activities on a visual model, verbal instruction, algorithm; Features of self-control;

The ability to plan their activities.

Features of the emotional and personal sphere:

Emotional-volitional maturity, depth and stability of feelings;

Ability to volition effort;

Predominant mood (gloomy, depression, evilness, aggressiveness, closure, negativism, euphoric cheerfulness);

Suggestibility;

The presence of affective outbreaks, a tendency to refusal reactions;

The presence of phobic reactions (the fear of dark, closed space, loneliness, etc.);

Attitude to yourself (shortcomings, opportunities); Features of self-esteem;

Relationships with others (position in the team, independence, relationships with peers and seniors);

Features of behavior in school and houses;

Violations of behavior, bad habits.

Features of learning knowledge, skills, skills provided for by the program:

General awareness in the circle of household concepts, knowledge of yourself and about the world around;

Forming of reading skills, accounts, letters, respectively, age and class;

The nature of the errors in reading and writing, the account and solving problems.

Correctional tasks:

raisinglevel of general development of students;

replenishment of the gaps of previous development and training, individual work on the formation is not enoughsecular skills and skills;

correction of deviations in the development of the cognitive sphere and speech;

directed preparation for the perception of a new educational material.

The content of individual sessions should exclude a formal mechanical approach, "Splitting" in the formation of individual skills. It is planned not so much to achieve a separate result (for example, learn the multiplication table), how much to create conditions for improving the possibilities of the child's development as a whole. Two forms of correctional impact can be distinguished: symptomatic, built in accordance with the dedicated symptoms of deviations in development, and correctional directed to sources and causes of deviations in development. The second form of correction has an unconditional priority before the first.

The study of individual characteristics of students allows planning a period of correctional work. Individual and group correction classes conducts the main class teacher. During individual classes with free students, a teacher, speech therapist, psychologist work.

The duration of classes with one student or group should not exceed 20 minutes. The group can combine 3-4 students who have identified the same gaps in the development and assimilation of the school program or similar difficulties in educational activities. Working with a whole class or a large number of students in these classes is not allowed.

When organizing correctional classes, it is necessary to proceed from the possibilities of the child: the task must lie in the zone of moderate difficulty, but be accessible, since in the first stages of the correctional work it is necessary to provide a student to experience success against the background of certain efforts. In the future, the difficulty of tasks should be increased in proportion to the increasing possibilities of the child.

The goal and the results should not be too distant in time from the beginning of the task, they should be meaningful for students, so when organizing a correctional impact it is necessary to create additional stimulation (teacher praise, competition, etc.).

In the period when the child can not receive a good assessment in the lesson, it is important to create a situation of achieving success on an individual group lesson. For this purpose, a system of conditional qualitative and quantitative assessment of the achievements of the child can be used. The system of encouraging each right response "tokens" (chips, stickers, stickers, stamps, etc.) has proven itself in the initial link. At the end of the lesson, the number of chips earned by each student, and the one who has more is declared the best.

When preparing and conducting correctional classes, it is also necessary to remember the peculiarities of the perception of students of educational material and the specifics of their motivation of activities. Effectively use of various kinds of gaming situations, didactic games, game exercises, tasks that can make training more relevant and significant for the child.

The program of correction work is aimed at:

overcoming the difficulties of students in educational activities;

mastering the skills of adaptation of students to society;

psychological and medical and pedagogical support of schoolchildren who have problems in learning;

development of the creative potential of students (gifted children);

development of the potential of students with disabilities

The main directions of correctional work:

1. Improvement of movements and sensorota development:

Development of shallow motility brushes and finger hands;

Development of calligraphy skills;

Development of articulation motility.

2. Correction of individuals of mental activity:

Development of visual perception and recognition;

Development of visual memory and attention;

The formation of generalized ideas about the properties of objects (color, form, quantity);

Development of spatial representations of orientation;

Development of presentations about time;

Development of auditory and memory;

Development of phonetic-phonemematic representations, the formation of sound analysis.

3. Development of basic mental operations:

Corrective analysis skills;

Grouping skills and classification (based on mastering main generic concepts);

Skills work on verbal and written instructions, algorithm;

Skills planning activities;

Development of combinatorial abilities.

4. Development of various types of thinking:

Development of visual-shaped thinking;

The development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).

5. Correction of violations in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, reading on roles, etc.).

6. Speech development, mastering speech technique.

7. Expansion of the ideas about the world and enrichment of the dictionary.

8. Correction of individual gaps in knowledge.

Psychological and didactic principles of correctional work provide:

Introduction to the content of training sections providing for the replenishment of prior development gaps, the formation of readiness to perceive the most difficult sections of the program;

Use of methods and techniques for learning with the orientation to the "zone of the nearest development" of the child, i.e. Creating optimal conditions for the implementation of its potential possibilities;

The correctional orientation of the educational process, which ensures the solution of the overall development problems, the upbringing and correction of cognitive activity and speech of the child, overcoming individual deficiencies in development.

The correctional orientation of training provides a set of basic training items that make up the invariant part of the curriculum. To their number, in addition to mathematics and Russian languages, objects include such as familiarization with the world and speech development, rhythm, speech therapy, labor training.

Introduction of these specially designed training courses It makes it possible to ensure the maximum immersion of the child in an active speech environment, increase its motor activity, correlating its emotional tone, makes it possible to form the main stages of training activities, incl. The estimated stage and the stage of self-control and self-assessment, improve the motivation of educational and cognitive activity.

Frontal correctional work carried out by the teacher at all lessons, makes it possible to ensure the learning material at the level of the requirements for the knowledge and skills of the educational standard.

Methodical principles for constructing the content of educational material aimed at ensuring the systemic learning of students' knowledge includes:

Enhancing the practical orientation of the material under study;

Selection of essential signs of studied phenomena;

Support for the life experience of the child;

Support on objective internal connections in the content of the material under study both within one subject and between objects;

Compliance with the determination of the scope of the material of the principle of necessity and sufficiency;

Introduction to the content of educational programs of correction sections, providing for the intensification of cognitive activities learned by the previously knowledge and skills of children, the formation of school-meaningful functions necessary for solving educational tasks.

A significant feature of the correctional educational educational pedagogical process It is an individual group work aimed at the correction of individual deficiencies in the development of students. Such classes may have overall objectives, for example, an increase in the level of general, sensory, intellectual development, memory, attention, correction of visual and motor and optical integral disorders, general and small motorbers, but may be of the substantive direction; Preparation for the perception of difficult topics of the curriculum, the replenishment of the gaps of previous training, etc. A significant place is also occupied by speech therapy classes for children with speech violations.

Concretioning the prolonged correctional principle of the correctionality can be formulated by the following principles of correctional work in junior classes:

razvitia sensory experience.

andnutlectualization of educational and cognitive activity.

f.orming of co-relating activities.

w.the ruin of the pedagogical leadership of the educational and educational activities of students.

The program of correctional work for 1 - 2 classes consists of 7 sections:

visual perception of color;

z.perception of form;

r

development of generalization skills, differentiation and comparison;

oral speech development;

razvitia phonamematic hearing and analysis

And for students of 3 - 4 classes from 5 sections:

visual perception of the form;

razvitia spatial representations and orientation;

development of temporary representations;

razvitsis of the skills of generalization, differentiation and comparison;

development of oral speech.

I. . Spectative perception of color

Students should be able to pick up colored stripes on the task; Differentiate the basic colors of the spectrum, know the names of the main colors of the spectrum; be able to see and call colors and paints in nature; Receive the tones of the main spectrum colors.

II. . Development of phonderatic hearing and analysis

Students should be able to distinguish between the phonemes; distinguish between vowels and consonant sounds according to the way of sound formation and sound suspension; draw up words with a given sound from the split alphabet; Students should be able to record proposals schematically; Record words with a scheme.

III . Spectatic perception of form

Pupils form ideas about geometric figures and their application in various fields of activity, as well as their construction.

IV . Development of spatial representations and orientation

Children learn to determine the location of the elements, synthesize the whole of the parts. Pupils are formed the ability to find various ways of ways, orient to the terrain, SOSto pin the area of \u200b\u200bthe area, develops memory to spatial relations.

V. . Development of temporary representations

This program provides for the definitiontime by the clock, refinement of ideas about the change of the time of the year and months, as well as provides for the use of personal student experience in determining the sequence of events.

VI . Development of oral speech

Before students in an affordable form, the main functions of speech are revealed:

Speech is the most important means of communication between people;

Speech is a means of transmitting and mastering certain information.

Children comprehend speech in human life and gradually begin to master the skills that help them use the speech in all its functions.

VII . Development of communication skills, differentiation, comparison

Enrichment and clarification of the dictionary. Calling objects, characteristic by signs. Comparison of objects, finding similar and distinctive features. Classification of items according to the sample, showing, verbal instruction.

The content of the correctional work program define the following principles:

— Compliance with the interests of the child. The principle determines the position of a specialist who is designed to solve the problem of a child with maximum benefit and in the interests of the child.

— Systemity. The principle ensures the unity of diagnosis, correction and development, i.e., a systematic approach to the analysis of the features of the development and correction of violations of children with disabilities, as well as a comprehensive multi-level approach of specialists of various profiles, the interaction and consistency of their actions in solving the problems of the child; Participation in this process of all participants in the educational process.

— Continuity. The principle guarantees the child and its parents (legal representatives) continuity of assistance to a complete solution to the problem or determining the approach to solving it.

— Variability. The principle involves the creation of variable conditions for the formation of children with various disadvantages in physical and (or) mental development.

The principle ensures compliance with the legislation of the rights of parents (legal representatives) of children with disabilities to choose the forms of receipt of educational institutions, educational institutions,

protect the legitimate rights and interests of children, including compulsory harmonization with parents (legal representatives) on the direction of (translation) children with disabilities in special (correctional) educational institutions (classes, groups).

Areas of work

The program of corrective work at the stage of primary general education includes interrelated directions. These directions reflect its main content:

— diagnostic work provides timely identification of children with disabilities, conducting their comprehensive examination and preparation of recommendations for the provision of psychological and medical and pedagogical assistance in the context of the educational institution;

— correctional and developing work provides timely specialized assistance in mastering the content of education and the correction of deficiencies in the physical and (or) mental development of children with disabilities in a general education institution; contributes to the formation of universal educational actions in students (personal, regulatory, cognitive, communicative);

— advisory work ensures the continuity of special support for children with disabilities and their families on the implementation of differentiated psychological and pedagogical conditions, education, correction, development and socialization of students;

— information - educational work is aimed at explanatory activities on issues related to the characteristics of the educational process for this category of children, with all participants in the educational process - students (both having and not having deficiencies in development), their parents (legal representatives), pedagogical workers .

Content characteristics

Diagnostic work includes:

— timely detection of children in need of specialized assistance;

— early (from the first days of the child's stay in an educational institution) diagnosis of developmental deviations and analysis of the causes of adaptation difficulties;

— a comprehensive collection of information about the child on the basis of diagnostic information from specialists of various profiles;

— determining the level of the current and zone of the nearest development of learning with disabilities, identifying its reserve capabilities;

— study of the development of the emotional-volitional sphere and personal characteristics of students;

— study of the social situation of development and conditions of family education of the child;

— study of adaptive capabilities and the level of socialization of a child with disabilities;

— systemic versatile control of specialists in the level and dynamics of the child's development;

— analysis of the success of correctional and developing work.

Correctional and developing work includes:

— choosing optimal for the development of a child with limited health capabilities of corrective programs / techniques, methods and techniques of training in accordance with its special educational needs;

— organization and conduct of individual and group correctional and educational activities necessary to overcome development violations and learning difficulties;

— the systematic impact on the educational and educational activities of the child in the dynamics of the educational process aimed at the formation of universal educational actions and correction of deviations in development;

— correction and development of higher mental functions;

— the development of the emotional and volitional and personal spheres of the child and the psychocorrection of his behavior;

— social protection of a child in cases of unfavorable living conditions in psychotrauming circumstances.

Advisory work includes:

— developing jointly substantiated recommendations on the main areas of working with students with disabilities, uniforms for all participants in the educational process;

— counseling by specialists of teachers for the choice of individual-oriented methods and techniques for working with studies with disabilities;

— advisory assistance to the family in matters of choosing a strategy of education and techniques for corrective learning a child with disabilities.

Information and educational work provides:

— various forms of educational activities (lectures, conversations, information stands, printed materials), aimed at clarifying the participants of the educational process - students (both having and not having deficiencies in development), their parents (legal representatives), pedagogical workers, - issues related to the peculiarities of the educational process and maintaining children with disabilities;

— conducting thematic performances for teachers and parents for clarifying the individual-typological features of various categories of children with disabilities.

Stages of program implementation

Correctional work is implemented in stages. The sequence of stages and their address creates the necessary prerequisites for eliminating disorganisy factors.

Stage of collecting and analyzing information (informational and analytical activities). The result of this stage is the assessment of the contingent of students to take into account the characteristics of the development of children, determining the specifics and their special educational needs; Evaluation of the educational environment in order to comply with the requirements of software and methodological support, logistical and personnel base of the institution.

Stage planning, organization, coordination (organizational and performance). The result of the work is a specially organized educational process having a correctional and educational orientation and the process of special support for children with disabilities with specially created (variable) learning conditions, education, development, the socialization of the category of children under consideration.

Stage of diagnostics of the correctional and educational environment (Control and diagnostic activities). The result is a statement of compliance of the created conditions and selected correctional and educational programs for the special educational needs of the child.

Regulation and Adjustment Stage (Regulatory-Correction-Timing). The result is the introduction of the necessary changes to the educational process and the process of escorting children with disabilities, adjusting the conditions and forms of training, methods and techniques of work.

Program implementation mechanism

One of the main mechanisms for the implementation of correctional work is the optimal built interaction of the specialists of an educational institution, which ensures the systemic support of children with disabilities of health capabilities of various profiles in the educational process. Such interaction includes:

— the complexity in determining and solving the problems of a child, providing him to qualified assistance to specialists of various profiles;

— multidimensional analysis of the personal and cognitive development of the child;

— drawing up comprehensive individual programs for the general development and correction of individual parties to the educational, speech, emotional-volitional and personal spheres of the child.

Consolidation of efforts of various specialists in the field of psychology, pedagogy, medicine, social work will provide a system of comprehensive psychological and medical and pedagogical support and effectively solve the problems of the child. The most common and effective forms of organized interaction of specialists at the present stage are consultations and support services for educational institutions that provide multidisciplinary help to the child and its parents (legal representatives), as well as an educational institution in solving issues related to adaptation, education, education, development, , socialization of children with disabilities.

As another mechanism for implementing correctional work, a social partnership should be denoted, which involves the professional interaction of an educational institution with external resources (organizational organizations of various departments, public organizations and other institutions of society). Social partnership includes:

— cooperation with educational institutions and other degeneration agencies on the continuity of training, development and adaptation, socialization, health care children with disabilities;

— cooperation with the media, as well as with non-state structures, primarily with public associations of persons with disabilities, organizations of parents of children with disabilities;

— collaboration with parental public.

Requirements for the implementation conditions of the program

Psychological and pedagogical support:

— ensuring differentiated conditions (the optimal mode of training loads, variable forms of education and specialized assistance) in accordance with the recommendations of the Psychological and Medical and Pedagogical Commission;

— ensuring psychological and pedagogical conditions (correctional orientation of the educational process; accounting for the individual characteristics of the child; compliance with a comfortable psycho-emotional regime; the use of modern pedagogical technologies, including information, computer to optimize the educational process, increase its effectiveness, availability);

— ensuring specialized conditions (nomination of a complex of special learning tasks, focused on special educational needs of students with limited health capabilities; Introduction to the content of the training of special sections aimed at solving the problems of developing a child missing in the content of the formation of a normally developing peer; the use of special methods, receptions, funds training, specialized educational and correctional programs focused on the special educational needs of children; differentiated and individualized training, taking into account the specifics of the violation of the child's development; a comprehensive impact on the student, carried out on individual and group correction classes);

— providing health-saving conditions (wellness and security regime, strengthening physical and mental health, prevention of physical, mental and psychological overloads of students, observance of sanitary and hygienic rules and norms);

— ensuring the participation of all children with disabilities, regardless of the severity of violations of their development, together with normally developing children in conducting educational, cultural and entertainment, sports and wellness and other leisure activities;

— development of a system of learning and education of children with complex violations of mental and (or) physical development.

Software-methodical support.

When organizing work in this The direction is advisable to be guided by the federal level methodical recommendations that take into account the specifics of the educational and rehabilitation process for such children. Special (correctional) educational institutions can perform the functions of educational centers, providing methodical assistance to pedagogical workers of educational institutions of general type, advisory and psychological and pedagogical assistance to students and their parents (legal representatives).

Programs, diagnostic and correctional and developing tools necessary for the implementation of the professional activity of the teacher, the teacher-psychologist, social teacher, teacher-speech therapist, etc.

In cases of learning children with severe violations of mental and (or) physical development on an individual curriculum, it is advisable to use special (correctional) educational programs, textbooks and tutorials For special (correctional) educational institutions (relevant), including digital educational resources.

Personnel support.

An important point of the implementation of the Correction Program is personnel support. Correctional work should be carried out by specialists of relevant qualifications with specialized education, and teachers who have completed binding coursework or other types of vocational training within the framework of the indicated topic.

In order to ensure the development of children with disabilities, the basic educational program of primary general education, the correction of the shortcomings of their physical and (or) mental development should be introduced into the staffing schedule of educational institutions of pedagogical rates (teachers-flakstructologists, teachers-speech therapists, teachers-psychologists, social teachers etc.) and medical workers. The level of qualifications of educational institutions for each post must comply with the qualification characteristics for the relevant position.

The specifics of the organization of educational and corrective work with children with violations of development determine the need to special training of the pedagogical team of the general education institution. To do this, it is necessary to ensure on an ongoing preparation, retraining and advanced training of educational institutions dealing with issues of education of children with disabilities. Pedagogical workers of the educational institution should have a clear idea of \u200b\u200bthe peculiarities of mental and (or) physical development of children with disabilities, on the methods and technologies of the organization of the educational and rehabilitation process.

Material and technical support.

Material and technical support is to create a proper material and technical base, which allows for adaptive and corrective-developing Environments of the educational institution, including proper material and technical conditions, providing the opportunity for unhindered access of children with disadvantages of physical and (or) mental development in the building and premises of the educational institution and the organization of their stay and training in the institution (including ramps, special elevators, specifically Equipped training seats, specialized educational, rehabilitation, medical equipment, as well as equipment and technical means of learning persons with disabilities for the health of individual and collective use, for organizing correction and rehabilitation cabinets, organization of sports and mass events, nutrition, health care, health and wellness and Therapeutic and preventive measures, domestic and sanitary and hygienic services).

Information Support.

A prerequisite for the implementation of the Program is to create an informational educational environment and on this basis the development of the remote form of teaching children with difficulties in movement, using modern information and communication technologies.

It is obligatory to create a system of wide access of children with disabilities, parents (legal representatives), teachers to network sources of information, information and methodological funds involving the availability of methodological benefits and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials.

Implementation necessary

correctional work

with learners with disabilities

in a special (correctional) secondary school (VIII.species)

Correctional and developing work is an additional activity to the main educational process, promoting more efficient development of the child, disclosure and implementing its abilities in various fields. This work does not replace the child's training with special educational needs, which also has a correctional-developing nature, and is included in the psychological and medical and pedagogical support of the child in the educational process.

Features of correctional and developing work:

• creating a positive psychological atmosphere;
• tasks are performed in a game form;
• marks are not put, although the tracking of the results of the child's development is carried out at each lesson;
• to achieve the developing effect, it is necessary to repeatedly perform the tasks of learning, but at a higher level of difficulty.

Correction of defects in development are carried out in an individual or group form. Each lesson creates situations of success and praise, contributing to the increase in learning motivation and self-assessment of students, is ensured by a gentle regime and a differentiated approach. Lessons are being built taking into account the individual characteristics of children.

In the correctional and developing work, psychological and pedagogical correction occupies a significant place.

The main function of psychocorrection is the definition of the conditions most conducive to the correct formation of the child's personality.

Psychocorrection activities are becoming leading in cases when it comes to the primary prevention of school and social deadaption of children who have individual-psychological and neurophysiological features require a special approach. The special direction of psychological correction is the development of cognitive activities Prevention and elimination of violations that prevent normal development. Here, psychological correction is closely intertwined with pedagogical correction.

Pedagogical correction is aimed at eliminating gaps in knowledge, assimilation of individual training items or their sections.

The overall goal of correctional and developing work is to promote the development of a child, creating conditions for the implementation of its internal potential, assistance in overcoming and compensating deviations that prevent its development. Achieving this goal is possible only if the correctional development work is based on age features Children and features associated with the nature of the impairment of ontogenesis.

Correctional impacts must be built so that they correspond to the main lines of development in this age period, relied on the feature and achievements peculiar to this age.

First, the correction should be aimed at correction and crevice, as well as compensation for those mental processes and neoplasms that began to develop in the previous age period and which are the basis for development in the next age period.

Secondly, correctional and developing work should create conditions for the effective formation of those mental functions that are especially intensively developing in the current period of childhood.

Thirdly, correctional and developing work should contribute to the formation of prerequisites for prosperous development in the next age stage.

Fourth, correctional development work should be aimed at harmonizing the personal development of the child at the age stage.

Correctional work should be built not as a pro-article training of skills and skills, not as certain extralarms to improve psychological activities, but as a holistic meaningful activity of a child, organically fit into the system of its daily life relations. In the preschool war, the universal form of correction is the game. Gaming activities can be successfully used on both for the correction of the child's personality and for the development of its cognitive processes, speeches, communication, penetration. At school age, such a form of correction is a specially organized educational activity, for example, using the method of phased form-mating of mental actions. Both in preschool, and in the younger school age, such correctional and educational programs are effective, which include children in a variety of creative activities - isob-striking, gaming, literary, labor, etc.

1. Development of attention.

Methodical reception proposed by the psychologist S.L. Kabylnitskaya, allows you to measure individual attention of students. Its essence consists in identifying abnormal attention to the purchase of errors in the text. This work does not require learning special knowledge and mind. At the same time, the activity performed by them is similar to the one they should carry out when checking their own dictations. The detection of schi-side in the text requires, first of all, attention and is not related to the knowledge of the rules. This is ensured by the character of the errors in the text: the substitution of letters, the substitution of words in the sentence, elementary semantic errors. Work is carried out as follows. Each textbook is given by the text printed on the leaflet and the instruction is informed: "In the text you received, there are different errors. Find them and correct. " Each student works independently, a certain time is assigned to perform the task. When analyzing the results of this work, it is important that it is not only a quantitative count of found, fixed and not detected errors, but also how students perform work: they are immediately included in the task, deleted and correcting errors in the course of reading; long can not turn on, when you first read, you do not detect a single error; Correct the correct on the wrong, etc.
"Find the words"

The word written on the board, in each of which you need to find another, the word hidden in it.

For example: laughter, wolf, post, braid, regiment, bison, rod, stranded, set, injection, road, deer, cake, cuitel.

2. Development of thinking.

The development of thinking in the younger school age owns a special role.

With the beginning of training, thinking is put forward in the center of the mental development of the child (L.S. Vygotsky) and it becomes defining in the system of other mental functions, which in its influence are intellectualized and acquired arbitrary character.

Help in the development of logical muscle have such exercises:

- "Fourth extra": The task suggests the exclusion of one object that does not have some recognizable, common for the remaining three;

Riddles and logical tasks, puzzles.

3. Development of imagination.

Creating a favorable environment for the development of imagination in the work of children contributes to the expansion of their real life experience, accumulation of impressions.

Unfinished figures.

Children distribute sheets of paper with figures drawn on them (circles, squares, triangles, time-personal broken lines, etc.). Each child has the sets of figures to be the same. Children are pre-lagging for 5-10 minutes to paint all that alone, so that it is possible to describe the objective images, but at the same time try so that there are no identical drawing. Each such drawing can be signed by inventing it an unusual name.

4. Speech development.

Speech development is an essential aspect of general mental development in childhood. We are tallestly linked to thinking. As a speech mastering, the child learns to adequately understand the speech of others, to regain their thoughts. Speech gives a child the opportunity to verbalize its own feelings and experiences, helps to carry out self-regulation and self-control of activity.

In the younger school age, "a very significant acquisition of speech development of a child is a written speech, which is of great importance for mental Development Child "(S.L. Rubin-Stein). For this period there are active learning to read (i.e., an understanding of written speech) and writing (building their own written speech). Pursuant to reading and writing, the child is studied in a new way - connected, but is systematically thoughtful, to build and its right speech.

Learning poems.

The learning of poems contributes to the development of a coherent speech, its expressiveness, enriches the active and passive vocabulary of the child, helps to develop a pro-disturbed verbal memory.

Retelling and story.

Retelling stories, Bassen, viewed movies - and cartoons also contributes to the development of a coherent and expressive speech of a child, enriching the dictionary and the once-vita of arbitrary verbal memory.

The effective way to develop a coherent speech is and regularly provoked by the adult story of a child about those events that occurred with him during the day: at school, on the street, at home. This kind of task helps to develop attention from the child, observation, memory.

If the children are difficult to retell the leakage read, you can apply the following reception - to learn to play in the faces read the story or Tale-ku. At the same time, the first time just read literary text, and before the second read, the roles between students are distributed (this technique can be successfully used in the lesson). After the second reading, the children were offered to insistee the read. This method of developing the ability to retell is based on the fact that, having received some role, the child will perceive text with a different motivational installation, which contributes to the allocation and memorization of the basic meaning, the content of the pro-reading.

On the development of expressive, grammatically correct, but a constructed speech, a significant influence has a child audio recordings of children's fairy tales, performances, etc. performed by actors who own the Mas-Terry of the artistic word.

Games "To Words" enrich the lexical stock of the child, are involved to quickly find the necessary words ("do not climb in the pocket"), actualize the passive dictionary. The pain of such games is recommended to be carried out with a restriction of time, during which the task is performed (for example, 3-5 minutes). This allows you to enter the game the competition and the motive and give it an additional excitement.

1. "Complete Word."

Called part of the word (books ...) and rushes the ball. The child must catch the ball and supplement the word (... ha).

2. Compose from the proposed set of letters as many words as possible:

a, k, s, o, and, m, r, t m, sh, a, n, and, y, r, r

3. Name words opposite to value.

Healthy -

Loud -

4. "Inverted Words".

The child is offered a set of words in which the letters are ne-reputable in places. It is necessary to restore the normal order of words.

Example: Maiz - Winter.

5. Motoric development.

Motoric development plays an important role in mastering learning skills, primarily by a letter. The latter is the most difficult psychomotor skill, the successful formation of which relies on the agreed interaction of all levels of the organization of movements (N.A. Bernstein), as a rule, has already achieved non-accredited development by the beginning of the younger school age.

I. Exercises for the development of the fine motility of the RU-KI and visual-motor coordination.

1. Crying graphic samples (geometric shapes and patterns of different complexity).

2. Conditions on the contour of the geometric figures of different difficulty with a consistent expansion of the radiu-sa zod (by an external contour) or its narrowing (about-vodka via an internal circuit).

3. Cutting along the contour of paper figures (especially cutting smooth, without cutting scissors from paper).

4. Different types of visual activities (ride, modeling, applique, etc.).

5. Working with mosaic.

II. Games and exercises for the development of large motility (strength, dexterity, coordination of movements).

1. Games with the ball (most different).

2. Games like "Mirror": Mirror copy and movements of the master (the role of the master can be re-given a child who himself comes up with movements).

6. Correction of children and adult relations.

The correct relationship between children and adults is the most important factor in the development of the child. When disagreeing these relationships, the child is experiencing differently and inclined to various misconduct.

Focuses on the positive sides and pre-property of the child in order to strengthen its self-esteem;

Helps the child believe in yourself and their abilities;

Helps the child to avoid mistakes;

Supports a child with failures.

Correctional work with parents is to teach them to support the child, and for this, perhaps you will have to change the usual style of communication and interaction with it. Instead of facing attention, first of all, for mistakes and bad behavior of a child, an adult will have to focus on the pleasant side of his actions and encouraging what he does.

Maintain a child - it means to believe in it. Verbally and non-verbally parent informs the child that believes in his strength and ability. The child needs a support-ke not only when he is bad, but then when he is good.

To create full-fledged, trusting relationships with a child, an adult should be able to effectively communicate with him. Communication is a verbal and non-verbal pro-process of transmission of feelings, installations, facts, allegations, me and ideas between people.

If adults strive for the co-building of relations that satisfy them and the child, they must learn to be effective, responsible communication.

General rules for effective adult and child communication

1. Chat with a child friendly, in a valid tone. In order to influence the child, you must learn to restrain your criticism and see the pleasant side of communication with the child. The tone you appeal to the child should demonstrate respect to it as a person.

2. Be simultaneously hard and kind. By choosing actions, you should not fluctuate. Be friendly love and do not act as a judge.

3. Reduce control. Excessive control over children usually requires special attention of adults and rarely leads to success. A well-cooled, reflecting reality planning a method of action is more efficient.

4. Support the child. An adult can support a child, recognizing his efforts and contribution, as well as achievements, as well as demonstrating that he understands his legs when things are not very good. Unlike the award, support is needed even when the child does not achieve success.

5. Have courage. Changing behavior requires practices and patience. If some approach is not-successful, it is not necessary to despair, you should stop and analyze the experiences and actions as a child and your own. As a result, the next time the adult will better know how to do in such a situation.

6. Demonstrate mutual respect. Teachers and parents should demonstrate confidence in the child, confidence in it and respect for him as a person.

It is very important that the development correction can be opened, anticipating. She should strive not to the exercise and improvement that already exists, which has already been achieved by a child, but to the actively formation of what should be achieved by a child in the near future in accordance with the abilities and requirements of age development and the formation of personal Individuality. In other words, when developing a strategy of correctional work, it is impossible to limit the momentary needs for development, and it is necessary to take into account and navigate to the development per-sensitive.

The main achievements of the younger student are due to the velocity nature of the training activity and are largely determining for subsequent years of training: by the end of younger school age, the child wants to learn, be able to learn and believe in their strength.

Full-fledged accommodation of this age, his positive acquisitions are a necessary basis on which it is built further development Child as an active subject of knowledge and activity. The main task of adults in working with children of younger school age is the creation of optimal conditions for the disclosure and realization of the possibilities of children, taking into account the individuality of each child.

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Features correctional

Speech Development Works

In children with ONR.

Ivanova T.N.

Introduction ……………………..…………………………………..

Chapter I. Overcoming the general underdevelopment of speech from preschool

1.1. Characteristic of the ONR ..........................................

1.2. Laws of the development of children's speech ............... ..

1.3. The process of formation and assimilation of the native language

with violations of speech .......................................

Chapter II. Experimental work:

2.1. Study of the state of coherent speech of children of senior

preschool age with common speech lap

tIM ............................................................ ..

2.2. Formation of connected speech in children .....................

2.3. Experimental results ............... ...

Conclusion ……………………………………………………….

Bibliography ……………………………………………………

Introduction

The problem of our research is the level of coherent speech of children with

general underdevelopment of speech. This problem was engaged in Phileeva T.B., Chir-

kina G.V., Yastrebova V.A., Tumanova T.V., Zhukova N.S., Mastyukova E.M. and

a lot others.

This problem is quite disclosed. We analyzed the literature on this topic and revealed the most illuminated questions about the development of connected speech.

S.A. Mironov in the book "Development of the speech of preschoolers on speech therapy classes" in the section "Training Children to compose stories" reveals the content and methods of work on the development of direct speech. In the book "Violation of speech from preschoolers" (compiler R.A. Belova-David). E.G. Cornica and TA

Shimkovich in chapter "Formation of a detailed descriptive narrative

some speech in children with the third level of general speech development "disclose the objectives of the work on the formation of a detailed independent descriptive

inspection speech in children, indicate two directions of work:

1. Formation of a child's speech with a support for the previously added plot (

bota over the retelling read and drawing up stories in scene pictures and serials of consecutive paintings).

2. Formation of a child's speech without support on a ready-made plot.

In the book "Correction of the shortcomings of speech students in secondary school students", A.V. Yastrebova sets out the methods of correctional and educational training

speech activities.

V.V. Vorobyva points out the reasons for the non-formation of a coherent speech in

ve "Features of the connected speech of schoolchildren with motor alalia" in the book "

Much attention was paid to the issue of the development of Svyaznoy Speech N.S.zhukova, E.M.

Mastyukova, TBFichiva in the book for the speech therapists "Overcoming the general underdevelopment

vitia speech from preschoolers. "

This topic is quite relevant, as the speakers are focused on the development

tie a connected speech in children with ONR, i.e. their preparation for school training.

It is obvious the need to improve traditional techniques and methods

dov, as well as the search for newer, more efficient scientifically-founded ways of developing connected speech in children with a common underdevelopment of speech. But this topic

not fully studied in preschool speech therapyrequires an additional

study and therefore we stopped on it. Solving this trial

the lemia is the goal of our research.

In accordance with the purpose of our study, we set the following tasks:

1. Study of special literature on the problems of connected speech in children with

2. In the course of experimental study, identify and analyze the special

svyaznoy speech in children with ONR;

3. In the course of experimental study, develop modified

we are for the development of connected speech;

4. In the course of experimental training, check the expediency and successful

application of certain techniques.

The work was carried out on the basis of kindergarten No. 43 of Vladimir since September 1998.

on June 1999 and the data obtained can be used to work.

speech therapists and educators of groups for children with a common underdevelopment of speech.

In accordance with the tasks, the following chapters are allocated in the work.

The first chapter gives a literary review of data on ONR.

The second chapter conducts a study of the status of a coherent speech of children

age with the general underdevelopment of speech, goals and plan experiment

by learning children with ONR connected speech. At the end of the second chapter summarizes

experimental work and appropriate conclusions are made.

CHAPTER I.

Overcoming the general underdevelopment of speech from

from preschool children

1.1. Characteristic ONR

Special studies of children with ONR showed the clinical diversity of manifestations of the general underdevelopment of speech. Schematically they can be divided into three

basic groups.

In children of the first group, there are signs of only general underdevelopment of

chi, without other pronounced disorders of neuropsychic activities. This is an uncomplicated version of ONR. These children do not have local lesions

central nervous system. In their history there are no clear instructions on expressed

deviations in pregnancy and childbirth. Only one third of the

teaching with a detailed conversation with the mother, the facts are revealed not sharply -

folded toxicosis of the second half of pregnancy or non-plum asphyxia in childbirth. In these cases, it is often possible to note the presence or immaturity of the child at birth, its somatic weakening in the first months and

del life, exposure to children and colds.

In the mental appearance of these children there are separate features of the total emotion

only volitional immaturity, weak regulation of arbitrary activities.

The absence of paresis and paralysis, pronounced codec and cerebellar disorders indicates the safety of primary (nuclear) zones of the spectolar analyzer. Differenceable small neurological dis -

functions are mainly limited to the violations of the regulation of the muscular one -

nusa, insufficiency of thin differentiated movements of the fingers of the hands,

non-formation of kinesthetic and dynamic Praxis. It is advantageous

socially discontegenetic version of ONR.

Despite the absence of severe neuropsychiatric disorders in

rough age, children of this group need a long speech therapy

correctional work, and later - in special conditions of learning. Practically

ka shows that the direction of children with not sharply pronounced speech

in a mass school can lead to the emergence of secondary non-

rotary and neurosis-like disorders.

In children of the second group, the general underdevelopment of speech is combined with a number of neuro-

great and psychopathological syndromes. This complicated version of ONR

cerebral-organic genesis, in which the disonatogenetic occurs -

chesky encephalopathic symptom complex violations.

With a thorough neurological examination of children of the second group, identifying

a pronounced neurological symptoms, indicating not only about the delay in the maturation of the central nervous system, but also about non-unhealthy damage to individual brain structures. Among the neurological syndromes in children of the second group, the following are most frequent:

Hypertensional-hydrocephalic syndrome (elevated intravenous syndrome

reprop pressure);

Cerebrasthenic syndrome (increased nerve resistance)

Motor disorders syndromes (change of muscle tone).

The clinical and psychological and pedagogical examination of children of the second group reveals the presence of characteristic violations of cognitive activity

Due to both the speech defect and low work -

In children, the third group has the most persistent and specific speech

it is underdevelopment that is clinically indicated as motor alalia. W.

these children have a defeat (or underdevelopment) of the cortical speech zones of the heads

brain and primarily Brock Zone. During motor Allas, complex disonatogenetically encephalopathic disorders occur. Characteristic features Motor Allas are the following: pronounced underdevelopment of all sides of speech - internal, lexical, syntactic, morphology

casky, all types of speech activities and all forms of oral and written speech.

A detailed study of children with ONR revealed extremely inhomogeneity of the description

the group by the degree of manifestation of a speech defect, which allowed R.E.

Levina identify three levels of speech development of these children.

The first level of speech development, characterized in the literature as "from -

the essence of common speech. " Frequently, when describing the speech capabilities of children at this level, the name "non-lawless children" is found, which cannot be understood literally, since such a child in independent

mr. communication uses a number of verbal means. It can be a separate

sounds and some of their combinations are sound complexes and sound resistance, scraps of brave words ("Sina" - machine). Children at this level can be overwhelmed by the so-called diffuse words that have no analogues in their native language ("KIA" - a sweater, sweater). A characteristic feature of children with 1 level of speech development is the possibility of multipurpose use -

areas available languages: Specified sound resistance and words MO -

gut denoted as the names of objects and some of their signs and Dayt -

vius performed with them ("Beach", pronounced with different intonation, denotably

"Machine", "rides", "Bibikat").

These facts indicate the extreme poverty of the vocabulary stock, as a result of which the child is forced to resort to the active use of non-language means - gestures, facial expansion, intonation.

Along with this, children have a clearly pronounced failure in

impressive side of speech. It is difficult to understand as some simple prepositions ("B", "on", "under", etc.) and grammatical categories of the only and multiple number, male I. femalelast and present verbs, etc. Summarizing all of the above

it can be concluded that the speech of children at the first level is unlimited for others and has tough situational affection.

The second level of speech development is determined in the literature as "the origin of common speech". A distinctive feature is the appearance of two-three children in the speech, and sometimes even a four-bed phrase. Combining words in the phrase and phrase, the same child, maybe how correctly

there are ways to harmonize and manage them.

In independent speech, children sometimes appear simple pretections and their

petal options. In some cases, passing the pretext in the phrase, a child with the second

i incorrectly change the members of the proposals for grammatical categories: "Asik Yezi Tai" - "The ball lies on the table."

Compared with the previous level, there is a noticeable improvement in

the vocabulary of the vocabulary of the vocabulary is not only in quantitative, but also by quality parameters: the volume of used nouns, verbs and adjectives are expanding, some numerical and adverbs appear, etc. However, the lack of word-forming operations leads to errors in

the remuneration and understanding of submissive verbs, relative and attractive

the adjectives, nouns with the value of the acting person. N

there are difficulties in the formation of generalizing and abstract concepts, synonyms and antonyms systems.

The speech of children with the second level often seems uninterrupted due to the rough

the soundlessness and syllated structure of words.

The third level of speech development is characterized by a detailed phrase speech with elements of underdevelopment of vocabulary, grammar and phonetics. Typical for this level is the use of children of simple common, as well as some types of complex proposals. At the same time, their structure may violate, for example, by the absence of the main or secondary members of the sentence. The possibilities of children in the use of the proposed construct

drugs with inclusion in some cases of simple predictions. In independent

noy speech decreased the number of errors associated with the change in words of gram

the directional tasks make it possible to identify difficulties in the use of

common average, the verbs of the future time, in coordinating the

existing with adjective and numerical in indirect cases.

It is still clearly insufficient will be an understanding and consumption of complex prepositions that or completely lowered, or are replaced with simple.

A child with an ONR of the third level understands and can independently form new words on some of the most common word-forming models. Along with this, the child is hampered in the right choice of the producing fundamental ("The person who builds houses" - "Dometel"),

it is inadequate affixing elements (instead of "washer" - "Washchik"; instead

"Fox" - "Fisin"). Typical for this level is inaccurate understanding -

the use and use of generalizing concepts, words with an abstract and abstract meaning, as well as words with a portable value.

Vocabulary may seem sufficient within the framework of the household ease

noah, however, with a detailed examination, a docking may seek

children of such parts of the body, like elbow, nose, nostrils, eyelids. Detailed analysis of the speech features of children allows you to determine the difficulties in

izement words and phrases of a complex syllated structure.

Along with a noticeable improvement in sound impact, there is a sever -

accurate differentiation of sounds on a rumor: children hardly perform tasks for the selection of the first and last sound in the word, pick pictures, in the name

nii which have a given sound. Thus, a child with the third level of speech development of the sound of sound analysis and synthesis are not enough formed, and this, in turn, will serve

for mastering reading and writing.

Samples of connected speech indicate a violation of logic-temporal

zey in the narration: Children can rearrange the stories in places,

cancel important elements of the plot and dear to its meaningful side.

To prevent severe forms of general underdevelopment of speech in preschool age, the early diagnosis of violations of speech development in children and the medical and pedagogical assistance has been largely important. The risk group includes the children of the first two years of life, which have

location to the emergence of violations of speech development, in connection with which they need special speech therapy, and often medical effects. Timely identification of such children and

correctional events can greatly speed up their speech and mental development. Since heavy forms of ONR custom

but arise against the background of organic damage to the central nervous system, then an important task is to diagnose not only heavy, but also lighter forms of brain damage. Special attention is paid to children born from mothers from

an extreme obstetric history that has undergone asphyciation, generic injury, long jaundice, as well as premature, low-handed and immature children. In order to prevent the ONR, it is necessary to develop recommend

mendations for parents of children belonging to the risk group, as well as children with various disabilities in physical or mental development. Mothers should be aware of the effect of emotional communication with the child on the formation of his speech. In addition, the speech therapist and psychologist should teach the mother to the main techniques for the incentive of the child's mental development.

If we compare the paths of assimilation of the native language to children, reported research

mavels of normal children's speech, with the ways of becoming a children's speech in violation of its development, then it is impossible not to notice a certain similarity in them: whatever the form of speech pathology is inherent in the child, it does not pass in its development of those three main periods that are allocated by Alexander Nikolaevich Nikolayev In his unique study "Issues of studying children's speech".

For example, the first level of speech development, which in the speech therapy characteristics

rizuya, as "the absence of common verbal medias of communication", is easily correlated with the first period, named by A.N. Nod, "Challenge

offer. Offer from two words - roots.

The second level of abnormal development of speech, which is described in the speech

dII as "headbands of phrase speech", corresponds to the period of the norm "the absorption of the grammatical structure of the sentence."

The third level of abnormal speech development, which is characterized as

"Official phrase speech with problems of lexico-grammatical and phonet

square, "represents a peculiar version of the assimilation of the child's morphological system.

Of course, no periodization can not reflect all the complexity of the dialect

the interpenetration of the stages of development and coexistence in each subsequent stage of the preceding qualities. "With all the conventions of renod

the zoom is needed, as for accounting for changing the qualities of psyche in ontogenesis, for

work of differentiated techniques of education and enrichment of a child

requirements of adequate level and to create a system of prevention ... "

As in the norm and in pathology, the development of children's speech is a complex and diverse process. Children do not immediately and not suddenly master the lexico-grammatical system, the syllable structure of words, sound-proof

, word, and the like Some linguistic groups are absorbed earlier, others much later. Therefore, at various stages of the development of children's speech, some elements of the language are already learned, while others are not yet

military or learned only partially. Hence such a variety of violations of colloquial standards.

Until a certain point, children's speech is abounding with inaccuracies, which indicate the original, poorly used use of such a building material of the language as morphological elements. Gradually mixed elements of words are distinguished by the types of declination, lunating and other grammatical categories and single, rarely found forms begin to be used constantly. Gradually, the free use of the morphological elements of words is descended and the use of words to become stable, i.e. Their lexication is carried out.

The sequence with which both categories of children are carried out by the types of proposals, methods of word links inside them, the syllable structure of words, flows in line with common patterns and interdependence, which allows characterizing the process of becoming a children's speech, both normally and in conditions of violation as a system process.

If we compare the process of assimilating phonetics with both categories of children, it is impossible not to notice in it general patterns that are to assist that the absorption of sound suspension comes along the way more and more complicating and differentiable operation of the articulation apparatus. The assimilation of phonetics is closely connected with the general progressive course of the formation of the lexico-grammatical system of the native language.

1.3 The process of formation and assimilation of the native language in violations of speech.

The time of the first words in children with violations of the development of speech does not have a sharp difference from the norm. However, the deadlines during which children continue to use certain words without uniting them into a two-bed amorphous offer, purely individual. The complete absence of phrase speech can take place at the age of 2-3 years, and in 4-6 years. Regardless of whether the child began to pronounce the first words entirely or only separate parts of them; It is necessary to distinguish between the "non-lawn" children in the levels of understanding or someone else's speech. In some children, the level of understanding of speech (i.e., impressive speech) includes a rather large vocabulary and a rather subtle understanding of words. About such a child, parents usually say that "he all understands everything, that's just not saying." However, the speech therapy examination will always reveal the shortcomings of their impressive speech.

Other children with difficulty are oriented in the verbal material facing them.

A bright feature of the dysonetogenesis of speech actors persistent and long-term lack of speech imitation of a new word for a child. In this case, the child repeats only the originally acquired words, but stubbornly refuses the words that are not in his active lexicon.

The experience of speech therapy work with the invianceless children shows that one of the responsible moments is the one when a child with a fairly developed understanding of speech appears the need to repeat the words or parts of them for adults. The emergence of an active desire to imitate the words of an adult provides the child to his translation from the category of "non-ringing" in the category of "poorly speaking."

The first words of anomalous children's speech can be classified as follows:

1) Protectly pronounced: Mom, Dad, give, no, etc.;

2) Fragments, i.e. such. In which only parts of the word are preserved, for example: "Mako" (milk), "Dec" (girl), "Yabli" (apple), "Sima" (car), etc.;

3) Words - a sound resistance that the child means objects, action, the situation: "BBB" (Machine), "Meow" (Cat), "Mu" (cow), "Buk" (fell), etc.;

4) contour words, or "abisions", in which the properly reproduced elements are correctly reproduced in the word, the number of syllables: "Tititiki" (bricks), "papata" (shovel), "Patina" (car);

5) Words that absolutely do not resemble the words of the native language or their fragments.

The smaller the words in the lexicon in the child, the greater the words properly pronounced. The more words, the longer the percentage the words are distorted.

For disonatogenesis, speech is often characterized by the expansion of the nominative dictionary to 50 or more units with almost the absence of verbal combinations. However, the most frequent cases are such when the assimilation of the first syntactic constructions begins if there are up to 30 words in an active speech, at an older age than this is normal.

Thus, the untimely appearance of active speech imitation, pronounced sludgeing elicids and late mastery of the first verbal combinations, i.e. The ability, let adgramatically and obliquely, combine the words among themselves, should be considered the leading signs of dysonetogenesis of speeches in its early stages.

There comes the moment in the life of children with underdevelopment of speech when they begin to associate the already acquired words with each other. The words connected to the proposals do not have any grammatical connection among themselves.

Nouns and their fragments are used primarily in the nominative case, and the verbs and their fragments in the infinitive and imperious inclination or without flexions in the zealing inclination.

Due to defects of pronunciation, agrammatism and shortening the length of the words of the words of children are incomprehensible to others.

In violations of the development of speech, the verb dictionary is negligible in relation to a fairly extensive subject dictionary. At the same time, this vocabulary is always insufficient for the calendar age of children, which gives reason to raise the question of the introduction into the practical speech therapy of the concepts of relative (relative to the stage of speech development) and the absolute (relative to age) of the vocabulary stock.

Already in the earliest stages of the assimilation of the native language in children with violations of the speech development, there is a sharp deficit in those elements of the language, which are carriers of non-lexical, and grammatical values, which is associated with the defect of the function of communication and the predominance of the simulation mechanism of the heard words. Children with ONR are sometimes used in one sentence to 3-5 and more amorphous unchangeable words-roots. Such a phenomenon according to A.N. Gvozdeva, does not have place in the normal development of children's speech: "It is impossible to allocate a period in which the offer, remaining grammatically unformed, included 3-4 words, since the first forms of words appear at the same time." But even when, in the course of further speech development, children master the word, they continue to use old ways to connect words by inserting them into their new statements.

The age in which children begin to notice the "technique" of registration of words in proposals, which is associated with the processes of membership (analysis) of words in the language of mind of the child, may be the most different: and in 3, and in 5 years, and at a later period.

Despite the fact that in some conditions of syntax construction, children grammatically correctly draw up the ends of words and their change is available, in other similar syntactic buildings on the site of the right form of the word, which should be expected, the child will produce incorrect forms of words or their fragments: "Ratia Ayza and skates "(skiing and skating).

If, with normal development, once again, the reproduced form quickly "captures" the rows of words and gives a large number of cases of the formation of word forms by analogy, then with violations of speech development, children are not able to use a "prompting" sample of words. And therefore, in the grammatical design of the same syntactic constructions there are unforeseen fluctuations.

A characteristic feature of Dizonatogenesis of Speech is the fact of long-term coexistence of proposals grammatically correctly and incorrectly decorated.

Children with violated development of speech are long and resistant use forms of words, regardless of the value to be expressed in connection with the syntactic design used. In cases of severe underdevelopment of speech, children do not absorb the syntactic value of the case: "Eats porridge", "sits the tulch" (sits on the chair). In less severe cases, the specified phenomenon occurs in isolated cases.

The materials of the pathology of children's speech discover that on the way to mastering the right grammatical form of the word, the child produces a bust of the variants of combinations of lexical and grammatical linguistic units. At the same time, the selected grammatical form of the word is most often in direct dependence on the overall level of formation of the lexic and grammatical and syntactic system of speech.

In the early stages of its development, children draw their answer to the same question in different ways: "Who did you come with?".

1) "Mom" - a form of an answer in children using individual words or offers from amorphous words roots.

2) "Mami" - in children, in whose speech there may be separate cases of the selection.

3) "Mom" is a common form of the word in the first stages of assimilation of the word.

4) "Mom" (without an excuse) - in cases of relatively developed phrase speech and relatively developed word.

5) "From Mom" \u200b\u200b- in the most severe cases of the manifestation of agrammatism.

6) "With Mom" \u200b\u200b- only in children with enough high levels River

development.

With violations of the development of speech, children, without accumulating the necessary word set

change elements and without learning to move the word on the word

a valid scale, prematurely appeal to reproducing the most

the named morphological element is the pretext. They do not notice

it is a pretext and flexion are interrelated. Flexia and the pretext advocate for the child in the verbal material perceived by them as variable elements that vary the various combinations with a lexical basis

howl and therefore are not perceived by children, which can be submitted to schematics

caucasia:

the child hears: the child reproduces:

cO? Table a? And that E.

under? ohm? E.

The combination of the children of verbal elements, inequate in the grammar system of the digestible language, is possible only if these elements are removed

we are a child from a mens perceived language material that is associated with the processes of analysis and synthesis flowing into the language of human consciousness.

Children with violations of speech development have a reduced ability to perceive the differences in the physical characteristics of the elements of the language, and distinguish between the values \u200b\u200bthat are concluded in lexico-grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for creative use of constructive elements of the native language in the process of building a speech statement.

To properly understand and evaluate the level of speech development of preschool

nick, it is proposed to use the "System Development System of Normal Children's Speech", compiled by A.N. M. Most., as a convention

the reference of the laws of mastering children by their native language. For this purpose

it is lagged to relate the state of speech, detected by the examination, with the data

a fishing standard of the norm, which will allow to establish the stage of development of anomalous children's speech and evaluate the degree of formed in it in various components

tons of language.

1. If the child only uses individual amorphous words and in his speech practice there are no connections of these two words, then such a state of speech should be attributed to the first stage of the first period

"Charging Offer".

2. If children use phrases of 2, 3, even 4 amorphous words, but without

their grammatical form, and in their speech completely absent

type subject + action expressed by the verb of the image of the reference to the present time of the third person with graduation, then this state is spectable -

the activity should be correlated with the second stage of the first period of the "offerings from amorphous words-roots".

3. Cases when the child's speech appear grammatically correctly

milnized sentences like a nominative case + consistent verb in the reference of the present time, with the right execution of the end of the word (mom is sleeping, sitting, etc.), despite the fact that the remaining words of agramm

tich, it should be correlated with the first stage of the second period "The first forms of words".

4. Speech condition in which the child is widely used by words with Pra -

willy and improper registration of the ends of words, owns designs such as nominative case + agreed verb, but in his speech Polos -

there are no correctly decorated proposed structures, we must

with the second stage of the second period of the "assimilation of the Flexiy Language System" with the second stage of the second period.

5. Language development of children owning phrase speech and knowing how to

cases to build proposed structures with the right decoration of flexions and predictions should be correlated with the third stage of the second period of "assimilation of service parts of speech".

6. The speech of more advanced children belongs to the third period of "mastering the morphological system of the Russian language."

Special attention should be paid to the word in which the abilities of children are revealed to independent use of constructive (morpho

logical) elements of the native language. Not all reproduction by the child the correct grammatical form should be taken for the evidence of its assimilation, since such a word form may be a simple repetition of

The grammatical form is assumed:

a) if it is used in different words: give Cuba-y, machine-y, eats kash-y;

b) if the child spoken by the child there are still others, at least two forms of the word: it is Cuba, but give Cuba-y, Cuba-s;

c) if there are cases of formations by analogy.

Thus, when evaluating the speech of children suffering from speech underdevelopment, it is necessary to identify not only speech violations, but also what has already been learned by the child, and to what extent is a learned.

The dynamics of speech development under different forms of underdevelopment of speech is different. It is possible that for some time, children of different diagnostic groups may be with the same level of language development. However, by measuring their overall speech level with the data of the "System Development Systems of Normal Children's Speech", it can be found that some children are most detained in their formation the sound side of speech, in others - the syllable structure of words, in third-party word-by-imposition and T ..

Understanding the process of assimilation of the structure of the native language by children with various deviations in speech development ensures the choice of the most rational and effective ways to overcome them in general underdevelopment of speech.

The main task of the speech therapy effect on children with a common underdevelopment of speech is to teach them connected and consistently, grammatically and phonetically correctly express their thoughts, talk about events from the surrounding life. It is of great importance for school learning, communicating with adults and children, the formation of personal qualities.

Work on the development of a coherent speech is carried out in the following areas: enrichment of the vocabulary; learning to draw up a recovery and inventing stories; learning poems; Guessing mysteries.

This section provides for speech therapy job With children owned by a simple conversational speech. Their vocabulary includes a sufficient amount of the words of everyday life-spoken vocabulary; The volume of understandable speech is approaching the age norm.

Children can tell about themselves about their comrades, about interesting episodes from their own experience.

However, the analysis of children's statements confirms that their speech does not correspond to the age norm. Even those sounds that they know how to correctly pronounce, in self-speech sound not clearly clearly.

For example: "Eva and Sysik Igali. Masic boobish Flip Fallet, Schchabaka Brush. Schchabak bise water, then fast finger. " (Lev and the ball played. The boy threw a stick in the river, the dog looks. The dog runs to the water to get a stick).

For these children, an undifferentiated pronunciation of sounds is characteristic (mainly, these are whistling, hissing, afficities and sonores), when one sound replaces two or more sounds of this phonetic group at the same time.

A feature of the sound impact of these children is insufficient sounding of sounds [b], [d], [g] in words, replacement and displacement of sounds [K], [g], [x], [d], [l '], [th] , which are normally formed early ("Wok Gom" - here is the house; "That Tussey prayer" - the cat dried milk; "Praying Labor" is my skirt).

Phoneatic underdevelopment in children described in the category is manifested mainly in the non-formation of the differentiation processes of sounds that differ in the finest acoustic-articulation features, and sometimes captures a wider sound background. This delays mastering sound analysis and synthesis.

The diagnostic indicator of the underdevelopment of speech is the violation of the syllable structure of the most complex words, as well as a reduction in the number of syllables ("Titite Titot" - a plumber reinforces water pipe; "Watteg" is a collar).

Many errors are observed in the transmission of sound-perplexity of words: permutation and replace sounds and syllables, reduction in the coating of consonants in the Word ("Ladotik" - instead of the "tummy", "Vlenok" - "Lion", "Camoon" - "Skovorod", "Wok" - "Wolf", etc.). It is also typical of the surveys of the syllables ("Hichist" - "Hockey player", "VayaPotik" - "plumber"); antitations ("Astobus" - "Bus", "Lilisidist" - cyclist); Adding unnecessary sounds and syllables ("Lomont" - "Lemon"). Domestic dictionary of children with a general underdevelopment of speech in quantitatively much poorer than their peers with a normal speech. With the greatest evidence, it acts as a study of the active dictionary. A number of words, children can not call through pictures, although they have them in passive (steps, fortietha, cover, page).

The prevailing type of lexical errors becomes improper consumption of words in the speech context. Not knowing the names of many parts of the subject, children replace them with the name of the item itself (wall-house) or actions; They also replace words close in terms of situation and external signs (paint-writes).

In the dictionary of children a little generalizing concepts; Almost no antonyms, little synonyms. Thus, describing the size of the subject, children use only two concepts: large and small, which are replaced with words long, short, high, low, thick, thin, wide, narrow. This causes frequent cases of violation of lexical compatibility.

Analysis of the statements of children with a general underdevelopment of speech reveals a picture of pronounced agrammatism. Characteristic for the overwhelming majority are errors when changing the endings of nouns in numbers and childbirth ("Many windows, apple, beds"; "feathers", "buckets", "wings", "sockets", etc.); when negotiating numerical with nouns ("five meals, berry", "two hands", etc.); Adjectives with noucent in childbirth and the case ("I draw paint handles").

Often there are errors in the use of prepositions: lowering ("I go to the batik" - "I play with a brother"; "The book is climbing Tae" - "The book lies on the table"); Replacement ("Niga dropping and taya" - "The book fell from the table"); Non-treating ("climbing and the fence" - "climbed on the fence"; "Polla and Issu" - "I went to the street").

Children with a common underdevelopment of speech are hampered in the formation of nouns with the help of diminishing suffixes ("trees", "Verdachko"), adjectives ("Meneny Cap", "Clay pitcher", "glass vase"). They allow many errors when using submissive verbs (instead passes - it goes, instead jumps - jumps, instead sews - sews).

These disadvantages in the field of phonetics, vocabulary, grammatical system, with the greatest discrimination, manifests itself in various forms of monologic speech (retelling; story in the picture; story - description).

Let us give an example: "Koska begins mutter. Cat Aise (climbed) the shoe, one hundred mysteries. He is nickname (looked), it is not there, I froze. " When retelling, in addition to speech difficulties, errors are observed in the transmission of the logical sequence of events, skipping links of events, acting persons. A story description for children is not allowed. They are usually limited to the enumerations of individual items and their parts.

For example, describing the car, the child lists: "It has wheels, a cabin, ultrasound, lulul, lithium (lever), pedals, falsies, wipes, a gluza stop (in order to carry a cargo)."

Some children are capable of answering questions only.

Thus, in children with a general underdevelopment of speech, an active speech can serve as a means of communication only in conditions of permanent assistance in the form of additional issues, evaluation judgments, etc.

Out of special attention to speech, children are inactive; In rare cases are initiators of communication, do not turn to adult questions, do not waste game situations. This causes the insufficient communicative director of their speech.

Correctional learning includes work on the word, phrase and proposal. These directions of correction work are closely related to each other. Thus, for example, clarification and expansion of the dictionary is consistent during the work on the proposal.

The effectiveness of the correction exercises depends on how the following conditions will be followed:

Systematics of conduct;

The distribution of them in the order of increasing complexity;

Subordination of the tasks of the chosen goal;

Alternation and variability of exercises;

Education to speech.

Chapter II.

Experimental work.

2.1. Study of the state of the connected speech of children of senior preschool age with common speech underdevelopment.

When preparing children for school learning, the formation and development of monologic speech as the most important condition for the most complete learning of knowledge, the development of logical thinking, creative abilities and other parties to mental activity has been gaining great importance.

Special attention in the formation of a coherent speech must be given when conducting correctional work with preschoolers who have a common speech underdevelopment. In children of senior preschool age with a common underdevelopment of speech, a significant lag is observed in the formation of the skills of the descriptive-narrative speech. Serious difficulties arise from such children when retelling and drawing up stories on a visual support (for example, a series of scene paintings).

The purposeful formation of a coherent speech demanded from us an in-depth study of the various parties of this type of speech activity in children.

We conducted a study of the state of a coherent speech of senior preschoolers with a common speech underdevelopment (III level) visiting the speech therapy groups No. 1 and No. 3 of the kindergarten No. 43 of the city of Vladimir. The study was aimed at identifying the possibilities of children in the use of various types of connected statements - from a single form before drawing up stories with elements of their own creativity. The ability of children to transfer the content of a familiar literary text, a visually perceived plot situation, as well as their life impressions and their own intention. A comprehensive study included seven consecutive experimental tasks and was carried out by an individual experiment. 20 children are surveyed 5-5.5 years having a common speech underdevelopment, and 10 preschoolers of the same age with the normal development of speech (control group from DOU No. 93). We describe the results on the tasks.

The first task was to compose to children of proposals (for the question: "Tell me what is drawn here?") On five separate pictures depicting simple actions (the boy wipes flowers from the watering can, the girl catches a hat with a saccmother, the girl does a charging, the boy lets the boat on the stream, The boy builds a house from cubes). The task was intended to identify in children the skills to construct a phrase, adequately transmitting the depicted action, i.e. It consisted in solving a certain semantic-syntactic problem.

The results have shown that many children with speech underdevelopment experienced difficulties in independent compilation of statements at the level of a simple finished phrase, and therefore the need arose in an additional issue requiring the name of the depicted action ("What does a boy, girl?"). Most children had mistakes for the use of word forms that violate the connection of words in a sentence, long pauses with the search for the desired word, violation of the word order. In 14 subjects, out of 20, a combination of various degrees of semantic and syntactic nature was observed.

Even greater difficulties caused children with speech underdevelopment of the second task - drawing up a proposal for three pictures (with the image of the girl, baskets and forests). The task was aimed at identifying the ability of children to establish the logical-semantic relationship between objects and the verbalization of them in the form of a complete phrase-statement. Despite the question asked by all children: "What did the girl do?", Only 3 subjects were able to make an offer on their own, taking into account the relationship of all three pictures. The rest of the test task was explained again (with an indication of the missing picture), but after the repetition of the instructions 7, the children were not able to make a phrase taking into account all three semantic units. Many have noted pronounced syntactic difficulties, 2 subjects did not cope with the task. All children of the control group successfully completed both the first and second task.

In assessing the implementation of subsequent tasks for the preparation of various types of stories, we took into account a number of general indicators characterizing the level of ownership of children to the skills of telling. Determined: the degree of independence in the preparation of the story, the connectivity, sequence and completeness of the presentation, the semantic compliance of the source material (the text visually shown the plot and others) and the speech task, as well as the peculiarities of phrase speech. With difficulties in the process of drawing up a story (a break in the narrative, long pauses, etc.), assistance was provided in the form of consistent use of stimulating, leading and clarifying issues.

The third task was to reveal the possibilities of children with speech underdevelopment in reproduction quite simple in structure and small on the volume of the text of a familiar fairy tale ("Rack"). One child of 20 could not perform the assignment, the rest were retelling with one or another help of the experimenter.

It was found that difficulties in children most often arose at the beginning of the retool, when reproducing the sequence of new fairy tale characters and especially the rhythmic repeat, which is a proposed-case structure. In the negotiating of almost all children there were violations of the conjunction of the presentation (repeated repeats of phrases or their parts, distortion of the semantic and syntactic relationship between suggestions, flow of verbs, truncation component parts etc.).

In 8 children (40%), the difficulties in the preparation of the releger were a sharply pronounced character (semantic errors, disorders of connectivity, skipping fragments of text, etc.). The study revealed a low level of phrase speech used by children (volume, structure of phrases, poverty of linguistic means).

The fulfillment of the fourth assignment is the compilation of a story on a series of plot pictures ("Bear and Zays" by I.V. Baranikov and L.A. Varkovitsky, 1979) made it possible to determine a number of specific features in the manifestations of monologic speech in children with speech underdevelopment.

Despite the preliminary analysis of the content of each of the 6 pictures with an explanation of the value of some essential details of the depicted environment ("DUPLO", Polyana, etc.), the compilation of a coherent independent story was inaccessible to all subjects. Help was required: auxiliary issues, an indication of the appropriate picture or a specific detail. For all subjects, it was characterized by difficulties in the transition from one picture to another (a break in the narration, difficulty in an independent continuation of the story).

In addition to the lack of formed skills in this form of telling, it seems to be explained by insufficient mobility, weak switching of attention, perception, memory in children of this group and the insufficient coordination of these processes with speech activities.

Many children in the stories have noted passing moments of action presented in pictures or arising from the depicted situation; The narrowing of the field perception field (for example, instructions on the actions of only one character - a bear), which indicates an insufficient organization of attention in the process of speech activity. It was often disturbed by the meaning of the story of the story with the plot. In 7 children, the stories were reduced to the simple name of the actions of the characters, for example:

"They went ... The bear climbs ... Bees ... The beehings came out ... fell back ... They ran ... And back behind them the bee" - the story of Elvira M. 5 years.

The results of the fourth task suggest that many children have difficulty in full and accurate transmission of a visual plot, there was no semantizing synthesis of the story. One child, despite the help provided, was unable to task at all. In 8 children, various violations in the preparation of the story were sharply expressed. In general, a number of cases, with a combination of gross violations, the story was practically reduced to the answers to questions and lost the nature of the connected narration.

"The bowl here, and the gibbs ... EU ... they are plagued into the EU ... Tama and Gibi ... They are drinking to Xee, to the smoking ... there are comai zii ... Miska fall and Yazbisi ... Bite ... Komashka ... they run" - Seryog's story, 5 years old.

The fifth task is to draw up a story about children the topic: "On our site", it was aimed at identifying an individual level and features of the possession of children phrase and monologic speech when transferring their life impressions. In order to facilitate the task of the task, the test has previously been given a story plan consisting of five tasks issues. Suggested to tell about what is in the site; What do children engage in the plot; what games they play; call their favorite games and classes; Talk about classes and games on the site in the winter. After that, the child was his story on individual fragments, before each of which the corresponding question was repeated. This version of the study was chosen by us on the basis of approbation of various options for the task, which showed that the independent compilation of the story on this topic Only on the preceding plan is not available for children with speech underdevelopment and causes difficulties in their normally developing peers.

The results of the study were evaluated in terms of both the content and the actual speech sides of the compiled stories. Great importance was attached to the analysis of the phrase speech used by the children under the conditions of compiling a message without a visual or text support.

The analysis of the stories showed that only 6 children with speech underdevelopment of phrase responses were kept in all five fragments of the story, most of the same (despite the installation of the story), the phrase answers were absent in one or several fragments and was replaced by a simple listing (title) of objects and actions . In 4 people, phrasal responses were contained only in one - two fragments. When drawing up stories, children used mainly short phrases - in 2-4 words (82.5% of all phrases contained in children's stories). Complex proposals, in most cases incorrectly decorated, amounted to only 3.3%. This indicates an insufficient level of use of phrase speech, which made it difficult for children to compile a coherent expansion report.

When assessing the contents of the stories, we took into account the degree of their informativeness, determined by the number of significant elements that bearing that or other information on a given topic. Determining the number of informative elements and their character (simple type of subject or action or their deployed description) made it possible to determine how fully the message is reflected by the message.

Comparative studies have shown that the stories of children with speech underdevelopment and children of the control group differed sharply both by volume (the number of words) and in terms of their informativeness. Thus, the average volume of stories in children with underdevelopment of speech was equal to 29 words, and at the test control group - 91 words, i.e. 3 times more. The average number of informative elements in the stories of children of these groups, respectively, was 8.3 and 16.4. In the stories of children with a normal speech development, informative elements in most cases were deployed, included explanations, clarifications using relevant linguistic agents.

For comparison, we give the statements of two children - with common speech underdevelopment and normal development of speech.

"House, veranda ... - We play ... in the daughterarer ... rode ... on the flight ... We made lumps" (Elvira M., 5.5 years old).

"We have a swing, a veranda, sandbox, ladder and toys. We endured them from the kindergarten - jumping and balls ... We play there in the sandbox, playing toys. We walk on the ladder without hands, swing on the swing. We play salts, hide and seek. We also play "Herons on a swamp" (two fragments from the story of Vika I., 5.5 years).

Analysis of the stories of children with speech underdevelopment suggests that difficulties in carrying out this task are due to the disadvantages of various sides of speech activities (planning, implementation of the statement of statements, non-recognition of control over its implementation, etc.). With a large variety of noted defects, the following, most characteristic can be distinguished.

Significant difficulties in building a statement were noted primarily at the level of planning its content. This manifested when choosing the topic of phrase-statement, to establish a sequence of informative links in the structure of the statement, their relationship, etc. (For example: "We run ... We walked on the site ... I checked ... Komki did", etc.). The difficulties of planning and current control often led to the fact that the second part of the phrase-statement seems to be mechanically joined to the first excluding its content and structure ("I love to play ... on sledes"; "In Santa Frost ... We will build"). In many cases, when trying to give an expanded message, there was a skipping of important semantic links, which made it a little-action.

Disadvantages in the construction of statements was difficult due to grammatical-syntactic disorders, especially when transmitting spatial, attribute and other intergovernmental relations ("We went to the ice ... where ice crews"; "Komki Snowman did"). In 8 children (40% of the group under study), the disorders had a sharply pronounced, complex nature (poverty of the content, low level of used phrase speech, coarse adgrammatyisms, impercepting the perception of the story, etc.). We present the story of one of the subjects:

"Apaccia ... Gotzchka there is an apotheka ... eating iguski. Yegey. We are Yegey Zheka-Blue ... We are beetles (Zhmurki) Yehm ... I'm yying apatka. I am a liking zetka to leave the snow "(Seryozha G., 5.5 years old). Thus, most children with a general underdevelopment of speech arose in one degree or another pronounced difficulties in drawing up the story, despite the facilitated form of task.

The following two tasks were aimed at identifying the capabilities of children in making stories with elements of creativity and features of monologic speech when performing such tasks.

In the sixth task, children were asked to draw up a story about some case with a girl in the forest. The "Exposition" of the story of the experimenter was preliminarily prepared, with a support for three subject pictures, which facilitated the transition to the subsequent compilation of the story on his own intention.

The seventh task is the completion of the story at the finished start (with a support for the picture) - it was to identify the capabilities of children in solving the created creative task, the ability to use when drawing up the story of the proposed speech and visual material. The fulfillment of the tasks of a creative nature caused the greatest difficulties in children with the general underdevelopment of speech.

A significant part of the children of this group did not cope with the tasks or performed them inadequately delivered task. The main difficulties were manifested in solving the creative task and in the implementation of the plan in the form of a coherent consistent narration.

Let us dwell on the results of the execution of the seventh experimental tasks. The "Completion of the Story" technique was used by us in the following version. The child was offered a picture depicting the climax of the story of the story (the boy climbed onto the tree, downstairs under the tree - four wolves, one of them tries to climb on the tree; the village can be seen; the action takes place in winter). After parsing the content of the picture, the text of the unfinished story was read twice and was suggested to come up with a continuation. When assessing a child compiled by a child, the peculiarities of its plot solution were taken into account, compliance with the logical sequence, the semantic compliance of the content of the start of the story.

A comparative analysis of the results obtained when performing this task with children with a common speech underdevelopment and a control group showed the following. Of the 20 children of the main group 6, they could not perform this task and either repeated the end of the proposed text, or called objects and actions depicted in the picture. 14 Children of this group, in the preparation of the end of the story, assisted in the form of stimulating and leading issues. At the same time, all 10 test control groups have successfully coped with the task, and 8 of them amounted to the end of the story completely independently.

Significant differences between the two groups of children were found when comparing the stones compiled by them in terms of the volume indicator. The average number of children's stories with ONR amounted to 20 words, and in children of the control group - 51. To assess the meaningful side of the stories compiled by children, an indicator of the number of created images was created by one of the criteria. The concept of the image includes new actors, performed actions that are significant for the development of the plot objects and phenomena, etc. The average number of created images in the stories of children of the control group 2.6 times exceeded the same figure in children with speech underdevelopment (respectively 12.5 and 4.8).

In the stories of 4 children with ONR, individual images were not associated with the main plot content or fell out of the action of the story.

In many children of the main group, the repetition of episodes from the read text were embedded in their own story, which led to a violation of the narrative logic ("Then the wolves were angry and climbed onto the tree ... they surrounded the tree ... and he was frightened and climbed onto the tree"). All this testifies to the difficulties in solving the creative task, the inability to realize their intention in a connected, consistent message.

Most of the children of the main group made up stories on the same type of elementary scheme with small variants ("wolves left - the boy went home" or "The wolves did not take the boy - the wolves left - the boy went home"). Only in 3 stories include the presence of separate, supplementing the elementary scene scheme of images, for example: "One wolf wanted a boy to eat. And the boy was faded even higher. The wolf did not share and fell out of the tree. "

Separate stories of children of this group were extremely concise, without detail the transmitted events. ("Jumping and the boy grabbed. Hunter. He is a wolf shoot."). In the stories of many children with speech underdevelopment, semantic passes were noted - skipping the necessary plot moment, the incompleteness of the action, etc. The semantic errors were also detected, indicating either inability to focus on the rod elements of a given situation, or the absence of control over the semantic correspondence to continue the story of its beginning (" ... He climbed up even above ... Then there were the branches on the shames. Then the bushes were small ... Then his leaves were glued, and the wolves could not get it ... ").

The stories of the children of the control group, as a rule, contained bright, original images, one characteristic of the transmitted events (place, time, nature of action), and in 6 cases, children used a visual content of the picture to prepare the continuation of the story. At the same time, they showed a fantasy, seeking to beat in their story shown in the picture ("The boy looks at the wolves, and the wolves sparkle with eyes. And the boy loombed the branch and threw in the wolf," etc.).

The essential differences between the children of the two groups were detected in terms of connectivity and sequence of narration.

So disorders of the presentation were noted in 14, and a violation of the sequence in 2 endings of the story of children of the main group, despite the cruel definition of the sequence of events, determined by the plot situation ("jumped, did not grab ... They left the forest ... Waiches became ... Licking and tree. Kolya hid ... And I did not find a free one ... on a tree ... grained home. Come to Kolya Door. Houses, and Olece - Dasha T., 5.5 years old).

In the stories of children of the control group, there were no violations of the sequence of presentation, and single small disorders of the connectedness were generally not reflected in the general narrative.

A comparative analysis showed that children with speech underdevelopment are significantly lagging behind normally developing children in terms of the level of ownership by means of phrase speech, which significantly limits their capabilities in drawing up an informative full message. By adding the end of the story, they mainly used short phrases in 1-4 words (72% percent of all phrases in the stories of children of this group). Deployed phrases - in 5 or more words - they met in their stories much less often than in children of the control group (respectively 28% and 65%). When studying the structural composition of phrase speech, significant differences between the two groups of the subjects were also revealed. For example, complex structures In the stories of children of the main group, about 10% of all phrases were accounted for, and in the control group - 40%.

The study of admirations admitted by children in various types of stories showed the presence of a large number of errors for the use of prepositions and proposed-case structures, i.e. When transmitting spatial, temporal and other relations (from 17 to 35% of all agrammatyms). A significant number of errors was associated with the use of verb forms (from 15 to 26.5%). The greatest number was mistaken in building proposals (from 25 to 35%), which was especially manifested with the use of common and complex proposals. When performing the tasks of a creative nature, the number of errors to build proposals and the use of verbal word forms - species forms, forms of the multiple number of this and past time, submissive verbs, etc. This may be due to the absence of practitioners in the use of relevant verb forms in children with speech underdevelopment, And also by switching attention from the registration of the statement on the decision of the creative task.

Analysis of all tasks showed the following. Against the background of a significant lag in the development of a coherent monologue speech in children with the third level of the general underdevelopment of the speech, significant differences were noted in mastering the skills of this type of speech activity. Comparison of the results of the tasks made it possible to allocate two groups of children depending on the degree of formation of various sides of the connected monologic speech and telling skills. The first, weaker group (9 people) amounted to children who had serious violations already in the construction of statements at the phrase level; Sharply pronounced disorders were observed when performing all or most of the tasks for making stories. At the same time, the assistance of the experimenter was required. There were serious difficulties in the semantic organization of statements. Performing creative tasks turned out to be almost inaccessible for them. Studies have shown that the children of this group do not own the skills of independent compilation of the story; For their statements are characterized by the extreme poverty of the languages \u200b\u200bused, the presence of gross adgrammaties that violate the tension of the narration.

Children of the second group (11 people) violations in the construction of individual messages were expressed to a lesser extent compared to the first group. They, as a rule, coped with the task of building phrases on a visual support; At the same time, disadvantages were noted mainly in the grammatical-syntactic design of the phrase-statement.

In compiling stories, separate specific disorders were observed (in the logical-meaning construction of the message, at the level of programming and monitoring the implementation of the statement). Disadvantages in the language design of the message - non-timber pronounced violations of the tension of the narrative, lexical difficulties, various adgrammatyisms. Unlike children of the first group, more or less pronounced deficiencies in these children were manifested by selectively, in some types of tasks (retelling, drawing up a story on a visual plot and other).

There was a big degree of independence when performing all types of tasks. The greatest difficulties in children of this group caused the fulfillment of the tasks of a creative nature.

The allocation of these groups is important in terms of a differentiated approach to children when conducting correctional work on the formation of a coherent speech. In addition, a comprehensive study of children using various types of tasks gave us the opportunity to establish, in what types of speech under study each child are noted the greatest difficulties and which species can be relying in the process of corrective learning.

Based on the research conducted, we made the following conclusions:

Children of preschool age with ONR (III level) there is a significant lag in the formation of a coherent speech skills compared to normally developing children. This indicates the need for targeted corrective work on the development of this type of speech activity. Studies conducted using various types of tasks revealed a number of features characterizing the state of the connected speech of children with ONR, which must be considered when conducting correctional work.

A comprehensive study of the coherent speech of children made it possible to obtain additional data on the degree of their readiness for school learning.

2.2 Formation of connected speech in children

Based on the data of the study, we have compiled a plan for working with the children with the ONR (III level), providing for the thematic sequence somewhat different from the one that is described in the special literature. Our perennial observations have shown that children with the specified pathology in the formation of a connected speech need auxiliary means. When selecting such funds, we were based on factors that facilitate and guide the process of becoming a coherent speech. One of these factors, according to S.L. Rubinstein, L.V. Elkonina, A.M. Leushina and others is visualityat which (or about which) is a speech act. As auxiliary, we allocated modeling plan statementswhose significance indicated the famous psychologist L.S. Profitable.

Considering the foregoing, we analyzed all the types of independent telling when teaching preschoolers (there are no learning of poems, memorizing texts, restoring deformed texts, etc.). Then we selected those of them in which both identified factors are mostly present, and there are types of telling in the order of gradual decrease of visibility, as well as the "coagulation" of the simulated plan.

The following order was designated:

Retelling the story on the demonstrated action;

Drawing up the story on the demonstrated action;

Drawing up a story using flanneluga;

Retelling the story using plot pictures;

Drawing up a story on a series of plot pictures;

Retelling the story using one storyline;

Drawing up a story on one story picture.

These types of telling we limited work on a connected speech on

the first year of study.

Types of telling as a description of objects and objects, comparison of objects and objects We moved to the 2nd year of study for the following reasons:

Experimental data is confirmed that in describing and comparing objects and objects, children experience significant difficulties related to:

With an independent definition when considering the subject, its main features and properties;

Establishing a sequence in the presentation of identified signs;

Hold in the child's memory of this sequence.

Given the said, we have developed schemes for the preparation of descriptive and comparative stories within the most typical groups of objects, such as toys, clothes, animals, dishes and others.

Analyzing the results of the work carried out, we concluded that the use of schemes in the preparation of descriptive stories would noticeably facilitate our children mastering this kind of connected speech. In addition, the presence of a visual plan makes such stories by blacks, connected, complete, consistent. These and similar schemes, we used not only to compile descriptive stories, but also for comparative stories, inventing mysteries on objects, as well as in such an important and complex section of work, as the training of children in independent formulation of issues.

The importance of mastering the skills of the description of objects in terms of training for school learning, the difficulties in the assimilation of this type of deployed statements determined the need to find the most adequate ways and methods of formation in children with ONR skills of a well-descriptive speech.

The study of descriptive stories was part of our integrated work on the formation of a connected speech in children with ONR. At the same time, the following tasks were set:

The formation of skills to allocate essential features and main parts (parts) of objects, to use adequate phrases-statements to determine them;

The formation of generalized ideas about building a description of the subject;

Mastering by children with language means necessary to compile connected statements in the form of a description;

Practical assimilation of object description skills by training exercises.

Training was carried out in stages and included the following main types of work:

Preparatory exercises to the description of objects;

The formation of the initial skills of an independent description;

Description of items for the main features;

Learning to expand the description of the subject (with the inclusion of various signs - microthem);

Consolidation of description skills, including in the process of game and objective and practical actions;

Preparation for learning to a comparative description of objects;

Training to a comparative description of objects.

Learning descriptive speech was carried out in connection with the work on the formation of grammatically correct speech in children:

Systematic exercises in the proper use of word forms (case endings of nouns, adjectives, some verb forms);

Formation in children of practical skills of wordinity;

Exercises in the right constructions of phrases;

Formation of control skills for grammatical speech correctness;

Activation and enrichment of the vocabulary stock.

In classroom, items to the children were made a number of objects related to one group. Before drawing up description, the children called all items. At the same time, special attention was paid to the difference in their appearance. It helped children to allocate the basic signs of the description of the description and contributed to the consolidation of relevant messages and opposition. The description object was chosen either a speechoped or a child himself (depending on the specific tasks of this classes and the degree of children's preparedness).

During the training, we used a number of aids: gesture instructions on the form of the subject, its details; Description based on drawings. Effective when teaching children from ONR, according to our observations, is the reception of a parallel description by the speech therapist and the child of two single-type game items when the teacher, and after him a child, make up a description of the object in parts, calling the same signs. Let us give an example:

Speech therapist: baby

This cat I also have a cat

I have a gray cat, my cat is all black with black.

stripes. She has a whlen-legged paws.

kie Cat's wool is soft, the wool is fluffy.

little. Cat's ears Little ears near cat small, eyes

sharp. Her eyes are round ze-deer... as lights. She has

lyous. Cat has a long mustache ... big mustache.

The specified reception was used by us in working with children who experienced the greatest difficulties in memorizing a consistent plan scheme.

Reception of the description of the object according to the artistic figure is effective for assimilating children with ONR skills of an independent description. After performing the drawing of a subject or toy, the child was asked to give his description on a certain plan. The drawings were performed by colored pencils or wovers in order to consolidate the color visual representations. Then they were exhibited on a setpail and the children alternately told about the depicted objects. The teacher gave a brief analysis of the statements of children (completeness of information about this subject, sequence, errors in the use of linguistic means).

The inclusion of objective and practical actions into the learning process of a connected descriptive speech, in our opinion, contributes to the consolidation of ideas about the basic properties of objects, as well as to increase the interest of children to classes. The performance of children's drawings can be carried out under the guidance of the educator.

The description of the objects of memory (home environment, animals, plants) was carried out by us in individual classes on the topics: "My favorite toy", "our faithful friends", etc. Description of memory can be carried out on educational classes, especially on the basis of fresh impressions Children, for example, after visiting the zoo, a living corner, collective labor to the care of plants, studying with nature.

The applied game forms of work envisaged the consolidation and development of speech skills and the reading actions formed in the learning process. They included: Exercises in the recognition of objects in description, in comparison of items, drawing up issues on the text of the description, reproduction of a speech sample, an independent description of objects.

We bring the summary of individual game activities.

Work on the comparative description of two items began using the following types of exercises: the addition of proposals initiated by the teacher, necessary in a word in a word, denoting a sign of the subject ("the neck of the neck is long, and the duck ..."); Drawing up proposals on issues of type: "What is the taste of lemon and orange"; Exercise in the allocation and designation of contrast signs of two objects associated with spatial characteristics (the orange is large, and the mandarin is small; the tree is high, and the bush is low; the river is wide, and the stream is narrow); Sequential allocation of a number of signs that distinguish between the items of the same group (spruce and birch, white mushroom and amansor). And we also used the reception of a parallel description (in parts) of two items - teacher and child (description of the cow and goats, dogs and cats, etc.)

The use of schemes in the preparation of descriptive stories helped to achieve good results. And we went further: began to use schemes; Illustrative panels when teaching children not only to compose descriptive stories, but also retelling, which owns a special role in the formation of a coherent speech. When retelling, the structure of speech, its expressiveness, pronunciation, deepens the ability to build suggestions and text as a whole.

By organizing leakage training classes, strict plan adhered to:

1. The organizational part (the goal is to help children concentrate attention, prepare them for the perception of the text);

2. Reading text (without installation on retelling);

3. Collapse text in question-response (questions set so that children can once again clarify the main points of the plot, the ways of its language expression);

4. Repeated text reading children (with a retelling installation);

5. Retelling text in children (with a support for visual material);

6. Exercises for the consolidation of language material;

7. Analysis of children's stories.

Not to any artwork can be made or panel. It is necessary that repeating plot moments be present in the text so that the events develop in a logical sequence so that the main character who comes into cooperation with several in turn appear in turns.

Based on this, the abstracts of classes on learning the retelling of children with ONR with a support for an illustrative panel, including the topic "Retelling a fairy tale" Penaging of the old women "in the processing of KD Ushinsky. " In the center of the flannelegraf we put a picture with the image of the old woman of winter. Under it, in one row, pictures depicting birds, fish, animals, adults, children were sequentially placed. So before the eyes of the children there appears a visual plan of the recovery.

Children successfully coped and with retelling quite large in terms of the volume and number of actors of the Mordovian fairy tale "Like a friend's dog was looking for" (in processing S. Fetisov). The main character is a dog (attached a picture in the center of the flannelhemph) looking for a friend who would not be afraid of anyone. The first she met the hare (a picture appears with the image of the hare - the first in the row). At night, the mouse ran past them (put the picture with the image of the mouse under the hare). The dog heard, flashed, the hare was frightened that the wolf could come, ran away. The dog decided to make friends with the wolf - he was probably not afraid of anyone (put a picture with the image of the wolf in the first row). At night, there was a frog nearby (a frog was attached under the wolf), the dog flashed again. The wolf thought, a hundred can come to the bear (a picture appears with the image of the wolf), frightened and left. The dog called the bear, but he did not spend the day with the dog: it appeared (they attached his image under the bear), and the bear decided that after him a man would appear, and then he, a bear, will not last (attached a man's image). At the end of the fairy tale, the dog finally meets the faithful friend - a man who is for sure! - no one is afraid.

So, in an illustrative panel diagram, the children saw all the actors of the fairy tale, and in their connections with each other, so when retelling, they focused on the right construction of proposals, on reproducing in their speech, those words and expressions characteristic of the work they retell.

An illustrative panel is simply necessary when teaching children retelling the fairy tale "Cups and roots" (in the processing of K.D. Shushinsky). The fairytale text clearly shared into two parts: First, the man and the bear were planted and divided the turnip, then sowed wheat and also divided it. Children are usually difficult to remember what he got in the first part of the fairy tale, which is in the second. Visual panel puts everything in its place.

At the top of the flannelegraph attached pictures with a man's image and a bear. Rose repa - the man took the roots, and I gave the mishet (the pictures were attached to the muzhik with the image of the reape itself, under the bear - her tops). Wheat quicted - the man took himself the tops, and Misha - the roots (next to the replica was attached a picture with spikelets, and the image of the thin roots of the wheat spike root were placed around the picture with a top of the turnip).

In subsequent classes, the illustrative panels replaced the modeling of the plot of works using conventional schemes that helped children learn to draw up a recovery plan. In later stages, simple patterns were used, which make up the children themselves. So, when retelling the story of K.D. Shushinsky "Geese", "Cockerel with the family" they themselves sketched simple schemesreflecting the sequence of a description of the appearance of the cockerel and geese.

At first they taught children retelling traditional ads. From seven children with ONR, no child called all five characteristics of the appearance of the cockerel. Maximum named signs - 4; Minimum - 1-2.

After sketching by children, the conditional scheme and the recovery with support for her, the results changed: five signs of the cockerel called three children; Four - also three; Three are one child.

Visuality (children's patterns - drawings, panels, conditional schemes) can be used not only when learning retelling and drafting descriptive stories, but also when automating sounds in connected texts, memorizing poems.

The text necessary to automate certain sounds is easy if its sequence is visually granted to the child or the text scheme it sketches himself. Then it can focus on the proper pronunciation of difficult sounds for him.

To automate the sound "smiling" in connected texts, we took the "Vassenka" poem:

Fidget Vassenka does not sit in place.

Fidget Vassenka everywhere with us together.

There is a mustache for Vassenka, on the joints of the compounds.

Tail of arc at Vassenka and spot on the back.

Children sought the scheme for describing the appearance of the cat.

Noticed that many children love to teach poems by heart. This process is greatly simplified if the children themselves draw their schemes. So, for example, our pupils very quickly learned the poem of the city of Vladchikov "Spring"

Evil Blizzard, Sun, Heating Earth

It became the night shorter day. Drives from our slide ice.

Warm wind blows from the south, melting babe snow

Drops fall, linking. And the streams of tears pouring.

In conclusion, we want to note: the positive results of teaching children of connected speech and retellion indicate the effectiveness of the techniques we used.

We take a significant place to work on the formation of a connected speech. We take exercises to compile complex plot stories, stories from our own experience. Included in the classes affordable tasks of a creative nature (drawing up the story by analogy with the leased text, continued to the action shown in the series of plot pictures and others).

When conducting classes, the following tasks were set:

Consolidation and development in children of speech communication skills, speech communication;

Formation of skills for building connected monologic statements;

Development of control and self-control skills for building connected statements;

The targeted impact on the activation of a number of mental processes (perception, memory, imagination, mental operations), closely related to the formation of an oral speech message.

Correctional work on the formation of teaching skills was built taking into account the thematic principle of training and on the basis of a close relationship in the work of the speech therapist and educators of speech therapy groups. We paid much attention to mastering the skills of planning connected discrepancies. Training based on each text or picture material was carried out at least two training activities. We present examples of training for learning how to draw up stories by children with ONR.

Classes on a series of pictures "Smart Hedgehog" (plot N.Dlova)

I period of the second year of study

Objective: Education of children to compile a connected story on a series of pictures depicting the main points of the scene action.

Main goals:

1. Development of an analysis skills of a clearly shown plot, skills to recreate the plot situation based on the comparison of the content of individual pictures;

2. Development of phrase speech of children, the skills of compiling common answers to questions; the use of phrases from 3-6 words in drawing up the story and others;

3. Formation of word skills (mainly nouns);

4. Development of recreation and creative imagination in children;

5. Formation and development of connected speech in the form of reasoning.

Equipment: 4 Color pictures of the middle format, a set of web or a demonstration board.

Training to tell on this series of pictures is carried out in two classes.

First lesson

I. O R G A N I Z A C I O N N A S I C T B. Preparation of children to the main part of the task. Learning of the subject by its description. Children are offered 2 riddles associated with the content of the series pictures; Exercise for guessing riddles is accompanied by additional educational issues.

The riddle of the apple: "Round, ruddy, I'm racing on a branch. Adults and little children love me. "

Tell me guys where apples grow?

What is the name of the tree on which apples grow? (If you repeat the question: "Where do apples grow?" - the instruction is given to answer the full answer. The word form "on the apple tree" is repeated on the chain.)

The riddle of the hedgehog: "Under the pines, a tangle with needles runs under the Christmas tree."

Teacher: "Who will say where the Yozh lives?"

II. R a s b o r s o d e r zh n i k a r t and n about to.

Teacher: "Guys, today we will consider pictures where the case that happened with one hedgehog is depicted."

An analysis of the content of paintings in question-response is carried out.

In o p r o s s k to and r t and nk and m.

1st picture

What do you see on this picture?

What trees grow here?

What is the name of the place where the apple trees are growing?

(With difficulty, a hint is given: "This word begins with sound with").

Who is depicted in the picture?

At the same time, the differentiation of questions with the questions of the question words "who" and "what" is carried out.

What makes hedgehog? What does he do with apples?

These words are actualized: "Collects", "Sgsh", "Pile", "Coupling". If necessary, the specified words are reproduced by the initial syllable appropriate.

2nd picture

What did hedgehive do? Where did the hedgehog closer? (on a tree?);

Where do apples lie? (under the tree);

Where is the hedgehog sits? (on the tree).

(Children exercise in word on the basis of the words "tree" and "apple tree". To secure the specified word, a choral pronigation and pronunciation of the word on a chain is used.)

3rd picture

What did hedgehive do? How did hezhik jumped (fell)?

(Wordformes are introduced - "on the back", "back down".)

Where did the hedgehog fell? (on apples).

4th picture

What is shown in this picture? Where did the hedgehog go?

(Entered the words "Pulling", "Nanisans", which are practiced in the amendment, and then in a junk pronouncement.)

In conclusion, a number of common issues are given:

"Why are apples lying on the ground?" (Attention is focused on the word "ripe".)

What time of year is shown here? When ripen apples? (at the end of the summer, at the beginning of autumn). These phrases are fixed in deployed responses, for example:

Apples ripen at the end of summer.

When working with children, the stronger group disassembles the content 1, 2 and 4 of the pictures.

III. Placing pictures by children in the desired sequence on the set

canvas. Drawing up a story on a chain (one fragment by each child).

Second lesson

One of the children places on a set of pictures in the desired sequence.

II. In pp and f and e in d o p o l n e n i and n r e d l o n and y, offered

the teacher, necessary in the meaning of the word (all children are participating alternately).

Apples lie on ... under ... (grass, tree);

Hedgehog gathered apples in ... (bunch);

Hedgehog climbed onto ... (tree, apple tree);

Hedgehog jumped on ... (apples);

Apples pricked on ... (barbs, needles), etc.

III. About b u h e n i d e t e s o s t a v l n i u and in i s to the story (started to

favorite action).

a) Recreation of the initial situation based on the content of pictures on issues:

What can be seen away?

Where did hezhik live? (Who lived in this forest?)

What was next to the forest?

What once decided to make a hedgehog?

Along with briefs, disclosed answers are required.

b) The teacher gives a sample of the start of the story.

In the proposed teacher, the text is skipped with separate words reproduced by the children themselves (listed in brackets).

Once hedgehog decided to go for a walk. He came out of ... (forests), ran a walkway and saw the garden where large ... (apple tree) grew. Hedgehog was up to ... (Garden) and saw that under the apple trees lie on the ground large ruddy ... (apples). Hedgehog wanted to bring home ... (apples). But how to carry apples home he did not know. Hedgehog thought. I thought I thought and invented.

IV. C O C T A V L E N E R A S C C A C A C A D E T L M I.

Drawing up a story on a chain - according to the first picture fragments (depending on the composition of the subgroup).

Drawing up a story on the series as a whole with one child (a tape recorder is maintained).

Drawing up the scores of the story with another string of action invented by children according to predefined, guiding issues.

Pedagogue: "Now comprehend your story. Tell me: where hedgehog lived; where the hedgehog went once; What he saw. "

Example of a story on a series of pictures (Maxim B., 6.5 years old, III level of speech development)

"Hedgehog lived in the Far Forest. Once he went for a walk. She walked, walked and went into the village. And there apples ... lie ... on earth. He wanted him ... Apples in the house attributed to themselves to mink. Collected apples in a pile ... and how to take them - does not know. I thought I thought and invented. I climbed ... on the tree and jumped ... spiny down. Apples climbed onto the spines. Hedgehog got up ... and I went satisfied to the forest. "

V. U P R A J N E N I I in P O D B O R E S L O V - O PREME. The characteristics of the existing person (on issues) is given:

What can I say about the hedgehog, what is he?

The number of words definitions is updated. For example:

- Hedgehog guess what he needs to do. So he ... what? - Caught .

And now let's say differently. Hedgehog thought, thought and realized how he needed

to do. So what a hedgehog? - Sophisticated .

- Hedgehog found a way out - " resourceful Hedgehog ", etc.

The actualized words are fixed by repeating them along the chain. Then the question "What can be said about the hedgehog?" - One or two children repeat all the specified definitions.

III PE E R I O D V T O R O G O G O D A O B U H E N I

Objective: Teaching children to an independent telling with elements of creativity.

Main goals:

1. Training to make a continuation of an unfinished story without support on

visual material.

2. Development of skills to navigate in the proposed text material,

rely on the rod, source data and essential parts in drawing up your own story.

3. Formation of the skills of the story planning (selection of a storyline,

definition of the sequence of events, etc.).

4. Development of creative abilities of children in the process of independent speech

activities.

5. Formation of grammatically correct phrase speech.

Training is carried out in two classes. The text of the unfinished story L.A. Penyevskaya (in the adapted version).

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First lesson

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Second lesson

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