article “The work of a speech therapist teacher in the context of the implementation of the Federal State Educational Standard of Educational Education”

MAGAZINE Preschooler.RF

Prepared by: teacher-speech therapist of the highest qualification category Svetlana Viktorovna Shumova, Municipal preschool educational institution “Combined kindergarten No. 1”

Changes have occurred in the preschool education system in recent years: a new “Law on Education in the Russian Federation” and Federal State Educational Standards for Preschool Education have been adopted. For the first time in the history of our country, preschool education became the first level of education.

The new requirements that the legislation puts into understanding the work of a speech therapist at the present stage are to rebuild their activities with knowledge of new technologies, new rules, and new approaches to organizing their own work.

Speaking about the work of a speech therapist within the framework of the federal state standard, I would like to dwell on those documents that regulate the work of a speech therapist.

In our work we are guided primarily by:

• Law of the Russian Federation “On Education” No. 273 F3
• Federal Law “On Special Education of Persons with Disabilities”
• “Model regulations on a preschool educational institution”
• Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education .

These are the main documents regulating the activities of both correctional teachers in general and speech therapists in particular. They relate to the field of general education, and standards, federal and state requirements that would directly relate to correctional education do not currently exist. There are only draft laws, public hearings and public discussions of the draft concept of the Federal State Educational Standard for students with disabilities are taking place. This standard was developed by specialists from the Institute of Correctional Pedagogy and KP RAO in Moscow. This standard has been discussed, but so far this standard has not been accepted, because the issue of integration, the question of where children with developmental problems, in particular children with speech problems, should be widely discussed, are now being widely discussed. pathology, intellectual disability. The issue is being resolved, and this project is supported by the government. Everyone is inclined to believe that inclusion is inclusion, but there are categories of children who cannot be taught in any way in the general education school system, in particular, the category of children with intellectual disabilities. Currently, the system of correctional education and defectology is preserved and this standard, discussed, adjusted, and not yet adopted, is freely available on the ICPRAO website.

A feature of the Federal State Educational Standards project for primary general education for children with speech impairments is that the decision to choose an educational route is given not to the general program, but to a specific specialist who will work with the child and depends on the requests of the parents, on an objective picture of the child’s physical and mental status. The more complex the structure of the defect, the more the program becomes variable, the greater the proportion of life competence, i.e. formation of vital skills. Minimum programs for children with speech pathology. For preschoolers, these are T.B. programs. Filicheva, G.V. Chirkina, G.A. Porridge. For schoolchildren, for children with dysgraphia, with dyslexia there is no such thing. Only the recommended options are for practicing speech therapists, who in each specific case build their work in relation to the strategy of correctional and speech therapy work with the contingent of children who came to them at the educational institution.

Paragraph 2.6 of the Federal State Educational Standard defines the directions of development and education of children (educational areas):

• social and communicative development
• cognitive development
• speech development
• artistic and aesthetic development
• physical development.

I would like to dwell on “speech development”. Although this area is separated into a separate one, we can find interdisciplinary connections in the implementation of all these areas. For example: physical development includes motor development, development of general motor skills. Where there is no general motor skills when correcting phonetic disorders in dysarthria in children, where there is general motor skills, there is fine motor skills, there is articulation, where there is speech therapy, there is physical education. If we are talking about artistic and aesthetic development, then it is understood that children are developing musical abilities, if these are musical abilities, then this is the work of a music director, and if this is the work of a music director and speech therapist, then this is a lesson in logorhythmics; without logorhythmics, classes with children with stuttering.

Speech development includes:

• mastery of speech as a means of communication
• enrichment of the active dictionary
• development of coherent speech, grammatically correct dialogical and monologue speech, development of speech creativity
• development of sound and intonation culture of speech, phonemic hearing
• acquaintance with book culture, children's literature, something that we do not deprive of attention in the structure of a speech therapy lesson when we say that any lesson should be built within the framework of one lexical topic, united by a common game plot.
• listening comprehension of texts from various genres of children's literature. This is a hint at the development of impressive speech, at the understanding of spoken speech, including that implemented in children's literature, in written and speech creativity.
• the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write (prevention of dysgraphia, dyslexia, written language disorders in general. Fully taken into account in this section, in this direction in the structure of the educational program of a preschool educational institution.

In this area, all the areas of work that we, speech therapists, work with are defined.

The content of the work will depend on who we work with, on the age and individual characteristics of the children, and is determined by the goals and objectives of the program. It will be reflected in the general education program and the partial speech therapist program. It can be implemented in communication, in play, in cognitive and research activities. This provides an opportunity for creativity, i.e. this can be done in any type of activity in a group, office, or in the structure of classes of other specialists. But no one forbids conducting traditional speech therapy classes, which will later turn into a class-lesson system at school. Seatedly sitting at the table, and not lying on the floor, in front of a mirror and in the structure of traditional communication, teacher-student, child with speech pathology - speech therapist, child-adult. Both in group, subgroup and individual forms of work.

The main idea of ​​the Federal State Educational Standard for Education is to support the diversity of childhood by creating conditions for the development of the abilities of each child. Each child will develop at the pace that is characteristic of him. Modern children are different from us, therefore, it is increasingly difficult to establish interaction between a child and a parent, a child with a teacher, a child with society.

Unfortunately, at present, a generation of children is growing, often indifferent to speech activity, demonstrating a dislike for difficult tasks, avoiding regular efforts and difficulties in general. Speech communication for such children is not personally significant.

There is also a “fading” of parental initiative - another pressing problem of today. That is why the search and introduction into practice of new forms of work with preschoolers and their parents is so important.

Children with speech disorders are often mentally unstable; they have an unstable psycho-emotional state, decreased performance and fatigue. Speech therapy classes for such children are hard work. It’s nice when children go to classes with a speech therapist with joy and desire, in anticipation of what awaits them today. What can await them? An attractive environment in the workspace of the speech therapist teacher, aesthetic design, game teaching aids, this is the only way to interest the child and invite him to dialogue.

In these changing conditions, we preschool teachers need to be able not only to freely navigate a wide range of modern technologies, but also to effectively implement them.

In accordance with the Federal State Educational Standard, the educational process must be based on age-appropriate forms of working with children.

It is possible to involve a child in activities only when he is interested, when he is passionate and plays. What is the main form of work with preschool children and the leading type of activity? Of course it's a game. If play is the main activity for a child, it means that we, as teachers, need to switch to play, what kind of game? A game that was built on the initiative of children, that is, an exciting, meaningful game. To achieve this, I tried to create a content-rich environment for the implementation of productive, exciting, educational and creative joint activities with children.

Currently, the interest of teachers (speech therapists, educational psychologists, educators) in the use of sand games in working with children has increased significantly.

Light tables for sand painting have become especially popular now. It's not really a game though. Working with sand develops tactile sensations and hand motor skills.

Sand drawing is ideal for activities with hyperactive and overly excitable children. The sand therapy method is especially suitable for children who, for whatever reason, refuse to complete various tasks in traditional classes.

The natural need of children to play with sand gave me the idea to use a sandbox in my work. Partial transfer of speech therapy classes to the sandbox provides a greater educational and educational effect than standard forms of training.

Firstly, the child’s desire to learn something new, experiment and work independently increases significantly.

Secondly, when playing with sand, tactile sensitivity develops as the basis of “manual intelligence” .

Thirdly, in games with sand, all cognitive functions (perception, attention, memory, thinking), as well as speech and motor skills, develop more harmoniously and intensively.

Fourthly, object-based play activities are improved, which contributes to the development of role-playing games and the child’s communication skills.

Along with this, it is known that sand absorbs negative mental energy and has a relaxing effect.

This is how a box of sand appeared in my speech therapy office. For games and activities in the sandbox - a lot of figures no more than 8 cm high on different lexical topics. These are people, animals, vehicles, marine life, etc. toys from Kinder Surprises . Also various natural materials (sticks, fruits, seeds, shells, etc.).

A tablet for drawing with sand with backlight (they write syllables, draw (without light), make up a story based on the actual picture they drew, draw vegetables, fruits, trees.

I add details to the sand box, and we get “Color Parallels” -

I add mystery to the situation, asking the question: “How can you find out what is hidden under the sand without touching it?” . At the same time, I offer children various objects as a hint: a stick, a tube, a stone, a string, etc. I give you a plan diagram in which, using symbols, it is indicated where the objects are located. The guys agree on who reads the diagram (for example, the first object is in the yellow row, in the second cell from the top, etc.), and who finds the objects using a brush. Next, the pairs determine and pronounce where the sound is hidden. Objects are placed in different sections of the sand table: objects with sounds at the beginning of the word are placed in the right, and at the end of the word in the left. At the same time, spatial concepts are developing, thereby increasing the effectiveness and quality of activities (productive, creative, cognitive).

With the help of “Merry Men” , which are a latex ball filled with sand, thanks to which it can take different shapes.

I give the children a task: when they hear the sound “C” , make a smile, when there is no sound - sadness (the corners of the lips are lowered). So, with the help of facial expressions, they convey the emotions of “little people” and at the same time develop auditory memory.

I teach students the skill of syllable synthesis. I display the “little men” in pairs (the first blue one next to the red one with the symbol for the sound “A” , in the form of a mouth - a large circle). The child connects the sounds and receives the syllable “SA” . Similar work is carried out with other vowel sounds.

I use play exercises with sand in individual speech therapy work with children, as well as as an element of a subgroup lesson.

Experience shows that the use of sand therapy allows even “complex” child to open up, maintain the preschooler’s ability to work longer, and also increase interest in speech therapy classes.

Along with this, it is known that sand absorbs negative mental energy and has a relaxing effect.

One of the non-traditional speech therapy technologies is Su-Jok therapy (“Su” – hand, “Jock” – foot)

The famous teacher V.A. Sukhomlinsky once said that a child’s mind is at his fingertips. And these are not just nice words. The thing is that in the human brain the centers responsible for speech and finger movements are located very close. By developing fine motor skills, we activate neighboring areas of the brain responsible for speech. And the formation of speech contributes to the development of thinking.

In correctional and speech therapy work, Su-Jock therapy techniques can be used as a massage for dysarthric disorders, for the development of fine motor skills of the fingers.

Massage with a special ball. Since there are many biologically active points in the palm of your hand, an effective way to stimulate them is to massage them with a special ball. By rolling the ball between their palms, children massage their arm muscles. (Stroke my palms, hedgehog! You’re prickly, so what! I want to stroke you, I want to get along with you).

Each ball has “magic” ring.

We put the rings on the fingers one by one and massage them (finger game “boy-finger” - Boy-finger, Where have you been? I went to the forest with this brother, cooked cabbage soup with this brother, ate porridge with this brother, sang songs with this brother) .

Absolutely safe - incorrect use never causes harm - it is simply ineffective.

In my work I also use I. Lykova and I. Maltseva’s “Logical Baby” tablets with sets of cards with exercises for children to master primary literacy.

I widely use ready-made picture-graphic diagrams and plans for stories by Bardysheva T. Yu., Monosova E. N.

The authors note that the most effective methods and technologies for the development of coherent speech are those based on building a coherent statement with the help of visual images (object pictures, stimulus symbols, from which a sentence diagram and a story plan are made up. Coherent speech in this case is formed using pictures -graphic diagrams. Thanks to this technique, children will be able to adequately use various types of sentences, retell texts and compose stories based on picture-graphic plans independently.

“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly . (K. D. Ushinsky).

Recently in my work I began to use such a form of work as a laptop. I decided to design games and speech material on sound reinforcement in the form of a laptop that is now fashionable. A laptop is a homemade book - a folding bed or a thematic folder with different pockets and moving parts. It collects material on a specific topic. At the same time, a finished lapbook is not just a craft. This is the final stage of sound work that the child has done on the topic. At each stage of work on consolidating sound, according to my instructions, children, together with their parents, make pockets for games, select games, riddles, tongue twisters, pictures and other materials for games. The lapbook “Visiting Shipelochka” presents games and exercises aimed not only at automating the sound [sh], but also tasks for the development of phonemic awareness, sound analysis and synthesis, the prosodic side of speech, and grammar. All work with a laptop contributes to the enrichment of vocabulary, the development of thinking, visual perception, memory, attention, and fine motor skills.

We live in the information age. Computerization has penetrated almost all spheres of life and activity of modern man. Therefore, the introduction of computer technology in education is a logical and necessary step in the development of the modern information world as a whole. In accordance with the Concept of introducing new information technologies into preschool education, the computer should become the core of the developmental subject environment in kindergarten. Therefore, it is important to create a system of work using a computer for the development of a child and, above all, the formation of his psychological readiness for life and activity in a society that widely uses information technology. For a preschool child, play is the leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected educational computer games and tasks are, first of all, a gaming activity for a child, and then an educational one. Children receive an emotional and cognitive charge that makes them want to consider, act, play, and return to this activity again. This interest underlies the formation of such important structures as cognitive motivation, voluntary memory and attention, and the prerequisites for the development of logical thinking.

Special computer games “Learning to speak correctly” , “Games for tigers”, etc. “Speech games” for the interactive whiteboard.

Recognizing that the computer is a new powerful tool for the intellectual and creative development of children, it is necessary to remember that it should only complement the teacher, and not replace him.

As a speech therapist teacher, I use ICT in my work to:

1. Selection of illustrative material for classes and for the design of stands, groups, offices (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarization with event scenarios.
3. Getting acquainted with periodicals and the work of other teachers.
4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.
5. Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings, master classes, and “Round tables” .
6. Exchange of experience: creating your own mini-sites on popular portals, publishing materials on teaching activities on various sites.

In my practice, I actively use Internet resources as the main source of self-education. In order to meet the standard of a modern specialist, she registered mini-sites on well-known portals on the Internet.

In practical activities, I use presentations for children and their parents, colleagues as part of open events (classes, joint project activities with preschool teachers).

The preschool education standard places special demands on the activities of a speech therapist teacher. A modern speech therapist is obliged to bring a positive mood when communicating with children, parents, and colleagues, which allows them to establish communication connections and resist stressful situations.

And the innovative technologies that I use in my own speech therapy practice are based on the priority areas of the Federal State Educational Standard for Educational Education.

Speech development of preschool children and speech therapy support in the conditions of the Federal State Educational Standard of Preschool Educational Institution

Eloquence is the art of speaking in such a way that those to whom we are addressing listen not only without difficulty, but also with pleasure, so that, captured by the topic and incited by pride, they want to delve deeper into it. Pascal Blaise

Speech, what is it? Why do we need it? Many generations have been tormented by these questions.

According to many scientists, speech is the most important communicative function of a person.

Speech, as a historically established form of communication, begins its development in preschool childhood. The path that a newborn child takes in his first years of life is unique. A child needs speech in order to express his thoughts, feelings, i.e. influence the surrounding world. The speech of a small child is formed and replenished in communication with others, and in a preschool institution teachers conduct special classes on speech development. In the process of communication, his cognitive and objective activity is manifested. By mastering speech, the baby’s psyche is restructured, allowing him to perceive phenomena more consciously and independently.

A preschool educational institution (PEI) is the first and most important link in the general system of public education. Mastering a child’s native language is the most important knowledge in preschool childhood. Therefore, the process of speech development for modern preschool education is the general basis for the upbringing and education of children.

According to the introduced Federal State Educational Standard for Preschool Education (FSES DO): “Speech development of children includes proficiency in speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”

The goal of a teacher’s work in a preschool educational institution in the educational field “Speech development” is the development of the child’s initial communicative competence. To achieve this goal, the teacher helps the child by solving the following tasks in all age groups:

• mastering and developing the sound culture of speech,
• development and replenishment of vocabulary,
• mastering grammatically correct speech,
• development of coherent speech,
• preparation for literacy training.

To build the entire educational process of the kindergarten, the teacher is based on age-appropriate forms of work. The teacher has the right to choose it independently. When choosing forms, it is necessary to pay attention to the composition of the pupils, the equipment of the preschool educational institution, cultural and regional characteristics, the specifics and methods of the preschool educational institution and the creative approach of the teacher.

The main forms of work of preschool educational institutions in the educational field of “Speech Development” are:

• a game;
• educational situation;
• communication situation;
• a specially planned communication situation.

The main form of work on developing the speech of preschool children is a game, which encourages children to engage in communication and is a motive for communicative activities.

Author Bizikova O.A. offered games with ready-made texts: moving “King”, “Kite”, “Snake”, etc.; didactic “I was born a gardener”, “Colors”, “Smeshinki”, etc. (master the variety of initiative and response remarks, become familiar with the implementation of the basic rules of dialogue); didactic games that involve dialogic interaction, but do not contain ready-made remarks: “Order”, “Who will confuse whom”, “Alike - not alike”, “Help yourself to a pie”, games with the phone “Calling a doctor”, “Calling mom at work”, "Bureau of Good Offices"

The next form of work on the development of speech in preschool children is the educational situation. The term “educational situation” refers to the participation of a small subgroup of children (from 3 to 8 people). In the educational process, it is possible to organize several educational situations with one didactic means (a plot picture, a toy, a book, natural material), but with the aim of solving gradually more complex tasks of a cognitive-speech nature. The teacher can organize many educational situations aimed at solving gradually more complex problems: teaching methods of friendly business communication with an interlocutor, teaching how to ask questions, arranging them in a logical sequence, learning to summarize the information received into a single story, teaching methods of presenting a compiled text.

A.G. Arushanova believes that one of the forms of speech development for children is a game script, which activates children’s communication, thereby developing their playful (dialogical) communication. This form includes conversations with children, active, folk, didactic games, dramatizations, dramatizations, etc.

The next form of work on the development of speech in preschool children is the “communication situation”. The term “communication situation” refers to a form of communication specially designed by the teacher or arising spontaneously, aimed at training children in the use of mastered speech categories. Depending on the stated speech task, communication situations can be verbally evaluative, lexical, collision, prognostic, or descriptive.

Another form of work on the development of speech in preschool children is a “specially planned communication situation.” These include quiz games such as “Who knows their city better” (an exercise in perceiving and composing descriptive stories about places and monuments of the city), “Which fairy tale are things from” (an exercise in the development of explanatory speech), “Shop of magical things” ( an exercise in using the means of linguistic expressiveness), “Come up with a riddle” (an exercise for children in describing objects and coming up with riddles).

Many authors, such as L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuykov, highlight project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of the teacher and the student, step-by-step practical activities to achieve the goal.

To implement the educational field “Speech Development”, you can use the project method. The purpose and objectives of which are aimed at a comprehensive solution of the problems specified in the Federal State Educational Standard for Education: “How a book is born” (goal: development of children’s speech creativity. The product of the project is author’s children’s books of fairy tales, riddles, limericks); “Is it better on your own or all together?” (goal: development of regulatory and communication skills (jointly solve everyday and educational problems, trust, support partners in activities); “Good and bad argument” (goal: mastering the etiquette of persuasion and argument).

Thus, various forms of work in terms of the development of speech of preschoolers, the formation of communicative competence of children, if:

• children jointly solve an educational and gaming task that is interesting and meaningful to them, acting as assistants in relation to someone,
• enrich, clarify and activate their vocabulary by performing speech and practical tasks,
• The teacher is not a tough leader, but an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

Speech therapy support for MBDOU in the conditions of the Federal State Educational Standard of Preschool Education.

In recent years, the percentage of children who speak poorly has increased. This is due to many reasons such as endogenous and exogenous factors.

The goal of the work of a teacher-speech therapist of a preschool educational institution is the timely identification of oral speech disorders and assistance to students with disabilities in mastering educational programs.

The Federal State Educational Standard for Preschool Educational Institutions talks about the variability of the content of educational programs. The organization of a preschool educational institution independently, taking into account the Model Preschool Education Programs, develops and approves the Educational Program of the preschool educational institution, determines the volume, content and planned results in the form of targets for preschool education.

Each teacher-speech therapist, when transitioning to the Federal State Educational Standard for Preschool Education, thinks through his own forms of work, techniques, methods, means of cooperation between children and adults to form the prerequisites for universal learning activities (UAL) when transitioning to the school level of education, and also takes into account the individual characteristics of each child.

When switching to the Federal State Educational Standard, a speech therapist should pay attention to creating conditions for the child’s development that open up opportunities for positive socialization, personal development, development of initiative and creative abilities; to create a developing educational environment as a system of conditions for the socialization and individualization of children.

The concept of “educational environment” is new to the Federal State Educational Standard for Education. External, social components of the educational environment determine and influence the development of the child’s personality. The internal components of the educational environment require the child to understand his place in social relationships with peers and with adults, and develop the child’s attitude towards the surrounding reality.

The Federal State Educational Standard for Educational Education identifies five educational areas. For the work of a speech therapist, these directions of development go in parallel.

For the social and communicative development of a child, it is necessary to ensure that he is able to communicate, negotiate, and justify his point of view.

For cognitive development, the child needs to know a lot and be developed.

For speech development, the child needs to be able to express his thoughts.

For artistic and aesthetic development, it is necessary for the child to see the beauty of the world around him.

For physical development, the child must be healthy and have developed articulatory, fine and gross motor skills.

The Federal State Educational Standard defines the Preschool Education Program as a program of psychological and pedagogical support, positive socialization and individualization, and personal development of children. For a speech therapist teacher, this may mean removing the regulated time frame for eliminating a speech defect. Now, based on the Federal State Educational Standard for Preschool Education, you can work with the child as much as necessary to eliminate the identified speech disorder.

Speech therapist teacher: Butsan Anna Sergeevna MBDOU "Alenka" MBOU Krulyanskaya secondary school Rostov region, Azov district, S. Kruloe

The work of a preschool teacher-speech therapist with children with disabilities in accordance with the Federal State Educational Standard for Preschool Education.”

Author:

Prokopenko Svetlana Gennadievna

Speech therapist teacher, GBDOU No. 14 Petrodvortsovo district

St. Petersburg

“There was once a proverb that children do not live, but prepare to live. But it’s unlikely that someone will be of use in life, Who doesn’t live in childhood in preparation for life.” S. Ya. Marshak

Our reality is quite dynamic and a speech therapist teacher must learn to interact with the changing world in order to meet these changes.

Preschool childhood passes quickly and teachers and parents need to make this time happier and brighter. Teachers working with children create conditions in which the child would be surrounded not only with attention and love, but also so that there would be people next to him who could reveal his individuality and personal qualities that are unique to him.

The preschool education standard is, in a way, an indication of the rules of the game in which the child must win. These are conditions for the child’s development, not his learning. For the first time in the history of our country, preschool education became the first level of education. The main idea of ​​the Federal State Educational Standard for Education is to support the diversity of childhood through the creation of conditions for the social situation of assisting adults and children for the development of the abilities of each child. It spells out conditions and development programs that take into account the diversity of preschoolers. The preschool standard will give all children the opportunity to express their individuality. Each child will develop at the pace that is characteristic of him. Modern children are different from us, therefore, it is increasingly difficult to establish interaction between a child and a parent, a child with a teacher, a child with society.

Therefore, the standard defines new requirements for the competence of a speech therapist teacher. The teacher is a leading figure in education reform. I would like to say in the words of K.D. Ushinsky. “In the matter of teaching and upbringing, in the entire school business, nothing can be improved without going past the head of the teacher.”

Indeed, readiness for change, the ability to solve non-standard situations, responsibility and independence in decision-making are characteristics of the activities of a successful speech therapist teacher. Possession of these important qualities is impossible without knowledge of the regulatory framework. A speech therapist teacher needs to study the developed regulatory documents, analyze his work and make the necessary changes to it.

The following concepts have been introduced: children with disabilities are an individual who has disabilities in physical or mental development, confirmed by the IPPK, and which prevent them from receiving education without specially created conditions; inclusive education – equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities; competence – teachers, parents, children. It is important to note that speech development is identified as a separate educational area. It is necessary to emphasize the following fact: in this educational field, a sixth point has appeared, speaking about the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Target guidelines for preschool education have appeared, which represent social and normative age characteristics of a child’s possible achievements at the stage of completing the level of preschool education.

The monitoring target has changed.

Its results can be used exclusively to solve the following educational problems:

1. individualization of the educational process (creation of a child’s individual route);
2. increasing the effectiveness of correctional work with children.

Corrective work and/or inclusive education should be aimed at:

1. ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2. mastery of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children. In the case of organizing inclusive education for reasons not related to children’s health limitations, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.

The Federal State Educational Standard states that “the integrative result of the implementation of these requirements should be the creation of a comfortable developmental educational environment” (clause 21). The development of a child in all its manifestations is inextricably linked with speech. Therefore, if a child has speech disorders, he needs to be given timely help, prevent negativism, and give him the opportunity to master the program.

A speech therapist teacher must organize his work in such a way that the cognitive motivation of children increases, the child learns to plan, control and evaluate educational activities, can work in a group, conduct a dialogue with adults and other children, and be able to defend his opinion. Our “difficult sounds”, “long words” and “beautiful stories” should help the child in solving “educational, practical and educational-cognitive tasks” (paragraph 13). The content of the work of a speech therapist should be aimed at ensuring the correction of deficiencies in the development of children with disabilities, at the implementation of individually oriented pedagogical assistance, taking into account the characteristics of psycho-physical development. A speech therapist teacher needs to work in conjunction with specialists from an educational institution, specialists in the field of correctional pedagogy, and medical workers.

The main goal of a teacher-speech therapist is to develop the speech of preschool children. The work of a speech therapist teacher includes the following principles of the Federal State Educational Standard for Education:

• creating a developing educational environment;
• a speech therapist teacher must have basic competencies in organizing activities aimed at strengthening the health of students and their physical development; organization of educational activities for the implementation of the basic general education program of preschool education; work in collaboration with parents of children and teachers of preschool educational institutions; methodological support of the educational process, mastery of information and communication technologies and the ability to apply them in the educational process;
• continuity of professional growth of a speech therapist teacher;
• the formation of interaction between a speech therapist and preschool children, which is based on an individual approach, taking into account the child’s zone of proximal development, a motivational approach, and a friendly attitude towards the child;
• awareness that play activity is leading in preschool age;
• unity of educational, training and development goals and objectives;
• development of continuity with exemplary basic general education programs of primary general education.

In his professional activities, a teacher-speech therapist needs to use a different system of interaction between the components of basic general education programs. This method is based on the integration of educational areas. Thus, the work of a speech therapist teacher has changed, both in form and content.

The new generation standard is characterized by a system-activity approach, in which the main thing is the development of the student’s personality. Speech development is the most important component in the Federal State Educational Standard for Preschool Education. If we help a preschooler form communicative universal learning actions, we will develop his abilities for self-control and knowledge of the world around him.

In my speech therapy classes, I try to include various modern innovative technologies, games and exercises necessary for the formation of the grammatical structure of speech, enrichment of vocabulary, formation of the syllabic structure of words, development of coherent speech, phonemic perception, as well as cognitive processes of preschool children: attention, memory, thinking that meet new requirements.

To form correct sound pronunciation, I use exercises to develop auditory attention, speech breathing, and articulation development. The physical education sessions that I conduct help children relax and relieve tension. They also develop gross and fine motor skills, visual-motor and auditory-motor coordination.

Some forms of work are most interesting for children and I see the result of my activities after using modern information technologies. In addition to educational technologies, I use health-saving technologies that increase the efficiency of correctional work. The guys really like various types of self-massage: head, ears, neck, face, hands and fingers; traditional and non-traditional forms of articulatory gymnastics (bioenergoplasty, theater of fingers and tongue, fairy tales from the life of the tongue, sets of exercises for developing articulation of sounds).

In my work I use the method of su-jok therapy. The use of su-jok massagers - massage balls - in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories can increase the physical and mental performance of children, providing an opportunity for maximum targeted correctional work with the child. In my work I devote a lot of time to speech therapy and phonetic rhythms. I use it as a means of preventing and correcting speech disorders in children.

Recently, in my speech therapy work, working with an interactive whiteboard has occupied a special place. Using an interactive whiteboard helps me make the learning process fun, dynamic, colorful, and get feedback from students. An interactive board (ID) is a multifunctional device that allows you to use in one lesson both standard software included in the ID package, as well as original presentations, simulators, videos, computer games, etc., they help solve correctional and developmental problems, corresponding to the individual capabilities of the child.

Thus, I develop an individual plan for correctional and developmental work with the child, taking into account computer and speech therapy technologies. Experience in using speech therapy computer programs has shown that the use of new information technologies in speech therapy work can significantly reduce the time for the formation and development of language and speech means, communication skills, and higher mental functions in children. I have developed a correctional and developmental program. The structure of the program can be presented in the following sections.

The conceptual section contains an explanatory note that reveals the main goals and objectives of correctional work in this group.

The diagnostic and advisory section reflects the content of the work on psychological, medical and pedagogical support of the group child by all specialists of the preschool educational institution.

The correctional and developmental section includes the implementation of the correctional process.

The treatment and prophylactic section prescribes the implementation of treatment and preventive measures.

The social and pedagogical section is responsible for increasing the level of education of the speech therapist teacher, as well as coordinating social and pedagogical assistance to parents whose children attend the group.

Obviously, in order for the process of introducing new educational standards to be as successful as possible, the speech therapist teacher must improve his professional level. It is necessary to reconsider the approach to work: learn to prepare for a lesson in a new way, conduct it, evaluate the results of children, interact with parents. Thus, we can say that the work of a speech therapist is changing significantly.

Speech therapy work at school according to the Federal State Educational Standard article on the topic

Speech therapy work at school according to the Federal State Educational Standard.

Federal State Educational Standard (FGOST) for primary education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009. No. 373, defines a system of new requirements for the structure, results, and conditions for the implementation of the main educational program.

Much attention in the new Standard is paid to the formation of universal learning activities (UDA) in the initial period of training, since this period is the foundation for subsequent successful training. In elementary school, students should develop the basic ability to learn, which is based on:

· Communicative UUD: listen and engage in dialogue, participate in collective discussion, integrate into a peer group, build communicative interaction;

· Cognitive UUD: process received information, provide it orally and in writing.

Particular importance is attached to the formation of communicative actions that are necessary for the child to communicate in society (school), with loved ones (home) and peers. The maturity of communicative educational skills determines the development of the child’s ability to regulate behavior and activity, and understand the world.

In this context, the importance of speech therapy work in secondary schools as a special type of assistance to children experiencing difficulties in communication and learning cannot be overestimated. At the same time, a new assessment of the role of school speech therapists and the introduction of something new into the content of speech therapy work is required.

In the past, the main goal of primary education was considered to be learning to read, write, and count, and the criterion for success was the level of development of these skills in children. Today, along with knowledge of the main components, the program content of training includes an activity component (formation of educational skills in personal, regulatory, and, of course, cognitive and communicative spheres). The criterion for successful training is the achievement of the planned results of mastering the main educational program: personal, meta-subject and subject results.

The peculiarity of speech therapy work is that it is aimed at helping children who have difficulty achieving subject results (writing, reading). Thus, timely and effective logocorrection work prevents or minimizes difficulties in achieving meta-subject results (formation of communicative and cognitive learning tools).

Also, the Standard places special emphasis on preventive speech correction work with children at risk. The Federal State Educational Standard also points to the mandatory consideration of the individual age, psychological, and physiological characteristics of children, to the need to create a system of comprehensive assistance to children with disabilities and special conditions for their education and upbringing. An increasing number of modern children fall into the risk group category: frequently ill children (somatically weakened), pedagogically neglected, without pre-school preparation, with mild developmental disabilities, children from dysfunctional families, etc. Increased vulnerability of the organization of special compensation for developmental difficulties.

The Standard's requirements for the conditions for implementing an educational program are also determined by a new approach to organizing speech therapy work - an approach from the position of pedagogical management. The new conditions for the implementation of the Federal State Educational Standard make special demands on the organization of the actual professional activity of a speech therapist teacher - the organization of activities taking into account self-management. Self-management is understood as the teacher’s purposeful and conscious management of his own professional and pedagogical activities, as well as the process of personal and professional improvement and development. This will optimize the use of working time and will become the foundation for increasing the efficiency of all speech therapy work.

Thus, the goal of the work of a speech therapist within the framework of the Federal State Educational Standard is to provide assistance to students who have impairments in the development of oral and written speech (of a primary nature) in mastering general education programs, promoting the development and self-development of the individual, preserving and strengthening the health of students.

The result of speech therapy (together with general pedagogical) should be the formation of key competencies of students: educational, personal, communicative, informational.

The main objectives of speech therapy work are the following:

expanding the volume of vocabulary and learned grammatical means for the free expression of thoughts and feelings in the process of verbal communication;

development of the ability to self-esteem based on observation of one’s own speech;

mastering techniques for selecting and systematizing material on a specific topic;

developing the ability to independently search for information; development of the ability to transform, store and transmit information obtained as a result of reading or listening.

Literature:

1. Speech therapy work at school: a manual for speech therapists and additional teachers. Education, educators and parents /O.A. Ishimova, O. A. Bondarchuk. – M.: Education, 2012. (We work according to new standards).

Documents of the teacher of the speech therapy group

Documentation of a speech therapist at a preschool educational institution according to the Federal State Educational Standard

First of all, you need to look at the documents of the speech therapist teacher, which were developed by the creative team at the methodological association.

First of all, what concerns correctional and speech therapy work on the part of the administration of the preschool educational institution:

· Regulations on correctional and speech therapy work

· Regulations on logopoint and logogroup.

· Regulations on PMPK

· Regulations “On the interaction of a speech therapist with parents of children with speech disorders”

· Regulations “On the interaction of a speech therapist with specialists of a preschool educational institution”

· Job description of a speech therapist and speech therapy group teacher.

Next is what should be directly in the documentation of a speech therapist at a preschool institution. For successful effective work, a speech therapist must have the skills to correctly and competently conduct documentation. This will make it possible to effectively and rationally plan the course of correctional training, taking into account speech disorders, their psychophysiological characteristics, and clearly record the stages of speech therapy support. The presence of basic types of documentation is a prerequisite for the work of a speech therapist; the correctness of its management is assessed and is one of the decisive moments in determining the qualification category of a speech therapist. Basic documentation of a speech therapist teacher should include:

1. Office passport . Where the speech therapist teacher completely prescribes all the zones in the office and their equipment. Regardless of whether there is a separate office or not. Includes a list of everything that a speech therapist has:

- equipment

— visual, educational and methodological aids

— textbooks and methodological literature

— didactic games and simulators

Can be presented in the form of diagrams, tables, drawings by sections or centers (depending on the creativity of the speech therapist)

2. Register of children in need of correctional assistance. Children enrolled in speech therapy groups or at a speech center must be registered in a logbook, which is kept separately by each speech therapist

3. Journal of primary examination of children’s speech . (1 for two). Every year, the institution examines children to identify those in need of speech therapy help. The results of the examination are recorded in the journal of the primary examination of the speech of preschool children. Children with speech underdevelopment in the middle, senior and preparatory groups are sent to the PMPK to staff speech therapy groups or a speech center. For children of younger groups with severe speech underdevelopment, with malocclusion, short hyoid ligament, and stuttering, parents and their parents are invited to see a speech therapist for consultation, referral to specialists for examination and treatment.

4. Speech cards . There are 2 types of speech cards for children with OHP and FFN. Speech cards are filled out by a speech therapist for each child during the month of September based on the results of a speech therapy examination. Errors and shortcomings made by children when completing tasks are entered into the map. Speech samples with their lexico-grammatical and phonetic errors must be recorded. The speech card must be accompanied by:

- pedagogical characteristics compiled by the teacher of the group that the child attended before entering the speech therapy group or speech center;

- certificate (extract from the medical record with the conclusion of a psychoneurologist, ophthalmologist and otolaryngologist).

At the end of the examination, a speech therapy report is formulated in the speech card in accordance with the recommendations for speech therapy diagnostics and a long-term plan for individual work with the child for the period of study is drawn up. At the end of the school year, the speech card must indicate the result of speech therapy work: what violations still exist, what aspects of the speech process require consolidation or clarification.

5. Summary table for diagnosing the speech of children in a speech therapy group or speech center. In our preschool educational institution, speech therapists prepare such cards for each age group

6. Annual work plan approved by the head of the educational institution. It is written in 2 copies (which 1 from the speech therapist teacher, 2 is attached to the annual plan of the preschool educational institution) At the end of the school year, an annual work plan is drawn up, which includes the following sections:

- examination of children’s speech, it indicates the work of filling out speech cards and completing documentation

— staffing groups and subgroups, scheduling speech therapy classes

- directions, tasks and main content of correctional work by sections, in accordance with the areas of work

— interaction between a teacher-speech therapist and a teacher of groups (regular and speech therapy); with specialists from preschool educational institutions (psychologist, music director, art teacher, etc.). Work with parents for the school year is also prescribed (parent meetings, consultations, open speech therapy classes, design of corners for parents and stands, etc.)

— measures to improve the equipment of the speech therapy room with educational and methodological aids, didactic and visual material, etc.

— advanced training of a speech therapist teacher (attendance at courses, methodological associations, conferences, questions on self-education, certification, etc.)

— action plan aimed at preventing speech disorders in children

7. Long-term plan for correctional work . Compiled for the academic year (quarter, month). If a speech therapist teacher works with children of the same age and with the same speech disorders, one long-term plan is drawn up; If you work with children who have different speech disorders or attend different age groups, long-term plans are drawn up for each subgroup of children.

8. Calendar-thematic plan for frontal classes . It is compiled on the basis of the program used by the speech therapist.

9. Schedule of speech therapy classes for the week. After a comprehensive examination of children’s speech, a schedule of classes is drawn up, which reflects all types of speech therapy classes (frontal, subgroup, individual).

10. Daily work plan . The title page of the plan indicates the number of the preschool educational institution, the academic year, and the name of the speech therapist. The plan can be kept in the form of a journal, which contains the following columns:

- date

- surname, first name of the child

— form of class (industrial, subgr., frontal)

- summary of lessons

The plan indicates all types of work that are carried out by a speech therapist on a given day (examination of children’s speech, filling out speech cards, conducting diagnostics, preparing speech therapy corners or booklets, conducting consultations, speaking at parent-teacher meetings, teacher councils, participating in entertainment, matinees, attending methodological associations, etc.)

11. Frontal training plan . Making plans for each lesson is mandatory. The plan indicates the topic, goal and objectives, equipment and progress of the OA

12. Notebook for children’s attendance at speech therapy classes . The attendance notebook contains the entire list of the speech therapy group or speech center. If a child has not attended kindergarten for a long time, it is recommended to indicate the reason for not attending.

13. Individual notebooks for children . Individual notebooks are filled out by a speech therapist for each child. They record the date of the lesson and approximate content. Notebooks are colorfully designed (with the participation of parents). On weekends, children take notebooks home to do homework, and on normal days the teacher works on the notebooks

14. Teacher’s evening classes notebook . The speech therapist's assignments and an analysis of the work carried out by the teacher are recorded in the notebook. The analysis indicates how successfully the children have mastered the material and what difficulties they encountered when completing the tasks. All types of tasks should be familiar to children. These can be individual articulation exercises, repetition of texts and exercises selected earlier with a speech therapist, exercises to develop attention, memory, phonemic awareness, the formation of lexical and grammatical aspects of speech, etc. The notebook is filled out by a speech therapist at least once a week. The teacher keeps records of the work done. Evening classes should not include sound production exercises.

15. . Annual report on the effectiveness of correctional work for the academic year (for the last 3 years). This is a report on the performance of the speech therapist for the year, which is submitted to the education committee. The report is certified by the manager. One copy remains with the speech therapist, 1 with the methodologist, 1 with the KO.

16. Work program developed by a speech therapist, based on the general education program of the preschool educational institution and the corresponding correctional ones.

17. Notebook for interaction with teachers and plan for interaction with preschool specialists.

· Organize an information stand in the reception areas of each group (“useful information corner for parents”). Information must be systematically updated. Also, the speech therapist should have an information corner like: “What did we do today,” where parents should be informed daily about the lessons completed with their children.

The main areas of a speech therapist's office using specific examples.

Most speech therapy rooms are located in outdated standard kindergarten buildings and are located in small, unsuitable premises (former storerooms, corridors, etc.

Let's consider the correctional and developmental environment of speech therapy rooms

• A training area for conducting subgroup correctional classes, including children’s work stations, wall panels and demonstration surfaces.

• A sound correction zone or an area for individual work requires the presence of a wall mirror, a rack for tools, games and aids, devices for breathing exercises, massage, etc.

• The work area of ​​the speech therapist teacher is equipped with a table, chair, tape recorder with audio recordings, CDs; training programs, computer.

In the storage area of ​​visual didactic aids and documentation of the teacher-speech therapist there are the necessary visual and methodological aids, methodological literature on production, automation and differentiation of defective sounds; cards with articulatory patterns of speech profiles (whistling, hissing, sonorous); visual material, sets of breathing exercises, didactic games, etc.

Documents of the teacher of the speech therapy group

— a summary statement of the results of diagnosing sound pronunciation in children

— notebook of interaction with a speech therapist teacher

— notebook of speech therapy hours notes

— card file of individual lessons with children with card numbers

— card files of speech games and exercises with children.

Monitoring correctional and speech therapy work in preschool educational institutions

Control is the most important management function, including in a preschool educational institution. Currently, a large amount of literature and various publications have appeared in periodicals devoted to the organization of control over the educational process in preschool educational institutions.

Based on the fact that the main functions and types of control are the same, our attention is focused on the development of control algorithms for various types of activities of a speech therapist teacher, in the following areas:

1. Organization of a speech therapy room.

2. Maintaining mandatory documentation.

3. Corrective work with children: a) frontal; b) individual.

4. Work with educators.

5. Work of the teacher with children of the speech therapy group

6. Working with parents.

To prepare control documents, we used the idea of ​​a tabular form for maintaining control materials, proposed by many authors (K. Yu. Belaya, O. A. Skorolupova, etc.) and adapted to the work of a preschool teacher-speech therapist.

The tabular form of presentation of materials is the most universal, as it allows you to easily change the content of the control depending on the purpose and tasks set by the inspector. The rating scale can also have several options (verbal, color, point, percentage).

As practice has shown, control has a positive effect on the pedagogical process, has a beneficial effect on the organization of all activities of the speech therapist and teacher of the speech therapy group, increases their responsibility for the level of education, correction and upbringing of children, and promotes the interest of teachers in improving their professional skills.

Operational control

Features of work in compensatory groups for children with speech impairments

_____________ 20__

Assessment card for a specialist’s office (speech therapist, speech pathologist):

Group No._____

Full name of the specialist_________________________________

"___" ____________ 20 __

Total: _______________ points

Offers: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Senior teacher_______________________/__________________/