What are frontal speech therapy classes?
On January 1, 2014, the Order “On approval of the federal educational standard for preschool education” came into force. The goal of the Federal State Educational Standard for Preschool Education is for preschoolers to receive a quality education. In accordance with this order, the goal of a speech therapist in a kindergarten is the timely identification of speech disorders and assistance in eliminating them.
Important! The new standards for preschool education are based on the principle that the child is also an individual. He is a subject of education and has the right to choose in the learning process.
The Federal State Educational Standard for Education identifies five educational sectors. Speech development - one of these branches - is directly related to speech therapy, the other four (social-communicative, cognitive, artistic-aesthetic and physical development) go in parallel with it.
Frontal speech therapy classes are a system that combines games, articulatory gymnastics, physical exercises and various speech therapy tasks of an oral and written nature. This is the preparatory stage of the transition from kindergarten to school. The tasks are given the same for all children in the group.
Important! Through games, children get acquainted with social norms, try on various roles, and model situations that interest them. In the game, the baby is not afraid to make a mistake, he is relaxed and behaves naturally.
At this time, the speech therapist should monitor the dynamics in speech development. A child may make a mistake and that’s normal, don’t rush him. He is just learning his native language, comparing his pronunciation and the pronunciation of adults.
Examples of frontal exercises
Conducting frontal speech therapy classes can be considered in the example below.
Frontal speech therapy session for children of senior preschool age with special needs development
Goal: teaching the difference between the sounds [T] and [T']
Task:
- teach the correct pronunciation of these sounds;
- develop teamwork skills;
- working out speech breathing;
- teach how to correctly identify the sounds [T] and [T'] in words;
- develop phonemic awareness;
- practice creating diminutive forms of words (shoe, hatchet, TV, etc.)
Preparation for the lesson: cut out pictures with the sounds [T] and [T']. The number of pictures should be equal to the number of children in the group. Place the chest on the table. Write the sounds [T] and [T'] on the board, glue a drawing of the letter T with a picture and a sound profile, prepare puzzles on the topic of the lesson, riddles, games. Prepare chips for correct answers. Divide the children into 2 teams. Explain that they will receive chips for correctly completed tasks. The winner will be the team that collects the most chips.
Important! Before conducting a lesson, a favorable psychological climate should be established. Decide in advance on the topic of the lesson and develop a plan.
- Exercise
The speech therapist asks the children: “Who do you think is hiding in my chest?” and shows a photo of his paws.
"What is this?" - asks the speech therapist.
“Paws,” the children answer.
“Now change the first letter in the word to “T”. What happened?".
"Slippers!" - the children answer.
The speech therapist takes slippers out of the chest.
After this, the teacher suggests calling the slippers affectionately (slippers, tapuli, slippers)
- Exercise
The speech therapist leads the children to a board on which the sound profile of the letter “T” is drawn.
And it shows what happens to the lips and tongue at the moment the sound is pronounced.
Articulatory profile of the sound T
- Exercise
The speech therapist asks the children to tell us what they know about the sound [T] (consonant, unvoiced, hard) and turn it into soft [T'] (Ть). Need to show the sound profile of the sound [T']
Articulatory profile of the sound T'
The speech therapist then asks you to show the letter T using your body and hands.
- Exercise
Speech therapist: “I have cards on my table with the sounds [T] and [T']. Whoever has a card with a hard sign sits at the right table, and whoever has a soft sign sits at the left table.”
- Exercise
Open lesson on speech development in the first junior group
Speech therapist: “Now come up with a name for your teams. On the right is a command with the sound [T], and on the left with the sound [T'].” Children confer and announce the names of their teams.
- Exercise
The speech therapist announces the next game. Children should stomp if they hear the sound [T] and clap if they hear [T'].
- Exercise
Speech breathing and voice strength training. The speech therapist asks to start the motor: TTTTTTTTTTTTT... - until the motor stalls.
- Exercise
Physical education minute.
- Exercise
The speech therapist says it's time to eat. And the children must name what they would eat with the sound [T] and [T'], respectively.
- Exercise
Stretch your fingers with finger exercises.
- Exercise
The speech therapist thanks the children for their work and counts who earned how many chips.
Important! The number of tasks may be more or less. Themes can be varied: New Year, autumn, spring. Depending on the tasks facing the speech therapist, puzzles and games may be modified.
The feasibility and advantages of frontal exercises over other types of exercises
Frontal speech therapy classes are conducted with all children in the group. They perform the same tasks in such classes. To prepare for frontal classes, children attend individual and subgroup classes. If, when conducting subgroup classes, most of the time is devoted to producing sounds for children with the same speech defects, then a frontal lesson is the next step.
Conducting frontal classes gives the speech therapist greater freedom of choice in setting the goals and content of the lesson. During these classes, sounds are reinforced, exercises are added to expand vocabulary, and grammatically correct speech is taught. Frontal classes are the basis of correctional education and preparing a child for school. They are carried out throughout the entire training period according to a specially developed plan. The undoubted advantage of this type of activity is that children have the opportunity to observe their peers. Social interaction occurs.
Frontal learning allows the entire group of children to work on a single task. Children cooperate with each other. The effectiveness of such training depends on the speech therapist’s ability to create an atmosphere of unified creative work and the importance of each participant in achieving the result. It is important to keep children attentive and active, while taking into account their individual characteristics.
Important! Frontal classes are the final stage in speech therapy training. Subgroup and individual lessons - preparation for frontal ones.
Progress of the lesson.
Org moment.
2. Main part.
2.1. Introduction to the topic.
Speech therapist: Guess the riddles:
Long and flexible, Hunts for fish, Sometimes it’s empty, like a pipe, But it can’t sing…..(fishing rod).
It strokes everything it touches, and if you touch it, it bites (iron).
Who carries their own house? (snail)
Speech therapist: What is the first sound in the words fishing rod, iron, snail. (Slide No. 1)
2.2. Phonetic exercises.
Speech therapist: What does the sound “U” sound like? (howl of a wolf, whistle of a locomotive).
(Slide No. 2)
a) say after the speech therapist on a smooth, long exhalation:
- the wolf howls: uuuuuuuuu. - the train is moving: uuuuuuuuu...
c) pronounce the sound “U” abruptly on your own
2.3. Clarification of the articulation of the sound “U”.
Speech therapist:
— How do our lips form when we pronounce the sound “U”? (in a tube, the teeth do not close together); (Slide No. 3)
-What sound is that? (vowel). Why? (A voice sings.)
To fix the vocal folds, children place their hand on the neck.
— What color chip will we use to indicate sound? (red)
2.4. Game "Quiet - Loud". (Slide No. 4)
Speech therapist: The wolf howls at the moon loudly, and the wolf cub howls quietly. Boys will be our “wolves”, and girls will be “wolf cubs”. Then we'll switch roles.
2.5. Exercises to develop phonemic awareness. Isolating the sound “U” by ear in the series:
Speech therapist: Clap your hands if you hear the sound “U”.
- vowel sounds: A, U, I, U, A, U, U, A, I;
- words: duck, willow, car, doll, joke, pineapple, letter, pillow, plane, smart, cat, badger, think,...
2.6. Exercises to develop phonemic analysis.
Speech therapist: Look at the pictures, name those where the sound “U” is at the beginning of the word, in the middle of the word. (Slides No. 5,6)
- And now, on the contrary, I name the word, and on your sound lines you mark where the sound “U” is located: in the middle, at the beginning or at the end of the word:
Street, dishes, shoes, coal, boa constrictor, cloud.
Dynamic pause.
Speech therapist: Listen to me and repeat after me the movements:
The planes buzzed. (rotations in front of the chest with arms bent at the elbows.) The planes took off. (Arms to the sides, alternate tilts to the left and right.) They sat quietly in the clearing. And they flew again. (Sit down, hands to knees.)
Continuation of the main part.
4.1. Speech therapist: Select and name only those pictures whose names contain the sound “U”. (Slides No. 7,8)
4.2. Game "Fourth wheel". (Slides No. 9,10)
4.3. Exercise “Complete the picture and color it.”
The speech therapist gives the children colored pencils and a stencil of the “Duck” figurine. (Appendix No. 1)
Summary of the lesson.
Speech therapist: What sound did you learn to pronounce clearly?
— How do our lips form when we pronounce the sound “U”?
Surprise moment. Watch the music video "Wolf". (Slide No. 11)
Speech therapy tales and tongue twisters
Clear pronunciation of sounds is closely related to good diction. Many children of senior preschool age have problems with diction. Speech is often slurred and unclear. The reason for this is sluggish movements of the lips, unenergetic movements of the tongue. The lower jaw is inactive. Due to the fact that the mouth does not open enough, the vowels sound unclear.
All these speech-motor system defects can be corrected with the help of sound combination games. This is easier to do with younger children. For preschoolers with sedentary lips, the learning process is much more difficult. The speech therapist, showing how to pronounce sounds, makes clear movements with his mouth and slightly extends the vowels.
Speech therapy tongue twisters for children 6-7 years old
To improve diction, tongue twisters are used. First, the new tongue twister is pronounced slowly, clearly, highlighting significant sounds. The speech therapist should read it several times, quietly, rhythmically, without sudden changes in intonation. Then the child must try to repeat the tongue twister himself. Slowly and clearly at first, and then speed up the pace over time.
To make it more interesting for children to memorize tongue twisters, they should be funny and amusing. Here are some examples for working out the most problematic sounds:
For children 5-6 years old, you can also use tongue twisters as a method of correcting diction.
Examples of tongue twisters for correcting the pronunciation of specific sounds can be found in the works of Konovalenko V.V., Konovalenko S.V., Zhukova N.S., Kulikovskaya T.A.
The more interesting and understandable the tongue twister, the better and faster the baby will remember it. Parents can independently speak tongue twisters with their child on the way to kindergarten. 5-7 minutes a day will ultimately give noticeable results.
Explanatory and other types of speech as the level of development of a preschooler
Speech therapy tales for speech development
All children love fairy tales. Through fairy tales they learn about the world, the difference between good and evil. With the help of fairy tales, imagination develops and emotions awaken. Logo fairy tales are another entertaining method of working with children with special needs and correcting various speech disorders in preschool children. Thanks to this approach, children perceive learning as a game, they absorb information better.
Important! Children develop emotionally, thanks to communication with a fairy tale, the development of children's speech in monologues and dialogues increases. In addition, children become familiar with the beauty of the artistic word, and a healthy educational atmosphere is created.
A speech therapy lesson in the form of a fairy tale can be carried out in several stages:
- The plot of the fairy tale is comprehended. Children learn new expressions and speech turns. By intonation they must guess the mood of the heroes of the fairy tale. The development of the articulatory apparatus occurs due to the intonation of the characters’ voices, the use of onomatopoeic words, and animal voices.
- Teaching children to regulate emotions using verbal descriptions. Children retell their favorite episodes. Describe their attitude to certain events in the fairy tale. At this time, the speech therapist monitors the completeness and correctness of the sentences.
- The speech therapist invites the children to act out an episode from a fairy tale. The purpose of this task is to teach verbal improvisation, to convey an affective state through facial expressions and words.
The speech therapy teacher can play out speech therapy fairy tales independently in the classroom. Or you can take ready-made ones. Savchenko S. F. and Petrova E. A have a whole series of logo fairy tales. For example, the fairy tale “Teremok” is an excellent guide for children with speech and intellectual development disorders of varying degrees.
You can also perform articulation gymnastics in the form of a fairy tale. There are a lot of fairy tales about the tongue on the Internet, here is an example of one of them:
During classes, based on materials from fairy tales, exercises are practiced to develop the voice, attention, and speech breathing. For greater clarity, toys, pictures, and costumes are used. After the lesson, children can draw a picture on the theme of the logo tale they have just worked on. Children can also be encouraged to tell the story to their parents at home.
Self-analysis of speech therapy classes in preschool educational institutions
Self-analysis of speech therapy classes is an important element in the work of a teacher. This is the main way to improve your skills. The quality of self-analysis depends on the critical attitude of the speech therapist to his classes, on the habit of reflecting on his actions.
Criteria and assessments of speech therapy classes
When conducting a self-analysis of a speech therapy session at school or kindergarten, the speech therapist must answer the following questions:
- What is the motivation for selecting material for a particular lesson?
- Describe the group as a whole
- Do the objectives of the lesson coincide with the planned plan?
- What is the psychological assessment of the tasks that children performed in class?
- What is the pedagogy of the exercises performed
- Describe your overall satisfaction with the activity
- Evaluate the results and outline measures to eliminate deficiencies
Important! Self-esteem is a condition for the creative work of a speech therapist teacher. A technological map for self-analysis of a speech therapy session will help with self-analysis.
Presentation: Sound [U]
Terentyeva Natalia Anatolyevna, teacher-speech therapist, State Budgetary Educational Institution Secondary School SP "Kindergarten "Kolosok", Russia, Samara region, Khvorostyansky district, village. Twigwort
- Summary of frontal speech therapy lesson [Sound and letter B]
- Summary of frontal speech therapy session using ICT
- Summary of an individual speech therapy lesson: Sound [L], automation stage
- Summary of a subgroup speech therapy session with 7-year-old children with physical impairment. Topic: “Sound R”
- Summary of frontal speech therapy classes using ICT tools for children 4-5 years old. Theme: "Spring"
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