Speech therapy program to prepare children for school | Work program on speech therapy on the topic:

Formation of sound culture of speech

By the end of senior preschool age, a child should be able to clearly and distinctly pronounce all the sounds of his native language, be able to speak slowly and expressively.

It is necessary to teach the child to distinguish by ear all the sounds of speech, as well as to differentiate similar-sounding sounds (s - z, g - w, b - p, d - t, v - f, g - k, h - sch).

Before entering school, the child must have well-developed phonemic hearing and auditory attention, as this is a necessary condition for successful literacy learning.

Teach your child to name words with a certain sound, find words with this sound in a sentence and in a text (by ear), determine the place of the sound in a word (at the beginning, in the middle or at the end).

Neurotic conditions - special attention

Speech problems may be the result of some neurotic disorders. It is necessary to carefully monitor the child: whether his emotional state (joy, anger, fear) is reflected in the speech process.

It happens that a child, overexcited, tries to say something, but fails. He starts saying the phrase over and over again and gets confused. At such moments, you need to stop him, ask him to take a deep breath several times, calm down and clearly pronounce the phrase he was going to say.

If these moments are missed, stuttering may develop, which will have to be treated later. If your child constantly has difficulties “due to nervousness,” then before going to a speech therapist, you should consult a neurologist.

Do you think that the introduction of a compulsory second foreign language from the 5th grade will have a positive impact on the quality of knowledge of schoolchildren?

Formation of grammatical structure of speech

By the end of senior preschool age, the child should develop the correct grammatical structure of speech.

The child must be taught:

correctly coordinate words in a sentence: nouns with numerals and adjectives, pronouns with numerals and adjectives;
use prepositions correctly and coordinate them with nouns;
form words with the same root (window - window - little window); form new words from two words (steam - walk - steamer), nouns with suffixes (butter - oil can), verbs with prefixes (go - come), comparative and superlative adjectives (cheerful - more fun - even more fun);
use indeclinable nouns correctly (cinema, coat, etc.);
make simple and complex sentences;
use complex sentences of different types in speech.

Preparing children for school in the speech therapy group of a kindergarten

Irina Ivanovna Filippova

Preparing children for school in the speech therapy group of a kindergarten

Preparing children for school in the speech therapy group of a kindergarten.

Possession of the gift of speech is important for a person in any profession, and in everyday life, a particularly pleasant, winning impression on others is always made by a person who knows how to be a pleasant conversationalist. Such a person turns out to be more successful both in everyday situations and in business life.

That is why the formation and development of a child’s correct expressive speech is becoming an increasingly pressing problem facing the family and the educational institution. And that is why the responsibility and importance of the work of teachers involved in the formation and development of speech is so high.

An analysis of the real situation that currently exists in the system of education and training of preschool children has shown that the number of children with deviations in speech development is steadily growing. These children constitute the main risk group for school failure , especially when mastering writing and reading. As studies of the speech activity of children with developmental disabilities show, training children in correctional and developmental programs can completely eliminate speech disorders and form an oral speech base for mastering the elements of writing and reading in the preschool period . Timely and personality-oriented interventions on impaired parts of the speech function make it possible to return the child to the ontogenetic path of development. This is a necessary condition for the full integration of preschool children with speech impairments into the environment of normally developing peers.

It is clear that no child can master full speech immediately. All children go through a stage of initial learning during which they make mistakes. As is known, children with normal speech throughout preschool age acquire the necessary vocabulary, master grammatical forms, and become ready to master the sound and morphemic analysis of words. However, in children with various forms of speech pathology, these processes lag. It has now been established that writing and reading disorders in children most often arise as a result of phonetic-phonemic underdevelopment of speech and general underdevelopment of all components of language (III level)

FFN is a violation of the processes of formation of the pronunciation side of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

OSD are various complex speech disorders in which the formation of all components of the speech system is impaired in children : sound pronunciation, phonemic processes, vocabulary, grammar, coherent speech. Timely identification of children with FFND and ODD-III level, carrying out specially organized training in a kindergarten makes it possible to correct a speech defect and prepare children for school .

At the age of 5 years, children with OHP-III level are enrolled for education and training in the senior group of kindergarten for two years . Children with FFND at the age of 6 years are enrolled in the preparatory group for one year .

The main objectives of correctional education are:

1. Formation of a full-fledged sound side of speech (education of articulation skills, correct sound pronunciation, syllabic structure , phonemic processes);

2. Development of voluntary motor skills of the fingers;

3. Preparation for literacy , mastering the elements of literacy;

4. Practical acquisition of lexical and grammatical means of the language;

5. Development of coherent speech.

Let's take a closer look at each of these tasks.

It has been established and practice has confirmed that the level of development of children's is directly dependent on the degree of formation of fine movements of the fingers. Therefore, training the movements of the fingers and hands is the most important factor stimulating the child’s speech development, helping to improve articulatory movements, preparing the hand for writing and , no less important, a powerful means of increasing the performance of the cerebral cortex, stimulating the development of thinking.

Work on the development of movements of the hand and fingers is carried out in speech therapy classes , in group classes during physical exercises , in organizational matters, in physical education and music classes using games and gaming techniques. It is carried out daily, systematically for 3-5 minutes. Self-massage, as well as visual arts and manual labor, have a beneficial effect on the development of fine motor skills.

We observe motor order disorders in children In kindergartens there are a lot of children with an erased form of dysarthria (dysarthria is a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus). Dysarthria is characterized by disturbances in articulatory motor skills, which are manifested by a number of signs of impaired muscle tone, the nature of which depends primarily on the location of the brain lesion.

Highlight:

• Spasticity of articulatory muscles (constant increase in tone in the muscles of the tongue, lips, face, neck;

• Hypotonia – decreased muscle tone;

• Dystonia – changing pattern of muscle tone.

Therefore, an important role in the formation of correct pronunciation is played by clear, precise, coordinated work of the articulatory apparatus (lips, tongue, lower jaw, soft palate)

.
To develop full-fledged movements, as well as to combine simple movements into complex ones (articulatory patterns, articulatory gymnastics is useful. Articulatory gymnastics includes exercises for the lips, tongue, lower jaw. It is carried out daily for several minutes in front of a mirror. The pace and number of exercises is gradually increase. In parallel with the work on developing the mobility of the speech muscles, exercises are carried out for the facial muscles of the face. Already from preschool age, the child develops arbitrariness and differentiation of facial movements and control over his facial expressions. The child is taught to close and open his eyes, frown his eyebrows, puff out his cheeks, swallow saliva , closing and opening the mouth.
Speech therapy work to correct violations of the lexical and grammatical structure of speech is carried out in the following areas:

• Enrichment of vocabulary;

• Clarification of the meanings of words;

• Formation of inflection;

• Formation of word formation.

In parallel with these areas, work continues to develop speech understanding. Children are taught to listen attentively to spoken speech, identify the names of objects, actions, signs, and understand the general meaning of words. The ability to identify parts of objects is developed. Particular attention is paid to an accurate understanding of the meaning of sentences that include words that are similar in their sound composition, but different in meaning. For example, the use of personal and reflexive verbs (show where the boy is sledding and where the boy is being sledged). Oral speech practice is organized on the basis of the refined passive speech reserve. In the process of mastering subject vocabulary, children with various methods of word formation. For example, suffix for nouns and adjectives, prefix for verbs. By drawing attention to the commonality of the root part among a chain of related words, an intuitive idea of the system of word-formation connections of the language is formed. At the same time, children are taught to understand the general meaning of a word, the ability to form adjectives from adverbs and nouns is developed; They are taught to form diminutive names for the qualities of objects.

A necessary condition for clarifying and expanding children's vocabulary is the practical mastery of the most common cases of polysemy of words (for example, nouns in which the transfer is based on specific, visual features: a girl's hat, a mushroom, a nail, or verbs - a fly flies, an airplane, a bird). The preparatory stage of familiarizing children with words - antonyms is checking and clarifying words known to children - names of signs of objects and actions. Pairs of objects with pronounced characteristics are selected and compared by taste, size, color, etc.

Simultaneously with the enrichment of vocabulary, its grammatical development occurs. Specially created situations and the use of routine moments help in practical terms to assimilate the meanings of objects, distinguish the endings of case forms, and correctly coordinate adjectives and numerals with nouns. All work on the formation of grammatically correct speech is necessarily based on the child’s real ideas and constantly improving auditory perception. The new grammatical form is consolidated in exercises on inflection and word formation, on composing phrases and sentences.

The formation of coherent speech in children is carried out both in the process of various practical activities during games, routine moments, observations of the environment, and in special correctional classes. The program of correctional education and upbringing of children makes recommendations on the formation of coherent speech in children . So, in the first year of education, children should master the skills of composing simple sentences based on questions, demonstrated actions and pictures, followed by composing short stories; Dialogue skills are also being improved, children how to compose a simple description of an object, short stories based on pictures and their series, descriptive stories, and simple retellings. At the end of the year, training in writing a story on a topic is provided. The content of speech therapy work in the second year of training involves consolidating the skills of coherent and expressive retelling of literary works; A significant place is devoted to exercises in composing complex plot stories, fairy tales, and essays based on personal experience.

I would like to dwell in more detail on the content of correctional work on the development of phonemic processes, since children who have underdevelopment of phonemic hearing and perception very often find themselves underachieving in writing and reading.

Phonemic hearing is a subtle, systematized hearing that has the ability to carry out operations of identification, discrimination, and selection of sounds and syllables in speech .

Phonemic perception is special mental actions to differentiate phonemes, determine the place, number and sequence of sounds and syllables in a word .

The underdevelopment of phonemic hearing is evidenced by the special nature of violations of the sound side of speech:

1. Undifferentiated pronunciation of pairs or groups of sounds . In these cases, the same sound can serve as a substitute for 2 or 3 other sounds for the child.

2. Replacing some sounds with others that have easier articulation and therefore present less pronunciation difficulty for the child.

3. Mixing sounds. This phenomenon is characterized by the unstable use a number of sounds in different words. A child can use sounds correctly in some words, but in others replace them with similar ones in articulation or acoustic characteristics.

“preserved” is disrupted or does not develop properly.

sounds, i.e. pronounced in compliance with the necessary articulatory structure.
Children in this group , although their pronunciation is apparently good, have significant difficulties in perceiving sounds, which may go unnoticed without careful study.
It is these children who often, unexpectedly for those around them, find themselves underachieving in writing and reading. The entire system of speech therapy work on developing children’s ability to differentiate phonemes can be divided into several stages:

1. Recognition of non-speech sounds;

2. Distinguishing the height, strength, timbre of the voice on the material of identical sounds, combinations of words, phrases;

3. Distinguishing words that are similar in sound composition;

4. Differentiation of syllables ;

5. Differentiation of phonemes;

6. Development of skills of elementary sound analysis.

Underdevelopment of phonemic hearing negatively affects the formation of children's readiness for sound analysis of words. Thus, children find it difficult to:

• In highlighting the first vowel, consonant sound;

• In the selection of pictures that include this sound;

• In independently inventing and naming words with a given sound.

Therefore, at each frontal lesson, exercises are carried out to prepare children to analyze the sound composition of a word. preschoolers' attention is drawn to individual sounds and sounds within a word. Gradually, from the ability to hear a separate sound as part of a word, children are led to mastering the skills of a complete sound analysis of the simplest monosyllabic words. A certain correspondence is provided between the sounds being studied and certain forms of analysis. Thus, initial preparation for analysis includes the following sections:

1. Isolating the first stressed vowel sound at the beginning of a word. Based on the material of these sounds, children are given the first idea that sounds can be arranged in a certain sequence. Children determine the number of sounds and their sequence in sound combinations.

2. Isolation of the first and last consonant sound in monosyllabic words, analysis and synthesis of the reverse syllable.

3. Isolation of a stressed vowel in a word from the position after the consonants.

4. Mastery of sound analysis and synthesis of direct syllables , as well as monosyllabic words.

Gradually, the word becomes the main unit of study. Children are taught to divide a word into syllables. Children master a complete sound-syllable analysis of one-syllable, two-syllable, and three-syllable words without a consonant cluster and with a consonant cluster. Children learn that there are as many syllables as there are vowel sounds, and they learn the terms “syllable”

,
“word”
,
“sentence”
,
“vowel sound”
,
“consonant sound”
,
“hard”
,
“soft”
,
“voiceless”
,
“voiced”
sounds.

As a result of such numerous exercises, children are prepared to master reading . Now new tasks are set: to master the letter designations of sounds, to learn to merge letters into syllables, to master conscious syllable-by-syllable reading .

So, the entire system of correctional classes allows preschoolers to develop full-fledged speech , making it possible not only to overcome the child’s speech deficiencies, but also to prepare him for school .

After such step-by-step preparation , studying in a comprehensive school becomes more successful. Moreover, observations show that children who have completed full correctional education are often better prepared to master literacy than their peers.

Formation of vocabulary

By the end of senior preschool age, the child should have sufficient vocabulary necessary to clearly express his thoughts and correctly understand the speech of other people. It is good if the volume of the active vocabulary (those words that the baby uses in his speech) corresponds to the volume of the passive vocabulary (those words that the child understands).

The child must be able to: correctly use words in speech, accurately selecting them according to their meaning; use synonyms, antonyms, words with a general meaning in your speech.

When a child begins to get acquainted with the world around him, discovers something new for himself, his vocabulary also expands. Let the child use new words more often in his speech: names of professions, equipment, materials, attributes of objects, actions, etc.

Correction of speech understanding

Speech therapy work to correct violations of the lexical and grammatical structure of speech is carried out in the following areas:

Vocabulary enrichment;
Clarification of the meanings of words;
Formation of inflection;
Formation of word formation.

In parallel with these areas, work continues to develop speech understanding:

Children are taught to listen attentively to spoken speech, identify the names of objects, actions, signs, and understand the general meaning of words.
The ability to identify parts of objects is developed. Particular attention is paid to an accurate understanding of the meaning of sentences that include words that are similar in their sound composition, but different in meaning. For example, the use of personal and reflexive verbs (show where the boy is sledding, and where the boy is being sledged)
.
Oral speech practice is organized on the basis of the refined passive speech reserve.
In the process of mastering subject vocabulary, children continue to become familiar with various methods of word formation. For example, suffix for nouns and adjectives, prefix for verbs.
By drawing attention to the commonality of the root part among a chain of related words, an intuitive idea of the system of word-formation connections of the language is formed.
At the same time, children are taught to understand the general meaning of a word, the ability to form adjectives from adverbs and nouns is developed; They are taught to form diminutive names for the qualities of objects.

A necessary condition for clarifying and expanding children's vocabulary is the practical mastery of the most common cases of polysemy of words

(for example, nouns in which the transfer is based on specific, visual features: a girl’s hat, a mushroom, a nail, or verbs - a fly, an airplane, a bird is flying).

The preparatory stage of familiarizing children with words - antonyms is checking and clarifying words known to children - names of signs of objects and actions.

Pairs of objects with pronounced characteristics are selected and compared by taste, size, color, etc.

Simultaneously with the enrichment of vocabulary, its grammatical development occurs.

Specially created situations and the use of routine moments help in practical terms to assimilate the meanings of objects, distinguish the endings of case forms, and correctly coordinate adjectives and numerals with nouns. All work on the formation of grammatically correct speech is necessarily based on the child’s real ideas and constantly improving auditory perception. The new grammatical form is consolidated in exercises on inflection and word formation, on composing phrases and sentences.

The formation of coherent speech in children is carried out both in the process of various practical activities during games, routine moments, observations of the environment, and in special correctional classes. The program of correctional education and upbringing of children provides recommendations for the formation of coherent speech in children. So, in the first year of education, children should master the skills of composing simple sentences based on questions, demonstrated actions and pictures, followed by composing short stories; Dialogue skills are also being improved, children are being taught how to compose a simple description of an object, short stories based on pictures and their series, descriptive stories, and simple retellings. At the end of the year, training in writing a story on a topic is provided. The content of speech therapy work in the second year of study involves consolidating the skills of coherent and expressive retelling of literary works; A significant place is devoted to exercises in composing complex plot stories, fairy tales, and essays based on personal experience.

Phonemic hearing -

a subtle, systematized hearing that has the ability to carry out operations of identification, discrimination, and selection of sounds and syllables in speech.

Phonemic awareness –

special mental actions to differentiate phonemes, determine the place, number and sequence of sounds and syllables in a word.

The underdevelopment of phonemic hearing is evidenced by the special nature of violations of the sound side of speech:

1. Undifferentiated pronunciation of pairs or groups of sounds. In these cases, the same sound can serve as a substitute for 2 or 3 other sounds for the child.

2. Replacing some sounds with others that have easier articulation and therefore present less pronunciation difficulty for the child.

3. Mixing sounds. This phenomenon is characterized by the unstable use of a number of sounds in different words. A child can use sounds correctly in some words, but in others replace them with similar ones in articulation or acoustic characteristics.

But cases are not uncommon when the perception of so-called “preserved” sounds, that is, those pronounced in compliance with the necessary articulatory structure, is disrupted or does not develop to the proper extent. Children in this group, although their pronunciation appears to be good, have significant difficulties in perceiving sounds, which may go unnoticed without careful study. It is these children who often, unexpectedly for those around them, find themselves underachieving in writing and reading.

Development of coherent speech

By the time the child enters school, coherent speech should be well developed. The future student must:

have good command of dialogical and monologue forms of speech, be able to answer and ask questions;
be able to independently retell a literary text, doing it expressively, consistently, without repetition;
be able to compose stories about objects (this can be done according to a plan proposed by an adult), naming which group the object belongs to, what it is made of, what it is needed for, what it looks like, etc.;
be able to compose stories based on a picture or a series of plot pictures;
be able to compose short stories, describing the events that happened to him; It is useful to come up with fantastic stories and fairy tales - this will help develop creative thinking and improve coherent speech.

What a child should be able to do when entering the 1st grade of school:

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all posts by T.I. Zhurina

The article was written specifically for the website grammatik.ru

Some parents seriously think that in order to prepare a child for school, it is enough to buy everything he needs on time: clothes (uniforms) and shoes, a backpack, textbooks and notebooks, school supplies... So that he, as they say, is “no worse than others.” This is a deeply erroneous opinion.

Entering school is an extremely important, perhaps the most important stage in a person’s life. And his entire subsequent life often depends on how this stage goes. This is why it is so important to prepare your child for school in advance.

What does this process consist of? From a whole complex of components that concern literally all aspects of the little person’s personality.

For clarity, imagine a huge tree. If we put “readiness for school” in its roots, and name the branches that form the crown: “thinking”, “speech”, “reading”, “counting”, “memory” (including muscular), etc., then the trunk is “arbitrariness of behavior,” and the top of the tree is the child’s ability to perceive sounds, distinguish them, etc. - what experts call “phonemic hearing.”

Here is the famous statement on this matter by the famous psychologist A.R. Luria: “To master literacy, that is, the initial skills of reading and writing, first of all, it is necessary to sufficiently develop phonemic hearing and the pronunciation side of speech, which serves as the basis for mastering the skills of sound-letter analysis.”

Unfortunately, not every child has them sufficiently developed. Statistics show that about 50% of children have underdeveloped phonemic hearing. True, the degree of impairment of oral and written speech is different for them, but this still makes it difficult for them to learn in the general stream. Many parents and kindergarten teachers try to correct the negative situation in one way or another, even inviting speech therapists. However, classes with the preschooler are immediately stopped as soon as his obvious (audible) impairments disappear.

But finally, the child goes to school. And this is where the “hidden pathology” begins to bloom in full bloom. In other words, various violations of written speech are becoming more and more obvious.

For example: Petya, 8 years old, 3rd grade, regular school. Intelligence is generally preserved. Hearing is normal. But the picture against the background of unformed phonemic hearing looks like this (illustrations from a textbook):

What violations are observed most often? There are many of them:

- in vowels - any substitutions (o=a, e=i, o=yu), omissions of letters.

- in consonants - confusion d=t, b=p, t=p, n=p, s=z.

- some prepositions are written together (“in three steps...”, “in the sky...”).

- there are extra syllables or missing letters (“slededy”, “returned”)

- mistakes are made in the root of the word (“skvrtsy”, “parted…”)

- the endings of the words are not added ("overflow") - there is no agreement between the words ("September has come...").

From here it is clear how important it is for a child of the preschool and primer period to learn to distinguish - “differentiate” - letters mixed when writing - “graphic forms”: a-o, i-e, i-e, o-b, i-u, t-d , e–a, r–l, o–e, x–g, r–p, b–d, y–z, r–z, w–sch, i–c, c–sch, sh–z, and etc., as well as sounds - “phonetic forms” (children also mix them by ear): y-ya, yu-e, e-ya, s-z, e-i, d-t, b-p , k–g, v–f, w–f, s–h, etc.

But there is not enough time for this work during the preschool and primer period! And elementary school teachers are not able to replace the lessons of a speech therapist with their lessons. So a vicious circle arises. As a result, the child often develops a persistent lag in the Russian language - up to the 11th grade, and parents think that the child does not learn the rules and reads little. It's not about the rules, of course. You can memorize them all, but in practice, in a learning situation, the child does not see or hear the words, and he cannot apply the rule in a particular case. This requires long-term help from a professional speech therapist!

Dear Parents! Don't rush to grab the belt! Think carefully about your child’s failures. Try to help him. After all, these are not just “ridiculous” mistakes, but the result of his incorrect perception of sounds - or, as we say, the immaturity of phonemic processes and the lexico-grammatical side of speech. Such children are often classified as lazy - incapacitated, absent-minded, inattentive, or poorly able to switch attention. But this is not their fault, but a misfortune, since they have poor auditory perception, impaired phonemic hearing. In turn, this entails

- inability to copy,

- analyze what is written,

- memorize a phrase of 4-5 words,

- difficulties in writing from memory, etc.

Such children cannot select test words; they lack a sense of language.

To avoid all this, a lot of preparatory work is required with the child before school.

What exactly needs to be done? As neurolinguists say: “Let speech in.” The sooner you start developing your child's speech, the better. It is during the period up to 5 years that the neurosensory pathways are open to words and sounds. During this period, sound imitations, nursery rhymes, counting rhymes, tongue twisters, and songs are needed. Every day, be sure to read to your child not only fairy tales, but also poetry: this forms the rhythmic side of speech. Speech creativity should be joint: together with the child you should look at pictures and objects, speak, tell stories, draw, sing, compose, etc. In short, it is necessary to “verify” all joint activities with him.

The question may arise: is it worth doing all this if the child is small and does not even speak yet? Simply necessary! Any child from birth onwards must literally “bathe” in sounds - speech and non-speech, naturally distinguish between them, recognize and repeat. A response, if the child can hear and there is no fear that he has hearing loss, will definitely come. But there is no need to compete, compete with other families: all children develop differently.

What if a child learns a foreign language? It is important to moderate parental ambitions regarding early teaching of children a foreign language. How often do we hear bravado: “My son speaks English better than Russian!” In practice, “bilingual” children take a long time to master their native language and often mix letters and sounds.

It is also impossible to teach reading to children who cannot pronounce sounds, as this leads to errors in writing and the consolidation of already defective pronunciation.

We must remember that speech is not only the “golden key” to the magical land of knowledge and personal development, but also a way to express yourself, make friends, and become a free and happy person. Proficiency in the literary language is required for a person to successfully study all school disciplines. The native language is both a means of communication, expression of thought, and a powerful stimulus for the development of a person’s personality.

Good luck and success to you, dear parents, and we, speech therapists, will always help you!

The article uses the following special publications on this topical issue:

Volodina V.S. Album on speech development. M., 2007
Povalyaeva M.A. Prevention and correction of written speech disorders. Rostov-on-Don, 2006
Dmitriev S.D., Dmitriev V.S. Entertaining correction of written speech. Collection of exercises. M., 2005
Efimenkova L.N. Correction of errors caused by immature phonemic hearing. Vol. 1–5. M. 2004

Source

School Ready Post Series:
Part 1 – Is It Time for School? Part 2 - Testing the Preschooler's Knowledge. ... Part 10 - WHAT A FUTURE FIRST-GRADE STUDENT SHOULD KNOW AND HOW TO TEACH IT. Part 11 - Preparing for school. What a first grader should be able to do before and after first grade. Part 12 - How to prepare children for school? Advice from a speech therapist. Part 13 - Procedure for admitting a child to school. Part 14 - DEDICATED TO THE PARENTS OF FIRST GRADE CHILDREN. NOTE WITH USEFUL ... Part 16 - How to create a desire to learn in a child? How to develop learning motivation? Part 17 — Consultation for parents on the topic “Preparing children for school” Part 18 — What is school readiness really?

Literacy training

By the time a child enters school, he should be able to determine by ear the number of syllables in words, while clearly identifying the syllables, name the first syllable, second, third, etc., and select suitable patterns for words.

Also, the child should be able to identify stressed and unstressed syllables in words, and indicate a stressed syllable on diagrams.

A preschooler should know that a period, question mark, or exclamation mark is placed at the end of a sentence. This changes the intonation of the sentence.

It’s good if the child can pronounce sentences with different intonations, depending on what sign is at the end of the sentence. The child must understand that sentences consist of words. He also needs to be able to select a suitable scheme for the proposal.

What a child should be able to do when entering the 1st grade of school:

Possible prevention

Speech problems are quite common in children and most of them can be successfully corrected. However, parents can and should make efforts to prevent the occurrence of such problems. You need to constantly talk to your child. From a very early age, children need to hear speech.

When an adult, presumably a mother, clearly pronounces words, comments on all his actions, when a child hears speech addressed to him, a clear pronunciation of sounds, he develops the skill of reproducing not only individual words and sentences, but also a rich palette of intonations, which also has a positive effect on the development of his speech.

It is necessary to contact the child with questions more often, wait for an answer, and provoke him to use an increasingly wider range of words. This must be done even if the child does not have any problems with speech. After all, constant communication affects not only speech, but also general development. At the same time, parents should first of all monitor the correctness of their speech, try to finish phrases and avoid vague formulations.

Preparing for school: how to make sure your child knows how to study

Number composition

A preschool child should be able to visually form numbers within 10 of units, explain that, for example, 5 is 1, 1, 1, 1 and another 1, or 10 consists of 10 units.

In order for a child to understand what digits a given number consists of, he must be able to decompose it into two smaller numbers (to begin with, within 10 and on a visual basis) and make a larger number from two smaller ones. For example: the number 8 consists of 4 and 4 or 3 and 5; and, conversely, the numbers 5 and 5 make up the number 10. The child should be able to determine the missing component number. For example, the number 7 consists of 4 and...? The child must name the number 3.

It’s good if the baby can make numbers within 20. And within 100, it will be enough for him to be able to make numbers in tens. For example: 60 consists of six tens, etc.

Comparison of numbers

A preschool child should be able to compare numbers visually and orally. It’s good if the child can compare both nearby and non-adjacent numbers. For example, six is more than five, and five is less than six; two is less than eight, and eight is more than two.

The child must be able to understand differential comparison of numbers. For example, five is less than six by one, and six is more than five by one.

It is good if the child knows how to obtain equality from inequality or inequality from equality by adding one item to a smaller quantity or removing one item from a larger quantity. For example, five is less than six: if you add one more item to five items, then there will be six items each, that is, equally divided; six is more than five: if you remove one from six objects, then there will be five, i.e. equally.

By this age, children should recognize and understand mathematical signs such as more (>), less (

How to teach a child to speak correctly?

To help your child overcome speech disorders and psychological difficulties, remember and use these rules:

Do not try to speed up the child’s natural speech development. Don't overload him with speech activities. Games, exercises, speech material must be appropriate for his age.
When communicating with your child, watch your speech. Talk to him slowly, pronounce sounds and words clearly and clearly, when reading, do not forget about expressiveness. Be sure to explain any unclear words or phrases found in the text to your child.
Do not imitate children's speech, do not abuse diminutive and affectionate suffixes - all this inhibits the child's speech development.
When trying to show your child inaccuracies and mistakes in his speech, be careful and under no circumstances laugh at him! The best thing is to tactfully correct him and show him how to pronounce this or that word. If a child is in a hurry to express his thoughts or speaks quietly, remind him: he must speak clearly, clearly and slowly.
Do not leave your child’s questions unanswered. And don’t forget to check: does he understand your answer?

Solving Examples

A preschool child should be able to solve examples of addition and subtraction within twenty, as well as within a hundred by tens. It’s good if a child can make mental calculations within the first ten, without relying on visual material. The child can solve more complex examples within the second ten using counting sticks or other counting material.

A preschooler must know and be able to write mathematical signs “+”, “-”, “=”; distinguish and name arithmetic operations - “addition” and “subtraction”; independently write down examples under dictation from an adult.

Problem solving

A preschool child should be able to compose and solve mathematical problems involving addition and subtraction, as well as write down their solutions and know the mathematical signs “+”, “-”, “=”.

It’s good if a preschooler knows how to identify the components of a problem: condition, question, solution, answer; understands that a problem cannot be solved if a condition or question is missing.

By the time a child enters school, he should be able to solve not only problems accompanied by illustrations, but also perceive problems by ear or read the conditions and questions independently.

Logic problems

The development of logical thinking is one of the important conditions for a child’s successful learning of mathematics. In this section you will find several types of logic problems that are usually given to future first-graders during school testing.

A preschool child should be able to solve entertaining problems with mathematical meaning. Some problems are solved using arithmetic operations, others - using logical thinking.

Logical thinking tasks encourage the child to think, reason, analyze, and establish connections between phenomena.

Geometry

A preschool child should be able to distinguish geometric shapes (circle, square, rectangle, oval, triangle, trapezoid, rhombus), draw them on a sheet of paper, and recognize the shape of familiar geometric shapes in surrounding objects. For example: the sun looks like a circle, a book looks like a rectangle, a road sign looks like a triangle, etc.

It’s good if a preschooler knows how to make one out of two figures. For example: from two to four triangles one is a polygon, from small quadrangles one is large. The child must be able to distinguish geometric bodies, compare them and find differences.

The child must understand that geometric bodies are three-dimensional figures. Among three-dimensional figures, he must distinguish between a sphere, a cube, a cylinder, a cone, and a parallelepiped.

The child must know straight, curved and broken lines. It’s good if he can distinguish between a line, a segment and a ray, right, obtuse and acute angles; can show the vertex and sides of an angle, measure the length of a segment with a ruler, draw a given segment, show the point of intersection of lines.

Consultation with speech therapist Volkova E.Yu.

for parents “Child’s speech readiness for school”

When they talk about “readiness for school,” they do not mean individual skills and knowledge, but a specific set of them, in which all the main components are present.

Our speech is a process of communication, therefore readiness or unpreparedness for learning at school is largely determined by the level of speech development. After all, it is with the help of oral and written speech that the child has to master the entire system of knowledge. The better his speech is developed before entering school, the faster the student will master reading and writing.

Parents should first of all pay attention to:

Correct pronunciation of all sounds
Ability to distinguish speech sounds by ear
Possession of sound analysis and synthesis skills
Lexicon
Formation of grammatical structure of speech
Coherent speech
Speech communication
Fine hand motor skills and mental processes (memory, attention, thinking, perception)

Sound pronunciation and phonemic hearing

Normally, the entire sound aspect of speech should be fully mastered by the child by the age of 5–6 years. By this age, the child should be able to distinguish sounds by ear and pronunciation. When coming to school, he must clearly pronounce sounds in various words, in phrasal speech, and must not omit them, distort them, or replace them with others.

Possession of sound analysis and synthesis skills:

the ability to isolate a sound from the background of a word;
hear and highlight the first and last sounds in a word;
determine the position of a sound in a word (beginning, middle, end);
determine the number and sequence of sounds in a word, the place of a sound in a word in relation to others;
name words with a given sound;
be able to form words from sounds;
children must know and correctly use the terms “sound”, “syllable”, “word”, “sentence”.

Syllabic structure of the word

A 6-7 year old child can understand words with a complex syllable structure (aquarium, librarian, basketball player, excavator). He pronounces them at a fast pace, does not rearrange them, does not throw them out, does not add sounds or syllables.

Lexicon

By the age of 7, the child should have a fairly large vocabulary (about 2000 words)

In his speech, he must actively use all parts of speech (nouns, adjectives, verbs, adverbs, antonyms, synonyms, numerals), understand the figurative meaning of words, select generalizing concepts for a group of objects.

Formation of grammatical structure of speech

The child must be able to use different methods of word formation and inflection (correctly use words with diminutive suffixes, form words in the required form, form adjectives from nouns, change nouns by number, case, verbs by type, understand and use prepositions, coordinate numerals and adjectives with nouns).

Games “One-many”, “Name the object affectionately”, “Name the babies”, “Whose tail and whose ears”, “Two and five objects”.

Connected speech

By the age of 7, a child should be able to

retell short stories and fairy tales
make up a story based on a picture
write a story based on a series of pictures
answer questions based on the text

When retelling (story), attention is drawn to:

on the child’s understanding of the text (he must correctly formulate the main idea),
on structuring the text (he must be able to consistently and accurately construct a retelling),
on vocabulary (completeness and accuracy of words used),
on grammar (he must construct sentences correctly, be able to use complex sentences

Fine motor skills

Well-developed fine motor skills contribute to the development of speech (finger gymnastics, games with clothespins, nitography, the use of su-jok balls and the Kuznetsov applicator, tracing and shading objects, lacing, stringing beads, appliqués, sculpting, weaving, cutting with scissors, etc.) .

Mental processes

All mental processes are closely interconnected.

Underdevelopment of at least one mental process leads to impaired mental development of the child as a whole.

Speech communication

The child must be quite active in communication,
be able to listen and understand speech,
build communication taking into account the situation,
easy to communicate with children and adults,
express your thoughts clearly and consistently,
use forms of speech etiquette.

Sincerely, Your speech therapist.

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Orientation in space

A preschool child must be able to navigate in space, as well as on a notebook or landscape sheet. Orientation in space includes the ability to determine the direction of movement, to move in a given direction (forward-backward, up-down, right-left). A preschooler should be able to indicate in words the position of an object in relation to himself (in front of me is a table, behind me is a closet, to my right is a door, to my left is a window).

It’s good if a child can determine the position of various objects in space using the words: “below”, “above”, “in front”, “behind”, “in front”, “behind”, “between”, “next to”.

On a sheet of paper, the child should be able to show the upper right corner, upper left corner, lower right and lower left corners, and the middle of the sheet.

On a sheet of checkered paper, depicting various objects and figures, the baby should understand the words “to the left”, “to the right”, “above”, “below”, “from”, “to”, “above”, “under”. He should also be able to depict figures on a sheet of paper, copying from a sample or under dictation (graphic dictation: one cell up, one cell to the right, one cell down, etc.).

Preparation for school

This method develops the art of communication, the ability to work in a team, the ability to negotiate, self-service and self-awareness skills, the ability to work independently: the child confidently sets goals and objectives for himself, becomes responsible for his actions and brings what he started to the end, monitoring the correctness of execution or the presence of errors.

The essence of the method

The Montessori method has three components: a child , a prepared development environment and a teacher (teaching adult).

The developmental environment is the main pedagogical technique. The classroom (environment) is divided into zones in accordance with the cognitive and psychological needs of children of a certain age group.

The Montessori environment for children from eight months to three years old includes zones for exercises with bulk materials, exercises with water, a cause-and-effect zone, zones for sensory development, speech development, productive visual activity and the development of gross motor skills; for children from three to six years old, it includes zones for exercises in practical life, sensory education, a mathematical zone and zones for the Russian language, space, productive art activities and the development of gross motor skills.

The child chooses what material to work with and how much time to devote to it. Certain rules governing activities in a group allow children, on the one hand, to learn to respect the people and space around them, and on the other hand, to feel protected.

The teacher in a Montessori group has his own role and task. In addition to unconditional love and acceptance of each child as he is, the teacher is also an intermediary between the child and the Montessori environment. “Help me do it myself!” - this is what a child expects from an adult, and this is precisely the role of adults in a Montessori group. The teacher sensitively determines when it is necessary to provide assistance, and when it is necessary to give the child the opportunity to work independently and with concentration, observes the work and development of the environment by each child, analyzing the dynamics in order to correctly promote further progress.

This is the same method when a child is treated with truly respect, care and individuality. Montessori teachers know for sure that all children strive for development from birth. Therefore, children should not be forced to study, but conditions should be created that best suit their cognitive needs.

A child in Montessori pedagogy is a PERSONALITY .

“To raise a child, you need to know him, to know him, you need to watch him, and in order to watch him, you need to give him freedom.” Maria Montessori

Time orientation

By the time a child enters school, he must clearly understand the time of day (morning, afternoon, evening, night), their sequence, as well as concepts such as yesterday, today, tomorrow, and understand the meaning of these words. He must know the sequence of days of the week, name what day is today, what was yesterday, what will be tomorrow, combine these concepts into one - these are all the days of the week.

It’s good if the baby knows the names of all the months of the year and knows how to name them in the correct order. The preschooler should also divide all the months of the year into winter, spring, summer and autumn, and know that there are three months in each season.

The sooner the child is consulted by a speech therapist, the better.

Many years of experience of children's teachers confirms that the earlier a child masters literate speech, the fewer problems he has with learning at school , the more successful it is, the more positive emotions it gives, and the less often difficulties arise.

Unfortunately, the older the child becomes, the more difficult it is to cope with disturbances in his development. Therefore, the success of a speech therapist’s correctional work directly depends on the timeliness and correctness of the diagnosis, the choice of techniques and the practical skills of the speech therapist.

Speech disorders, if they occur in an adult, soon attract attention and are considered by others as a pathology. If a child’s speech process is disrupted, then detection of defects usually occurs late. This is understandable, since a child’s speech develops unevenly and differently for all children. It is often difficult for parents to understand where the norm is, where the pathology is, where the acceptable limit for delayed speech development lies and what the threat of this delay is.