Interaction between a speech therapist and parents in a speech center

Features of working with parents in a preschool speech center

The article is devoted to the interaction of a speech therapist with parents in a preschool speech center.

Preschool age is the best period for correcting speech defects. Therefore, a speech center, like a playroom or music room, should be in every kindergarten.

Under the strict supervision of a professional in the field of speech therapy, the slightest speech disorders in children will be identified in a timely manner. The speech therapist will determine exactly who needs to work on what sounds and will create a system of effective exercises for everyone.

However, all this effectiveness will be nullified if the baby’s parents are not included in the correction process. But how can we explain to dads and moms, who are tired after work and household chores, the enormous importance of classes to correct their child’s speech?

Today we will tell you how to make the interaction between a speech therapist and parents as productive as possible.

Acquaintance.

Having formed a group of children with speech disorders, the speech therapist should individually get to know the parents of each of them. It is better if both the baby’s mother and father are present during the meeting. After all, if only one of them understands the importance of speech correction, then there is a risk that the second will constantly “cool his ardor” with the words: “It’s not that important,” “It will somehow correct itself.” It is better to convey the task to both parents so that in the future they do not argue, but rather join their efforts for the benefit of the child.

When meeting people, you need to be extremely delicate and use fewer professional terms. Many overly sensitive mothers perceive their child’s inclusion in a speech therapy group as a tragedy. It is better to explain everything in simple words, avoiding the expressions “pathology”, “defect”, etc.

General parent meeting.

When contact with all parents has been established, you need to gather them together in a calm, friendly atmosphere.

The parent meeting can be held in two stages:

Stage I: Motivation.

You can invite adults to fantasize: what will their children become when they grow up? And then draw their attention to what a huge number of professions require clear diction and well-delivered speech: journalist, teacher, actor, politician, etc. And even if the future occupation of their sons and daughters has nothing to do with oratory skills, still pronouncing words correctly is a sign of self-confidence and high self-esteem. Of course, people who do not have smooth, beautiful speech achieve success. But if it is possible to eliminate the obstacle in advance, why not do it?

Then the logopunkt specialist can emphasize that this age is the most fertile moment for the formation of correct speech. Now the baby’s sound pronunciation can be compared to a flexible young tree, which is still able to take the desired shape. But when the child leaves kindergarten, the “tree” will become stronger and stronger, and speech correction will become very difficult.

Stage II: Explanation of details.

You need to tell your parents about the exercises in your homework book and the order in which they should be completed. It is important to emphasize: a child should not associate a homework notebook with torment or boredom. You can add an element of play to the exercises. You shouldn't scold your child for something he can't do. But you need to be rewarded for success more often.

Periodic control.

The interaction between the speech therapist and parents does not end there. Under no circumstances should a kindergarten speech center specialist leave homework to chance. Parents should feel that their efforts are not in vain. Like children themselves, they should be constantly rewarded for their success. By calling, you can tell them about the noticeable improvements in the baby’s speech with the words “You already have something to be proud of,” “Congratulations on another “defeated” sound.”

Assistance from educators.

The kindergarten teacher, who is an authority for parents, can play an important role in their interaction with the speech therapist. He can act as a kind of mediator between them. To the mother who comes to pick up the child, he can unobtrusively convey the speech therapist’s advice on working with the homework book. And vice versa: parents can, in a confidential conversation, tell the teacher about difficulties that they are embarrassed to directly tell the speech therapist about. And the teacher will later give them feedback in the same soft, unobtrusive form. This will help avoid the typical fear of the “doctor in a white coat” – the image with which speech therapists are often associated.

Olga Vladimirovna Sokolova, teacher-speech therapist, GBOU kindergarten No. 605, Moscow

1. Correctional and speech therapy work with bilingual children in a speech center of a preschool educational institution
2. Work of a speech therapist teacher with parents of children with speech pathology in a secondary school
3. Implementation of an integrated approach to overcoming speech disorders in the conditions of a speech center of a preschool educational institution
4. Speech card for preschool speech center
5. Innovative forms of working with parents: Parent club “Speech therapist school”

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Approximate regulations on a logopunkt in a preschool educational institution

POSITION

about the speech therapy center of the Municipal Educational Institution Name of the institution.

1. General Provisions

1.1. This regulation on the speech therapy center of the Municipal Educational Institution Name of the institution

(hereinafter referred to as the Regulations) was developed in accordance with the Federal Law of the Russian Federation dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general education institution”; the procedure for organizing and carrying out educational activities according to basic general education programs - educational programs of preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014; by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 Moscow “On approval of the federal state educational standard for preschool education”; sanitary and epidemiological rules and regulations SanPiN 2.4.1.2660-10.

1.2. The regulations regulate the organization of work of a speech therapy center in the municipal educational institution Name of the institution

(hereinafter – the Institution), the main directions of legal, educational and correctional activities, guarantee the opportunity to receive speech therapy assistance for children with speech disorders, providing conditions for their personal development, pedagogical rehabilitation.

1.3. A speech therapy center is opened by the head of the Institution in the presence of appropriate regulatory, material, technical, programmatic, methodological and personnel conditions for the purpose of early detection and overcoming deviations in the development of oral speech in preschool children.

1.4. To organize the activities of the speech therapy center, the position of a speech therapist teacher is being added to the staffing table of the Institution (at the rate of no more than 20 children with mild speech disorders, aged 3–7 years, per position).

1.5. The activities of a speech therapy center may be terminated through liquidation by decision of the Founder or head of the Institution.

2. The main tasks of the speech therapy center

2.1. The main tasks of the speech therapy center are:

— diagnostics of speech development of children 3-7 years old;

— determination and implementation of an individual route for correction and (or) compensation of a speech defect, taking into account its structure, conditionality, as well as the individual and personal characteristics of children;

— interaction with psychological, medical and pedagogical commissions (hereinafter referred to as PMPK);

— organizing the interaction of all subjects of the correctional and educational process in the implementation of an integrated approach to the rehabilitation of children with speech development problems;

— dissemination of speech therapy knowledge among teachers and parents in order to prevent speech disorders in children, as well as to optimize the process of speech therapy intervention.

3. Organization of activities of the speech therapy center in the Institution

3.1. The staffing of the speech therapy center is carried out on a multi-age basis from among students aged 3-7 years with speech impairments attending the Institution.

3.2. Children are enrolled in a speech therapy center on a first-come, first-served basis according to the register of children in need of speech therapy help (Appendix No. 1), priority for enrollment is given to children 5-7 years old.

3.2.1. The list of children in need of speech therapy assistance is compiled on the basis of a speech therapy examination, which is carried out by the institution’s speech therapist teacher annually from September 1 to 15 and from May 15 to 30, the results of the examination are recorded in the speech therapy examination journal (Appendix No. 2)

3.2.2. The list of children enrolled in a speech therapy center is developed by a speech therapist, agreed upon by the senior educator, and approved by the head of the Institution (Appendix No. 3). Enrollment in a speech therapy center is possible only with a written application from parents (legal representatives) (Appendix No. 4). Parents (legal representatives) have the right to refuse enrollment in a speech therapy center, in which case the refusal must be recorded in writing (Appendix No. 5).

3.2.3. For each child enrolled in a speech center, a speech card (Appendix No. 6 and No. 7) and an individual correctional work plan (Appendix No. 8) are filled out.

3.3. Children with speech development disorders are enrolled in the speech center: phonetic, phonemic, phonetic-phonemic. Children with an uncomplicated form of general speech underdevelopment (hereinafter referred to as GSD) of level 4 speech development (hereinafter referred to as ur.r.r.) are allowed to stay at the speech center (according to R.E. Levina).

3.3.1. The total number of children enrolled in the speech center should not exceed 20 people; at the same time, 12-15 children receive speech therapy assistance.

3.3.2. Children with severe, persistent speech impairments who have a speech therapy certificate are not eligible for admission to the preschool speech therapy center: ONR (1.2 level of wages); OHP (3 ur.r.r.); OHP (3rd level), dysarthria; OHP (3 ur.r.r.), rhinolalia; stuttering; systemic speech underdevelopment; systemic speech disorder; aphasia.

3.3.3. If a child aged 3 to 7 years has the above complex speech disorders, the speech therapist teacher gives recommendations to parents (legal representatives) on the need to conduct a comprehensive examination by PMPK specialists in order to decide on his transfer to a preschool institution in which speech therapy groups operate, for achieving maximum effect in correcting speech disorders. In case of refusal to undergo the PMPC, it is necessary to obtain a written refusal from the parents (legal representatives) (Appendix No. 9).

3.3.4. If the PMPK recommends a specialized institution, but the parents (legal representatives) refuse to transfer to a specialized institution, then it is necessary to obtain a written refusal from the parents (legal representatives) (Appendix No. 10).

3.3.5. In exceptional cases, a child with a severe speech impairment or children with other disabilities (hereinafter referred to as DH) can be enrolled in a speech therapy center as part of inclusive education, but in this case the number of people enrolled in a speech therapy center is reduced at the rate of 1:2 or 1:3 depending on the severity of the diagnosis. For each child with disabilities, the PMPk draws up an adapted educational program (Appendix No. 11)

3.4. Children are released from the speech therapy center throughout the school year after their speech development disorders have been eliminated.

3.5. New children are admitted to the speech therapy center as space becomes available throughout the school year.

3.6. The main form of organizing work with children with speech disorders at a speech therapy center is individual lessons. Subgroup classes are organized as needed at certain stages of speech therapy work, if there are children of the same age who have speech disorders of a similar nature and severity. The maximum number of children in a subgroup is set depending on the nature of the disorder in the development of oral speech, the age of the students and ranges from 2 to 6 children.

3.6.1. Classes with children at the speech therapy center are held daily, both during hours free from daily classes, and during them, according to the cyclogram approved by the head of the Institution.

3.6.2. The duration of classes should not exceed the time provided for by the physiological characteristics of the children’s age and the “Sanitary and Epidemiological Rules and Norms” 2.4.1 2660-10. The frequency of individual and subgroup lessons depends on the nature of the speech development disorder and should be at least 2-3 times a week with each child.

3.6.3. The beginning and duration of the school year at the logo center corresponds to the work of the Institution.

3.6.4. The total duration of the speech therapy course depends on the speech therapy report and the individual characteristics of the children.

3.7. Responsibility for compulsory attendance at classes lies with parents, the speech therapist teacher, the educator and the head of the Institution.

3.8. The distribution of a speech therapist's working time is as follows: 85% - work with children, 15% - organizational and methodological work.

4. Management of the speech therapy center

4.1. Control over the work of all speech therapy centers at NMR Institutions is exercised by the Education Department of the NMR Administration.

4.2. Direct control over the work of the speech therapy center is exercised by the head of the Institution.

4.3. The head of the Institution ensures the creation of conditions for carrying out correctional and pedagogical work with children; selects teachers for correctional work.

4.3.1. A teacher-speech therapist is a person with a higher pedagogical or defectological education with the qualification of a teacher-speech therapist who is proficient in the methods of neuropsychological examination of children with speech disorders and other higher mental functions, individual and subgroup correctional work, theoretical and practical knowledge in the field of speech therapy, provided for training program in accordance with the requirements of the qualification characteristics.

4.3.2. A speech therapist teacher is appointed and dismissed in the manner established for teachers of educational institutions, provided for by the legislation of the Russian Federation.

5. Rights and obligations of participants in the correctional educational process

5.1. The participants in the correctional and educational process at a speech therapy center are: the child, parents (legal representatives), a speech therapist teacher, an educator, and the administration of the Institution.

5.2. A child with a speech impairment has all the rights stated in the UN Convention on the Rights of the Child, the legislation of the Russian Federation and the Federal State Educational Standard for Education.

5.3. Parents (legal representatives) create conditions in the family that are favorable for the general and speech development of the child. Interact with teaching staff to overcome the child’s speech disorders.

5.4. The teacher-speech therapist conducts an examination of the speech development of the children of the Institution, registers a list of students in need of speech therapy help.

5.4.1. Prepares a list of children enrolled in the speech therapy center for the school year, in accordance with the maximum occupancy established by clause 3.3.1. of this Regulation.

5.4.2. Determines the frequency and duration of individual and subgroup classes at the speech therapy center. 5.4.3. Plans and conducts correctional work with children enrolled in a speech therapy center to correct violations in the development of oral speech.

5.4.4. Independently selects methods and techniques of correctional work. Draws up individually oriented corrective measures to ensure the satisfaction of the special educational needs of children with disorders in the development of oral speech and their integration into the Institution.

5.4.5. Monitors the dynamics of elimination of speech disorders of students enrolled in a speech therapy center. Corrects the content of correctional work, methods, techniques of speech therapy assistance.

5.4.7. Interacts with teaching staff of the Institution, parents (legal representatives):

— Provides advisory assistance to teaching staff, parents (legal representatives), informs about the progress of correctional work, and gives the necessary recommendations.

— Increases the pedagogical competence of parents (legal representatives) of children attending the Institution in matters of development and education of preschool children with speech disorders. 5.4.8. Communicates with specialists from healthcare institutions and the territorial psychological, medical and pedagogical commission. 5.4.9. Monitors the implementation by teachers of recommendations on the speech development of children enrolled in the Speech Therapy Center. 5.4.10. Maintains the necessary documentation for planning and carrying out correction work (Appendix No. 12). 5.4.11. Submits an annual report on the effectiveness of the correctional work of the speech therapy center to the head of the Institution before May 30 in the form (Appendix No. 13).

5.4.12. Participates in the work of the methodological association of teachers-speech therapists NMR.

5.4.13. Improves his professional qualifications and is certified in accordance with current regulatory documents.

5.4.14. A speech therapist at a speech therapy center is entitled to all the benefits and advantages (duration of the next vacation, pension scheme) provided for by the legislation of the Russian Federation for teachers of rural educational institutions.

5.5. The teacher creates a subject-based developmental environment for timely speech development and prevention of disorders in the development of oral and written speech of children of the entire group.

5.5.1. Monitors the assimilation of the content of the educational program of preschool education by children enrolled in a speech therapy center.

5.5.2. Observes the progress of children's speech development, diagnoses the prerequisites and signs of the formation of atypical (advanced, delayed, distorted) variants of oral speech development.

5.5.3. Based on the recommendations of the speech therapist, plans individual work on the speech development of children enrolled in a speech therapy center.

5.5.4. Participates, on the instructions of a speech therapist, in the implementation of correctional measures that ensure correction and compensation for deviations in speech development, taking into account the age and psychophysiological characteristics of children enrolled in a speech therapy center.

5.5.5. Exercises control over the correct pronunciation of sounds corrected by a speech therapist teacher at the automation stage in children enrolled in a speech therapy center in all types of children's activities and routine moments during the day.

5.5.6. Interacts with the speech therapist teacher, parents (legal representatives) of the Institution on the issues of mastering the educational program of children enrolled in the speech therapy center.

5.5.7. Involves parents (legal representatives) of children enrolled in a speech therapy center in correctional work. Provides interest in its performance.

5.6. The administration of the Institution ensures the creation of conditions for carrying out correctional and pedagogical work with children.

5.6.1. Selects teachers for correctional work.

5.6.2. Provides the speech therapy center with special equipment, educational and visual aids, taking into account the specifics of correctional work according to the recommended list (Appendix No. 14).

6. Material and technical base and financial support of the speech therapy center

6.1. For the speech therapy center, the Institution is allocated an office that meets the requirements of SanPiN.

6.2. The administration of the Institution is responsible for the equipment of the speech therapy center, its sanitary condition and repairs.

6.3. The speech therapy center is financed by the Institution on the basis of which it was created.

Logopoint. Logogroup. Differences. Specificity.

— individual plan of correctional work;

— approximate work schedule for a speech therapist;

— schedule of individual lessons;

— plan for a subgroup lesson;

— a report on the work done during the academic year;

— protocols for the admission and release of children.

Plans for the next academic year are drawn up in May and approved by the head of the preschool educational institution.

1. Annual work plan for a speech therapist at a speech center

The annual plan defines three main areas of work for a speech center specialist: with children, educators and parents of children undergoing training. A separate list contains a list of activities carried out by a speech therapist throughout the year and not tied to specific dates. The annual work plan of the logopunkt given below is presented in the form of a table. However, a speech therapist can arrange it in the form of lists in individual areas of work.

2. Long-term plan for conducting subgroup classes with children 5-6 years old with a diagnosis of “phonetic speech disorders”

In addition to violations of sound pronunciation, children in this group may also have elements of phonetic-phonemic and lexical-grammatical underdevelopment of speech, and coherent speech is not sufficiently formed. Taking this into account, a set of classes of a combined nature was developed. In addition to the development of motor skills of the speech apparatus, sound analysis skills and activation of higher mental functions, work is carried out to enrich the vocabulary and correct the grammatical structure of speech.

Corrective work according to the plan is designed for six months. The main stage classes are preceded by a cycle of 12 preparatory classes (logo training). The duration of these classes is 30 minutes. They are held 4 times a week in strict sequence.

Then the speech therapist conducts thematic classes of the main stage 2 times a week. Each topic is worked on within 1-2 weeks and reinforced in individual lessons. The topics of the main stage lessons may change depending on which topics cause difficulties for children. The main stage activities do not require a strict sequence of execution.

The plan also provides for four classes on the development of coherent speech. The final lesson is held in the form of a celebration.

3. Long-term plan for conducting subgroup classes with children 5-6 years old with a diagnosis of “phonetic-phonemic speech underdevelopment”[1]

In addition to disturbances in the sound aspect of speech, children in this group have undeveloped phonetic-phonemic perception. Systematic work should be carried out with such children to develop phonemic hearing. The plan provides for a system of gradual formation of the phonemic aspect of speech. During classes, a speech therapist introduces children to sounds and letters and works to develop the skills of sound analysis and synthesis. At each lesson, preschoolers practice the correct pronunciation of new sounds, learn to differentiate them, and become familiar with the letters that represent these sounds.

Individual lessons for children with FFDD are held twice a week. The plan provides for eight classes on the development of coherent speech (once a month). The final lesson is held in the form of a celebration, to which parents are invited.

4. Individual plan of correctional work (drawn up for each child)

An individual plan of correctional work and a speech card are the basic documents, based on which the speech therapist carries out correctional work with each individual child.

The individual plan must indicate the initial level of the child’s speech state, the forms and types of necessary correctional work. Maintaining this document allows you to track the dynamics of the state of sound pronunciation and speech of the child by month. By exercising such control, the speech therapist can carry out correctional work more effectively.

Approximate work schedule for a speech therapist and working time schedule

The documents listed under numbers 5-8 are organizational: they help the speech therapist plan and carry out work at different stages of the correction process.

The speech therapist’s work schedule is drawn up annually, approved by the head of the preschool educational institution and stored in the speech therapist’s governing documents. The cyclogram allows you to analyze how the speech therapist’s working time is used.

7. Schedule of individual lessons

The graph shows the following information:

— the date and time of each lesson;

- about what stage of consolidation the child’s automatized sound is at;

— about the content of correctional work with children. Schedules for individual lessons can be stored in a folder or a special notebook can be created to fill them out.

Subgroup lesson plan

The given subgroup lesson plan is convenient to use when conducting combined speech therapy classes. If desired, the speech therapist can arrange the lesson in the form of notes.

Design of a speech therapist's corner and instructions for parents

After the groups for enrollment in the speech center are finally formed, the speech therapist is recommended to hold the first parent meeting (usually this happens in mid-September). At this meeting, the speech therapist should explain to parents why their children need to attend speech therapy classes, talk about how they are conducted, and remind them of the need to complete homework on time. Parents also need to be made aware that a child’s oral language problems can lead to written language problems in school, and this can significantly affect academic performance. That is why there is a need for corrective speech therapy classes in preschool age.

To monitor the completion of homework by parents, a regular school diary is placed in the folder for individual lessons, with a photo of the child pasted onto the cover. In it, the speech therapist makes appropriate notes, and parents can write down questions for the speech therapist that arise during the completion of tasks. Such a diary helps maintain contact between parents and the speech therapist throughout the entire period of the child’s stay at the speech center.

It is also recommended to organize a special honor board at the logo center. It contains photos of children who graduated from the speech center.

To inform parents about the progress of the correction process, a speech therapist's corner is set up in the group. To remind parents how to properly conduct homework with their child, special reminders are used.

Also in the Speech Pathologist's Corner the names of children whose parents should come for a consultation and the time for speech therapy consultations are indicated. Consultations are held in the afternoon (from 16 to 18 hours) - the time most convenient for parents.

Parents should be aware of the responsibilities of the speech center and their responsibilities towards their children. This information is posted in the Speech Pathologist's Corner.

If the speech center teachers deem it necessary, they can formalize the information provided in the form of an agreement and conclude such an agreement with the parents of each child.

Working with teachers

Particular attention should be paid to organizing work with teachers in all groups of the kindergarten, starting with the second youngest group.

Experience shows that the organization of preventive work helps to reduce the number of phonetic disorders in children. First, the speech therapist conducts subgroup classes with children, and then teachers, on the instructions of the speech therapist, conduct similar classes independently. During classes, the speech therapist offers various exercises to develop speech breathing and voice, articulation and fine motor skills.

To implement the relationship in the work of the speech therapist and the teacher, it is recommended to use an interaction sheet and a map for examining fine motor skills. The interaction sheet between the speech therapist and the teacher on automating the delivered sounds will help the teacher see what sounds the speech therapist is working on with each child in the group, and control the correct pronunciation of these sounds by children during routine moments .

A speech therapist conducts diagnostics of children's fine motor skills. Analysis of the results will allow us to develop a number of exercises for children whose fine motor skills lag behind the age norm. The teacher performs these exercises with children as part of his classes.

Speech therapy examination

Speech card

For each child enrolled in a speech center, a speech card is created, in which the features of the phonetic side of the child’s speech are recorded (the general sound of speech, the state of phonemic hearing, features of sound pronunciation); state of lexical-grammatical structure and coherent speech.

Logopoint. Logogroup. Differences. Specificity.

Preschool speech therapy center

♦ A preschool speech therapy center is the “youngest” form of organizing speech correction assistance for children with speech impediments. Unfortunately, there is still not a single federal level regulatory document on this model of organizing speech therapy care. Publications in a number of publications, especially in the scientific and methodological journal “Logoped”, help to more effectively solve issues of prevention and correction of speech defects. However, speech therapists sometimes have problems that require an extraordinary approach, both to the organization and to the selection of the content of speech correction work.

♦ When analyzing the currently available regulations on preschool speech therapy centers in individual cities and regions of the Russian Federation, many discrepancies and inconsistencies are revealed regarding the specifics of speech therapy work with preschool children. These discrepancies and inconsistencies relate to:

♦ — a list of types and forms of speech disabilities with which children are enrolled;

♦ enrollment mechanism;

♦ — the number of children studying at the speech center at the same time;

♦ — recommended frequency of individual and group lessons for children with different structures of speech defects;

♦ — list of documentation of the speech therapist teacher.

Inconsistencies in a number of provisions are caused mainly by the fact that they are based on the letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution.” The wording of the title of the letter makes it possible to assume that it also relates to the activities of the speech therapy center of the preschool educational institution, since kindergartens are also general educational institutions. But this letter entirely determines the procedure for organizing the activities of only the school logo center, which follows from the contents of the letter and its appendices.

A speech therapy center at a preschool educational institution (institutions) can be opened by decision of the administration of preschool educational institutions and in agreement with local education authorities based on examination data of children and identification of those who need speech therapy help.

The work of a speech therapy center is based on the “cluster” principle, according to which a speech therapist can serve one (basic) or a basic and several nearby (attached to it) preschool educational institutions, as well as children raised in a family and living next to the speech therapy center.

A prerequisite for opening a speech therapy center at a preschool educational institution is the presence in the basic (or in the basic and attached to it) institution of at least 10 groups of children aged 3 to 6-7 years.

A speech therapy center can be organized at a preschool educational institution of the following types:

— general developmental

- combined

- compensating

The organization of a speech therapy center at general developmental preschool educational institutions is possible only if the base institution has a specially designated room - a speech therapy room with an area of ​​at least 15 m2, meeting pedagogical and sanitary and hygienic requirements, fire safety rules and adapted for conducting individual and subgroup classes with children, consultations for parents. The speech therapy center must be equipped with the necessary equipment, toys and aids in the manner established for compensatory groups of preschool educational institutions

If a speech therapy center is organized at a preschool educational institution of a combined or compensatory type, the premises for it can be a previously created and equipped speech therapist’s office, but only if there is a separate entrance to it, isolated from the group premises, and only during those hours when the speech therapist of the compensatory group does not conduct classes there with kids.

Working hours, wages, duration of annual leave and other working conditions of a speech therapist are determined by standards corresponding to the compensating groups of preschool educational institutions. The weekly workload of a speech therapist when working at a preschool speech therapy center is 20 hours, of which 15-16 hours are allocated to direct speech correction work with children, and 4-5 hours to organizational, methodological and advisory work with the teaching staff of the preschool educational institution and parents.

The enrollment of children in correctional classes is carried out by the speech therapist himself, based on the results of an examination of children of all age groups of the basic (basic and attached to it) preschool educational institution at the beginning and end of the school year. When enrolling children, it is necessary to take into account the nature, severity of speech disorders, the age of the children, first of all, providing correctional assistance to older preschoolers with speech development disorders that will prevent their successful inclusion in the process of systematic school education, as well as to children of primary and secondary preschool age with complex speech disorders (general speech underdevelopment, stuttering, phonetic-phonemic underdevelopment). In the same order, children who do not attend preschool educational institutions and are raised in a family are accepted for speech therapy classes.

The number of children attending a speech therapy center at the same time should not exceed 20-25 people. To optimize speech therapy work, it is recommended to combine children of the same age group with similar nature and severity of speech disorders into subgroups (up to 5-7 children) or mobile micro-groups (2-3 children). Taking into account the requirements for organizing the daily routine and training sessions, the maximum volume of the weekly educational load should not exceed the norms allowed by SanPiN (clause 12.10).

The duration of subgroup classes is

The frequency of their implementation is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children. (2-3 times a week). Classes for children are held during the daytime, and once a week - in the evening, so that parents can attend them and receive the necessary recommendations, advice, and consultation.

The timing of speech therapy work is also directly dependent on the severity of speech disorders in children, their individual personality characteristics, and the conditions of upbringing in a preschool educational institution and family. They can vary from 2-3 months to 1.5-2 or more years. As correctional work is completed and speech is normalized in children of senior preschool age, children of younger age groups are enrolled in the vacant places. At the end of classes with a child or when he graduates from a preschool educational institution, the speech therapist, if necessary, gives parents recommendations on organizing the conditions for his further education (for example, continuing correctional speech classes with a speech therapist in elementary school, studying in a special (speech) school, etc.) .

Practice shows that to normalize the speech of children with phonetic underdevelopment, it takes from 1.5 to 6 months, while work with preschoolers who have phonetic-phonemic underdevelopment of speech usually continues for a whole school year or more. Children with severe, persistent disorders in speech development (general speech underdevelopment, stuttering) can attend speech therapy classes for up to 1.5-2 years or more.

a decision to stop systematic classes with a child, guided by the degree to which the level of his speech development approaches age norms, the degree of success in mastering the preschool educational program, and only when he is sure that the child’s close adults - teachers and parents - have achieved a certain degree of independence in providing he needs the help he needs and have a fairly wide repertoire of techniques for developing children’s speech and preventing its deficiencies.

All children who have completed the course should remain under the attention of the speech therapist so that he can provide them with advisory assistance if necessary. Other children in need of speech therapy help are enrolled in the vacant places.

Responsibility for the procedure for enrolling children in classes, the progress and results of correctional speech intervention lies with the speech therapist and the administration of the basic and attached preschool educational institutions.

Thus, even a fairly brief description of the organizational and content components of the work of a speech therapist in a speech therapy center at a preschool educational institution (institutions) convinces that the new model of correctional speech support does not replace already existing forms of special speech therapy work with preschoolers, but is effective and organically complements them, making it possible to provide necessary and timely assistance to a significant number of children in dire need with varying degrees of severity of speech disorders. In addition, it helps today to give a definite answer to the extremely relevant question for modern preschool education practice: how to provide support for children with various developmental disabilities within the existing system of educational institutions and without additional financial costs, providing broad prospects for designing it the basis of models for organizing correctional psychological and pedagogical support for other categories of children with deviations in sensory, intellectual and motor development.

However, guaranteed quality and high efficiency in their development and implementation will be ensured only if the following basic conditions are met:

♦ individualized, complex and systematic impact on all aspects of development and personality of a preschool child with developmental disorders;

♦ the presence of a qualified speech pathologist as the main organizer and coordinator of correctional support for children;

♦ involvement of the child’s close adults (teachers of the preschool educational institution, parents) in the correctional pedagogical process as its active subjects and the organization of continuity of the preschool educational institution and the family in the work on the prevention and correction of deviating options in child development.

Directions of correctional and developmental work:

· formation of full-fledged pronunciation skills;

· development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;

· development of attention to the morphological composition of words and changes in words and their combinations in a sentence;

· enriching the vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

· developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;

· development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation of phonemes specified in pronunciation in speech;

· formation of preparation for learning to read and write and mastering the elements of literacy.

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3. About the logo center MADOU d/s No. 4

About the logo center MADOU d/s No. 4

Recently, there has been an increase in the number of children with phonetic speech underdevelopment (PSD), phonetic-phonemic speech underdevelopment (PPSD) and general speech underdevelopment (GSD).
Therefore, the main task of a preschool teacher-speech therapist is to help children with speech disorders in a general developmental kindergarten. Classes with such children are held at the preschool educational institution’s logo center. What is a logopunkt?

A speech therapy center (abbreviated as “logopunkt”) is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group.

The main task of general preschool educational institutions (that is, ordinary kindergartens) is the implementation of a general education program.

And, as you know, such a program does not specifically provide time for classes with a speech therapist teacher. In other words, speech therapy classes are an additional service.

What kind of children are taken to the speech center?

The speech therapy center primarily enrolls children over 5 years of age with uncomplicated (compared to diagnoses for speech therapy groups and specialized kindergartens) speech disorders. Not all children in a regular kindergarten are taken to speech therapy centers, but only those most in need of help. There is a priority depending on the severity of the speech disorder. First of all, children 6 years old are enrolled, who will enter school in a year, that is, children from the preparatory group, as well as those who did not complete classes with a speech therapist in the previous school year. Some of the children in the older group are enrolled in the remaining places. All others who need the help of a speech therapist are put on a waiting list.

What kind of speech therapy report can I get to the speech center with?

Most often, children are admitted with the following speech therapy findings:

v violation of the pronunciation of individual sounds - FNR;

v phonetic-phonemic underdevelopment of speech - FFND;

v general underdevelopment of speech - third level OHP;

In what mode do classes take place at the speech center?

Children with FND are enrolled in a speech therapy center for speech therapy work for 6 months. Individual lessons with them are conducted 2 times a week (the first month), then 1 time a week. Subgroup classes (5-6 children) - 1 time per week. Total: 52 lessons.

Children with FFND are enrolled in a speech therapy center for speech therapy work for 8 months. . Individual lessons are conducted 2 times a week (the first two months), then 1 time a week. Subgroup classes - 1 time per week. Total: 72 lessons.

Children with level 3 ODD are enrolled in a speech therapy center for speech therapy work for 2 academic years (16 months). The first year of study - individual lessons are held 2 times a week (the first 2 months), then - 1 time a week. Subgroup classes - 1 time per week. Total: 72 classes. Second year of study - individual lessons are held once a week, subgroup lessons also once a week. Total: 64 lessons.

Individual lessons at the speech center last from 10-15 minutes, subgroup lessons - 25-30 minutes.

In our kindergarten we try to provide speech therapy assistance to all children who need it.

What kind of work does a speech therapist do? This:

— sound pronunciation correction;

— formation of phonemic perception;

— expansion of vocabulary;

- development of the grammatical side of speech;

- development of coherent speech;

— development of fine motor skills of the hands, preparing the hand for writing at school;

— improvement of mental processes of perception, attention, memory, imagination and thinking.

How many children are enrolled in the speech center?

The number of children attending a speech therapy center at the same time should not exceed 20-25 people. Since speech therapy assistance is required by a large number of children with different types of speech disorders, the time frame for working with each child may vary greatly, but cannot exceed the number of sessions provided for by the “Regulations on the speech therapy center of the Moscow Regional Administrative Institution No. 4”. Therefore, children are removed from the speech center in kindergarten not as a group, but individually, as the speech disorder is corrected, and another child from those standing in line is immediately enrolled in the vacant place.

Thus, the speech center in kindergarten is an open and extremely mobile system.

It is very difficult for a speech therapist to solve the problem of completely correcting the speech of children alone, so he intensively involves both parents and kindergarten specialists in the work. To successfully correct children's speech, the help of parents is simply necessary! They must follow all the recommendations of the speech therapist, regularly attend consultations with a specialist, and complete homework, which is given once a week.

Speech therapist advice

It's fun to breathe together

The respiratory system is the energy base for spoken language. Regular breathing exercises help to develop correct speech breathing with extended gradual exhalation, which allows you to obtain a supply of air for pronouncing segments of speech of varying lengths. Well-placed speech breathing ensures clear diction and clear pronunciation of sounds. Recommendations for carrying out breathing exercises 1. Before carrying out breathing exercises, it is necessary to ventilate the room. 2. Breathing exercises are not recommended after a heavy dinner or lunch. It is necessary that at least an hour pass between classes and the last meal, it is even better if classes are carried out on an empty stomach. 3. It is recommended to perform the exercises in loose clothing that does not restrict movement. 4. It is necessary to ensure that the muscles of the arms, neck and chest are not strained during exercises. Exercise technique - Make sure to inhale correctly - through the nose; - do not raise your shoulders; - exhalation should be long and smooth; — you need to make sure that your cheeks do not puff out (at the initial stage you can press with your palms); — each exercise must be performed no more than 3-5 times (repeated repetition can lead to dizziness). Football. Roll a piece of cotton wool into a ball. This is a ball. The gate is two cubes or pencils. The child blows on the “ball”, trying to “score a goal”; the cotton wool should be between the cubes. Feather. It is easy to inflate a feather lying on the table. Whose ship makes the best sound? Glass bubbles are required to play. The adult takes one bottle for himself and gives the other to the child. You need to stick out the tip of your tongue slightly so that it touches the edge of the neck, the bubble touches the chin. The stream of air should be long and go in the middle of the tongue. After the demonstration, the adult offers to imitate a beep for the child. If the beep does not sound, it means that the child does not comply with some of the requirements. Storm in a glass. This game requires a cocktail straw and a glass of water. A straw is placed in the middle of the wide tongue, the end of which is lowered into a glass of water. The child blows through a straw to make the water bubble. Make sure that your cheeks do not puff out and your lips are motionless. Snowfall. Make loose lumps of cotton wool - “snowflakes”. Explain to your child that the phenomenon when it snows is called snowfall. Invite him to make a snowfall at home. Place a “snowflake” on your child’s palm. Let him deflate it properly. Sea waves. The child holds the straw with his lips and exhales slowly and easily onto the surface of the water, so that weak waves go through the water. Blow up the balloon. The child inhales through the nose and exhales the entire volume of air into the balloon.

Before each complex of articulatory gymnastics, it is advisable to perform 1-2 breathing exercises. We wish you success!

Why is it important to answer children's questions?

There is no need to prove that an adult’s answers give the child new knowledge about nature, society, moral standards, etc. Only adults can explain why it rains, tell what types of cars there are, what different animals eat, what cakes are made from, etc. Such knowledge enrich the child’s ideas about the reality around him, expand the boundaries of his existence. By answering the child’s questions, the adult enriches the child’s ideas about the world, which he cannot pick up, touch, or examine, but in which he begins to live. When talking with a child, an adult not only answers the questions he poses, but also raises new ones. After all, questions can arise only when something is already known. And the more you know about any subject or phenomenon, the more interesting questions appear that you want to get an answer to. Therefore, verbal cognitive communication with a child not only gives him new knowledge, but also develops the child’s curiosity, his desire to understand and explain everything around him. Meanwhile, oddly enough, when asking an adult cognitive questions, a child strives not only for knowledge about the world around him. In the course of such interaction, satisfying the need for respect from an adult is no less, and sometimes much more important. The need for respect is not limited to simple care and concern - this need is an important evidence of the child’s developing communication with others and therefore requires special ways of satisfaction. The need for respect is manifested in the fact that children are greatly offended if an adult considers their thoughts stupid, if he scolds them for being annoying, excessive talkativeness, if mom and dad have no time to answer his endless “whys.” And vice versa, any praise from an adult, a positive assessment of his actions or statements causes joy and self-confidence. It turned out that at different periods of preschool age, children perceive adult remarks differently. In one of our studies, we found out how children of different ages relate to adults’ assessments. And for this, preschoolers 3, 5 and 7 years old were asked to complete simple tasks (build a house out of cubes, arrange pictures, etc.), and an adult, observing the children’s actions, from time to time praised them or made comments in a very polite manner. At 3 years old, these comments did not particularly bother the children - they calmly continued the activity that was interesting to them, without worrying about how an adult assessed their actions. In contrast, 5-year-old children showed heightened sensitivity to adult assessments. Each of his comments caused offense - the children frowned, turned away from the adult, and if there were too many such comments, they refused to complete the task altogether. By the age of 6-7 years, the attitude towards the elder’s assessments became more calm and businesslike; the children were no longer offended by the adult’s comments, but sought to change something in their actions. Thus, the need for adult praise is most acute in the middle of preschool age, and this need can only be satisfied by a serious, respectful attitude towards the child’s interests and a detailed answer to his questions.

So, answering preschoolers’ questions is important because: firstly, answers to a child’s questions enrich his understanding of the world and provide new knowledge. secondly, the adult’s answers develop the child’s intelligence and curiosity; thirdly, by answering the preschooler’s questions, the adult satisfies his need for respect. However, the adult’s answers are not simply imprinted in the child’s mind, but are subject to certain processing. Children single out in the messages of adults only what suits their interests and level of understanding, and refract these messages in their own way. In addition, children of different ages perceive adult messages with varying degrees of criticality.

Celebration of Correct Speech

A child of the seventh year of life correctly pronounces all the sounds of his native language, composes phrases clearly and distinctly; but depending on the situation, he can speak quietly and even in a whisper; knows how to change the pace of speech depending on the content of the statement, pronounces words clearly, taking into account the norms of literary pronunciation; uses intonation means of expressiveness. A preschooler will be able to show his abilities in a variety of speech games. Say the opposite. The adult pronounces different syllables, and the child pronounces the syllables in reverse. For example: au - ua, ry - yr, os - so.... Signalmen. The child has cards, on one of which there is a picture of a bell, on the other the bell is crossed out. If the word begins with a voiceless consonant, the child shows a crossed out bell; if it begins with a voiced consonant, the child shows a regular bell. Enchanted word. The adult invites the child to “save” the word by pronouncing all the sounds that it consists of. First, you should select simple monosyllabic words, for example the word “house,” and then complicate them. Telegraph operator. The child taps out the syllable pattern of the word with a pencil: mar-me-lad, house, che-re-pa-ha... Sound chain. The adult names the first word, then the child names the word that begins with the sound that ends the previous word. For example: spring – bus – elephant – nose – owl-…. Architect. The child names a word with a given sound and takes one piece of the construction set. The more correctly named words, the larger and more beautiful the building. Find the word, find the sound. 1. The old mole digs the ground. He lives underground. 2. It's dark for us. We ask our dad to turn on the la...pu (lamp) brighter. 3. The games (tigers) entered the arena. We all became silent out of fear.

Such games and exercises for the development of phonemic awareness will make it easier for a preschooler to master correct sound pronunciation, and in the future, reading and writing.

How to improve children's vocabulary

Your child is 6 years old and entering his last pre-school year. Almost all of us associate the word “school” with the first school bell, our favorite teacher, noisy breaks, tests, dictations, and homework. And every parent wants their child to be no worse prepared than others for this new, sometimes difficult and responsible life. Fearing that they will lack something in terms of intellectual development for their future first-grader, mothers and fathers are in a hurry to enroll their children in various courses and preparatory classes, considering the ability to read and write to be the main thing for further successful education at school. But rarely does anyone think about how important it is to develop speech, how important an active, rich vocabulary is! Ask your child to talk about what he saw or share his impressions, and often you may notice that the child has difficulty finding the right words and uses filler words in his speech. The role of vocabulary is also very important when mastering literate writing in the future, since in order to apply many grammatical rules you need to be able to quickly, and most importantly, choose the right test word. And this is possible only with a sufficient vocabulary, a correct understanding of the meaning of each word and its semantic relationship with others. Vocabulary is mainly formed in the family and develops by the age of 6-7 years. Next, the child will “pick up” new words from literary works read, heard and learned during excursions and classes, while learning storytelling, and during word games. Games and exercises aimed at expanding and activating vocabulary. On the way home. The adult invites the child to name all the objects he passes by, making sure to indicate what they are: “Here is a nine-story gray house. It has many windows and two entrances. Here is a red fluffy cat.” What did I wish for? The adult lists the signs, properties of the object, possible actions with it: “A round orange fruit, you can make juice from it.” Make a guess - we will guess. The child composes riddles and descriptions. When getting to know polysemantic words, it is advisable to use visual aids: drawings, illustrations, the objects themselves. For example, when walking through the forest, pay attention to pine and spruce needles, remember that there are sewing needles, medical needles, and hedgehog needles. Ask your child to explain the meaning of the words in the phrases: sharp braid - long braid. Work on word formation is of great importance in enriching children's vocabulary. The child begins to understand how new words are formed: the names of baby animals, some words (why a flower is a snowdrop, and a mushroom is a boletus). It is necessary to teach children to distinguish and select words that are similar and opposite in meaning (synonyms and antonyms). Say the opposite. An adult names a word, and a child names its opposite meaning: fat - thin, strong - weak, stand - go, war - peace, etc. Continue the chain. An adult names one or two words, and the child must choose as many words as close in meaning as possible: food - food-food - products; home - house - apartment - building; walk - walk - stomp - spank; cheerful - mischievous - funny. Preschool children learn not only to correlate words by meaning, but also to explain their meaning (exercises “Why do they call it that?”, “Say it differently”).

Dear parents! By working with a child, you not only expand his ideas about the world around him, not only develop his memory, thinking and imagination.

Vowels and consonants

You already know that there are vowels and consonants, why they were called that and how they differ from each other. Let's continue our acquaintance with consonant sounds. - Listen and say whether these consonant sounds [p] - [p'], [t] - [t'] sound the same. - How to pronounce the first sound? Firmly. -And second? Soft. You can listen to how hard and soft sounds are pronounced in the words fluff - feather. We denote hard consonant sounds in blue; they are pronounced firmly, they are as hard as ice. We pronounce soft sounds softly, they are as soft as grass, we will denote them in green. Play with these sounds. Remember the words that begin with the same sound, only in one case it is hard, and in the other it is soft (luk - hatch). Tasks and questions. - Listen to the sounds, covering your ears with your palms [t] - [d], [p] - [b], [s] - [z]. — When you pronounce the first sound with your ears closed, what do you hear? Nothing. - We know that it is consonant, hard, now we know that it is also a dull sound. — When you pronounce the second sound with your ears closed, what do you hear? - That's right, it's like a bell is ringing. We know that it is consonant and firm, but now we have learned that it is ringing, like a bell. When the child learns to hear and isolate a given sound, find and determine the place of a given sound in a word, you can move on to merging sounds and forming syllables. Show your child the difference in pronouncing words and individual sounds. Tasks and questions. - Is it easy to understand each other if we say this: “M-e-n-I s-o-v-u-t R-i-t-a.” We don't say that. In our speech, the sounds “are friends”, “hold on” to each other: “My name is Rita.” Therefore, when we read, our sounds do not fall apart. Learning to read begins with reading syllables. If it is a closed syllable, explain this way: “Say the first sound and, stretching it, immediately pronounce the second one - AP.” With an open syllable: “Purse your lips as if you want to pronounce the first sound, and immediately pronounce the second - PA.” Without vowels you can’t make a syllable, and without a syllable you can’t make a word. Remember the rule: the number of vowels in a word, the number of syllables. Play with your child, divide the word into syllables, clapping each syllable with your hands, this way you can show the child that words can be long and short (mak, ma-shi-na). Remember: - the sounds [w], [zh], [ts] are always hard; - sounds [h], [sch] - always soft; - sound [th] - soft consonant. Play the game “Magic Sounds” and show your child how, with the help of vowels, consonants turn from hard to soft and vice versa. In addition to the sounds listed above. When combining syllables into words, pay attention to the fact that we pronounce the words smoothly, without dividing them into syllables when pronouncing them. When reading the first words with your child, do not forget about the semantic side of what you read. When teaching children to read, keep in mind the important point that the development of fine motor skills is necessary for a child to successfully learn to write.

Preparing your hand for writing

Probably (and many parents will agree with this), a first-grader has the most difficult time learning to read and write. According to doctors, physiologists, and psychologists, the reasons here lie in the fact that the weak muscles of the baby’s fingers and hands get tired quickly. The child needs to be very attentive, focused and careful in order for a well-deserved A to appear in the notebook. The task of father imams is to help the child become an excellent student. To do this, you need to start studying with him before school. By the age of six, children can perform complex tasks that require sufficient precision and coordination of hand movements. You can offer children different types of weaving from paper and fabric, braid. Children acquire precision and dexterity in finger movements when they make beads. Kids cut rectangular sheets of paper into triangles, each of which is twisted into a bead, and its end is glued. The finished beads are strung on a thread. All the work of making beads requires sensory-motor coordination, accuracy, perseverance, i.e. qualities necessary for writing. To make beads, you can successfully use old covers or reproductions from magazines, scraps of colored paper. Children exchange handmade beads, give them to each other, invent beads of different sizes and colors, and string them on a long thread. It is also necessary to teach your child to confidently use scissors. The following exercises are suitable here: symmetrical cutting, applique, as well as cutting out various figures from old postcards and pictures with scissors - a useful and exciting activity for future schoolchildren (just make sure that the scissors have blunt, rounded ends, are sharp enough and do not wrinkle the edges of the paper) . Drawing and coloring are very useful for the development of a child’s fingers. Try not to draw with felt-tip pens: they do not require any effort from the child and do not develop the muscles of the fingers. Give preference to simple and colored pencils. Draw or print out labyrinths and let your child “walk” through them, marking his path with a pencil. There are pictures with numbered dots that need to be connected in order. Or just dots without numbers that are close enough - some children like to connect them and then color and complete the picture. Use a variety of stencils. It doesn’t have to be purchased – you can circle anything. And the resulting pictures are very interesting to complete and shade. Ask your child to trace his arm or leg. Then you can cut out the footprints and palms and decorate the room with them. Or place such footprints around the apartment so that, after walking along them, the child will find a prize at the end of the path. If your child is not interested in tracing pictures just like that, show him the magic of carbon paper. The kid will even agree to draw monotonous squiggles just to see how a copy of the work turns out. Take a simple picture (for example, from a coloring book for little ones) and outline a pattern for each part of it. Let the child decorate the entire drawing with the desired patterns. So, if you have a flower in the picture, the middle can be filled with crosses, the petals with dots, the ground with vertical strokes, the sky with horizontal strokes. Patience and success to you and your baby in the difficult task of preparing to learn to write!

Learning letters

Parents want to see their child smart, gifted, capable of captivating the imaginations of friends and loved ones, with the ability to read and count almost from infancy. How can you help a preschooler master reading and writing skills?

Here are some tips. You can teach a child to read and write from the age of 4. 1. Start getting acquainted with vowel sounds: they can be sung, drawn out, “vocalized”, they are called vowels. When pronouncing vowel sounds, air flows freely without encountering obstacles. Compare them with how consonants are pronounced. Try to sing, draw out the sounds [p], [n]. These sounds cannot be sung, drawn out, shouted, they agree that they were not sung or shouted, they are called that way - consonants. When naming letters, pronounce them briefly, like sounds - B [b], P [p], and not Be, Pe. 2. Teach your child to listen to each sound and isolate a given sound from a stream of other sounds. Tasks and questions. - Clap when you hear the sound [a], among other sounds. - Clap when you hear the given sound in a syllable. - Find and name the pictures in the names of which you hear the given sound. - Clap when you hear the given sound in a word. - What is the same sound that you heard in all the spoken words? - Who can name the most words with the sound [a]? - What could the sounds [a], [o] tell about themselves, and what would the sounds [p], [b] tell about themselves when they meet each other? And so with all sounds. 3. Introduce the letter that represents the sound being studied. We pronounce and hear the sound, and we see and write the letter that denotes this sound [A-A-A]. Tasks and questions. -What sound did I make? - How did you determine that this is the sound [a]? - Yes, you heard him. This is the letter A, which represents a spoken sound. What does this letter look like? - Come on, let's make it out of plasticine, draw it, put it out of sticks. — How many and what kind of sticks are needed for the letter A. Are they the same or different lengths? -Find and show this letter among other letters. Cross out all the letters A. And so on with all the letters. 4. Learn to listen and determine the location of a sound in a word. Explain that a word can be represented by a stripe by dividing it into three parts (the beginning, middle and end of the stripe will indicate the beginning, middle and end of the word). A vowel sound can be indicated by a red square. Tasks and questions. - Say the word bus. - What is the first sound in this word? Sound [a]. -What sound is that? Vowel. - Let's denote it with a red square. Where do we put the square in our word? At the beginning of the word. And so with all sounds. We'll talk about consonant sounds next time. We hope that our tips will be useful to you.

Development of phonemic awareness

All parents want their child to pronounce all sounds correctly, but this will only happen if he hears and distinguishes them. It often happens that a child experiences specific difficulties in mastering the phonemic system of the language: - incorrectly pronounces sounds: does not distinguish by ear in pronunciation phonemes that are similar in articulatory and acoustic characteristics (s-sh, z-zh, t'-ch, s'-sh , l-r, etc.); - distorts the syllabic structure and sound content of words (photography - agafi, tape recorder - mitafon, etc.); - cannot reproduce a number of words close in sound, some sound and syllable combinations (cat-kit-tok, pa-ba-pa). In this regard, we can say that the child has not developed phonemic perception - these are special mental actions to differentiate phonemes and establish the sound structure of a word. Often these problems make it very difficult, and sometimes impossible, to master literacy and reading skills. Games aimed at developing phonemic awareness are easy to use and children really like them; they do not require special conditions - they can be played while walking with a child on the street, on public transport, and even in the kitchen while cooking. Here are some of them: - isolating a conditioned sound among other sounds (in a series of syllables, words). For example, “Clap your hands when you hear the sound [s]”; - determining the presence or absence of a sound in a word: “Have a house filled with the letter M, name the pictures, tell me whether you can hear the sound [m] in their names”; - selection of words with a conditioned sound (“Here is a house for the letter K, name the words in which the sound [k] is heard.” Who can remember more words with the sound [k]? On the way home, name all the objects whose names contain the sound [k] "); - determine the position of the sound in the word (at the beginning, middle, end). Selection of words with a certain sound position, for example, “Name words that begin with the sound [zh]”; — dividing words into syllables, determining the number of syllables in a word. Words can be divided into syllables by rhythmically stepping, then name the number of steps-words (MA-SHI-NA); - syllabic synthesis of words. Game “Fun Mathematics” (“What do you get if you add LU and JA?); - sound synthesis of words. “The peas were sitting in a word pod - sounds, the pod burst and the sounds scattered. Collect them. What happened? MOTHER"; - distinguishing phonemes that are similar in articulatory and acoustic qualities. “Show me where the ROOF is? Where is the RAT"; “Give me a word KALINA or GALINA: the red one is ripening..., she will gather it....”