Article. Interaction between a speech therapist and a teacher in correction process speech therapy group.
Carrying out the entire complex of correctional training during speech therapy work requires combining special classes to correct speech defects with the fulfillment of general program requirements. For speech therapy groups, a special daily routine has been developed that differs from the usual. The speech therapist provides frontal, subgroup and individual lessons. Along with this, the lesson schedule includes time for classes according to a standard comprehensive program for preschool children (“Development”, “Rainbow”, “Childhood”, etc.): mathematics, speech development and familiarization with the environment, ecology, drawing, modeling, physical education and music classes. Along with this, hours are allocated in the evening for the teacher to work with subgroups or individual children on speech correction (development) in accordance with the assignment of the speech therapist. The teacher plans his work taking into account the requirements of both the standard comprehensive program and the speech capabilities of the children and their progress in mastering the correction program implemented by the speech therapist in accordance with the nature of the speech disorder.
In this regard, there is a need to ensure interaction and continuity in the work of the teacher and speech therapist in the speech therapy group. The teacher must know the main directions of the correction program, age and individual characteristics formation of speech of preschoolers, understand the features of pronunciation and lexico-grammatical aspects of speech and take into account the speech capabilities of each child in the process of educational and extracurricular activities.
Together with the speech therapist, the teacher plans classes on speech development, familiarization with the outside world, preparation for literacy and preparing the hand for writing. Continuity in the work of a speech therapist and teacher involves not only joint planning, but also the exchange of information, discussion of children’s achievements, both in speech and in other classes. All this is recorded in a special notebook.
Thus, the teacher of the speech therapy group performs, in addition to general educational tasks, a number of correctional tasks, the essence of which is to eliminate deficiencies in the sensory, affective-volitional, and intellectual spheres caused by the characteristics of the speech defect. At the same time, the teacher turns his attention not only to the correction of existing deficiencies in the child’s development, to enriching ideas about the environment, but also to the further development and improvement of the activities of intact analyzers. This creates the basis for the favorable development of the child’s compensatory capabilities, which ultimately affects the effective acquisition of speech.
Compensation for the child’s speech underdevelopment, his social adaptation and preparation for further education at school dictate the need to master, under the guidance of a teacher, those types of activities that are provided for in mass education programs kindergarten general developmental type. The teacher should pay special attention to the development of perception (visual, auditory, tactile), mnestic processes, accessible forms of visual-figurative and verbal-logical thinking, motivation.
An important aspect of working in a speech therapy group is the development cognitive activity and cognitive interests in children. In this case, it is necessary to take into account the peculiar lag in the formation of cognitive processes in general, which develops in children under the influence of speech underdevelopment, narrowing of contacts with others, incorrect methods of family education and other reasons.
Correct, pedagogically justified interaction between a teacher and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly, emotionally positive environment in a speech therapy group. The psychological atmosphere in the children's team strengthens children's faith in their own capabilities, allows them to smooth out negative experiences associated with speech impairment, and develop interest in classes. To do this, the educator, like the speech therapist, must have knowledge in the field of developmental psychology and individual psychophysical differences in preschool children. They need to be able to understand various negative manifestations of children’s behavior, and notice in time signs of increased fatigue, exhaustion, passivity and lethargy. Correctly organized psychological and pedagogical influence of the teacher in most cases prevents the appearance of persistent unwanted deviations in behavior and forms collective friendly, socially acceptable relationships in the speech therapy group.
The teacher’s work on speech development in many cases precedes speech therapy classes, preparing children to perceive the material in the future. speech therapy classes, providing the necessary cognitive and motivational basis for the formation of speech knowledge and skills. In other cases, the teacher focuses his attention on consolidating the results achieved by children in speech therapy classes.
The task of the teacher of the speech therapy group also includes daily monitoring of the state of children’s speech activity in each period of the correction process, monitoring the correct use of sounds assigned or corrected by the speech therapist, learned grammatical forms, etc. Particular attention of the educator should be paid to children with a late onset of speech activity, with aggravated medical history, and characterized by psychophysiological immaturity. The teacher should not focus children's attention on the occurrence of possible errors or hesitations in speech, repetitions of the first syllables and words. Such manifestations should be reported to a speech therapist. The responsibilities of the teacher also include good knowledge of the individual characteristics of children with disabilities. general underdevelopment speech, reacting differently to their defect, to communication difficulties, to changes in communication conditions.
The teacher’s speech is important in everyday communication with children in the speech therapy group. It should serve as a model for children with speech disorders: to be clear, extremely intelligible, well intonated, figuratively expressive and grammatically correct. Avoid complex inverted structures, turns, introductory words complicating speech understanding. Outstanding teachers and methodologists of speech development in preschool children E.I. Tikheeva and E.A. drew their attention to this. Fleurina.
The specificity of the work of a teacher in a speech therapy group is that the teacher organizes and conducts classes on the instructions of the speech therapist. Individual or subgroup classes with children, the teacher plans in the afternoon after nap(before or after afternoon tea). 5-7 children are invited to an evening speech therapy session. Recommended the following types exercises:
consolidation of well-placed sounds (pronunciation of syllables, words, sentences);
repetition of poems, stories;
exercises to develop attention, memory, logical thinking, phonemic hearing, sound analysis and synthesis skills;
activation of coherent speech in a conversation on familiar lexical or everyday topics.
In the process of correctional work, the teacher pays great attention to the development of fine motor skills. So, during extracurricular time, you can invite children to put together mosaics, puzzles, figures from matches or counting sticks, practice untying and tying shoelaces, collect scattered buttons or small objects, pencils different sizes. Children can be offered work in notebooks to develop writing skills, recommended for children with speech disorders.
A special place in the work of the teacher is occupied by the organization of outdoor games for children with speech disorders, due to the fact that children in this category are often somatically weakened, physically intolerable, and quickly get tired. Planning the work of the organization play activity, the teacher must clearly understand the reality of the physical capabilities of each child and differentiated selection of outdoor games. Outdoor games, which usually form part of physical education and music classes, can be played during a walk, at holiday matinees, or during entertainment hours.
Games with movement must be combined with other types of children's activities. Outdoor games simultaneously help the successful formation of speech. They often contain sayings and quatrains; they can be preceded by a counting rhyme for choosing a driver. Such games also contribute to the development of a sense of rhythm, harmony and coordination of movements, and have a positive effect on the psychological state of children.
The work of a teacher in teaching children role-playing games is also a necessary element of pedagogical activity in a speech therapy group. In role-playing games, the teacher activates and enriches the vocabulary, develops coherent speech, and teaches ritual interaction in social and everyday situations familiar to the child (doctor’s appointment, shopping in a store, traveling on public transport, etc.). Plot- role-playing games contribute to the development of communication and speech skills, stimulate children's sociability, develop social skills and abilities.
Based on the material presented in the first chapter, one can conclude:
1. On modern stage is on in Russia active process development of a system of correctional and developmental education for children with developmental problems (including speech), which represents a qualitative new level educational process, allowing for early identification and timely provision of speech therapy and other assistance to children.
2. Understanding complex structure speech defect, relying on existing classifications of speech disorders allows us to present the psychological and pedagogical characteristics of preschoolers with speech underdevelopment of different levels, on the basis of which the strategy and tactics of speech therapy work in a specialized group of a kindergarten are organized, and the necessary speech therapy and general pedagogical methods of correctional assistance are selected.
3. The success and effectiveness of correction of speech underdevelopment in preschool children is determined by the system of speech therapy work, one of the elements of which is the active interaction and continuity in the work of the speech therapist teacher and speech therapy group teachers in the holistic correctional and developmental process.
4. The system of speech therapy work is based on an individually differentiated personal approach, which allows. satisfy the needs and interests of each individual child, take into account his individual characteristics, and carry out targeted and effective speech correction in preschool children.
The teacher first of all has to deal with the age-related characteristics of speech that are natural for a child, in other words, the phonetic (pronunciation of individual sounds and their combinations) and musical (rhythm, tempo, intonation, modulation, strength, clarity of voice) originality of children's speech. Overcoming such shortcomings does not present any particular difficulties, since the teacher only helps with the correct teaching methods. natural process normal development of children's speech, accelerating th. This makes it easier for the child to master such complex activities as speech and promotes earlier mental development.
The teacher’s classes are structured taking into account the next topic, and their tasks are correlated with the tasks of the speech therapy class. The main vocabulary work is carried out by a speech therapist, while the teacher develops in children the necessary level of knowledge on a vocabulary topic during walks, in drawing, modeling and design lessons.
The teacher teaches children to clearly express their requests and desires, and to answer questions in beautiful, complete sentences.
When observing objects of reality, the teacher introduces children to new words, clarifies their meaning, and promotes their repetition in different situations, activating them in children’s own speech. This work is at the same time the main one for carrying out speech exercises in speech therapy classes and helps improve children’s speech skills.
The teacher must encourage the child to take the initiative to speak out. You should not stop children by suppressing their desire to speak out, but on the contrary, support the initiative, expand the content of the conversation with questions, and create interest in the topic of conversation among other children.
The speech therapist, in close collaboration with teachers, works to familiarize children with new words, clarify their meanings and activate them, and select lexical material on the topic.
In subgroup classes, the speech therapist consolidates the technical and visual skills developed in children by the teacher. Visual arts classes conducted by a speech therapist have the goal of further developing such complex forms of speech as planning speech. Thanks to this, children’s speech in class becomes a regulator of their behavior and activities.
The teacher should conduct classes to clarify the movements of the organs of the articulatory apparatus daily using a set of articulatory exercises provided by a speech therapist. The teacher must assist the speech therapist in introducing the sounds assigned by the speech therapist into the child’s speech. This work is carried out with the help of nursery rhymes and tongue twisters prepared by a speech therapist.
The teacher must consolidate skills in coherent speech with the help of poems, etc., prepared by a speech therapist.
The teacher, with all the content of his work, provides complete practical acquaintance with objects, with their use in everyday life for their intended purpose. In his classes, a speech therapist deepens vocabulary work, the formation of vocabulary in children grammatical categories, and during special exercises ensures their conscious use in verbal communication.
The joint activities of a speech therapist and a teacher are organized in accordance with the following goals:
– increasing the efficiency of correctional and educational work;
– elimination of duplication by the teacher of the speech therapist’s classes;
– optimization of the organizational and content aspects of the correctional and pedagogical activities of the speech therapist and educators, both for the entire group of children and for each child.
In compensatory preschool educational institutions and speech therapy groups, there are a number of problems that complicate the joint activities of a speech therapist and a teacher:
– combining the program “Correctional education and training of children with general speech underdevelopment (5–6 years)” by T.B. Filicheva, G.V. Chirkina with the main general education program of the MDOU;
– no requirements for the organization joint activities speech therapist and teachers in regulatory documents and methodological literature available today;
– difficulty in distributing planned correctional work within working hours and SaNPiN requirements;
– lack of a clear division of functions between the teacher and the speech therapist;
– the impossibility of mutual attendance at classes between a speech therapist and a teacher in different age groups.
Joint correctional work in speech group provides for the solution of the following tasks:
– a speech therapist forms primary speech skills in speech-language pathologist children;
– the teacher consolidates the developed speech skills.
The main types of organization of joint activities of a speech therapist and a teacher: joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan. The teacher needs to know the content of not only those sections of the program in which he directly conducts classes, but also those that are conducted by the speech therapist, since proper planning of the teacher’s classes ensures the necessary consolidation of the material in various types of children’s activities; discussion of the results of a joint study of children, which was conducted in classes and in Everyday life; joint preparation for all children's holidays (the speech therapist selects speech material, and the teacher reinforces it); development of general recommendations for parents.
Based on these tasks, the functions of a speech therapist and teacher are divided as follows:
Functions of a speech therapist:
Studying the level of speech, cognitive and individual typological characteristics of children, determining the main directions and content of work with each of them.
Formation of correct speech breathing, sense of rhythm and expressiveness of speech, work on the prosodic side of speech.
Work on correcting sound pronunciation.
Improving phonemic perception and sound analysis and synthesis skills.
Work on correcting the syllabic structure of a word.
Formation of syllable reading.
Acquaintance and assimilation of new lexical and grammatical categories.
Teaching coherent speech: a detailed semantic statement consisting of logically combined grammatically correct sentences.
Prevention of writing and reading disorders.
Development of mental functions closely related to speech: verbal-logical thinking, memory, attention, imagination.
Functions of the teacher:
Taking into account the lexical topic during all group lessons during the week.
Replenishment, clarification and activation vocabulary children on the current lexical topic during all routine moments.
Continuous improvement of articulation, fine and gross motor skills.
Systematic control over the delivered sounds and grammatical correctness of children’s speech during all routine moments.
Turning on waste grammatical structures in a situation of natural communication among children.
Formation of coherent speech (memorization of poems, nursery rhymes, texts, familiarization with fiction, work on retelling and composing all types of storytelling).
Strengthening reading and writing skills.
Strengthening children's speech skills in individual lessons on the instructions of a speech therapist.
Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.
The teacher conducts classes on speech development, familiarization with the environment ( cognitive development) according to a special system taking into account lexical topics; replenishes, clarifies and activates children’s vocabulary, using routine moments for this; controls the sound pronunciation and grammatical correctness of children’s speech throughout the entire time of communication with them.
In frontal classes, the speech therapist formulates topics and works with children on pronunciation and sound analysis, teaches elements of literacy, and at the same time introduces children to certain lexical and grammatical categories. The speech therapist supervises the work of the teacher in expanding, clarifying and activating vocabulary, mastering grammatical categories, and developing coherent speech. When planning classes on writing and developing graphic skills, the teacher is also guided by the methodological instructions of the speech therapist.
Educators need to be reminded of:
rules and conditions articulatory gymnastics
the need for daily exercise
individual work with subgroups of children with the same defects
automation of already delivered sounds (pronunciation of syllables, words, phrases, memorization of poems)
monitoring children’s pronunciation of already assigned sounds during routine moments
The work of a teacher and the work of a speech therapist differs in the correction and formation of sound pronunciation in terms of organization, techniques, and duration. It requires various knowledge, skills and abilities. The main difference: a speech therapist corrects speech disorders, and a teacher, under the guidance of a speech therapist, actively participates in correctional work.
The teacher actively participates in the correction process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of systematicity and consistency, the principle of an individual approach.
The principle of systematicity and consistency involves adapting the content, methods and techniques of the teacher’s activities to the requirements imposed by the tasks of a specific stage of speech therapy. The gradualism in the work of a speech therapist is determined by the idea of speech as a system, the assimilation of elements of which occurs interconnectedly and in a certain sequence.
Taking into account the sequence of mastering these aspects of speech in speech therapy classes, the teacher selects for his classes speech material that is accessible to children, which contains sounds that they have already mastered and, if possible, excludes those that have not yet been studied.
In connection with correctional requirements, the methods and techniques of the teacher’s work also change. Thus, at the initial stage, visual and practical methods and techniques, as the most accessible to children with speech impairments. Verbal methods (story, conversation) are introduced later.
The principle of an individual approach involves taking into account the individual speech characteristics of children. This is explained by the presence of speech disorders in children that differ in structure and severity and the non-simultaneity of overcoming them in speech therapy classes. In this interpretation, the principle of the approach requires from the teacher: deep awareness of the initial state of speech of each child and the level of his current speech development; use this knowledge in your work.
A distinctive feature of the frontal classes of a teacher in a speech therapy group is that, in addition to teaching, developmental, educational tasks, he also faces correctional tasks.
The teacher must be present at all frontal speech therapist classes and take notes; He includes certain elements of speech therapy classes in his speech development classes and in his evening work.
The speech therapist takes into account the characteristics and abilities of children. If the child does well in certain species classes, then the speech therapist can, in agreement with the teacher, take him to an individual speech therapy lesson.
In the same way, the speech therapist tries to take children from a walk without harming the child’s health for 15 to 20 minutes for individual work.
In the afternoon, the teacher works, in accordance with his schedule of classes, to consolidate spoken skills and develop speech. It is advisable to plan frontal exercises on speech development and cognitive development in the afternoon.
During routine moments, self-care, on walks, excursions, in games and entertainment, the teacher also carries out correctional work, the significance of which is that it provides the opportunity to practice verbal communication of children and consolidate speech skills in their life.
Educators must create conditions for the development of speech activity and verbal communication of children: organize and support children’s verbal communication in class and outside class, encourage them to listen carefully to other children and listen attentively to the content of statements; create a communication situation; develop skills of self-control and critical attitude to speech; organize games for development sound culture speeches;
draw attention to the duration of the sound of a word, the sequence and place of sounds in a word; carry out work on the development of auditory and speech attention, auditory-verbal memory, auditory control, verbal memory; draw attention to the intonation side of speech.
The work of a teacher on speech development in many cases precedes speech therapy classes, creating the necessary cognitive and motivational basis for the formation of speech skills. For example, if the topic “Wild Animals” is planned, then the teacher conducts educational activity, modeling or drawing on this topic, didactic, board games, role-playing games, outdoor games, conversations, observations, introduces children to works of fiction on this topic.
Special studies have established that the level of development of children's speech is directly dependent on the degree of formation of subtle differentiated hand movements. Therefore, it is recommended to stimulate speech development by training finger movements, especially in children with speech pathology. Interesting shapes work in this direction is carried out by a specialist in folklore. After all folk games with fingers and teaching children manual labor(embroidery, beadwork, making simple toys, etc.) provide good finger training and create a favorable emotional background. Ethnic studies classes help develop the ability to listen and understand the content of nursery rhymes, grasp their rhythm, and increase children’s speech activity. In addition, children’s knowledge of folklore (rhymes, Russian folk tales) can be used in individual lessons to consolidate correct pronunciation sounds. For example: “Ladushki - ladushki” - to reinforce the sound [w], the song Kolobok from the fairy tale of the same name - to reinforce the sound [l].
The teacher thinks in advance which of the correctional speech problems can be solved: during specially organized training of children in the form of classes; in joint activities of an adult and children; in the free independent activities of children.
Aesthetic cycle classes (modelling, drawing, design and appliqué) create conditions for the development of communication skills: when jointly performing any crafts, images, etc. Lively dialogues usually arise, which is especially valuable for children with reduced speech initiative. But sometimes educators do not realize the pedagogical significance of the current situation and, for disciplinary purposes, prohibit children from communicating. The task of a professional, on the contrary, is to support and encourage in every possible way the speech activity of preschoolers, directing it towards the right direction and use for solving correctional and developmental problems.
Even greater potential in terms of speech correction has children’s activities (under the guidance of a teacher or independently) that are not regulated by the scope of classes and that predominate in duration (up to 5/6 of the entire time spent in a preschool educational institution). Here individual and subgroup correction-oriented forms of interaction between the teacher and students can be organized: special didactic and developmental games; entertaining exercises; conversations; joint practical actions; observations; excursions; methodically thought-out instructions and work assignments, etc.
The speech therapist works with children daily from 9.00 to 13.00. Frontal speech therapy classes are organized from 9.00 to 9.20, individual and subgroup speech therapy classes - from 9.30 to 12.30, teacher classes - from 9.30 to 9.50. From 10.10 to 12.30 children go for a walk. After afternoon tea, the teacher works with the children for 30 minutes on the instructions of the speech therapist and conducts evening classes on one of the types of educational activities.
Together with the teacher, he designs the parent corner, prepares and conducts the pedagogical council and parent meetings. The speech therapist discusses with the teacher the approximate daily routine of the children and sample list classes for a week. The speech therapist and teacher, each in his own lesson, solve the following correctional tasks: developing perseverance, attention, imitation; learning to follow the rules of games; education of smoothness, duration of exhalation, soft vocal delivery, a feeling of relaxation of the muscles of the limbs, neck, torso, face; training in elements of speech therapy rhythm; - correction of sound pronunciation disorders, development of the lexical and grammatical aspects of speech, phonemic processes.
Requirements for the organization of the teacher’s work: Constant stimulation of verbal communication. All kindergarten workers and parents are obliged to constantly demand from children that speech breathing and correct pronunciation be observed; Preschool teachers must know the pattern of normal speech development of a child (A. Gvozdev) and draw up a memo for parents; Teachers of speech therapy groups must have a speech profile of children who are speech pathologists, know their speech therapy report and the state of speech development; Teachers of speech therapy groups must conduct speech therapy work in front of a mirror and complete the task. speech therapist for individual notebooks and albums, notebooks for classes.
The teacher of the speech therapy group should not: rush the child to answer; interrupt speech and rudely pull back, but tactfully give an example of correct speech; force the child to pronounce a phrase rich in sounds he has not yet identified; let memorize texts and poems that the child cannot yet pronounce; to release a child on stage (matinee) with no correct speech.
The work of a speech therapist in a mass preschool institution in its structure and functional responsibilities differs significantly from the work of a speech therapist in a speech kindergarten. This is primarily due to the fact that the speech therapist at the speech center is integrated into the general educational process, and does not go along with it in parallel, as is customary in speech kindergartens. The work of a speech therapist is based on the internal schedule of the preschool educational institution. The work schedule and schedule of classes are approved by the head of the preschool educational institution. Since currently there is no correctional program for the work of speech centers, a speech therapist in his work must rely on and master modern technologies. Due to the trend toward deterioration in the speech of children in preschool age and the lack of places in speech therapy kindergartens, children with more complex speech defects began to be admitted to mass preschool institutions, the overcoming of which is difficult in the conditions of a speech center. Educators are deprived of specialized correctional hours for working with “difficult” children, and must find time in their work or include components of correctional assistance in the general educational process of their group.
The teacher, together with the speech therapist, plan speech development classes, discuss the goals, objectives and desired results of each speech development class.
The work of a teacher in groups for children with physical disabilities has its own specifics. The teacher’s task is to identify the degree to which children are lagging behind in mastering program material for all types of educational and play activities. This is necessary to eliminate gaps in children’s development and create conditions for successful learning among normally developing peers. To this end, in the first two weeks, the teacher determines the children’s capabilities in speech, visual, constructive activities, in mastering counting operations, etc.
Together with a speech therapist, the teacher analyzes the characteristics of children’s speech development. The teacher must have an idea of whether the child uses a short or extended form of expression, whether he speaks different types coherent speech, accessible by age to children of the older group: retelling from a picture, a series of pictures, description, story from personal experience, etc.
When assessing the state of skills in these areas, one should take into account the general educational program requirements for this age group. Based on the heterogeneity of the composition of children in FFN groups, due to different etiologies of the disorder and sociocultural factors, it is important, as a result of the initial examination, to differentially assess the degree of lag in mastering the educational material offered for the middle and senior groups of a general developmental kindergarten. There are different options for compliance with software requirements: fully compliant, lagging behind, significantly lagging behind. After the examination, the teacher gets an idea of the state of each child’s skills in the following areas: elementary mathematical concepts, speech, visual activities, constructive activities, play activities, motor skills, musical and rhythmic abilities. This will make it possible to strengthen their correctional focus during classes and implement a targeted individual approach.
At the pedagogical council, the speech therapist and teacher report the results of the examination and collectively discuss the choice of a standard program and options for its implementation, taking into account the children’s capabilities. The presented speech material must be correlated with the level of phonetic, phonemic and general speech development of children. Excessive speech loads can negatively affect the correction process.
Classes aimed at developing children’s correct coherent speech (clarification and expansion of vocabulary, improving the grammatical structure of speech) are conducted throughout the year by both a teacher and a speech therapist.
The process of upbringing and teaching in kindergarten provides for a certain range of knowledge about the world around us and a corresponding amount of vocabulary, speech skills and abilities that must be acquired by children at this age stage.
It should be noted that the speech therapist and the teacher, working on the development of children’s speech, do not replace, but complement each other.
The teacher focuses on the program material offered for a given age level of children in a general developmental preschool educational institution. He teaches the native language in the classroom and guides the development of children’s speech outside of class in everyday life (in games, at home, on walks), taking into account the peculiarities of children’s speech development. The process of learning a native language has some originality.
At the beginning of training, the teacher uses mainly methods and techniques for developing speech that do not require children to express themselves in detail. Thus, a visual teaching method is widely used, for example, excursions, introducing children to certain objects, showing pictures and videos. The use of verbal teaching methods comes down mainly to reading works of fiction to children, stories from the teacher, and conversations. The teacher pays great attention to the development of dialogic speech. This includes various forms of questions and answers: a short answer, a detailed answer (somewhat later), understanding different options for a question, and the ability to maintain a conversation with an interlocutor. At the same time, in the second half of the year, much attention is paid to the development of the main types of monologue speech.
The content of speech therapy classes, organization and methodological techniques are determined by the goals of correctional education, taking into account the specific ideas and speech experience accumulated by children in the process of the teacher’s work in the sections of the program. The efforts of the speech therapist are aimed at eliminating the gaps that children have in the area of inflection, word formation and insufficient mastery of prepositional case control.
The speech therapist’s work on the dictionary is selective in nature, it includes the accumulation and clarification of words (nouns and adjectives) that have a diminutive meaning, understanding and correct use of prefixed verbs in speech; practical accumulation of related words, familiarity with the most common cases of polysemy of words, practical familiarization with words that have the opposite meaning.
The main goal of lexical tasks is to teach children to use words correctly and meaningfully in spontaneous speech, to train children in composing phrases and sentences. First, the models proposed by the speech therapist are used, and then independently. Much attention is paid to improving the practical skill of using simple common sentences in speech. For speech therapy classes, certain groups of words and syntactic structures are selected, in the formation of which children most often make grammatical errors. Exercises are used to change the case forms of a noun depending on a preposition or question; to change the grammatical forms of the number of nouns; number, person and tense of verbs, as well as the correct use of verb forms when combined with personal pronouns. Particular attention is paid to the correct agreement of adjectives with nouns in indirect cases, agreement of ordinal numbers with nouns. The speech therapist gradually includes the acquired types of speech structures in work on coherent speech, using special methodological techniques. Particular attention is required to the selection and grouping of various visual and verbal material, game exercises, and didactic games that ensure practical mastery of grammatically correct speech skills.
To increase the corrective value of vocabulary work, special exercises are widely used that develop focus on the semantic and sound side of words, the ability to notice common and different morphological elements of the lexical units being studied.
The main directions of work of a speech therapist and teacher under this program are the formation of a full-fledged phonetic language system in children, the development of phonemic perception and initial sound analysis skills, the automation of auditory pronunciation skills in various situations, the development of skills in changing the prosodic characteristics of independent utterances depending on speech intentions.
The formation of the sound side of speech is considered not as an end in itself, but as one of the necessary means of educating sound culture as a whole, developing coherent speech and preparing children for successful mastery of written speech, and developing the child’s language ability.
The speech therapy work provided for in the program is based on theoretical principles about the role of full-fledged phonemic processes in the development of speech and the formation of writing and reading (R. E. Levina, A. A. Leontyev, A. R. Luria, N. I. Zhinkin and etc.).
Carrying out the entire complex of correctional training during speech therapy work requires combining special classes to correct speech defects with the fulfillment of general program requirements. For speech therapy groups, a special daily routine has been developed that differs from the usual. The speech therapist provides frontal, subgroup and individual lessons. Along with this, the lesson schedule includes time for classes according to a standard comprehensive program for preschool children (“Development”, “Rainbow”, “Childhood”, etc.): mathematics, speech development and familiarization with the environment, ecology, drawing, modeling, physical education and music classes. Along with this, hours are allocated in the evening for the teacher to work with subgroups or individual children on speech correction (development) in accordance with the assignment of the speech therapist. The teacher plans his work taking into account the requirements of both the standard comprehensive program and the speech capabilities of the children and their progress in mastering the correction program implemented by the speech therapist in accordance with the nature of the speech disorder.
In this regard, there is a need to ensure interaction and continuity in the work of the teacher and speech therapist in the speech therapy group. The teacher must know the main directions of the correctional program, the age and individual characteristics of the formation of speech of preschoolers, understand the peculiarities of the pronunciation and lexico-grammatical aspects of speech and take into account the speech capabilities of each child in the process of educational and extracurricular activities.
Together With a speech therapist, the teacher plans classes on speech development, familiarization with the outside world, preparation for literacy and preparing the hand for writing. Continuity in the work of a speech therapist and teacher involves not only joint planning, but also the exchange of information, discussion of children’s achievements, both in speech and in other classes. All this is recorded in a special notebook.
Thus, the teacher of the speech therapy group performs, in addition to general educational tasks, a number of correctional tasks, the essence of which - in eliminating deficiencies in the sensory, affective-volitional, and intellectual spheres caused by the characteristics of a speech defect. At the same time, the teacher turns his attention not only to the correction of existing deficiencies in the child’s development, to enriching ideas about the environment, but also to the further development and improvement of the activities of intact analyzers. This creates the basis for the favorable development of the child’s compensatory capabilities, which ultimately affects the effective acquisition of speech.
Compensation for a child’s speech underdevelopment, his social adaptation and preparation for further education at school dictate the need to master, under the guidance of a teacher, those types of activities that are provided for in the programs of a mass general developmental kindergarten.. The teacher should pay special attention to the development of perception (visual, auditory, tactile), mnestic processes, accessible forms of visual-figurative and verbal-logical thinking, motivation.
An important aspect of work in a speech therapy group is the development of cognitive activity and cognitive interests in children. In this case, it is necessary to take into account the peculiar lag in the formation of cognitive processes in general, which develops in children under the influence of speech underdevelopment, narrowing of contacts with others, incorrect methods of family education and other reasons.
Correct, pedagogically justified interaction between a teacher and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly, emotionally positive environment in a speech therapy group. The psychological atmosphere in the children's team strengthens children's faith in their own capabilities, allows them to smooth out negative experiences associated with speech impairment, and develop interest in classes. To do this, the educator, like the speech therapist, must have knowledge in the field of developmental psychology and individual psychophysical differences in preschool children. They need to be able to understand various negative manifestations of children’s behavior, and notice in time signs of increased fatigue, exhaustion, passivity and lethargy. Correctly organized psychological and pedagogical influence of the teacher in most cases prevents the appearance of persistent unwanted deviations in behavior and forms collective friendly, socially acceptable relationships in the speech therapy group.
The work of a teacher on speech development in many cases precedes speech therapy classes, prepares children to perceive material in future speech therapy classes, providing the necessary cognitive and motivational basis for the formation of speech knowledge and skills. In other cases, the teacher focuses his attention on consolidating the results achieved by children in speech therapy classes.
The task of the teacher of the speech therapy group also includes daily monitoring of the state of children’s speech activity in each period of the correction process, monitoring the correct use of sounds assigned or corrected by the speech therapist, learned grammatical forms, etc. Particular attention of the educator should be paid to children with a late onset of speech activity, with aggravated medical history, and characterized by psychophysiological immaturity. The teacher should not focus children's attention on the occurrence of possible errors or hesitations in speech, repetitions of the first syllables and words. Such manifestations should be reported to a speech therapist. The responsibilities of the educator also include good knowledge of the individual characteristics of children with general speech underdevelopment, who react differently to their defect, to communication difficulties, and to changes in communication conditions.
The teacher’s speech is important in everyday communication with children in the speech therapy group. It should serve as a model for children with speech disorders: to be clear, extremely intelligible, well intonated, figuratively expressive and grammatically correct. Complex inverted constructions, phrases, and introductory words that complicate the understanding of speech should be avoided. Outstanding teachers and methodologists of speech development in preschool children E.I. Tikheeva and E.A. drew their attention to this. Fleurina.
The specificity of the work of a teacher in a speech therapy group is that the teacher organizes and conducts classes on the instructions of the speech therapist. The teacher plans individual or subgroup lessons with children in the afternoon after nap time (before or after afternoon snack). 5-7 children are invited to an evening speech therapy session. The following types of exercises are recommended:
· consolidation of well-placed sounds (pronunciation of syllables, words, sentences);
· repetition of poems, stories;
· exercises to develop attention, memory, logical thinking, phonemic hearing, sound analysis and synthesis skills;
· activation of coherent speech in a conversation on familiar lexical or everyday topics.
In the process of correctional work, the teacher pays great attention to the development of fine motor skills. So, during extracurricular time, you can invite children to put together mosaics, puzzles, figures from matches or counting sticks, practice untying and tying shoelaces, collect scattered buttons or small objects, and pencils of different sizes. Children can be offered work in notebooks to develop writing skills, recommended for children with speech disorders.
A special place in the work of the teacher is occupied by the organization of outdoor games for children with speech disorders, due to the fact that children in this category are often somatically weakened, physically intolerable, and quickly get tired. When planning work on organizing play activities, the teacher must clearly understand the reality of the physical capabilities of each child and differentiated selection of outdoor games. Outdoor games, which usually form part of physical education and music classes, can be played during a walk, at holiday matinees, or during entertainment hours.
Games with movement must be combined with other types of children's activities. Outdoor games simultaneously help the successful formation of speech. They often contain sayings and quatrains; they can be preceded by a counting rhyme for choosing a driver. Such games also contribute to the development of a sense of rhythm, harmony and coordination of movements, and have a positive effect on the psychological state of children.
The work of a teacher in teaching children role-playing games is also a necessary element of pedagogical activity in a speech therapy group. In role-playing games, the teacher activates and enriches the vocabulary, develops coherent speech, and teaches ritual interaction in social and everyday situations familiar to the child (doctor’s appointment, shopping in a store, traveling on public transport, etc.). Role-playing games contribute to the development of communication and speech skills, stimulate children’s sociability, and develop social skills and abilities.
Based on the material presented in the first chapter, one can conclude:
1. At the present stage in Russia there is an active process of developing a system of correctional and developmental education for children with developmental problems (including speech), which represents a qualitatively new level of the educational process, allowing for early identification and timely provision of speech therapy and other assistance to children.
2. Understanding the complex structure of a speech defect, relying on existing classifications of speech disorders allows us to present the psychological and pedagogical characteristics of preschoolers with speech underdevelopment of different levels, on the basis of which the strategy and tactics of speech therapy work in a specialized group of a kindergarten are organized, the necessary speech therapy and general pedagogical techniques for correction are selected. help.
3. The success and effectiveness of correction of speech underdevelopment in preschool children is determined by the system of speech therapy work, one of the elements of which is the active interaction and continuity in the work of the speech therapist teacher and speech therapy group teachers in the holistic correctional and developmental process.
4. The system of speech therapy work is based on an individually differentiated personal approach, which allows. satisfy the needs and interests of each individual child, take into account his individual characteristics, and carry out targeted and effective speech correction in preschool children.
Peculiarities of interaction between a speech therapist and preschool teachers at a speech center.
Federal state educational standards indicate the need for integration educational areas, the educational process as a whole. Naturally, this is also necessary in correctional and developmental work. In relation to the correction of speech disorders, the integration process involves the creation of a subject-developmental environment that stimulates the child’s personal and speech development, the professional growth of teachers, their close interaction with parents, and the process of correctional and developmental activities itself.
Currently, almost every preschool educational institution has logo centers. First of all, this is due to a decrease in the level of speech development of preschool children. Modern mastery of correct speech has great value for the formation of a full-fledged personality of the child and successful learning at school. Most authors (R.E. Levina, A.V. Yastrebova and others) associate schoolchildren’s poor performance in the Russian language, first of all, with the level of speech underdevelopment.
Due to the tendency for the speech of children in preschool age to deteriorate and the lack of speech therapy kindergartens in our city, children with more severe speech disorders began to be admitted to our preschool institution.
The work of a speech therapist in educational institution in its structure and functional responsibilities it differs significantly from the work of a speech therapist at a speech kindergarten. This is primarily due to the fact that the speech therapist at the speech center is integrated into the general educational process, and does not go alongside it, as is customary in speech kindergartens. The work of a speech therapist is based on the internal schedule of the preschool educational institution.
The main tasks of a speech therapist at a speech center are:
Formation and development of phonemic hearing in children with speech disorders;
Correction of disorders of sound perception and sound pronunciation;
Timely prevention and overcoming difficulties in speech development;
Instilling communication skills in children;
Solving problems of social and speech development;
The speech therapist is forced to intervene in the learning process on the day the child attends his classes. Children with speech disorders themselves receive correctional assistance in portions, and not daily, like children in the speech therapy group. It is also necessary to remember that the child must attend all preschool classes. From work experience, I concluded that it is necessary to pick up the child either before the lesson or closer to the end, so that he has time to learn the group material.
Thus, the need arose for close interaction and mutual assistance between the speech therapist and teachers of the age group whose children attend speech therapy classes. In this union, the speech therapist acts as the organizer and coordinator of correctional work; it is he who provides maximum speech therapy assistance. And the teacher, in turn, communicates with children daily and for quite a long time, knows their interests and capabilities, and therefore can determine optimal forms inclusion of necessary tasks of correctional and developmental orientation.
To achieve optimal results of correctional work, we have developed
Forms of interaction with teachers
1. The search for new forms and methods of working with children with speech pathologies led us to the question of planning and organizing clear, coordinated work of a speech therapist and teachers in the conditions of a municipal preschool educational institution.
2. In the morning we meet with teachers and begin to exchange information on the results of the work done over the past day, discuss the children’s achievements, and identify difficulties that have arisen.
3. We pay special attention to speech therapy warm-ups developed by speech therapists at our kindergarten, where the teacher trains children in proper speech breathing, a sense of rhythm and expressiveness of speech, works on the prosodic side of speech, develops the articulatory apparatus and fine motor skills.
4. We consider one of the conditions for improving the quality of correctional work to be the teacher conducting a speech hour using the interaction notebook, therefore, every day we discuss tasks developed by the speech therapist for each child, which include:
exercises for automation and differentiation of delivered sounds, and control over them;
lexical and grammatical tasks and exercises for the development of coherent speech.
5. The use of various forms of communication helps organize joint activities and improve the professional skills of teachers: personal contacts, practical seminars, open screenings, methodological gatherings, business games, joint discussions of new methodological and scientific literature.
It is necessary that all adults surrounding the child clearly understand the purpose of their activities, which is, on the one hand, the full development of a child with disabilities speech development, and on the other hand, in coordinated interaction with each other.
6. The independent activity of the teacher is important, where he monitors the state of children’s speech activity in each period of the correctional process: conducts a speech hour, organizes outdoor and role-playing games, not forgetting to control the correct use of sounds set or corrected by the speech therapist.
I provide consultations and workshops for teachers on:
Rules and conditions for articulation gymnastics
Necessities of daily activities
Individual work with subgroups of children with the same defects
Automation of already delivered sounds (pronunciation of syllables, words, phrases, memorization of poems)
Controlling children’s pronunciation of already delivered sounds during routine moments
The work of a teacher and the work of a speech therapist differs in the correction and formation of sound pronunciation in terms of organization, techniques, and duration. It requires various knowledge, skills and abilities. The main difference: a speech therapist corrects speech disorders, and a teacher, under the guidance of a speech therapist, actively participates in correctional work.
The teacher actively participates in the correction process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of systematicity and consistency, the principle of an individual approach.
The principle of systematicity and consistency involves adapting the content, methods and techniques of the teacher’s activities to the requirements imposed by the tasks of a specific stage of speech therapy. The gradualism in the work of a speech therapist is determined by the idea of speech as a system, the assimilation of elements of which occurs interconnectedly and in a certain sequence.
Taking into account the sequence of mastering these aspects of speech in speech therapy classes, the teacher selects for his classes speech material that is accessible to children, which contains sounds that they have already mastered and, if possible, excludes those that have not yet been studied. When automating sounds, we used the leading activity of a preschool child - a game, namely a didactic game, which is a multifaceted, complex process; it is a gaming method of teaching, and a form of learning, and an independent activity, and a means comprehensive development personality. Educational material that is presented to a child in a game is absorbed faster, easier and gives better results.
Individual work The teacher can structure lessons taking into account the speech problems of each child. So, knowing that the child’s sound [c] is at the stage of automation, the teacher can include tasks with this sound, even minimally, in all group lessons. For example, in a math class, suggest counting objects that have this sound in their names.
In a lesson to prepare for mastering literacy, each child is asked to parse words with those sounds that they are currently correcting with a speech therapist.
Lexico-grammatical tasks are aimed at repeating the material covered by a speech therapist. This allows the teacher to once again identify the child’s problems and help overcome them. During free play time, the teacher invites the child not to just play a didactic game, but to play a game that corresponds to the lexical speech therapy topic. (“Mothers and Babies”, “On the contrary”)
Improvement of a coherent statement takes place in the formation of a complete answer in classes on composing stories and descriptions on a lexical topic. In games and exercises “I am a storyteller”, “We will not show, but tell.”
In the afternoon, the teacher can also invite children to practice fine motor skills: “Collect beads”, “Lay out a drawing”, “Caps”, shading, modeling, cutting out. Thus, not only is working out common tasks groups to prepare the hand for writing, but also corrective work is performed on the interaction of fine motor skills and the articulatory apparatus.
The work of a teacher and the work of a speech therapist differs in the correction and formation of sound pronunciation in terms of organization, techniques, and duration. The main difference: a speech therapist corrects speech disorders, and a teacher, under the guidance of a speech therapist, actively participates in correctional work and consolidates the knowledge acquired by children.
The teacher actively participates in the correction process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole.
The teacher regularly monitors the dynamics of sound pronunciation for all children in the group or for a specific child. Based on the results of his observations, the teacher offers the child only the speech material that he can handle. It becomes easier for the teacher to choose poems for the holiday (in case of difficulties, a speech therapist helps). Fewer problems arise in classes: the teacher knows what answers he can expect from the child and does not seek to demand impossible efforts from the latter. Thus, the child is not provoked into fear of answering in class; the incorrect pronunciation of those sounds that he is not yet capable of is not consolidated.
When selecting speech material, the teacher is called upon to remember the speech problems of each child. But he does not always have the opportunity to track those moments that may interfere with the work on the correct consolidation of speech material. The popular methodological literature does not always contain suitable tongue twisters, tongue twisters, and poems. A good example: pure saying “To the court - to the court - to the court - Larisa washed the dishes.” It cannot be used to automate the sound [S] if the child does not have the sounds [L and R]. The teacher may not know about this if he focuses only on the sound [S]. In this case, the teacher himself or with the help of a speech therapist remakes it (“Sudu-sudu-sudu-I will wash the dishes” or “Sudu-sudu-sudu-mom will wash the dishes”).
The speech therapist teacher helps the teacher select speech material that corresponds to the norm of sound pronunciation of children with speech disorders. Recommends that the teacher work with ready-made printed publications, advises using methodological and children’s methods that are correct from a speech therapy point of view. fiction and speech material.
All teacher activities didactic games, routine moments are used to train children in accessible independent speech. The basis for this work are the skills acquired by children in correctional and speech therapy classes. During the day, the teacher organizes such routine moments in the group as washing, dressing, eating, and at the same time trains children in short or detailed answers to questions (depending on the stage of correctional speech therapy work and the child’s individual speech abilities). Morning and evening walks strengthen the physical condition of children and ensure proper sleep.
Proper organization children's group, clear implementation of routine moments has a positive effect on the physical and mental state of the child and, consequently, on the state of his speech. The ability to correctly approach each specific child, taking into account his individual psychological characteristics, pedagogical tact, calm, friendly tone - these are the qualities that a teacher needs when working with children with speech disorders.
One of the successful forms is a notebook of interaction between a speech therapist and teachers. Its use helps to carry out corrective work in the morning and evening hours. The contents of the notebook include: gaming techniques aimed at developing the articulatory apparatus, speech breathing, coordination of general motor movements and fine motor skills of the fingers; recommendations for automating sounds in children; a list of tasks and exercises aimed at developing cognitive processes, lexical-grammatical structure and coherent speech in accordance with the lexical topic. At the end of the week, with the group teachers round table The results of the week's work are discussed. It is important that the teacher and speech therapist simultaneously solve both correctional and educational and general developmental problems.
Thus, a coordinated approach to the general and speech education of children when organizing games, classes, recreational activities and other activities, the development of uniform pedagogical guidelines in relation to individual children and the group as a whole become the basis of interaction, which is what our team strives for. Only in close cooperation of all participants in the correctional educational process is it possible to successfully develop the personal readiness of children with speech disorders to schooling. Experience shows that graduates of our kindergarten adapt to school conditions much more easily, are the most sociable, adequately evaluate their activities, are able to overcome emerging difficulties, and do not feel afraid of public speaking, are the most successful in learning.
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