Kashe G. A., Filicheva T. B., Chirkina G. V.
Program for the upbringing and education of children with
phonetic-phonemic
underdevelopment of speech
(7 year of life)
Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR,
This program is intended for correctional education of children of six years of age with normal hearing and intelligence, who have deviations in speech development.
In the picture of underdevelopment of speech, the lack of formation of its sound side, due to defects in perception and pronunciation, comes to the fore. However, in some part of the children, a mildly pronounced lag in lexical and grammatical development may also be observed.
Characteristic for this category of children is the incompleteness of the process of formation of sounds, which are distinguished by subtle articulatory or acoustic features. At the same time, the presence of undifferentiated sounds in the speech of children, the mixing of sounds, their unstable use in speech, and a significant number of distorted sounds are observed. Typically, there is insufficient discrimination of sounds by ear.
Often, along with incorrect pronunciation and perception of sounds, there are difficulties in pronouncing polysyllabic words and phrases. Characteristic for this category of children is general indistinctness, blurred speech, due to fuzzy articulation.
These children do not have full readiness for the sound analysis of speech, much worse than their peers with normally developed speech, they cope with the selection of sounds from the composition of words - as a rule, they are unable to select vowel sounds from the middle or end of a word; instead of the first consonant, they usually name a syllable, word, etc.
There is also a lag in lexical and grammatical development, which is expressed in the poverty of the dictionary, insufficient word-formation skills. When constructing phrases and sentences, errors that are not characteristic of children with normally developed speech can be distinguished. This is manifested in agrammatism resulting from errors in agreement and management and the incorrect use of complex prepositions. The poverty of syntactic constructions used in speech is also characteristic. All these difficulties are manifested in independent speech.
Thus, in the oral speech of children enrolled in groups with phonetic and phonemic underdevelopment, the following pronunciation shortcomings are revealed:
a) replacement of sounds with simpler ones in articulation (for example, the sounds С and Ш are replaced by the sound Ф);
b) the presence of diffuse articulation of sounds, replacing a whole group of sounds;
c) unstable use of sounds in various forms of speech;
d) distorted pronunciation of one or more sounds.
Violation of phonemic perception is most clearly expressed in the following:
a) fuzzy distinction by ear of phonemes in one's own and someone else's speech (primarily deaf - voiced, whistling - hissing, hard - soft, hissing - affricate);
b) unpreparedness for elementary forms of sound analysis and synthesis;
c) difficulties in analyzing the sound composition of speech.
The shortcomings of the sound side of children's speech to a greater or lesser extent depend on the structure of the defect. So, with dysarthria, the articulation of sounds is most pronounced, while with dyslalia, substitutions and mixing of sounds predominate. The number of disturbed sounds is not always a sufficient basis for enrollment in this group, since the main criterion is the combination of a violation of phonemic perception with pronunciation defects.
Children suffering from rhinolalia and dysarthria can study in these groups only if they do not have a pronounced underdevelopment of all components of the speech system. (FOOTNOTE: In other cases, they are enrolled in groups with a general underdevelopment of speech.)
In addition to these shortcomings of speech, characteristic of children studying in groups with phonetic and phonemic underdevelopment is instability of attention, distractibility; they are worse than normal talking kids, remember speech material, perform any tasks related to active speech activity with a large number of errors.
When completing groups, the whole complex of the listed shortcomings is taken into account.
Children entering preparatory groups with phonetic and phonemic underdevelopment must learn the amount of basic tasks, skills and abilities that are necessary for successful education in a comprehensive school in 10 months of their stay in them.
In the program, in order to determine the requirements for the development of certain aspects of speech activity, the following special sections are distinguished:
Formation of pronunciation and development of speech; literacy training; familiarization with the environment and the development of speech; book work.
All other sections of the program (Preparation for the study of mathematics, design, drawing, etc.) somehow include work on the development of speech and the correction of extra-speech processes.
Tasks of remedial education
Purpose of remedial education:
Education in children of correct, clear, moderately loud expressive speech with an age-appropriate vocabulary and level of development of coherent speech, by using, along with generally accepted, special speech therapy methods and techniques aimed at correcting a speech defect and developing active conscious activity of children in the field of speech facts .
Correctional and educational work is built taking into account the peculiarities of the mental activity of children - the education of children is organically connected with the education of their attention, memory, the ability to manage themselves and other qualities that should be learned by children at this age stage.
A speech therapist and educator work on the development of children's speech together, guided by general requirements programs.
The elimination of gaps in children's speech development is carried out mainly by a speech therapist (see the program of the section "Formation of pronunciation and development of speech").
Speech therapy work is carried out in the following areas:
- formation of pronunciation skills;
- development of phonemic perception, sound analysis and synthesis skills.
On the corrected speech material, the following is carried out:
- development in children of attention to the morphological composition of words and the change of words and their combinations in a sentence;
- educating children in the ability to correctly compose simple common and complex sentences, use different constructions of sentences in coherent speech;
- the development of coherent speech mainly by working on a story, retelling with the formulation of any correctional task;
- development of children's vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
- teaching literacy based on corrected pronunciation.
At the same time, in the classes that the teacher conducts in connection with the accumulation and systematization of children's ideas about objects and phenomena of the surrounding life, with acquaintance with natural and social phenomena, the children's vocabulary is expanded and refined, colloquial and descriptive, narrative speech develops.
The program has a special section "Working with a children's book". Its main task is to educate children in the skill of a full-fledged perception of works accessible to the age.
An important role in the general and speech development of children is played by literacy, which is not only a means of acquiring the initial skills of correct conscious reading, but also one of the ways to form oral speech.
Literacy classes are conducted by a speech therapist on the material of correctly pronounced sounds.
All of these areas in the work of speech correction, one way or another, are interconnected.
So, carrying out exercises aimed at enriching the vocabulary and educating the grammatical structure of speech on the material correctly pronounced by children simultaneously contributes to the improvement of both the lexical-grammatical components of speech and phonetic ones.
In the process of forming the correct pronunciation of sounds great attention attention is paid to the sounding word, differentiation of sounds, analysis and synthesis of the sound composition of speech - all this creates the prerequisites for the successful acquisition of literacy. In turn, reading exercises are effective tool fixing the correct pronunciation of sounds and words of various syllabic complexity, accumulation and enrichment vocabulary, the development of the grammatical structure of speech. When teaching reading, numerous exercises are provided aimed at developing various aspects of speech activity. In connection with reading the text, the skill of short and complete answers to questions, the ability to independently put questions to the read text, and retell it are consolidated.
In addition to all these areas of correctional education, most sections of the program provide for special exercises aimed at expanding and clarifying the vocabulary, and developing the grammatical correctness of speech.
So, in preparation for the study of mathematics, it is noted that special attention should be paid to the assimilation of concepts by children (and, consequently, the vocabulary) associated with the study of magnitude (large, high, low, long, etc.), as well as to a comparative degree (more, less, higher, lower, etc.), with the mutual arrangement of objects in space (above, below, left, right, in front of, behind, inside, etc.). The same and some other concepts and terms are fixed during classes in writing, designing, application, drawing, as mentioned in the programs.
Along with this, the educator manages the development of children's speech in Everyday life(in games, at home, on walks), taking into account the peculiarities of the speech development of children.
Thus, the development of children's speech is carried out in different ways, but leads to a single goal - to eliminate the shortcomings of the child's speech development in the process of education and training and to create in him a readiness to master school skills and abilities.
The tasks of education
Along with correctional tasks, the program for raising children in special groups ah provides for physical development, mental, moral, labor and aesthetic education of children in accordance with their age and psychophysical characteristics. Education is carried out in active children's activities - in games, feasible work, in various activities, in the process of familiarizing children with events and phenomena of the social life of our country that are accessible to their understanding, with native nature. Taking care of the health and all-round development of children, maintaining their cheerful, cheerful mood, the kindergarten strives to make every child happy.
Favorable conditions for education in kindergarten is a society of peers, the opportunity to communicate with each other, joint games and classes. Thanks to this condition, social feelings, collective relationships of children are successfully formed and the best opportunities for the development of individual abilities are created.
The educator and speech therapist consistently carry out work on all sections provided for by the educational program of a general kindergarten. Given the difficulties caused by the speech defect, it is allowed to change the terms and topics of the sections of the typical kindergarten program. They must be approved by the decision of the teachers' council at the beginning of the school year on the basis of a comprehensive study of children.
It is advisable to carry out all changes and some rearrangements within the topics during the 2nd half of the year in order to ensure the assimilation of the program in full by the end of the academic year.
physical education in preparatory group provides for further strengthening of the health of children, promotes their proper physical development and hardening, improves the functions of the body, increases its performance. In the process of physical education, measures are taken to prevent fatigue in children.
The most important tasks for children with speech disorders are the formation of motor skills, the development of coordination of movements, a sense of balance and spatial orientation, the education of physical qualities (dexterity, speed, endurance and strength) in accordance with the state of health, the level of physical development, motor training of children, their individual features.
For the successful solution of the problems of physical education of children of the seventh year of life, a well-established systematic medical and pedagogical control over the physical development of preschoolers is necessary.
Mental education is aimed at forming in children the correct ideas about the simplest phenomena of nature and social life, improving sensory processes, developing attention, imagination, memory, thinking, which creates the necessary basis for effective speech correction.
Children develop intellectual skills and abilities: they learn to observe, compare, highlight the essential in perceived phenomena and make generalizations, understand the simplest cause-and-effect relationships between objects and phenomena.
The tasks of the mental upbringing of children are not limited to expanding the volume of knowledge acquired by children. They involve the development of curiosity and mental abilities, the formation of the simplest ways of mental activity, as well as the volitional organization of one's behavior.
Moral education involves the education of the principles of humanism, love for the Motherland, the best people labor, defenders of the Fatherland; the formation of collectivist feelings and relationships, mastering the ways of cooperation, awareness of oneself as members of the team; education of discipline, restraint, modesty, striving for useful activity, diligence, respect for public property.
Aesthetic education is aimed at developing in children the ability to perceive and feel the beauty of works of art and the surrounding life. It contributes to the enrichment of their inner world, develops the child's artistic taste, musical and poetic ear.
As a result of upbringing and educational work, children should come to school physically healthy, be able to take their duties responsibly, obey the demands of adults, have sufficient knowledge about the world around them, be able to read, write, count, use well-developed and expressive oral speech, be able to independent activity.
Sample routine of the day
Rise, morning toilet, duty, morning exercises 7.30 - 8.20
Preparation for breakfast, breakfast 8.30 - 8.50
Preparation for classes 8.50 - 9.00
1st lesson (conducted by a speech therapist) 9.00 - 9.35
2nd lesson (conducted by a teacher) 9.45 - 10.20
Individual and group speech therapy classes 9.35 - 13.00
Preparation for the walk, walk 10.20 - 12.45
Return from a walk 12.45 - 13.00
Preparation for dinner, lunch 13.00 - 13.25
Getting ready for bed, daytime sleep 13.25 - 15.00
Getting up, water procedures, children's games, individual classes to correct pronunciation (conducted by a teacher) 15.00 - 16.00
Preparation for afternoon tea, afternoon tea 16.00 - 16.15
Frontal classes (conducted by a teacher) 16.15 - 16.50
Preparation for the walk, walk 16.50 - 18.30
Preparation for dinner, dinner 18.30 - 19.00
Calm games, walk, hygiene procedures 19.00 - 20.45
Getting ready for bed, night sleep 20.45 - 07.30
In-class training program
Learning in the classroom is the main form of correctional work with six-year-old children.
The general readiness of children for school is ensured by the regularity of 17 frontal lessons every week, during 36 weeks of the educational cycle (September-May). 5 sessions are conducted by a speech therapist. In accordance with the "Regulations on preschool institutions and groups for children with speech impairment” for each group, the position of a speech therapist was approved.
In the morning hours, two frontal classes are held daily with ten-minute breaks between them: the 1st lesson from 9:00 to 9:35 and the 2nd from 9:45 to 10:20. In the evening hours, one lesson is held daily (except Saturday): from 16:15 to 1:50.
The speech therapist conducts one frontal session daily (from 9:00 to 9:35). During the summer period, only subgroup and individual classes are organized. Frontal speech therapy classes are conducted according to the system provided by the program according to a plan that is unified for all children, taking into account individual characteristics. All children are present without exception. The speech material of frontal lessons should always include correctly pronounced sounds.
Children are prepared for frontal classes in subgroup and individual classes, which are conducted by a speech therapist daily from 9:45 to 13:00. Sub-group lessons are the main form speech therapy classes. 2-6 children are united into subgroups, mainly with homogeneous disorders. The composition of subgroups during the year may vary depending on the specific goals and objectives of a particular period of study and the individual success of each child. At the beginning of the year when large quantity time is allotted for the production of sounds, it is advisable to combine children with more or less uniform defects in the pronunciation of sounds. Later, when the emphasis shifts to fixing the set sounds and the ability to include exercises gradually increases, aimed at expanding the vocabulary, mastering grammatically correct speech, analyzing the sound composition of speech, reading and writing, it is advisable to regroup taking into account the entire volume of speech work with each of them.
With children suffering from especially severe speech impairments (rhinolalia, dysarthria, etc.), in addition to subgroup classes, individual lessons should be held throughout the course of the training.
The teacher plans his lessons taking into account all the tasks. Classes for the development of speech and the consolidation of pronunciation skills are planned together with a speech therapist.
If the first lesson is conducted by a speech therapist (on pronunciation, literacy or speech development), the teacher is present at it, takes notes, since certain elements of this lesson are included in his evening work. After a ten-minute break, the teacher conducts (according to the grid) his lesson, and at this time the speech therapist takes one or more children to individual work to the office. It should not be forgotten that the main goal of special groups is to correct the speech of children. The speech therapist, taking into account the abilities and individual characteristics of the children, agrees in advance with the educator with which children he will conduct individual work.
The proposed program is intended for educators and speech therapists of preschool groups for children with phonetic and phonemic underdevelopment. The presented material contains a description of the characteristics of the speech development of five-year-old children with FSP, methodological methods for their examination, reveals the organization and content of remedial training to overcome phonetic and phonemic underdevelopment in children.
I. CHARACTERISTICS OF CHILDREN WITH PHONETIC-PHONEMATIC UNDEVELOPMENT
A child with deviations in speech development, in order to learn to understand and speak his native language, must gradually learn articulatory movements, ways of combining sounds, rhythmic-intonational design of words, phrases; to distinguish the sounds actually pronounced in a given language from all others and to learn to identify the signs of sounds that are essential for understanding words, for communication. This is the mastery of the system of phonemes of a given language.
At right conditions upbringing, children learn the basic sounds of the language quite early. Due to the physiological features of the structure of the articulatory apparatus, they cannot correctly reproduce all the phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation. For example: a three-year-old girl Vera S. to the question: "What is your name?" - answers: "Vey". "Your name is Veya?" - "Not Veya, but Veya - I can’t speak in a drunken way." At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic features; he recognizes mispronounced words and is able to distinguish between correct and incorrect pronunciations. At the age of 5-6 years, children already have enough high level phonemic development; they correctly pronounce the sounds of their native language, they form subtle and differentiated sound images of words and individual sounds. All this forms the basis for mastering sound analysis and synthesis and is necessary condition for the assimilation of writing and reading during the school period.
However, the study of speech development a large number of schoolchildren showed that at the age of 5-6 years there is a fairly high percentage of children who have pronounced deviations in the formation of both the pronunciation side of speech and its perception, and their readiness for learning largely depends on the timely overcoming of these shortcomings of speech.
Kashe G. A., Filicheva T. B., Chirkina G. V.
Program for the upbringing and education of children with
Speech underdevelopment
(7 year of life)
- M .: Ministry of Education of the USSR
Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR,
This program is intended for correctional education of children of six years of age with normal hearing and intelligence, who have deviations in speech development.
In the picture of underdevelopment of speech, the lack of formation of its sound side, due to defects in perception and pronunciation, comes to the fore. However, in some part of the children, a mildly pronounced lag in lexical and grammatical development may also be observed.
Characteristic for this category of children is the incompleteness of the process of formation of sounds, which are distinguished by subtle articulatory or acoustic features. At the same time, the presence of undifferentiated sounds in the speech of children, the mixing of sounds, their unstable use in speech, and a significant number of distorted sounds are observed. Typically, there is insufficient discrimination of sounds by ear.
Often, along with incorrect pronunciation and perception of sounds, there are difficulties in pronouncing polysyllabic words and phrases. Characteristic for this category of children is general indistinctness, blurred speech, due to fuzzy articulation.
These children do not have full readiness for the sound analysis of speech, much worse than their peers with normally developed speech, they cope with the selection of sounds from the composition of words - as a rule, they are unable to select vowel sounds from the middle or end of a word; instead of the first consonant, they usually name a syllable, word, etc.
There is also a lag in lexical and grammatical development, which is expressed in the poverty of the dictionary, insufficient word-formation skills. When constructing phrases and sentences, errors that are not characteristic of children with normally developed speech can be distinguished. This is manifested in agrammatism resulting from errors in agreement and management and the incorrect use of complex prepositions. The poverty of syntactic constructions used in speech is also characteristic. All these difficulties are manifested in independent speech.
Thus, in the oral speech of children enrolled in groups with phonetic and phonemic underdevelopment, the following pronunciation shortcomings are revealed:
a) replacement of sounds with simpler ones in articulation (for example, the sounds С and Ш are replaced by the sound Ф);
b) the presence of diffuse articulation of sounds, replacing a whole group of sounds;
c) unstable use of sounds in various forms of speech;
d) distorted pronunciation of one or more sounds.
Violation of phonemic perception is most clearly expressed in the following:
a) fuzzy distinction by ear of phonemes in one's own and someone else's speech (primarily deaf - voiced, whistling - hissing, hard - soft, hissing - affricate);
b) unpreparedness for elementary forms of sound analysis and synthesis;
c) difficulties in analyzing the sound composition of speech.
The shortcomings of the sound side of children's speech to a greater or lesser extent depend on the structure of the defect. So, with dysarthria, the articulation of sounds is most pronounced, while with dyslalia, substitutions and mixing of sounds predominate. The number of disturbed sounds is not always a sufficient basis for enrollment in this group, since the main criterion is the combination of a violation of phonemic perception with pronunciation defects.
Children suffering from rhinolalia and dysarthria can study in these groups only if they do not have a pronounced underdevelopment of all components of the speech system. (FOOTNOTE: In other cases, they are enrolled in groups with a general underdevelopment of speech.)
In addition to these shortcomings of speech, characteristic of children studying in groups with phonetic and phonemic underdevelopment is instability of attention, distractibility; they remember speech material worse than normally speaking children, perform any tasks related to active speech activity with a large number of errors.
When completing groups, the whole complex of the listed shortcomings is taken into account.
Children entering preparatory groups with phonetic and phonemic underdevelopment must learn the amount of basic tasks, skills and abilities that are necessary for successful education in a general education school during 10 months of their stay in them.
In the program, in order to determine the requirements for the development of certain aspects of speech activity, the following special sections are distinguished:
Formation of pronunciation and development of speech; literacy training; familiarization with the environment and the development of speech; book work.
All other sections of the program (Preparation for the study of mathematics, design, drawing, etc.) somehow include work on the development of speech and the correction of extra-speech processes.
Tasks of remedial education
Purpose of remedial education:
Education in children of correct, clear, moderately loud expressive speech with an age-appropriate vocabulary and level of development of coherent speech, by using, along with generally accepted, special speech therapy methods and techniques aimed at correcting a speech defect and developing active conscious activity of children in the field of speech facts .
Correctional and educational work is built taking into account the peculiarities of the mental activity of children - the education of children is organically connected with the education of their attention, memory, the ability to manage themselves and other qualities that should be learned by children at this age stage.
The speech therapist and educator work together on the development of children's speech, guided by the general requirements of the program.
The elimination of gaps in children's speech development is carried out mainly by a speech therapist (see the program of the section "Formation of pronunciation and development of speech").
Speech therapy work is carried out in the following areas:
- formation of pronunciation skills;
- development of phonemic perception, sound analysis and synthesis skills.
On the corrected speech material, the following is carried out:
- development in children of attention to the morphological composition of words and the change of words and their combinations in a sentence;
- education in children of the ability to correctly compose simple common and complex sentences, use different constructions of sentences in coherent speech;
- the development of coherent speech mainly by working on a story, retelling with the formulation of any correctional task;
- development of children's vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
- teaching literacy based on corrected pronunciation.
At the same time, in the classes that the teacher conducts in connection with the accumulation and systematization of children's ideas about objects and phenomena of the surrounding life, with acquaintance with natural and social phenomena, the children's vocabulary is expanded and refined, colloquial and descriptive, narrative speech develops.
The program has a special section "Working with a children's book". Its main task is to educate children in the skill of a full-fledged perception of works accessible to the age.
An important role in the general and speech development of children is played by literacy, which is not only a means of acquiring the initial skills of correct conscious reading, but also one of the ways to form oral speech.
Literacy classes are conducted by a speech therapist on the material of correctly pronounced sounds.
All of these areas in the work of speech correction, one way or another, are interconnected.
So, carrying out exercises aimed at enriching the vocabulary and educating the grammatical structure of speech on the material correctly pronounced by children simultaneously contributes to the improvement of both the lexical-grammatical components of speech and phonetic ones.
In the process of forming the correct pronunciation of sounds, much attention is paid to the development of attention to the sounding word, the differentiation of sounds, the analysis and synthesis of the sound composition of speech - all this creates the prerequisites for the successful acquisition of literacy. In turn, reading exercises are an effective means of consolidating the correct pronunciation of sounds and words of various syllabic complexity, accumulation and enrichment of vocabulary, and development of the grammatical structure of speech. When teaching reading, numerous exercises are provided aimed at developing various aspects of speech activity. In connection with reading the text, the skill of short and complete answers to questions, the ability to independently raise questions to the read text, and retell it are consolidated.
In addition to all these areas of correctional education, most sections of the program provide for special exercises aimed at expanding and clarifying the vocabulary, and developing the grammatical correctness of speech.
So, in preparation for the study of mathematics, it is noted that special attention should be paid to the assimilation of concepts by children (and, consequently, the vocabulary) associated with the study of magnitude (large, high, low, long, etc.), as well as to a comparative degree (more, less, higher, lower, etc.), with the mutual arrangement of objects in space (above, below, left, right, in front of, behind, inside, etc.). The same and some other concepts and terms are fixed during classes in writing, designing, application, drawing, as mentioned in the programs.
Along with this, the educator manages the development of children's speech in everyday life (in games, at home, on walks), taking into account the peculiarities of children's speech development.
Thus, the development of children's speech is carried out in different ways, but leads to a single goal - to eliminate the shortcomings of the child's speech development in the process of education and training and to create in him a readiness to master school skills and abilities.
The tasks of education
Along with correctional tasks, the program of raising children in special groups provides for physical development, mental, moral, labor and aesthetic education of children in accordance with their age and psychophysical characteristics. Education is carried out in active children's activities - in games, feasible work, in various activities, in the process of familiarizing children with events and phenomena of the social life of our country that are accessible to their understanding, with native nature. Taking care of the health and all-round development of children, maintaining their cheerful, cheerful mood, the kindergarten strives to make every child happy.
A favorable condition for education in kindergarten is a peer society, the opportunity to communicate with each other, joint games and activities. Thanks to this condition, social feelings, collective relationships of children are successfully formed and the best opportunities for the development of individual abilities are created.
The educator and speech therapist consistently carry out work on all sections provided for by the educational program of a general kindergarten. Given the difficulties caused by the speech defect, it is allowed to change the terms and topics of the sections of the typical kindergarten program. They must be approved by the decision of the teachers' council at the beginning of the school year on the basis of a comprehensive study of children.
It is advisable to carry out all changes and some rearrangements within the topics during the 2nd half of the year in order to ensure the assimilation of the program in full by the end of the academic year.
Physical education in the preparatory group provides for further strengthening of the health of children, promotes their proper physical development and hardening, improves the functions of the body, increases its performance. In the process of physical education, measures are taken to prevent fatigue in children.
The most important tasks for children with speech disorders are the formation of motor skills, the development of coordination of movements, a sense of balance and spatial orientation, the education of physical qualities (dexterity, speed, endurance and strength) in accordance with the state of health, the level of physical development, motor training of children, their individual features.
For the successful solution of the problems of physical education of children of the seventh year of life, a well-established systematic medical and pedagogical control over the physical development of preschoolers is necessary.
Mental education is aimed at forming in children the correct ideas about the simplest phenomena of nature and social life, improving sensory processes, developing attention, imagination, memory, thinking, which creates the necessary basis for effective speech correction.
Children develop intellectual skills and abilities: they learn to observe, compare, highlight the essential in perceived phenomena and make generalizations, understand the simplest cause-and-effect relationships between objects and phenomena.
The tasks of the mental upbringing of children are not limited to expanding the volume of knowledge acquired by children. They involve the development of curiosity and mental abilities, the formation of the simplest ways of mental activity, as well as the volitional organization of one's behavior.
Moral education presupposes the education of the principles of humanism, love for the Motherland, the best working people, defenders of the Fatherland; the formation of collectivist feelings and relationships, mastering the ways of cooperation, awareness of oneself as members of the team; education of discipline, restraint, modesty, striving for useful activity, diligence, respect for public property.
Aesthetic education is aimed at developing in children the ability to perceive and feel the beauty of works of art and the surrounding life. It contributes to the enrichment of their inner world, develops the child's artistic taste, musical and poetic ear.
As a result of upbringing and educational work, children should come to school physically healthy, be able to take their duties responsibly, obey the demands of adults, have sufficient knowledge about the world around them, be able to read, write, count, use well-developed and expressive oral speech, be able to independent activity.
Sample routine of the day
Rise, morning toilet, duty, morning exercises 7.30 - 8.20
Preparation for breakfast, breakfast 8.30 - 8.50
Preparation for classes 8.50 - 9.00
1st lesson (conducted by a speech therapist) 9.00 - 9.35
2nd lesson (conducted by a teacher) 9.45 - 10.20
Individual and group speech therapy classes 9.35 - 13.00
Preparation for the walk, walk 10.20 - 12.45
Return from a walk 12.45 - 13.00
Preparation for dinner, lunch 13.00 - 13.25
Getting ready for bed, daytime sleep 13.25 - 15.00
Getting up, water procedures, children's games, individual classes to correct pronunciation (conducted by a teacher) 15.00 - 16.00
Preparation for afternoon tea, afternoon tea 16.00 - 16.15
Frontal classes (conducted by a teacher) 16.15 - 16.50
Preparation for the walk, walk 16.50 - 18.30
Preparation for dinner, dinner 18.30 - 19.00
Calm games, walk, hygiene procedures 19.00 - 20.45
Getting ready for bed, night sleep 20.45 - 07.30
In-class training program
Learning in the classroom is the main form of correctional work with six-year-old children.
The general readiness of children for school is ensured by the regularity of 17 frontal lessons every week, during 36 weeks of the educational cycle (September-May). 5 sessions are conducted by a speech therapist. In accordance with the “Regulations on preschool institutions and groups for children with speech impairment”, the position of a speech therapist is approved for each group.
In the morning hours, two frontal classes are held daily with ten-minute breaks between them: the 1st lesson from 9:00 to 9:35 and the 2nd from 9:45 to 10:20. In the evening hours, one lesson is held daily (except Saturday): from 16:15 to 1:50.
The speech therapist conducts one frontal session daily (from 9:00 to 9:35). During the summer period, only subgroup and individual classes are organized. Frontal speech therapy classes are conducted according to the system provided by the program according to a plan that is unified for all children, taking into account individual characteristics. All children are present without exception. The speech material of frontal lessons should always include correctly pronounced sounds.
Children are prepared for frontal classes in subgroup and individual classes, which are conducted by a speech therapist daily from 9:45 to 13:00. Subgroup classes are the main form of speech therapy classes. 2-6 children are united into subgroups, mainly with homogeneous disorders. The composition of subgroups during the year may vary depending on the specific goals and objectives of a particular period of study and the individual success of each child. At the beginning of the year, when more time is devoted to staging sounds, it is advisable to combine children with more or less uniform defects in the pronunciation of sounds. Later, when the emphasis shifts to fixing the set sounds and the ability to include exercises aimed at expanding the vocabulary, mastering grammatically correct speech, analyzing the sound composition of speech, reading and writing gradually increases, it is advisable to regroup taking into account the entire volume of speech work with each of them.
With children suffering from especially severe speech impairments (rhinolalia, dysarthria, etc.), in addition to subgroup classes, individual lessons should be held throughout the course of the training.
The teacher plans his lessons taking into account all the tasks. Classes for the development of speech and the consolidation of pronunciation skills are planned together with a speech therapist.
If the first lesson is conducted by a speech therapist (on pronunciation, literacy or speech development), the teacher is present at it, takes notes, since certain elements of this lesson are included in his evening work. After a ten-minute break, the teacher conducts (according to the grid) his lesson, and at this time the speech therapist takes one or more children for individual work in the office. It should not be forgotten that the main goal of special groups is to correct the speech of children. The speech therapist, taking into account the abilities and individual characteristics of the children, agrees in advance with the educator with which children he will conduct individual work.
When assessing children's knowledge, verbal and symbolic rewards or tactful indications of shortcomings are used.
When conducting classes, a speech therapist and educator should take into account the age characteristics of children and widely use a variety of didactic games, game techniques, subject-practical classes, visual aids and materials.
Model curriculum Types of classes Number of classes per week
^ 1. LOPEDIC EXERCISES
First period of study
Pronunciation and speech development (frontal lessons) 5
Sub-group and individual sessions (FOOTNOTE: The first two weeks are used for examining children) daily
Second period of study
Front lessons
Pronunciation and speech development 3
Literacy 2
Sub-Group and Private Lessons (FOOTNOTE: Only sub-group and private lessons are available in June) daily
2. EDUCATIONAL CLASSES (during the year)
Familiarization with the environment and development of speech (one lesson per week is devoted to the development of monologue speech) 3
Development of elementary mathematical concepts 2
Construction and application 1
Drawing and modeling 1
PE (FOOTNOTE: One additional PE session during a walk) 2
^
3. MUSIC LESSONS 2
speech therapy classes
The program of speech therapy classes consists of the following sections:
Formation of pronunciation and development of speech.
2. Learning to read and write.
The system of remedial education has three successive periods, each of which has its own goals and objectives.
In the first period of study (September-October), frontal classes are held only in the section "Formation of pronunciation and speech development" (5 times a week).
In the second period of study (November-February), special hours are allocated (2 lessons per week) for literacy. The section "Formation of pronunciation and development of speech" is allocated three lessons per week.
In the third period of training (March-May), when it becomes possible to include any sounds in the educational material (setting sounds should be completed by this time), one or two frontal lessons per week are allocated for the development of speech, one or two lessons for the formation of pronunciation. There are 2 lessons per week for literacy. In June-August, an individual corrective work to consolidate the material covered.
Formation of pronunciation and development of speech
Formation of pronunciation
The main objectives of remedial education in this section are as follows:
- to form in children a system of clearly distinguishable phonemes opposed to each other;
- to teach to pronounce words of various syllabic complexity;
- learn to freely use the acquired skills in independent speech.
To accomplish the tasks, first of all, the pronunciation of defective sounds is corrected with special speech therapy techniques and the articulation of existing sounds is clarified. The development of correct articulation skills is only one of the conditions that ensure the successful solution of the tasks.
Special time is devoted to the development of phonemic perception and auditory memory, that is, children learn to listen to speech, distinguish and reproduce individual sound elements of speech, memorize material perceived by ear, compare the sound of someone else's and their own speech.
The development of articulation skills and phonemic perception occurs simultaneously with the development of analysis and synthesis of the sound composition of speech. Exercises in sound analysis and synthesis, based on clear kinesthetic and auditory sensations, in turn, contribute to the conscious mastery of speech sounds. This is of great importance for the introduction into speech of delivered or refined sounds in pronunciation. Thus, exercises that involve the analysis and synthesis of the sound composition of a word help to normalize the process of phoneme formation and prepare children for literacy.
At all stages of corrective education, the consolidation of the correct pronunciation of sounds is combined with the development of diction and the elimination of difficulties in the pronunciation of words of a complex sound-syllabic composition.
At the stages of the final consolidation of the correct pronunciation of each of the studied sounds and words of various sound-syllabic composition, the material of corrective exercises is selected taking into account the simultaneous development of lexical and grammatical elements of speech (see section 2).
Given that children entering special groups are characterized by distractibility, reduced observation of linguistic phenomena, poor memorization of speech material, special exercises are provided in the system of correctional education aimed at developing attention and random memorization, as well as holding a physical education session in the middle of the lesson (at 10-15 minutes).
The formation of pronunciation is carried out on individual (subgroup) and frontal lessons.
Speech development
The objectives of correctional education in this section are to develop children's ability to observe and generalize in the field of speech facts using specially selected speech material by comparing and contrasting grammatical forms of the word; to draw attention to the morphological composition of the word and the methods of word formation, to the composition of the sentence and the connection of words in the sentence, to develop the skills of practical use of the learned speech material.
Lexico-grammatical exercises are carried out on the material correctly pronounced by children, the sound composition of which includes corrected sounds at the stage of their final consolidation. The ability to hear, isolate and correctly pronounce a significant part of the word contributes to the accumulation of observations of the language, creates conditions for self-improvement of speech in the future.
The main work on the accumulation and refinement of the vocabulary of children is carried out by the educator. Continuing and deepening this line of speech development, the speech therapist sets himself the task of expanding the vocabulary of children, drawing their attention to the shades of word meanings and some ways of word formation; Activate the children's vocabulary. Children learn to notice the general and various morphological elements of a word, to establish the relationship between the meaning of words and their sound composition; form new words by adding suffixes (fur - fur), prefixes (run, run, run ...), by compounding (fisherman catches fish). Children learn to understand the simplest cases of polysemy of words, both nouns (a sewing needle, corners of a hedgehog, needles by a Christmas tree) and verbs (a man is walking, an elephant, a train, a bus, rain, snow ...). Their attention is drawn to the semantic shades of words; words with opposite and similar meanings.
The development of attention to the morphological composition of words at all stages of correctional education, one way or another, is combined with the formation of the grammatical structure of speech. This section includes changing the grammatical forms of a word (shaping) and working on a sentence and a phrase. It is possible to draw the attention of children to changing some grammatical forms very early, despite the very limited correctly pronounced fund at this time. So, starting from the first period of study, as well as at all subsequent stages, the assimilation of the correct pronunciation of words is combined with the formation of the plural of nouns, especially those that, for one reason or another, can cause difficulties for children (wheels, saucers, lions, ears, etc.). .P.). Children learn and ways of forming the genitive case during plural(windows, chairs, goslings, towels, etc.). Children's attention is drawn to the formation of verb forms with alternating sounds in the present and past tense (to cut - cut, fold - folded, etc.). Words learned by children are included in phrases, sentences, texts.
Work on the proposal should be carried out systematically, constantly becoming more complex, throughout the entire training period. Acquaintance with the proposal is given in a purely practical way. All work is based on observation and practice of speech. Children learn to build simple common sentences correctly: observe the connection in phrases and sentences; distribute proposals by secondary and homogeneous members; build complex sentences correctly. In the process of learning, children master the skills correct use in the speech of the main grammatical categories. The skill of practical inflection is formed and consolidated (by gender, numbers, cases, tenses).
The development of coherent speech on the material of correctly pronounced sounds is only part of the exercises that are carried out in kindergarten in order to develop colloquial and descriptive speech. In the 1st and 2nd periods of training, children learn to tell, strictly adhering to the text, compose coherent texts from these sentences, memorize poems.
In the 3rd period of training, when all the set sounds are consolidated, part of the speech therapy classes is devoted to teaching children to retell and compose a story based on a picture or a series of pictures.
Literacy education
The purpose of remedial training in this section:
- to form in children the necessary readiness for learning to read and write;
- Teach children to read and write.
Literacy is taught on the material of sounds previously worked out in pronunciation. The training system provides for a certain correspondence between the studied sounds, forms of speech-sound analysis and teaching reading and writing.
In order to enable children to successfully master reading and writing skills, a preparatory period of study is provided, the duration of which is two months. During this time, no special literacy classes are allocated - preparation for literacy is carried out simultaneously with the formation of pronunciation skills.
As a result of special exercises, children develop a focus on the sound side of speech, they learn to clearly pronounce, distinguish and highlight individual sounds of a word.
In relation to literacy, two tasks are solved at this time:
- prepare children for the analysis of words,
- to teach to read the simplest direct syllables of the SG type (C-consonant, G-vowel) together, without selecting letters.
The "literal" period of study lasts 6 months (November-April). At this time, frontal literacy classes are held twice a week, subgroup classes - as needed, in addition, about five minutes are allocated for each pronunciation lesson for reading exercises.
Despite lengthy preparation, literacy training takes place in conditions that differ from normal in that the system of phonemes in children is not yet fully formed, and the level of lexical and grammatical development is still low. This forces not only to stretch the process of mastering reading and writing in time, but also to arrange the material in a different way, to use special methodological techniques.
The characteristic features of the alphabetic period of study are as follows:
- Learning to read and write is inextricably linked with the formation of pronunciation skills. At the same time, oral exercises aimed at pronunciation, aural discrimination and differentiation in the pronunciation of individual sounds, as well as the development of the skill correct use sounds and speech are constantly combined with the analysis of words of a gradually more complex syllabic composition and the isolation of stressed and unstressed vowels from words.
- The order of learning letters basically corresponds to the sequence in which children learn to pronounce sounds.
- If possible, the study of letters denoting sounds similar in articulation or acoustic characteristics, that is, S-Sh, P-B, etc., is moved apart in time.
- When conducting the first exercises on a new letter, the letters denoting close to the studying sound are temporarily excluded from the material of the tasks.
- Words of different syllabic composition are included in the material intended for reading in a certain sequence after oral training aimed at pronunciation and sound analysis of these words.
- Maximum attention is paid to children's understanding of read words, sentences, texts. For this purpose, special techniques are used.
- In the course of training, various forms of visualization, game techniques, and exercises in an entertaining form are widely used.
In the post-literal period of learning, all the knowledge, skills and abilities acquired by children are consolidated and expanded. There is a transition from syllable-by-syllable reading to continuous reading.
As a result of training, a significant part of the children should master reading within the primer, the correct understanding of what they read, the ability to answer questions about the content of what they read, put questions to texts, and retell texts; the ability to lay out the letters of the split alphabet, write off and write words of various sound-syllabic composition and sentences using all learned spelling rules.
Speech therapy program
Examination of children - the first two weeks of training.
The development of auditory memory - during the year.
Education of the ability to speak clearly, distinctly, moderately loudly, at a leisurely pace - during the year.
The first period of study (preparatory) - September, October.
Frontal classes five times a week, individual and group daily.
Individual and subgroup lessons
1. Staging and initial consolidation of sounds K, Kb, L, X, Xb, YOT, Y, S, S, Z, Zb, Th, F, Vb, P, Sh, L, etc. in accordance with individual plans and with frontal training plans.
2. Overcoming difficulties in pronouncing words that are complex in structure, consisting of correctly pronounced sounds.
3. Formation of grammatically correct speech as needed.
Analysis, reading, writing as needed.
The choice of programs was made on the basis of analysis and taking into account the specifics of the institution, the preparedness of personnel, individual teachers, the creation of conditions and methodological support for their implementation, as well as the choice of a priority direction.
|
Name programs |
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Complex |
|
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Approximate basic general education program preschool education"Birth to School" |
Veraksa N.E. Komarova T.S. Vasilyeva M.A. |
|
Partial |
|
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The program of education and training of children with general underdevelopment of speech. |
Filicheva T.B., Chirkina V.G. |
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"Safety" - program and methodological materials for the development of social and communication skills and safe behavior of children preschool age |
Sterkina R.B. Avdeeva N.N. Knyazeva O.L. |
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The program of social development of children "I, you, we" |
Knyazeva O.L. |
|
"Visual activity in kindergarten" technology |
Komarova T.S. |
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Environmental education program "Our Home Nature" and guidelines To her |
Ryzhova N.A. |
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"Ecology for kids" |
Goncharova E.V. Gavrilova O.N., Moiseeva L.V. |
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The program of patriotic education "The city in which I live" |
NSGU, reviewers: N.D. Naumov N.S. Maletina, L.A. Ibragimova |
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Additional general educational program of artistic and aesthetic orientation "Visual activity" |
Shestakova A.V. |
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Additional general educational program of artistic and aesthetic orientation "Musical and rhythmic compositions" |
Burenina A.I. |
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Additional general educational program of physical culture and health improvement orientation "Theater of physical education and rehabilitation" |
Efimenko N.N. |
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Additional general education program communicative and speech orientation "Teaching reading" |
M.: Enlightenment, 2009This edition is a set of modern correctional and developmental educational programs, taking into account the needs of all types speech therapy groups preschool education systems for children with speech disorders: FFN, ONR, stuttering, mastering Russian (non-native) language.
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