Software and methodological support of a speech therapist teacher. Working program of a speech therapist teacher

Municipal government institution

"Scientific and Methodological Information Center"

Software and methodological support

correctional and developmental activities

teachers - speech therapist with students of the 1st grade

with phonetic - phonemic disorders

Belgorod 2014

Explanatory note

This program has been developed based on:

Instructional letter of the Ministry of Education of Russia dated 12/14/2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution"; instructional-methodical letter "On the work of a speech therapist at a secondary school" / Ed. A.V. Yastrebova, T.B. Bessonova. M., 1996.
Programs "Correctional and developmental education of 1st grade students with FFNR". Dorofeeva, L.V. Semenyuta. L. A. Small. (Correction of speech disorders in primary schoolchildren / Auth.-comp. CE. Dorofeeva, LV Semenyuta. LA Small. - M .: TC Sphere, 2011. (Library of the Speech therapist). (3))
LN Efimenkova "Correction of oral and written speech of students primary grades»M-2010;
LN Efimenkova, GG Misarenko "Organization and methods of correctional work of a speech therapist at a school speech center" TC Sphere, 2012.
EV Mazanova "Correction of dysgraphia due to the violation of language analysis and synthesis" M .: Publishing house GNOM and D, 2009 .;
EV Mazanova "Correction of optical dysgraphia" M .: Publishing house GNOM and D, 2009.

In the context of the implementation of the program, 60hours (2 hours a week).The program is aimed at replenishing spaces in the sound and lexical-grammatical structure of speech.

Purpose of the program: the development of the communicative function of the language by children in accordance with age standards. Eliminate the shortcomings of oral and prevention of violations of written speech in younger students.

Program objectives:

form full-fledged ideas about the sound-letter composition of a word;
to form the skills of analysis and synthesis of the sound-syllable composition of the word;

identify stressed and unstressed vowels;
develop spatio-temporal representations;
develop psychological prerequisites for learning;
develop communicative learning readiness.

UUD:

Personal:

have a positive attitude towards correctional activities, understanding their necessity in order to become more successful in learning activities;
phonetically and intonationally correctly formulate your speech;
independently evaluate their own activities.

Regulatory:

determine the purpose of the activity in the lesson with the help of a speech therapist teacher;
choose the most effective ways to solve problems depending on specific conditions;
learn to correct and evaluate completed assignments.

Cognitive:

search and selection of the necessary information;
deliberately and voluntarily build a speech utterance in oral form;
selection of the most effective ways to solve problems depending on specific conditions;
control and evaluation of the process and results of activities.

Communicative:

carry out educational cooperation with the teacher and peers;
independently or with the help of a speech therapist teacher, formulate your point of view;
perform various roles in the group (leader, performer, critic).

Leading technology, its goals and objectives:

The technology of correctional and developmental education is used, the purpose of which is:teach children to use the knowledge gained in independent speech, in written work.

Children of this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient forced speech skills (the ability to clearly, in accordance with the norm, pronounce all the sounds of speech, distinguish them by ear, extract them from the word; the presence of a sufficient vocabulary and a complete forced grammatical structure ; the ability to speak coherently on topics accessible to the child's understanding) and psychological prerequisites for mastering educational activities.

Sound pronunciation and phonemic perception.

The safest of all is the state of sound pronunciation. The most common distortion of sound sounds, as well as sigmatisms. In some children, manifestations of infantile speech of the type of Light physiological tongue-tied language may persist. Difficulties are observed when pronouncing words that are difficult in sound-syllable structure. The instability of these disorders is typical, their close dependence on fatigue. Automation and differentiation of delivered sounds takes a long time in these children.

Pupils make mistakes in the sound-letter and syllabic analysis of a word (the most typical mistake - when conducting sound analysis is "substituting syllable analysis for it; that is, they do not highlight nearby vowels or highlight sonorant sounds as an independent syllable).

Lexicon.

Children of the considered group entering the first grade have a poor and poorly differentiated vocabulary. They mix up the names of similar objects, use generalized words hesitantly. They find that the verbal and adjective vocabulary is not differentiated: children in this category find it difficult to actualize a sufficient number of words on a specific topic.

Grammatical structure and coherent speech.

In the oral speech of first-graders with phonemic disorders, there is no such amount of agrammatisms as in children with general speech underdevelopment. They basically change nouns correctly in cases, coordinate adjectives and verbs with nouns in gender and number. But this seeming absence of errors is primarily due to the fact that there are few adjectives in the speech of children, unstressed vowels are pronounced indistinctly, and most importantly, speech is limited to everyday topics familiar to the child. When trying to retell the text, composing a story from a picture, the number of errors in the grammatical design of the phrase increases sharply. Errors are revealed not only in management, but also in coordination. A more characteristic mistake is the omission of the preposition, there is also a confusion of prepositions.

Due to this in children of this category is observed:

a) insufficient understanding of educational tasks, instructions, instructions of the teacher;

b) difficulties in mastering educational concepts, terms;

c) difficulties in the formation and formulation of one's own thoughts in the process of educational work.

The main methods of work in the lesson are methods of teaching in a group:

gaming,
clearly - demonstration,
verbal.

Principles speech therapy work:

clarity,
availability,
consistency,
complexity,
development principle,
ontogenetic principle.

Forms of organizing student activities:

group;
work in pairs;
individual.

Academic-thematic plan

(Class 1 FFN)

n \\ n	Section name	Hours of study time
		According to plan	Actually
	Vowel differentiation 1-2 rows
	Paired consonants
	Unpaired consonants
	Soft and hard marks
	Total:

Requirements for the level of traininglearners

As a result of completing the program, students must:

know:

vowels and consonants and letters;
definitions of concepts: sound, letter, syllable, word, stressed vowel, stressed syllable, unstressed vowel, unstressed syllable;
distinguish among themselves: sounds and letters, vowels and consonants, syllables, words;
differentiate sounds.

be able to:

have a sufficiently developed speech for mastering curriculum at the minimum basic level;
distinguish mixed sounds by ear and in pronunciation;
identify stressed and unstressed vowels, syllables;
make sound-letter parsing of syllables and words;
select words for a given sound;
compare words with similar sounds;
determine the place and sequence of sound in words; vowels and consonants;
determine the number of sounds and syllables in words;
make sound, letter, syllabic analysis and synthesis of words;
restore sentences with specified sounds.

Calendar-thematic planning

p / p	Qty	Section name and topics	the date of the
			Plan	Fact
		Vowel differentiation 1-2 series
		Speech (speech function). The concept of sounds.
		Letters. The difference between letters and sounds.
		Vowel sounds [a] [o] [y]
		Vowel sounds [s] [eh]
		Vowel I
		Differentiation of vowels A-Z
		Vowel letter Ё
		Vowel differentiation O-Yo
		Vowel Yu
		Vowel differentiation U-Yu
		Vowel I
		Vowel differentiation Y-I
		Vowel E
		Differentiation of vowels E-E
		Control lesson on the section differentiation of vowels 1-2 rows
		Paired consonants
		Consonants

		Differentiating vowels and consonants (analysis and synthesis exercise)
		Voiced and voiceless consonants
		Sounds [b] - [b`]. Letter B
		Sounds [п] - [п`]. Letter P
		Sounds [b] - [n]. Letters B-P
		Sounds [in] - [in`]. Letter B
		Sounds [ф] - [ф`]. Letter F
		Sounds [in] - [f]. Letters V-F
		Sounds [g] - [g`]. Letter G
		Sounds [k] - [k`]. Letter K
		Sounds [k] - [g]. Letters K-G
		Sounds [d] - [d`]. Letter D
		Sounds [t] - [t`]. Letter T
		Sounds [d] - [t]. Letters D-T
		Sounds [s] - [s`]. Letter C
		Sounds [h] - [h`]. Letter Z
		Sounds [s] - [h]. Letters S-Z
		Sound [w]. Letter Ж
		Sound [w]. Letter W
		Sounds [w] - [w]. Letters Ж-Ш
		Control lesson for the section paired consonants
		Unpaired consonants
		Sounds [s] - [w]. Letters S-W
		Sounds [s] - [w]. Letters S-W
		Sounds [h] - [f]. Letters З-Ж
		Sounds [h] - [f]. Letters З-Ж
		Sounds [c]. Letter C
		Sounds [s] - [c]. Letters C-C
		Sounds [h]. Letter H
		Sounds [h] - [c]. Letters Ч-Ц
		Sounds [u]. Letters Щ
		Sounds [h] - [u]. Letters Ч-Щ
		Sounds [h] - [u]. Letters Ч-Щ
		Sounds [p] - [p ’]. Letters P
		Sounds [l] - [l ']. Letters L
		Sounds [p] - [l]. Letters R-L
		Sounds [l ’] - [th]. Letters L-Y
		Control lesson on the section of unpaired consonants
		Soft and hard marks
		Soft sign at the end of a word
		Soft mark in the middle of a word
		Dividing soft sign
		Separating solid mark
		Control lesson by sectionsoft and hard marks
		Final lesson

for grade 1 group phonetic-phonemic speech underdevelopment

This program is designed for 60 hours, from September 15 to May 15. It includes 4 sections: vowel differentiation of 1-2 series, paired consonants, unpaired consonants, solid and soft marks... Each study uses a different speech material: children's rhymes, counting rhymes, pure phrases, poetry, games and tasks for the development of logic and thinking.

Vowel differentiation 1 - 2 rows (15 hours)

Acquaintance with vowel sounds and letters. Isolation of vowel sounds in words (determination of the presence or absence of sound in a word), isolation of sound from the beginning and end of a word, determination of the sequence and number of sounds in a word. Work on the rhythmic side of speech. Acquaintance with the syllabic role of vowels.

2. Paired consonants (23 hours)

Acquaintance with consonants and letters. Isolation of consonants in words (determination of the presence or absence of sound in a word), isolation of sound from the beginning and end of a word, determination of the sequence and number of sounds in a word, determination of the place of sound in a word relative to other sounds Differentiation of sounds, syllables and words with voiced and voiceless consonants. Differentiation of voiced and voiceless consonants in phrases, sentences and text. Correlation of consonants with symbols and "supports" for their designation in writing. Development of phonemic perception, attention, analysis and synthesis.

3. Differentiation of sibilant, sibilant, affricate and sonorous sounds (16 hours)

Acquaintance with affricates and sonors. Consolidation of knowledge about sibilant and hissing sounds. Correlation of sounds with symbols and "supports" for their designation in writing. Differentiation of whistling and hissing sounds in words, phrases, sentences and text. Differentiation of sonorous sounds in syllables, words, phrases and text. Correlation of sounds with symbols and "pillars" for designation in writing. Development of phonemic perception, phonemic hearing, attention, analysis and synthesis.

Soft and hard marks (6 hours)

Acquaintance with soft and hard signs and their functions. Development of auditory differentiation of soft and hard consonants, skills of sound-letter analysis and synthesis, visual perception, auditory memory, attention and coordination of movements.

Forms and means of control

Lesson control is conducted in the form of an oral survey of students in the main areas of the studied material. Thematic control takes place at the end of each section, which is aimed at summarizing the knowledge gained and identifying the level of mastering the passed material.

At the end of the study of the program, students are given a control copying of the text and work with it. The purpose of which is to identify the level of knowledge, skills and abilities acquired. In conclusion, a qualitative assessment of the results obtained and further recommendations are given.

List of educational and methodological teaching aids

"Speech therapy classes in primary school"(Teaching aid) Chernikova GS. - Irkutsk, 2001 - 113 p.
Efimenkova L.N. Correction of errors caused by the lack of formation of phonemic perception. Issue 1 - M .: Knigolyub, 2003 .-- 144 p. - ( Didactic material on corrective writing)
Efimenkova L.N. Correction of errors caused by unformed phonemic hearing. Issue 2. Part 3 M .: Knigolyub, 2008. - 144 p. - (Didactic material on corrective writing)
Kozyreva L. M. Getting acquainted with vowel sounds. Yaroslavl, 2006.
Kozyreva L. M. And whistling, and hissing, and the most sonorous. Yaroslavl, 1999.
Kozyreva L. M Riddles of sounds, letters, syllables. - Yaroslavl, 2006.
Mazanova E. V. Learning to work with the text. Album of exercises for the correction of dysgraphia on the basis of impaired analysis and synthesis / E. V. Mazanov. - M: Publishing house GNOM and D, 2007. - 48 pages

Mazanova E. V. Learning to work with the text. Summaries of classes on the correction of dysgraphia on the basis of impaired analysis and synthesis / E. V. Mazanova. - M: Publishing house GNOM and D, 2007. - 117 pages.
Mazanova E.V. Correction of optical dysgraphia. Lesson summary for speech therapist / E. V. Mazanov. - M: Publishing house GNOM and D, 2007. - 88 p.
... Mazanova E.V. Correction of Agrammatic Dysgraphia. Abstract
Mazanova E.V. Speech therapy. Dysgraphia due to impaired language analysis and synthesis: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 1. - M .: OOO "Aquarium-Print", 2006. - 56 p. Ill.
Mazanova E.V. Speech therapy. Overcoming writing disorders: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 2. - M .: LLC "Aquarium-Print", 2006. - 80 p. Ill.
Mazanova E.V. Speech therapy. Dysgraphia caused by impaired language analysis and synthesis, and agrammatic dysgraphia: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 3. - M .: OOO "Aquarium-Print", 2006. - 56 p. Ill.
Mazanova E.V. Speech therapy. Agrammatic form of dysgraphia: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 4. - M .: OOO "Aquarium-Print", 2006. - 40 pages ill.
Mazanova E.V. Speech therapy. Optical dysgraphia: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 5. - M .: OOO "Aquarium-Print", 2006. - 72 pages. Ill.
Protocol No. 5
dated "___" June 201__

"Agreed"
Deputy Director for Water Resources Management MBOU "Average comprehensive school No. ___ Belgorod "
_________
"___" August 201__

"I approve"
Director of MBOU "Secondary school
No. ___ Belgorod "
__________
Order No. ________
dated "___" August 201__

WORKING PROGRAMM
correctional and developmental classes
with students with phonetic-phonemic speech underdevelopment
1 class
201 __ / 201__ academic year

MDOU CRR "Kristallik" - kindergarten №30
Druzhko Lilia Vladimirovna

Table of contents.
teacher-speech therapist DOE. 18
5.2. Description of variable forms, methods, methods and means, implementation of the work program of the speech therapist

5.3. Features of interaction of a speech therapist teacher with families of pupils
6.1. Material and technical support for the work of a speech therapist teacher

6.2. Security teaching materials and educational tools for correctional speech therapy process

6.3. Regulations for corrective speech therapy educational activities

6.4. Features of the subject-developing spatial environment of the speech therapy office

1.Explanatory note.

Currently, the requirements for the educational process are based on the federal state educational standards for preschool education (FSES DO) and require taking into account the needs of each child and maximum individualization. Many problems of learning difficulties lie in early and preschool age, and very often can be caused by impaired psychophysical and speech development, a low level of formation of cognitive interests, immaturity of the emotional and personal sphere, unfavorable social environment, or a combination of both factors.

It is known that the earlier purposeful work with a child begins, the more complete the correction and compensation of the defect can be, as well as the prevention of secondary developmental disorders. The current stage of development of the early assistance system for children with disabilities health, in particular with speech disorders, in a preschool educational institution is characterized by increased requirements for the organization and implementation of the correctional and educational process and is aimed at social adaptation and integration of children into society. All of the above causes the need to develop the content of the Working Program for the correctional and developmental activities of a speech therapist in a speech therapy center of a preschool educational organization.

Working program of correctional educational activity of speech therapist teacher Khadartseva O.A. designed for the 2015-2016 academic year and is intended for children 5 - 7 years old with speech disorders (FN, FFNR, ONR, etc.), enrolled by the decision of the PMPK to the speech therapy center of the preschool educational institution.

This Work Program is a regulatory and administrative document of a preschool educational institution that characterizes the systempsychological and pedagogical support of children with speech disorders in the context of the educational process.

The regulatory and legal framework for the development of the Working Program for the correctional and developmental educational activity of the speech therapist teacher is:
In this way,Working programm developed taking into account the goals and objectives of the main educational program of preschool education, the needs and capabilities of preschool students. The program defines correctional tasks, main areas of work, conditions and means of forming phonetic-phonemic, lexical-grammatical aspects and coherent speech. This work program is designed to teach and educate older children preschool age 5-7 years old with various speech pathologies (mainly FFNR, ONR), enrolled in the speech therapy center of the preschool educational institution.

2. Characteristics of the age characteristics of the pupils.

2.1 Characteristics of speech development in children aged 5-7 years with FFNR, FNR

Phonetic-phonemic speech underdevelopment is a violation of the processes of the formation of pronunciation in children with various speech disorders due to defects in the perception and pronunciation of phonemes. Children with FFNR are children with rhinolalia, dysarthria, dyslalia of acoustic-phonemic and articulatory-phonemic forms. Without sufficient formation of phonemic perception, the formation of its highest stage - sound analysis - is impossible. Sound analysis is an operation of mental division into constituent elements (phonemes) of different sound complexes: combinations of sounds, syllables and words. In children with a combination of impaired pronunciation and perception of phonemes, there is an incomplete process of formation of articulation and perception of sounds that differ in acoustic-articulation features. The level of development of the phonemic hearing of children affects the mastery of sound analysis. The degree of underdevelopment of phonemic perception can be different.

IN phonetic-phonemic underdevelopment of children reveals several conditions:
The main manifestations that characterize the FFNR:
In the presence of a large number of defective sounds in children with FFNR, the syllable structure of the word and the pronunciation of words with a confluence of consonants are disturbed. The nature of the impaired sound pronunciation in children with FFNR indicates a low level of development of phonemic perception. The lack of formation of phonemic perception is expressed in:
In children with FFNR, some underdevelopment or violation of higher mental processes is observed:
Based on the listed features of the highest nervous activity, children with FFN in pedagogical terms are characterized as follows:
Unlike children with FNR, children with phonetic speech impairment (FND) do not have phonemic hearing and perception impairments.

FNR is a violation of sound pronunciation with normal physical and phonemic hearing and a normal structure of the speech apparatus. There may be a disorder of a single sound or several sounds at the same time. As a rule, such violations of sound pronunciation are associated with a violation of articulatory motor skills or its insufficient formation. The child cannot correctly perform movements with the organs of articulation, especially the tongue, as a result of which the sound is distorted. (Motor speech disorder).

Such disorders can manifest themselves:
Most often violated:
Incorrect pronunciation can be observed in relation to any consonant sound, but less often those sounds that are simple in the way of articulation and do not require additional movements of the tongue (m, n, n, t) are disturbed.

2.1. Characteristics of speech development in children aged 5-7 years with OHP.

OHP is a speech disorder in which children with normal hearing and relatively intact intelligence have underdevelopment of all components speech system (phonetic-phonemic and lexical-grammatical). This is due to the fact that in the process of optogenesis, all components develop in close interconnection, and the underdevelopment of any one component causes the underdevelopment of other components of the speech system.

The speech experience of children with OHP is very limited, the language means they use are imperfect. They are far from fully satisfying the need for oral instruction. Therefore, the spoken language of children with these speech disorders turns out to be poor, low-spoken, closely related to a certain situation. Outside of this situation, it often becomes incomprehensible. Coherent (monologue) speech, without which there can be no full-fledged assimilation of the knowledge acquired by children, either develops with great difficulties, or, in general, is completely absent.

All these deviations in the development of speech are not independently overcome and do not disappear. Therefore, speech development of children can be achieved only if the use of corrective action system, providing for the formation of speech practice, in which the mastery of phonemic and lexical and grammatical patterns of language, language learning as a means of communication and generalization.

Isolation of OHP is the isolation of a certain symptom complex. This group is complex. There are different categories of children: children with motor and sensory alalia; children with delayed speech development as a symptom of delay mental development; children with dysarthria; children with delayed speech development of unexpressed etiology.

The level of general speech underdevelopment can be different: from a complete absence of speech teaching aids, to detailed speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

Levina R.E. identified three levels of general speech underdevelopment:
2.2 General speech underdevelopment I level.

There is an almost complete absence of verbal means of communication. Children four to five years of age have a very poor lexiconwhich includes no more than 20 words. The child uses either words - onomatopoeia ("BBC"), or babbling words (fragments of a full expanded word, for example, "utu" instead of "rooster"). These sound components are accompanied by facial expressions and a lot of gestures. There are also many words of diffuse meaning: one word has many meanings (for example, “paw” is all that with the help of which one moves: legs, wheels, and paws). The word does not have a specific meaning. Sometimes the same thing is called by different words. The child changes one word for another (for example, the action replaces the name of the object, "shelter" (bed) instead of "sleep"). The sound structure of words is very grossly distorted; as a rule, a monosyllabic structure is reproduced, less often a two-syllable one.

Phonemic perception, analysis and synthesis are absent. The phonetic side of speech is also grossly disturbed, the pronunciation is blurred. At this level of speech development, it is difficult to determine which sound the child is making. The passive vocabulary is broader than the active one, but the understanding of speech is still limited by the situation. The grammatical structure of speech is practically not formed. Inflection and word formation are absent. A phrase appears, but there is no exact connection between the words, there is no grammatical design, there is no connection in the form of prosodics and intonation, i.e. phrasal speech is either completely absent at the first level of the OHP, or is characterized by fragmentation.

General speech underdevelopment II level.

At the second level, the child's speech capabilities increase significantly. Children have a fairly large vocabulary. The speech is dominated by nouns, few verbs, and even fewer adjectives. There are a lot of verbal errors in the speech of children (for example, “escapes” instead of “cleans”, “erases”, “washes”), especially verbal ones. There is a lot of confusion, there is an inaccuracy in the meanings of words. There are a lot of amorphous verbs in the child's speech (“does”, “goes”, “stands”, etc.). The child uses phrasal speech. Common suggestions appear. From the point of view of the number of words, the sentences are quite voluminous, but grammatically the phrase is framed incorrectly. Not all forms are differentiated correctly. The child incorrectly uses non-sentence case forms (incorrect agreement of nouns and adjectives in the neuter gender, especially in indirect cases). Prepositional case constructions are reproduced incorrectly. For example: “I was Lelka” instead of “I was at the Christmas tree”. In general, prepositions and conjunctions are rarely used. Children with the 2nd level of OHP are characterized by gross violations of the grammatical structure of speech. There is a large number of agrammatisms when using nouns, verbs; adjectives are used extremely rarely, because they are abstract. Children have learned only simple forms of inflection. Word formation is grossly violated. It practically does not exist, except for diminutive forms. In children with the 2nd level of speech underdevelopment, the syntactic sentences are much better formed than in children with the 1st level of OHP. Speech comprehension improves significantly. The child differentiates many acoustically close words, but not all. The phonemic side of speech is impaired, the child cannot distinguish sound from the background of the word. The sound-syllable structure of words is more developed (the child reproduces two or three words). But there is a gross distortion of polysyllabic words, especially syllables with a confluence. Words are reproduced variably (for example, "hell" instead of "star"). Violation of sound pronunciation is polymorphic. Vowels and sounds that are simple in articulation are pronounced correctly. As a rule, there are confluences and replacements. Substitutions characterize delay phonetic development child.

Thus, in children with OHP level 2, morphological and syntactic grammatisms are observed, primitive coherent speech, understanding of speech remains incomplete, because many grammatical forms do not differ enough.

General speech underdevelopment III level.

This level is characterized by the fact that everyday speech becomes more detailed, there are no gross phonetic and lexico-grammatical violations. The sound side is relatively formed, but there are violations of pronunciation of sounds difficult in articulation and violations of the sound-syllable structure of the word. Especially large violations are observed in all forms of coherent speech (story based on a plot picture, story on a given topic). There are inaccuracies in the use of many words, verbal paraphasias. There is a lack of formation of semantic fields. The active dictionary contains nouns, verbs, but few adjectives, complex prepositions and conjunctions, but they are already there. In active speech, mainly simple common sentences are used. Great difficulties arise when using complex sentences. Insufficient formation and inaccurate differentiation of the forms of inflection and word formation is observed. Agrammatisms are observed in those forms that appear late in ontogeny. For example, the coordination of nouns and adjectives in the neuter gender, the use of complex prepositions "from behind", "from under". Very often, there are no connecting links in complex sentences. There is a violation of complex forms of phonemic analysis and synthesis. Violations in the mastery of reading and writing are expressed.

Thus, at the third level of the OHR, the greatest difficulties are observed when constructing an arbitrary phrase.

2.3. Analytical information on the log point.

In September 2015, 25 children were enrolled in the speech therapy center of the preschool educational institution.

Of 25 children with speech impairments:

15 children have dysarthria, 10 children have dyslalia.
15children with a speech therapy report from the FFNR;

5 children with a speech therapy report OHP level 3-4;

3. Features of the implementation of the educational process

3.1 The goal, tasks and principles of the speech therapist teacher at the speech therapy center of the preschool educational institution for the implementation of correctional and developmental work with children with speech disorders.

The goal of the program is create conditions for the formation of a full-fledged phonetic and lexical-grammatical system of the language, the development of phonemic perception and the skills of initial sound analysis and synthesis in children with speech impairments (FNR, FFNR, ONR and other speech pathologies) enrolled in the speech therapy center of the preschool educational institution.

In the course of the correctional process,the following tasks:
Achieving this goal and solving problems is carried out taking into account the followingprinciples :
The main form of work with children isplay activity - the main form of activity of preschoolers. Everythingcorrectional and developmental (individual and subgroup) Gcd, in accordance with the Work Program are playful in nature, are full of various games and developmental play exercises and in no way duplicate school uniforms learning.

Thus, the main task of the Speech therapist Work Program for the 2017-2018 academic year is the acquisition of independent, coherent, grammatically correct speech and communication skills by children, the phonetic system of the Russian language, elements of literacy, which forms psychological readiness for schooling and ensures continuity with the next step in the general education system.

4.The target component of the work program of a speech therapist teacher

4.1. Target benchmarks (planned results) in the educational area "Speech development"

The main idea of \u200b\u200bthe work program isIMPLEMENTATION OF EDUCATIONAL TASKS OF PRESCHOOL EDUCATION WITH THE INVOLVEMENT OF SYNCHRONOUS ALIGNMENT OF SPEECH AND MENTAL DEVELOPMENT OF CHILDREN WITH SPEECH IMPAIRMENTS ENROLLED AT THE DOW LOGO .

The results of mastering the working program of a speech therapist teacher are presented in the form of target guidelines. In accordance with the Federal State Educational Standard for preschool education, the target guidelines for preschool education are determined regardless of the nature of the program, the forms of its implementation, and the characteristics of the development of children. Target guidelines are not subject to direct assessment in the form of pedagogical and / or psychological diagnostics and cannot be compared with the real achievements of children. The target guidelines presented in the FSES DO are common for the entire educational space of the Russian Federation. The targets of this Program are based on the Federal State Educational Standard of DO and the tasks of this work program.

The target guidelines of preschool education (at the stage of completion of preschool education) in accordance with the preschool educational program include the followingsocial and normative characteristics of the child's possible achievements :
Target guidelines serve as the basis for the continuity of preschool and primary general education.

The effectiveness of corrective speech therapy educational activities is monitored through diagnostic studies 2 times a year with subsequent adjustments to the individual plans (routes) of correction and to the content of the entire correctional and educational process.

The monitoring results are reflected in the speech maps of children, where the dynamics of the correction of sound pronunciation and the development of speech functions of each child are noted, the final examination of the speech development of children at the speech center of the preschool educational institution, the annual report of the speech therapist teacher and the analysis of the effectiveness of the speech therapy station of the preschool educational institution. For diagnostics, the methods of speech therapy examination are used by T.B. Filicheva, G.V. Chirkina. The timing of the monitoring studies is September, May.

According to the goals and objectives of the educational area "Speech development", the main planned result of work in this area isACHIEVING EVERY CHILD A LEVEL OF SPEECH DEVELOPMENT ACCORDING TO AGE STANDARDS, PREVENTING POSSIBLE DIFFICULTIES IN ACCOMPLISHING SCHOOL KNOWLEDGE CAUSED BY SPEAKING DISORDERS AND PROVIDING EQUIPMENT.

4.2. Interim planned results in the educational area "Speech development"

Child 5-6 years old, attending a speech therapy center of a preschool educational institution must have the following knowledge, skills and abilities:
Correctly articulates all delivered speech sounds in various phonetic positions and forms of speech;

Differentiates all studied sounds;
- freely uses speech to express his knowledge, emotions, feelings;

- in game interaction uses a variety of role statements.
- uses a variety of vocabulary in strict accordance with the meaning;

- uses complex sentences different types, various ways of word formation;

- compiles stories based on a plot picture, according to a set of pictures; from personal experience, consistently, without significant gaps, retells small literary works.
- is able to conduct sound analysis of words of different sound structures;

- able to qualitatively characterize the distinguished sounds (vowels, hard consonants, soft consonants, stressed vowels, unstressed vowels);

- uses the appropriate terms correctly.

Child 6-7 years old graduated from a speech therapy center of a preschool educational institution, must have the following knowledge, skills and abilities in the educational area of \u200b\u200bthe Federal State Educational Standard "Speech Development":
Correctly articulates all the sounds of the Russian language in various phonetic positions and forms of speech;

Differentiates all sounds;
- is able to participate in a collective conversation (independently formulate and ask questions, answer questions reasonably);

- fluently uses speech to establish contact, maintain and end a conversation.
- uses words of different parts of speech in strict accordance with their meaning, actively uses emotional and evaluative vocabulary and expressive means of language;

- uses a variety of word formation methods, complex sentences of different types, different language means to connect parts of a sentence;

- independently retells and dramatizes small literary works, compiles descriptive and plot stories;

- names in sequence words in a sentence, sounds and syllables in words, distinguishes between the concepts of "sound", "syllable", "word", "sentence".
- perceives a word and a sentence as independent units of speech, uses it correctly in his speech;

- able to divide sentences into words and make up from words (2-4);

- able to divide words into syllables (2-4) and compose from syllables;

- able to perform sound analysis of words;

- understands the meaningful role of the phoneme.

5. Substantial component of the work program of the preschool teacher-speech therapist.

5.1. Description of correctional educational activities in accordance with the directions of the child's speech development

The original methodological framework the content of correctional work at the speech therapy center of the preschool educational institution are the provisions developed in the domestic speech therapy by L.S. Vygotsky, R.E. Levina, L.E. Zhurova, T.B. Filicheva, G.V. Chirkina and others.

The working program of the speech therapist teacher at the preschool educational institution for the 2017-2018 academic year is based on typical basicPROGRAM taking into account the provisions of the preschool educational institution and federal state educational standards :

- THE PROGRAM OF LOGOPEDIC WORK ON OVERCOMING PHONETIC-PHONEMATIC SPEECH DISORDERS IN CHILDREN (authors of the program TB Filicheva, G.V. Chirkina),

- THE PROGRAM OF LOGOPEDIC WORK ON OVERCOMING GENERAL SPEECH UNDER DEVELOPMENT IN CHILDREN (authors of the program T.B.Filicheva, G.V. Chirkina, T.V., Tumanova),

recommended by the Academic Council of the State Scientific Institution "Institute of Correctional Pedagogy of the Russian Academy of Education" for use in preschool educational institutions. The use of two programs at the same time is due to the presence at the speech therapy center of the preschool educational institution of children both with FNR and FFNR, and with OHR.

The content of correctional educational activities provides:
In accordance with the specifics of the speech therapy center of the preschool educational institution, the educational area"Speech development" highlighted in the work program to the fore, since mastering the native language is one of the main elements of personality formation.

The main directions of work of a speech therapist teacher of a preschool educational institution on the correction and development of speech of children with speech disorders at a speech therapy station of a preschool educational institution in accordance with the educational area "Speech development" of the Federal State Educational Standard of preschool education are:
A) morphology (change of words by gender, number, case),

B) syntax (mastering various types of phrases and sentences),

C) word formation;
The content and organization of educational correctional and speech therapy activities in the conditions of a speech therapy center of a preschool educational institution

The effectiveness of correctional and educational work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process.

The content of correctional speech therapy work to overcome FFNR and OHR in children enrolled in the preschool educational center provides variability and personal orientation of the educational process, taking into account the individual capabilities and needs of children.

The form of organization of training at the speech therapy center of the preschool educational institution -subgroup and individual ... In accordance with the Federal State Educational Standard for preschool children, the main form of work with preschool children is play activity. The work program takes this position into account, but assumes that the occupation at maximum use game forms remains one of the main forms of work with children with speech disorders.

The organization of the speech therapist's activity during the year is determined by the tasks set by the Work Program. The academic year at the speech therapy center of the preschool educational institution is conditionally divided into 3 periods:

1 period - September - November;

Period 2 - December - February,

3rd period - March - May.

Speech therapy examination is carried out from September 1 to September 15. Speech therapy subgroup and individual classes are held from September 15 according to the GCD regulations drawn up by a speech therapist teacher. By agreement with the administration of the preschool educational institution and the educators of the groups, the speech therapist can take children from all classes. Unlike a specialized preschool educational institution, the task of correcting speech activity in the system of the speech center is additional. Therefore, in the schedule of educational activities there is no time specially allotted for classes with a speech therapist. The regulations for speech therapy GCD are drawn up in such a way as not to interfere with the assimilation of the general education program and to provide the opportunity for parents, if necessary or willing, to participate in individual speech therapy classes: part of the speech therapy work is carried out in the afternoon (as a rule, classes with a speech therapist in the afternoon are held on Tuesday and Thursday).

In accordance with SanPin, the duration of subgroup lessons with children of the 6th year of life is 20-25 minutes, with children of the 7th year of life - 25-30 minutes. For subgroup classes, children of the same age group are combined with speech disorders similar in nature and severity. Additionally, subgroup lessons are conducted with children with OHP on the development of LHSR and coherent speech. The number of children in a subgroup is from 2 to 7 people.

The frequency of individual lessons is determined by the nature and severity of speech disorders, the age and individual psychophysical characteristics of children, the duration of individual lessons is 15-20 minutes. Children with FN and FFNR are engaged with a speech therapist 2 times a week, with OHR - 2-3 times a week.

The main goal of individual lessons is to select and use a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, a speech therapist has the opportunity to establish emotional contact with a child, to activate control over the quality of sounding speech, correct a speech defect, smooth out neurotic reactions. In these lessons, the preschooler must master the correct articulation of each sound being studied and automate it in light phonetic conditions: in isolation, in the forward and reverse syllables, words of a simple syllable structure. Correctional and developmental work of a speech therapist teacher with a specific preschool student enrolled in a speech therapy center includes those areas that correspond to the structure of his speech defect.

The duration of correctional and developmental work is largely due to the individual characteristics of children. The approximate duration of classes with children with FNR is 6 months, FFNR - 1 year, OHR - 1-2 years. According to the regulation on the speech therapy center of the preschool educational institution, up to 25 children are engaged in the speech center during the year. The graduation of children is carried out throughout school year as their speech defects are eliminated. The results of speech therapy work are noted in the child's speech chart.

.

5.2. Description of variable forms, methods, methods and means of implementing the speech therapist's work program

Based on the goals and objectives of the Working program of the speech therapist teacher, the following documents were drawn up, regulating the work at the speech therapy center of the preschool educational institution for the 2017-2018 academic year:

- Annual work plan speech therapist teacher for the 2017-2018 academic year, which includes plans for working with preschool educational institutions, with parents, with children;

- Long-term work plan with children 5-6 years old with FNR, FFNR and OHR;

- Long-term work plan with children 6-7 years old with FNR, FFNR and OHR;

- Calendar-thematic plan on the formation of lexical and grammatical means of the language and the development of coherent speech in children with OHP;

- Plan of individual correction work on sound pronunciation at the speech therapy center of the preschool educational institution for the 2017-2018 academic year.

6. Organizational section of the program

Purpose, objectives, content and forms of speech therapy.

Establishing the causes of speech disorders, qualifications of their nature, severity, structure of a speech defect allow you to determine the goal, objectives, content and formsspeech therapy impact.

goal - development of speech and correction of its deficiencies, as well as the formation of the ability to use speech as a means of communication for further successful socialization and integration into the environment of peers.

Tasks :

Examination of pupils of preschool educational institutions and identification among them of children in need of preventive and corrective assistance in the field of speech development.

Studying the level of speech, cognitive, social-personal, physical development and individual characteristics of children who need speech therapy support, determining the main directions and content of work with each child.

Instilling communication skills in children.

Systematic implementation of the necessary preventive and corrective work with children in accordance with the plans of individual and subgroup lessons.

Conducting monitoring studies of the results of correctional work, determining the degree of speech readiness of children for schooling.

Formation of information readiness for speech therapy work in the teaching staff of preschool educational institutions and parents, assistance in organizing a full-fledged speech environment.

Coordination of the activities of teachers and parents in the framework of the speech development of children (encouraging parents to consciously engage in the speech development of preschoolers in the family).

Organization of effective correctional and developmental support for children with various speech disorders.

To achieve the final result of correctional and educational activities - elimination of deficiencies in the speech development of preschoolers, the correction process is planned in accordance with the main stages and tasks of each stage, which can be represented as the following model:

Content of correctional and developmental work is aimed at creating conditions for eliminating speech defects, at preventing possible consequences of speech defects.

Model of the organization of the correctional and educational process.
Stages
Stage objectives

Result

Stage 1

original-

diagnostic

1. Collection of anamnestic data by studying the child's medical and pedagogical documentation.

2. Carrying out the procedure of psychological, pedagogical and speech therapy diagnostics of children: studying the state of the child's speech and non-speech functions, clarifying the structure of the speech defect, studying the personal qualities of children, determining the presence and degree of fixation on the speech defect.

Determination of the structure of the speech defect of each child, tasks of the corr. work.

Stage 2

organizational

preparatory

1. Determination of the content of activities to implement the tasks of correctional and educational activities, the formation of subgroups for classes in accordance with the level of formed speech and non-speech functions.

2. Designing individual routes for correcting speech disorders in accordance with the data obtained during speech therapy research.

3. Replenishment of the fund of the speech therapy office with teaching aids, visual didactic material in accordance with the drawn up work plans.

4. Formation of information readiness of preschool educational institutions and parents to conduct effective correctional and pedagogical work with children.

5. Individual counseling for parents - getting acquainted with the data of speech therapy research, the structure of a speech defect, defining the tasks of joint assistance to the child in overcoming this speech disorder, recommendations for organizing the child's activities outside the kindergarten.

Development of calendar-thematic planning of subgroups. classes; individual work plans; interaction of specialists

stov preschool educational institution and parents of a child with a violation. speech.

Stage 3

correctional

developing

1. Implementation of tasks defined in individual, subgroup correction programs.

2. Psychological, pedagogical and speech therapy monitoring.

3. Coordination, clarification and adjustment of the measure and nature of the correctional-pedagogical influence of the subjects of the correctional-educational process.

Achieving a certain positive effect in eliminating deviations in speech development in children

Stage 4

the final

diagnostic

1. Carrying out a diagnostic procedure for a speech therapy study of the state of the child's speech and non-speech functions - assessing the dynamics, quality and stability of the results of correctional work with children (on an individual basis).

2. Determination of further educational (correctional and educational) prospects of children, graduates of preschool educational institutions - a group for children with speech disorders.

The decision to stop speech therapy work with a child, change its nature or continue speech therapy work.

It should be noted that this division of tasks into stages is rather arbitrary. So, the task of the organizational and preparatory stage - the definition of individual routes for the correction of speech disorders is implemented throughout educational process, adjustments are made taking into account the presence or absence of correction dynamics. The replenishment of the fund of the speech therapy office with teaching aids, visual didactic material is carried out throughout the academic year.

2.3. Areas of work

The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:

- diagnostic work ensures the timely identification of children with disabilities, their examination and preparation of recommendations for parents and teachers to help them in an educational institution;

- correctional and developmental work provides timely specialized assistance in mastering the content of education and correcting the disabilities of children with disabilities in a preschool educational institution, contributes to the formation of communicative, regulatory, personal, cognitive skills;

- advisory work ensures the continuity of special support for children with disabilities and their families on issues of implementation, differentiated conditions of education, upbringing, correction, development and socialization of pupils;

- outreach work is aimed at explanatory activities on issues related to the features of the educational process for children with disabilities, their parents (legal representatives), teaching staff.

Diagnostic work

The work of a speech therapist is based on the age, individual characteristics of children, the structure of speech impairment, the stage of corrective work with each child, as well as his personal educational achievement... That is, the correctional and developmental process is organized on a diagnostic basis, which involves monitoring the speech development of speech pathology children (primary, final, and, if necessary, intermediate). Studied methodical literaturecontaining diagnostic techniques and guidelines existing in speech therapy:

Trubnikova N.M. The structure and content of the speech map.

Povalyaeva M.A. Speech therapist reference book.

Kiryanov R.A. Complex diagnostics and its use by a speech therapist in correctional work with children 5 - 6 years old. Materials for a specialist of an educational institution.

Semenovich A.V. Neuropsychological diagnostics and correction in childhood.

Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. Collection of guidelines.

Inshakova O.B. Album for speech therapist.

Konovalenko V.V., Konovalenko S.V. Express examination of phonemic hearing and readiness for sound analysis in preschool children.

A detailed study of these diagnostic techniques made it possible, with the help of compilation, to determine the most acceptable content of the examination procedure and determine the level of speech development of children. The obtained data are entered into a special computer program, which is a modern effective tool for monitoring (the software-diagnostic complex corresponds to the Federal State Educational Standard of DO: "Monitoring the speech development of children 2-7 years old." Publishing house "Uchitel", 2014). This program allows you to automatically generate speech maps of children, thus, the monitoring results are reflected in the speech maps of children.

Monitoring data are used to design individual plans for correctional and developmental work (individual routes), adjust educational tasks, taking into account the achievements of children in mastering the program.

Correctional development work

The content of the correctional and developmental work of a speech therapist at the preschool educational center is concretized in accordance with the categories of pupils with speech disorders: FN, FFNR, NVONR.

The effectiveness of correctional and developmental work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: speech therapist, parent and educator. Speech therapy work is carried out in individual, subgroup lessons and microgroups. When recruiting groups for classes, not only the structure of speech impairment is taken into account, but also the psychoemotional and communicative status of the child, the level of his working capacity. Classes are organized taking into account the psychohygienic requirements for the mode of speech therapy classes, their structure, ways of interaction between the child and the teacher and peers. The implementation of health preservation for the protection of life and health of pupils in the educational process is ensured.

In correctional and developmental classes, with the help of special games and exercises, psycho-gymnastic sketches, conditions are created to increase the performance of children, overcome psycho-emotional stress, stabilize the emotional background, develop motivation to participate in activities organized by adults and prevent conflicts between children.

Speech therapy is carried out by variousmethods , among which visual, verbal and practical are conventionally distinguished.

Visual methods are aimed at enriching the content of speech, verbal - at teaching retelling, conversation, story without relying on visual materials... Practical methods are used in the formation of speech skills through the widespread use of special exercises and games. Practical methods include the modeling method and the project method.

The modeling method is one of the promising directions for improving the process of correctional - developmental education and is actively used in our kindergarten. The use of proxies and visual models develops the mental abilities of children. A child who owns the forms of visual modeling has the opportunity to apply substitutes and visual models in the mind, to imagine with their help what adults are talking about, to anticipate the possible results of their own actions. The introduction of visual models allows you to more purposefully consolidate skills in the process of correctional education.

Organization form training - subgroup, mobile microgroups and individual. In accordance with the Federal State Educational Standard for preschool education, the main form of work with preschool children in all areas of development is play activity. The work program takes into account this provision, but assumes that the lesson remains one of the main forms of work with children with speech impairments with the maximum use of game forms within each lesson.

In accordance with SanPinami, the duration of subgroup lessons for the 6th year of life is 25 minutes, with children of the 7th year of life 30 minutes. The organization of the speech therapist's activity during the year is determined by the tasks set by the work program. Speech therapy examination is carried out from September 1 to September 15. Speech therapy subgroup and individual classes are held from September 15, according to the schedule drawn up by the speech therapist teacher. By agreement with the administration of the preschool educational institution and the educators of the groups, the speech therapist can take children from all classes. Unlike a specialized preschool educational institution, the task of correcting speech activity in the system of work of a speech center is additional. Therefore, in the schedule of educational activities there is no time specially allotted for classes with a speech therapist. The schedule of classes with a speech therapist is made in such a way as not to interfere with the assimilation of the general education program and to provide an opportunity for parents, if necessary or willing, to participate in individual speech therapy classes: part of the speech therapy work is carried out in the afternoon.

For subgroup lessons, children of the same age group are united, having speech disorders similar in nature and severity, 7 people each.

Duration of classes with children: FN - up to 6 months; FFNR and FNR - 1 year; ОНР IV level - 1-2 years.

The graduation of children is carried out throughout the school year as their speech defects are eliminated. The results of speech therapy work are noted in the child's speech chart.

The frequency of individual lessons is determined by the nature and severity of speech disorders, the age and individual psychophysical characteristics of children, the duration of individual lessons is 15-20 minutes.

FN - 2 times a week;

FFNR - 2 times a week;

ОНР IV level r - 2-3 times a week.

The duration of correctional and developmental work is largely due to the individual characteristics of children.

Maintarget individual lessons consists in choosing and using a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, the speech therapist has the opportunity to establish emotional contact with the child, activate control over the quality of sounding speech, correct a speech defect, smooth out neurotic reactions.

In these lessons, the preschooler must master the correct articulation of each sound being studied and automate it in light phonetic conditions: in isolation, in the forward and reverse syllables, words of a simple syllabic structure. Thus, the child is prepared for the assimilation of the content of subgroup activities.

Individual work for the correction and development of speech is built in the following main directions:

improvement of facial motor skills.

improving the static and dynamic organization of movements (general, fine and articulatory motor skills).

development of articulation and vocal apparatus;

development of the prosodic side of speech;

formation of sound pronunciation skills, phonemic processes;

clarification, enrichment and activation of the lexical stock in the process of normalizing the sound side of speech;

formation of grammatical and syntactic aspects of speech;

development of dialogical and monologue speech.

Correctional and developmental work of a speech therapist teacher with a specific pupil of a preschool educational institution includes those directions that correspond to the structure of his speech disorder.

Forward planning

speech therapy work for

preschool children

with speech disorders.

Examination of children. (September 1 - 15)

1. Examination of the state of speech and non-speech psychological functions.

2. Filling out speech cards for each child.

3. Questioning parents and analyzing questionnaires.

I period

(September October November.)

Sound reproduction.

1. Clarification of the pronunciation of vowel sounds and the lightest consonants.

2. Preparation of the articulatory apparatus for the production of sounds.

3. Statement and initial consolidation of incorrectly pronounced and absent sounds in pronunciation (individual work).

1. Exercise children in highlighting stressed vowels[a], [y], [o], [and] at the beginning, in the middle and at the end of the word (autumn, poppy, cinema).

2. To acquaint children with consonant sounds[m], [n] ; teach to highlight them at the beginning, at the end of a word.

3. Give an idea of \u200b\u200bvowel and consonant sounds, their differences.

4. Exercise children in the sound analysis of reverse syllables:am, un .

1. To develop clear coordinated movements of the organs of the speech apparatus.

2. Teach children to inhale short and silently (without raising their shoulders), calm and smooth exhalation (without puffing out their cheeks).

3. Work on the formation of diaphragmatic breathing.

4. Form a soft voice attack. To develop in children the ability to use a quiet and loud voice.

Work on the syllable structure of the word.

1. Work on the rhythm on non-verbal material.

2. Exercises for the development of dynamic hand praxis.

3. Exercises to develop reciprocal hand coordination.

4. Formation of such spatio-temporal representations as:

beginning, middle, end; first, last.

5. Work on the rhythm and stress on the material of vowels.

Vocabulary.

1. Kindergarten.

2. Human. Body parts.

3. Autumn.

4. Vegetables. Fruit.

5 Berries.

6. Mushrooms.

7. Human labor in nature.

8. Tools of labor.

9. Clothes. Footwear. Hats.

Development of the grammatical structure of speech.

1. Convert nouns to nominative singular plural.

2. Coordination of verbs with nouns singular and plural (the apple grows, the apples grow ).

3. Formation of nouns with diminutive-affectionate suffixes on lexical topics.

4. Concordance of nouns with possessive pronounsmy .

5.Concordance of the past tense singular verbs with nouns in gender (Katya drank. Dima drank ).

6. Development case endings nouns singular (genitive and accusative).

7. Education and use of relative adjectives in speech:woolen, silk, leather, etc.

8. Give a practical understanding of the concepts: word, sentence; words denoting an object and action.

9.Words answering questionswho? andwhat?

The development of coherent speech.

1. Drawing up simple common sentences.

2. Teaching children to ask questions and answer questions with a complete answer.

3. Teaching children to compose descriptive stories on the topics: "Autumn", "Vegetables. Fruits", "Clothes"

4. Teaching children to retell short stories.

5. Learning to compose riddles-descriptions.

Development of fine motor skills.

1: Stencil strokes and hatches.

2: Drawing up shapes, patterns, letters from sticks and mosaics.

Z. Finger gymnastics, exercises for coordination of speech with movement.

II period

(December January February)

Sound reproduction.

1. Continue to work on the formulation of incorrectly pronounced sounds and absent in the speech of children (individual work).

2. Automation and differentiation of delivered sounds.

Development of phonemic analysis skills.

1. To consolidate the idea of \u200b\u200bvowel and consonant sounds, their differences.

2. To give an idea of \u200b\u200bthe voiced-deafness of consonants.

3. Introduce children to sounds[n], [b], [t], [d], [c], [f], [z], [k], [x] .

4. Differentiation of the studied voiced and voiceless consonants in an isolated position, in syllables and words.

5. Isolation of the studied sounds at the beginning, in the middle, at the end of a word.

6. Exercise children in sound analysis of backward and forward syllables:BA, DO .

Development of general speech skills.

1. Continue work on the development of physiological and speech respiration.

2. Work on the emotional responsiveness of children to what they saw and heard, actively develop the intonational expressiveness of their speech.

3. Development of voice qualities (strength, timbre).

Work on the syllable structure of the word:

1 Continue working on rhythm and stress on the material of vowel sounds, at the level of syllables (TA-TA-TA).

2. Work on monosyllabic and two-syllable words without consonant confluence.

Vocabulary.

Expansion and refinement of the vocabulary by topic:

1. Migratory birds.

2. Wintering birds.

3. Winter. Winter fun.

4. New Year. Christmas tree holiday.

5. Pets.

6. Poultry.

7. Wild animals.

8. Transport.

9. Defender of the Fatherland Day.

10. Male professions.

Development of grammatical structure.

1. Working out the case endings of nouns singular.

2. Coordination of nouns with adjectives in gender, number, case.

3. Coordination of numbers two and five with nouns.

4. Formation of possessive adjectives
Software and methodological support of the office speech therapist MOUSOSH # 1, Novoselitsky
Diagnostic support

Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. Collection of guidelines. –Spb .: Childhood-Press 2001Test diagnostics of oral speech in primary schoolchildren. Toolkit. T.A. Fotekova-M .: Airis-press, 2007.

Diagnostics and correction of writing and reading disorders in younger students. R. I. Lalaeva, L. V. Venediktova-SPb .: Childhood-Press

Speech therapy album for examining the ability to read and write. Smirnova I.A.- SPb .: Childhood-Press, 2010

Technology of organizing speech therapy examination. Toolkit... O.E. Gribova.-M .: Iris-press, 2005.

The method of psychological and speech therapy examination of children with speech disorders. Differential diagnosis issues. G.A. Volkova-SPb .: Childhood-Press, 2004.

Material for diagnosing a child's speech development before entering school.

Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V.-ROSMEN-Press, 2009

Didactic material on the examination of children's speech.Grammatical system. O.E. Gribova, T.P. Bessonova.- M.: ARKTI, 2001

Didactic material on the examination of children's speech. Sound side. Album 1. O.E. Gribova, T.P. Bessonova.- M.: ARKTI, 2001

Didactic material on the examination of children's speech. Sound side. Album 2.O.E. Gribova, T.P. Bessonova.- M.: ARKTI, 2001

Program and methodological materials for speech therapy classes with junior schoolchildren:

L.M. Kozyreva-Yaroslavl, Development Academy, 2006.

Software

Speech therapy lessons with schoolchildren: Mettus E.V., Litvina A.V., Turta O.S., Burina E.D.-SPb.: KARO, 2006

Logic problems .: Y. Sokolova-M., Eksmo, 2003
Workbooks for the development of speech to sounds (w, f; s, z, c; p, pb, l, l; h, w): N.V. Novotortseva-Yaroslavl, Academy of Development, 1996,2001

N.V. Nishcheva "Exercise book for the automation of pronunciation and differentiation of sounds w, w." FSES. Pedagogy. Publishing house "Childhood-Press" 2016

N.V. Nishcheva "Exercise book for the automation of pronunciation and differentiation of the sounds p, p." FSES. Pedagogy. Publishing house "Childhood-Press", 2016

N.V. Nishcheva "Exercise book for automating pronunciation and differentiating sounds l, l." FSES. Pedagogy. Publishing house "Childhood-Press", 2016

N.V. Nishcheva "Exercise book for automating the pronunciation of sounds [c], [h], [u], differentiation of sounds [c] - [s], [c] - [t"], [h] - [t "], [h ] - [s "], [u] - [s"], [u] - [h] ". FSES. Pedagogy. Publishing house "Childhood-Press", 2016

Zhukova N.S. "Lessons of a speech therapist". EKSMO, Moscow, 2014

Elena Priemshchikova

The main form of education in preschool educational institutions of a compensatory type for children of this category are speech therapy classes on which the development of the language system is carried out. Determining their content, it is important to identify both the structure of the defect and those potential speech abilities of the child that speech therapist uses in work.

Correctional and developmental work with preschoolers assumes a clear organization of children's stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of a speech therapist and educator.

1. Correctional, general education programs

3. Play equipment

4. Correctional games

5. Center for the development of fine motor skills in speech therapy office

6. Center for the development of fine motor skills in the group of compensatory orientation

7. Corner for individual lessons in speech therapy office

8. Corner for individual lessons in a group

9. Area for group lessons

10. Methodical zone

11. Speech therapy dollsused for articulatory gymnastics

12. Center for the development of coherent speech in the group

Software and methodological support

correctional and developmental work of a speech therapist

Software and methodological support of a speech therapist teacher. Working program of a speech therapist teacher

Diagnostic support

Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. Collection of guidelines. –Spb .: Childhood-Press 2001Test diagnostics of oral speech in primary schoolchildren. Toolkit. T.A. Fotekova-M .: Airis-press, 2007.