Depending on the degree of speech impairment, three levels of speech development in children are distinguished (according to R. E. Levina). In accordance with this, all correctional work is also divided into three stages. At each stage, work is carried out to expand the vocabulary, form phrasal speech and achieve coherent speech. At the same time, each stage has its own characteristics. Work with children with level I speech development begins with nurturing their speech activity.

Purpose of the program: formation of passive and active vocabulary, accessible to understanding and reproduction.

Program objectives:

1. Development of speech understanding
2. Formation of an active dictionary.
3. Formation of skills in using simple sentences.
4. Formation of skills in using a simple common sentence.
5. Developing skills in writing a short story.
6. Formation of the nonverbal basis of speech.
7. Preparing organ articulation for sound production.

Program recipient: children with first level ODD.

Due to the fact that the level of speech development of a child does not depend on age (for example, a child aged 3, 4, 5 or more can have level I speech development), correctional work will be the same for any age.

Conceptuality of the program.

The program is based on the following principles:

• systematic;
• complexity;
• active;
• ontogenetic;
• general didactic (visuality, accessibility, individual approach, awareness).

Forms of speech therapy intervention – group and individual forms of work.

Speech therapy methods:

• Verbal;
• Visual;
• Practical.

Directions for program implementation

• Speech therapy diagnostics.
• Speech therapy correction of oral and prerequisites for the formation of written speech in children.
• Working with parents.

Forms of work with parents

• Individual consultations.
• Open individual and group speech therapy classes.
• Explanation of the peculiarities of doing homework.

Corrective work begins with a comprehensive psychological, medical and pedagogical examination of the child. After diagnosis, an individual correction program is developed for each child, which is implemented in the process of drug treatment, speech therapy, defectology classes and classes with a psychologist.

The program is designed for group (2-4 people) and individual lessons with children. Classes take place 1-2 times a week..

Level I children are characterized by babbling speech or its absence. The active vocabulary of these children consists of babbling words, onomatopoeia and common words (mom, dad, give, na). The structure of these words is often broken. The passive vocabulary is somewhat wider than the active one. There is no phrase at this level. Children express their desires in separate words that are grammatically unrelated to each other, for example: “Tata aunty atyati” (Tanya wants to go sledding) etc.

Children of the first level also find it difficult to understand grammatical forms; they do not distinguish between the number and gender of a noun, an adjective, and some case forms. Children rely mainly on the lexical rather than the grammatical meaning of a word.

This group of children is characterized by immaturity of visual and auditory attention and memory. Attention is unstable, performance is low. Taking all this into account, correctional work with this category of children is structured as follows.

Included in all classes articulatory gymnastics which is performed in front of a mirror. The speech therapist does not get children to correctly reproduce the sound-syllable structure of a word. After words consisting of two or more syllables appear in the children’s active dictionary, the speech therapist begins to achieve more accurate reproduction of the word.

Active and passive dictionary on topics:

Toys: toys, car, doll, ball, etc.; walk, sit, sleep, run, stand, etc.

Family: Mom, dad, grandfather, grandmother, son, daughter, sits, stands, sleeps, draws, sews, cooks, irons, repairs, washes, plays, cleans, tells, cries, laughs, helps, came, left, big, small, old, affectionate, beloved.

Cloth: jacket, skirt, T-shirt, trousers, jacket, fur coat, sundress, etc.; put on, take off, unfasten, fasten, tie, untie, etc.; big, small.

Furniture: table, chair, bed, sofa, wardrobe, armchair, shelf; big small.

Dishes: cup, spoon, plate, saucepan, frying pan, spoon, fork, knife, glass, etc.; put, take, cut, apply, drink, eat, etc.

Pets: cat, dog, goat, cow, horse, pig, sheep, grass, grain, food; licks, drinks, eats, etc.

Wild animals: bear, wolf, fox, hare, squirrel, hedgehog, elk, bear cub, wolf cub, little fox, little hare, squirrel, calf, hedgehog, den, hole, lair, hollow, fluffy, red, evil, cunning, cowardly, club-footed, jumping, wanders, howls.

Vegetables: vegetable garden, garden bed, cabbage, carrots, potatoes, cucumber, onion, radish, turnip, radish, garlic, tomato, beetroot, parsley, zucchini, peas, lettuce, seeds, seedlings, peel, pod, head of cabbage, vegetables; dig, loosen, plant, water, weed, ripen, ripen, clean, dig up, pull, cut, collect, wash; green, red, yellow, black, orange, white, tasty, bitter, sweet, juicy, fresh, crispy, ripe, large, small, round, oval.

Fruits: apple, pear, plum, cherry, lemon, orange, tangerine, garden, fruit; sweet, sour, ripe, rosy.

Bibliography:

1. Agranovich Z.E. A collection of homework assignments to help speech therapists and parents overcome lexical and grammatical speech underdevelopment in preschoolers with OSD. – St. Petersburg, 2004.
   1. Alexandrova T.V. Practical tasks on the formation of the grammatical structure of speech in preschoolers. – St. Petersburg, 2004.
   2. Overcoming the general underdevelopment of speech in preschool children. / Under the general editorship of T.V. Volosovets. – M., 2002.

Game “Which toy do you like?”

Target. Activate the dictionary on the topic “Toys”. Education of visual memory.

Equipment. There are toys on the speech therapist's table: dolls, bears, cars, hares, balls.

Children stand around the table. The speech therapist invites them to look at the toys and name the one they like best. One-word answers are allowed, even with a distorted structure.

The speech therapist allows children to take a toy, but at the same time they need to remember its place, play with it and put it exactly where they got it from.

Game "Name the toy"

Target. Activate the dictionary on the topic “Toys”. Teaching the use of the genitive case form of nouns. Education of visual memory.

Equipment. The toys are the same as in the previous lesson, two new ones are added to them. Pictures depicting toys.

Children sit around the speech therapist's table. The speech therapist suggests that they remember the toys lying on the table. Then the speech therapist invites the children to turn away or close their eyes and places a new toy. Children turn to the table on command and answer the question: “Look carefully and tell me what has changed.”

The game is repeated again, only now the speech therapist removes any toy from the table, and the children must answer: “Look carefully and tell me which toy is missing.” For example: “No car.”

When children answer, the speech therapist monitors the correct ending of nouns in the genitive case.

The same game can be played using pictures.

Game “Obedient Katya” on the topic “Toys”

Target. Activation of the verb dictionary, exercise in composing a simple sentence.

Equipment. Doll, bear, hare.

Speech therapist. Our doll Katya is obedient. She will do whatever I tell her. Katya, sit down. What is Katya doing? (Is sitting.) Let's say everything about Katya: Katya is sitting.

Children repeat after the speech therapist. Then they are given toys. Children take turns giving commands to their toy, for example: “Misha, sit”, “Bunny, sit”, “Lala, sit”, etc.

The next stage of work is answering the questions:

What is Misha doing? (Misha is sitting.) What is Lyalya doing? (Lala is sitting.) What is the bunny doing? (The bunny is sitting.)

Game “Ask” on the topic “Toys”

Target: at consumption of verbs in the imperative mood.

Equipment: various toys.

The speech therapist, addressing the children, says: “My doll’s name is Katya. What's your doll's name?" (Addresses one of the children.) The child answers.

My Katya is obedient,” says the speech therapist and gives the command to the doll: “Katya, go.”

Then the speech therapist offers the children to teach their dolls to walk. Each child, first together with a speech therapist, and then independently says to his doll: “Tata, go,” “Vova, go,” etc.

“Now let’s teach the dolls to sit,” says the speech therapist and turns to the doll: “Katya, sit.” He suggests doing the same for children. They independently give commands to their dolls: Tata, sit down; Vova, sit down etc.

Game "Katya's Family"

Target. Expansion of passive and active vocabulary. Learning to construct a simple unextended sentence.

Equipment. A plot picture depicting a family; Katya doll.

The speech therapist introduces the children to the Katya doll and says that Katya has her own family. The plot picture is considered.

Speech therapist. This is Katya's family. Here are dad, mom, daughter Katya, grandmother, grandfather, son Kolya. Look carefully at the picture again and show where mom, dad, daughter, son, grandmother, grandfather are.

The speech therapist invites children to give a name to the boy (son) and girl (daughter), and also answer the questions: who is this? Where is dad, where is mom?

Game "Your Family"

Target. Activation of the dictionary on the topic “Family”.

The speech therapist invites the children to tell who they have in their family. If the child finds it difficult, the speech therapist can ask him the question: “Do you have a brother, grandmother, grandfather?”

Then you can find out whether the children know the names of their mother, father, grandmother, etc.

Working with pictures on the topic “Family”

Target. Expansion and activation verb dictionary. Exercise children in composing a simple unexpanded sentence.

Equipment. Pictures depicting objects in action (“Mom is sitting”, “Dad is standing”, “Grandma is lying”, “The girl is walking”, etc.).

Progress of the lesson.

The speech therapist invites the children to look at the pictures and show who is standing, sitting, etc.

Speech therapist. Who's sitting? (Mother.) Who's standing? (Dad.) What does mom do? What is grandma doing? Now tell me about mom. (Mom is standing.)

Game “Big, small” on the topic of family

Target. Mastering the concepts “big”, “small” and using them in sentences.

Equipment. Subject pictures depicting mother, father, daughter, son, grandmother, grandfather.

Addressing the children, the speech therapist says that they have come to class. You need to sit back, look carefully with your eyes and see everything; listen carefully with your ears and hear everything.

Speech therapist. What do the eyes do? (They look and see everything.) What do ears do? (They listen and everyone hears.)

The speech therapist lays out pictures in front of the children. Children look at them and name them. (This is mom, dad, grandpa etc.)

Then the children are presented with a pair of pictures. The speech therapist asks questions:

Who is big? (Dad.) Who's little? (Son.) What dad? (Daddy is big.) What son? (Son is small.)

Consider the second pair of pictures:

Who's big? (Mother.) Who's the little one? (Daughter.) What mom? (Mom is big.) What daughter? (Little daughter.)

All pictures depicting family members are displayed. Children must show and answer the questions:

Who is big? (Dad is big. Grandfather is big.) Who's big? (Mom is big. Grandma is big.) Who's little? (Son is small.) Who's the little one? (Little daughter.) Who is the big one in your family? Who's the little one?

Game "Big, small" with balls

Equipment. Two balls (large and small). Progress of the game.

1. The speech therapist has one ball. He invites the children to ask him, for example: “Auntie, give me the ball.”

The speech therapist throws the ball to the child and says: “Catch it!” The child throws the ball to the speech therapist. Game continues.

2. The speech therapist has two balls: a large one and a small one. He offers de there ask for any ball.

Sample: Aunt, give me a big ball. Aunt, give me a small ball.

Then the children pass the ball to each other. Speech takes the form of dialogue.

Sample: Lena, give me the ball. Kolya, on the ball. Lena, give me a big ball. Kolya, for the big ball.

Game "Big, small" with toys

Target. Activation of the worked out sentence structure. Equipment. Various toys.

Progress of the game.

The speech therapist invites the children to ask each other for toys, gives them a sample request: “Petya, give me a big ball.”

The game becomes more difficult. The speech therapist explains to them that all polite people use polite words when making requests, such as thank you please And he gives them a sample request: “Kolya, please give me a teddy bear.” "Thank you". These words are introduced into the active speech of children. The speech therapist makes sure that children do not forget polite words.

Listening to the fairy tale “Turnip” in an accessible form:

“Grandfather planted a turnip. The turnip grew big and big. The grandfather began to pull the turnip: he pulled and pulled, but could not pull it out. He called the grandmother: “Grandma, go pull the turnip.” Grandma came. They pull and pull, but they can’t pull it out. The grandmother called her granddaughter Masha: “Masha, go pull the turnip!” Masha has arrived. They pull and pull, but they can’t pull it out. Masha called the dog Zhuchka: “Bug, go pull the turnip!” Bug came running. They pull and pull, but they can’t pull it out. Bug called the cat: “Cat, go pull a turnip?” The cat came running. They pull and pull, but they can’t pull it out. The cat called the mouse: “Mouse, go pull the turnip!” A mouse came running. They pull and pull, they pulled out the turnip!” (If children have difficulty pronouncing words: turnip, bug, cat, they can be replaced with the words: turnip, Avka, kitty.)

Answers to questions based on the characters of the fairy tale:

Who went to pull the turnip? (Grandfather.) Grandfather pulled out a turnip? (No.) Who helped grandfather pull the turnip? (Children take turns listing the characters in the fairy tale.) Who pulled out the turnip? (All.)

Consolidating the learned vocabulary based on the fairy tale “Turnip”.

The speech therapist invites children to remember all the characters in the fairy tale. If the child answered correctly, the speech therapist displays a character figurine. For example, who planted the turnip? (Grandfather.) The speech therapist displays a figurine of a grandfather.

Working on a proposal for the fairy tale “Turnip”.

Speech therapist. Let's remember how the grandfather called the grandmother. Let's call grandma together. (Children together with the speech therapist: “Grandma, go pull the turnip!” What did grandma call Masha? (Masha, go pull the turnip!)

Independently compiling sentences based on the fairy tale “Turnip”.

The speech therapist shows two figures and asks the question: “Who called whom?” Children make up sentences (Grandfather called grandmother. Grandma called Masha etc.).

“Guess who called whom” based on the fairy tale “Turnip”.

Speech therapist. Grandma, go pull the turnip!.. (Children. Grandfather called grandma.) Masha, go pull the turnip!.. (Children. Grandma called Masha.)

Speech therapist. I'll check if you remember who pulled the turnip. Who came first? (Grandfather.) A figurine of a grandfather is displayed. Who else cares? (Grandma.) A figurine of a grandmother is displayed. Etc.

Game "Hide and Seek" based on the fairy tale "Turnip"

The speech therapist asks the children to close their eyes. At this time, one of the children stands behind the speech therapist. On command, children open their eyes. Speech therapist. Who is absent? (No Lena.) The children take turns hiding. Game continues.

Speech therapist. That's right, everyone helped each other and pulled out such a big turnip. Who do our children help? (To Mom, Dad, Aunt Dasha etc.)

Retelling of the fairy tale “Turnip”

Children are sitting at the table. Everyone has a fairy tale character. The speech therapist tells a fairy tale: “Grandfather planted a turnip... Grandfather called grandmother.” (The child who has a grandfather figurine speaks for his grandfather: “Grandma, go pull the turnip!”) The game continues. After the children have memorized the content of the fairy tale and the sequence of appearance of the characters, they can move on to dramatizing the fairy tale.

Leading. Grandfather planted a turnip. The turnip grew big, big. Grandfather went to pull a turnip...

Grandfather comes out. Walks around the turnip. He spreads his hands. “Oh, what a big turnip!” Trying to pull a turnip.

Leading. It pulls and pulls, but can’t pull it out. Grandfather called grandma. The grandfather turns towards the sitting children: “Baba, go pull the turnip!” Grandma approaches the turnip. Walks around. He spreads his hands: “Oh, what a big turnip!” Holds on to his grandfather.

The presenter, together with the children, chants the phrase: “They pull, they pull, they can’t pull it!” Game continues. When the turnip is pulled out, all the characters in the fairy tale stand in a circle and say together: “Oh, what a big turnip!” The turnip child in the middle of the circle can dance, the children clap their hands, then everyone dances together.

Game “Dressing up a doll” on the topic “Clothing”

Target. Identification of passive and active vocabulary on the topic “Clothing”. Activation of passive vocabulary.

Equipment. Doll and clothes for her.

Progress of the game.

The speech therapist introduces the children to the doll, offers to give it a name and help it get dressed. Offers to find a shirt, dress, tights, apron, shoes. (Children find clothes, the speech therapist dresses the doll.)

Speech therapist. What beautiful clothes Katya has! What did we put on the doll? (Children take turns naming clothes.)

Then the speech therapist invites the children to independently put a jacket on the doll, take off the jacket, tie a belt, unbutton a coat, etc.

Speech therapist: What did you do? (put on a jacket. Etc.)

Then you can invite the children to look at their clothes and tell what they are wearing.

Game “Big, small” on the topic “Clothing”.

The speech therapist suggests considering the doll's clothes and your own.

Speech therapist: Children, look, Katya’s doll has a Skirt. Our Sveta also has a skirt. Katya has a small skirt, and Sveta has a large skirt.

Then the speech therapist names the doll's things and ask the children to say who has the same ones.

Child: Katya has a small jacket. I have a big jacket.

Game “What’s for what” on the topic “Clothing”.

Speech therapist: Show me what you will put on your head when you go for a walk. , Show me what you will wear in the morning. etc.

Game “Katya’s doll has a new apartment” on the topic “Furniture”

Target. Identification of passive and active vocabulary on the topic “Furniture”. Activation of passive vocabulary. Consolidating the ability to compose a simple common sentence.

Equipment. Set of furniture toys.

Progress of the game.

Speech therapist. Our Katya got a new apartment. Furniture was brought to her. Let's take a look at this furniture. (Children look at the furniture.)

The speech therapist addresses each child in turn and asks to see a bed, table, chair, etc.

Speech therapist. Let's arrange the furniture. (Addresses each child in turn.) What will you stage, Misha? (Table chair.)

Speech therapist. You helped Katya well. (Addresses the children.) How did you help Katya? (I set up the table.) And you, Lena? (I put a chair.)

Game "Furniture Pieces"

Goal: to teach children to distinguish parts of furniture.

The speech therapist tells the children what the pieces of furniture are called, and then asks the children to point out and then name them. (table - table top, legs, bed - back, legs).

Game "Where?" on the topic "Furniture"

where is the table? - here's the table. This is a bed. there's a chair here

where is the closet? - here's the closet. this is a sofa. there's a shelf here.

Game “The doll has guests” on the topic “Dishes”

Target. Identification of passive and active vocabulary on the topic “Dishes”. Activation of the dictionary on the topic “Toys”.

Equipment. Teaware, plates, forks, knives, spoons, doll, bunny, bear, dog, table, chair.

Speech therapist. Today the doll Katya has guests. Let's help her set the table. (Children, under the guidance of a speech therapist, place dishes on the table.)

What did we put on the table? (Children name the dishes. The speech therapist summarizes the answers.)

The guests have arrived. Who came to Katya? (The speech therapist shows the toys one by one. The children name them.)

The guests drank tea, had fun and left. We need to put away the dishes.

Exercise. Remove cup, saucer, plate, etc.

Speech therapist. You helped Katya clean... (dishes).

Sasha, what did you remove? (A cup.) Lena, what did you remove? (Saucer.) Ri the one you removed? (Plate.) One word answers are allowed.

Game “What’s for what” on the topic “Dishes”

Goal: To teach children to recognize objects by their purpose.

Speech therapist: Show me what you will eat, Show me what you will drink from. etc.

Game "Where?" on the topic "Dishes"

Goal: to teach children to combine learned words into two-word sentences like: question word (where) + nominative case of a noun; demonstrative words (this, here, here, there, here) + nominative case of the noun.

where is the fork? - here's the fork. this is a spoon. there's a knife here

where is the plate? - here's the plate. this is a cup. there's a saucepan here.

Game "Pieces of dishes"

Goal: to teach children to distinguish parts of dishes.

The speech therapist tells the children what the parts of the dishes are called, and then asks the children to show and then name them. (cup - handle, teapot - bottom, spout, handle, pan - handles.).

Game “Show where there is one and where there are many” on the topic “Dishes”

Goal: To teach to distinguish between singular and plural nouns ending in the nominative plural with -a (-я) (P declension).

Sample. Show where the knife(s) are drawn.

Cup - cups, plate - plates, etc.

Working with pictures on the topic “Pets”

The speech therapist asks the children to look at the pictures and name them.

Sample: This is a cow.

Game "Who came?" on the topic "Pets"

The speech therapist lays out pictures on the table and invites the children to look at them carefully and remember them (for example, a picture of a dog and a cat). Then, at the speech therapist’s command, the children turn away, and the speech therapist puts another picture on the table (with a picture of a cow), asks the children to turn to the table, look again and answer the question: who came? (Cow.) Etc. The number of proposed pictures can be increased to 5-6.

The speech therapist displays five pictures depicting pets and invites the children to look at and remember them. Then the children close their eyes, the speech therapist removes one picture. At the command of the speech therapist, children open their eyes and answer the question: who is missing? (No cow.)

Game “Which animal did I not name” on the topic “Pets”.

The speech therapist first names all the animals whose pictures are on his table. Then he names them again and does not name any animal. Children must name the missing animal.

Game "Body Parts" on the topic "Pets"

Look at the pictures depicting a cat and a dog. Name the body parts of cats and dogs (ears, whiskers, paws, tail).

Look at pictures depicting a cow and a horse. Name the characteristic parts of the body (horns, hooves, tail, mane).

Solve the riddle. “There is a head, legs, horns.” Who is this? (Cow.) How did you guess? (The cow has horns.)

A story about pets

Tell about an animal (cow, cat, dog) using the following example: Dog- pet. The dog has paws and a tail.

The speech therapist shows children pictures of domestic animals and asks the question: how does a cow sound? (Moooo.) Cat? (Meow.) Etc.

If children have difficulty naming onomatopoeias, a speech therapist helps them.

The speech therapist pronounces onomatopoeia. Children name the animal.

Mooooo! Milk for anyone? (Cow. Children find a picture.)

Purr-purr... scaring the chickens. (Cat Cat.)

He walks and walks, shaking his beard...

Requests for herbs: meee-meee. (Goat, goat,)

Speech therapist. I will show you pictures, and you give the voice of the animal that is depicted in the picture. The speech therapist shows pictures, the children use the voice of an animal. The speech therapist immediately asks questions: what is the cat doing? (Meows.) What is the cow doing? (Moos.) What is the pig doing? (Grunts.) Etc.

3. Answer the questions:

Who's barking? (Dog.) Who's laughing? (Horse.)

4. Working with the proposal. Making proposals on the question and subject picture.

The speech therapist puts up a picture depicting an animal and asks questions:

Who is this? (Cow.) What is the cow doing? (The cow moos.)

Making proposals based on an object picture.

The speech therapist shows a picture. Children make a proposal based on it (The dog barks.)

Game “Who eats what?” on the topic "Pets"

The speech therapist shows children pictures of domestic animals and tells them who eats what. (The cow is chewing. The horse is chewing. The goat is chewing. The pig is chewing. The dog is chewing. The cat laps.)

1. Answers to questions.

Speech therapist. How does a cow eat? (The cow is chewing.)

2. Guessing riddles.

Speech therapist. Guess who it is? Barks, chews... (Dog.) How did you guess? (The dog barks and chews.)

Game "Who eats what?" on the topic "Pets"

The speech therapist shows the children pictures and says that with their help we will learn to compose a sentence. The speech therapist takes any picture and begins a sentence. The child looks at what is drawn on it and finishes the sentence started by the speech therapist.

The cow is chewing... (grass). The horse is chewing... (grass). The dog is chewing... (bone). The cat is lapping... (milk).

Make up your own sentence based on the pictures.

The speech therapist displays two pictures, for example: “cow” and “grass”. Children must make a sentence. (The cow chews grass.)

2. Tell about the cow a) according to the example.

Sample: Cow- pet. A cow has horns and a tail. The cow moos. A cow chews grass.

b) On your own. (If children find it difficult to formulate a sentence, then the speech therapist helps them with questions.)

Game "Guess who it is" on the topic "Pets"

There are toys on the table: a ball, a cat, a bird, . The speech therapist asks you to guess who he is talking about now: she has a fluffy tail, soft fur and long whiskers, etc.

The story “The goat has a birthday” on the topic “Pets”

“It’s the goat’s birthday. Various animals will come to visit. And everyone has their own treat. For a cow - grass. For the horse - grass and oats. For a cat - milk. For a dog - bones. For the sheep - grass. The goat owner has a lot of trouble. And here are the guests... The guests sat down at the table. The cow chews grass with pleasure. The horse chews oats. The cat laps milk. The dog chews a bone. A sheep chews grass. The guests are happy with the food."

Questions. What did the goat prepare for the cow? for a horse? for a dog? for a cat? for a pig? for a sheep?

Sample answer: For a cat - milk. For a dog - bones.

The story “The Pig Has a Birthday” on the topic “Pets”

“It’s the pig’s birthday. The pig also decided to invite animals to visit. And she prepared a treat for everyone. A bone for a cow. For the dog - oats. For the cat - grass and leaves. Horses - milk. The guests tried the treat and winced. We sat, sat and left. The guests left dissatisfied."

Questions. What didn't the guests like? What does a cow like? dog? cat? sheep? pig? horse?

Sample answer: The cow loves grass.

Rstory “Animal Dispute” on the topic “Pets”

“The animals argued: who does man need? The cow says: “Man needs me - I give milk.” “No, I,” says the horse, “I carry heavy things, I also give milk.” “Man really needs us,” said the goat and sheep. “We give man wool, meat, milk.” The dog growled displeasedly: “A man needs me - I guard his house. I help border guards and firefighters.” “No, a person can’t do without me,” the pig grunted. “I give a man lard and bristles.” The cat couldn’t stand it: “Man really needs me. I scare the mice."

Question. Who does a person need?

Speech therapist. That's right, all animals are needed by humans. They are called pets because they help humans.

A game "Name pets" on the topic "Pets"

Question. Why are animals called pets?

Game “Help the cubs find their mother” on the topic “Pets”

Equipment. Pictures depicting domestic animals and their babies.

Speech therapist. Baby pets were walking on the lawn and got lost. The kids got scared and started calling their mothers. “Moo,” the calves mooed. “Moo-oo,” mom answered them.

Who is the mother of the calves? (Cow.)

“I-go-go,” the foals neighed. “Eh-go-go,” mom answered them.

Who is the mother of the foals? (Horse.)

“Oink-oink,” the piglets grunted. “Oink-oink,” my mother answered.

Who is the mother of the piglets? (Pig.)

In the future, you can play “animals” with your children. One part of the children are cubs, the other are their mothers.

Game "Who has who?"

Target. Consolidating vocabulary on the topic “Pets.” Mastering the genitive case form of nouns.

The speech therapist shows children pictures of domestic animals and their babies. Children must correctly select pairs of pictures and name the animals and their babies.

Examination of an animal on the topic “Wild Animals”

(A toy or picture depicting a bunny is brought in.) Children examine the bunny and note its characteristic features: ears, tail, mustache, paws.

Questions. What kind of ears does a hare have? (Long ears.) What tail? (Short tail.) What does a bunny's body look like? (On a lump.) The speech therapist adds: the hare has a soft, warm skin.

Looking at a squirrel.

Questions. What kind of ears does a squirrel have? (Short ears.) What tail? (Fluffy tail.) What kind of skin does a squirrel have? (Warm, soft skin.)

Where do the hare and squirrel live? (A hare and a squirrel live in the forest.) The speech therapist adds: the hare and the squirrel are wild animals.

Game “Guessing riddles” on the theme “Wild Animals”.

“Long ears, short tail. Who is this?" (Hare.)

How did you guess? (The hare has long ears. The hare has a short tail.)

“Short ears. Fluffy tail. Who is this?" (This is a squirrel.)

How did you guess? (The squirrel has short ears. The squirrel has a fluffy tail.)

Short ears... (proteins). Short ponytail... (hare). Long ears... (hare). Fluffy tail... (proteins).

Game "Guess who it is" on the topic "Wild Animals"

Goal: To teach children to recognize the toys (objects or animals) on display by their descriptions.

There are toys on the table: a ball, a hare, a bird. The speech therapist asks you to guess who he is talking about now: he has long ears and a short tail, etc.

Game “Finish the sentences” on the topic “Wild Animals”

Goal: Complete sentences based on object pictures.

The speech therapist begins the sentence. Children finish from the pictures, then repeat the entire sentence.

At the hare's ... (long ears.) (The hare has long ears.) The hare... (short tail.) (The hare has a short tail.) The squirrel... (short ears.) (Squirrels have short ears.)

Game "Who sleeps where?" on the topic "Wild Animals".

“One evening the animals gathered in a forest clearing. They played for a long time and had fun, but now it was time to sleep. Each animal went to its own house. The fox is in the hole. The squirrel is in the hollow. Wolf - to the lair. The bear is in a den, and the bunny is nestled under a bush. And everyone fell fast asleep. And in the morning I woke up all forty.”

Questions. Where does the fox sleep? Where does the squirrel sleep? Where does the bunny sleep? Where does the wolf sleep? Where does the bear sleep?

Game "Who has who?" on the topic "Wild Animals"

1. Find baby wild animals. (Children find the cubs using reference pictures.)

2. Answer the question: who has who?

Sample answer: U fox cubs. The wolf has cubs.

Fragments of lessons based on the fairy tale “Teremok”

Introduction to the content of the fairy tale “Teremok”

Target. Familiarization with the content of the fairy tale and phrases: frog frog; jumping bunny; little fox-sister; Gray wolf- teeth click; teddy bear.

Equipment. Figures of fairy tale characters, a picture depicting a tower.

The speech therapist tells a fairy tale, showing the characters. Telling a fairy tale, the speech therapist explains that the teremok is a fabulous, extraordinary house; the mink mouse is so named because its house is a mink, etc.

Teaching the sequence of presentation of the fairy tale “Teremok”

Target. Teaching sequence of presentation. Activation of vocabulary from a fairy tale: mouse-norushka, frog-frog, bunny-bunny, fox-sister, gray wolf - click with teeth, bear-stomper.

As soon as the children remember the names of the characters in the fairy tale and who comes to the tower for whom, they are asked to answer the question: who came to the tower?

Sample answer: Norushka mouse, frog frog etc

Game "Guess who it is?" based on the fairy tale "Teremok"

Target. Teach children to recognize fairy tale characters by their characteristic movements.

Speech therapist. All animals run in their own way. The mouse runs very quietly (running on its toes). The frog moves with large jumps (jumping on bent legs). The bunny also jumps (jumping on two legs). The fox runs, wags its tail, and covers its tracks. The wolf moves in large leaps. The bear waddles (walks waddle, transferring the weight of the body from one leg to the other). The speech therapist shows all the movements, then practices each movement with all the children.

Game “Find out who it is by movement” based on the fairy tale “Teremok”

The speech therapist or child shows the characteristic movements of each animal. Children guess who it is.

Game “We are little mice” based on the fairy tale “Teremok”

The speech therapist announces that all children are mice. Children move, imitating mice.

"We are frogs."

Children imitate the movements of a frog. Etc.

Target. Education of auditory attention.

Equipment. The same as in previous lessons. The speech therapist demonstrates each animal in turn, brings it to the tower and pronounces the same phrase: “Terem-teremok, who lives in the tower?”, but with different intonation. Children must guess who came.

Retelling of the fairy tale "Teremok"

Target. Formation of dialogical speech.

Equipment. Fairy tale characters.

The speech therapist tells the children a fairy tale: “There is a tower in a field. He is neither short nor tall. Here is a mouse running across the field. She stopped at the door and knocked.”

Child (on the mouse). Who lives in the little house? (Who lives here?)

Speech therapist. Nobody is answering. The mouse came in and began to live. (The edging mouse is placed behind the tower. The child remains in his place.)

Speech therapist. Here is a frog running across the field. She stopped at the door and knocked.

Child (for the frog). Who lives in the little house?

Child (for the mouse). I'm a little mouse. Who are you?

Child (for the frog). I'm a frog frog. And who are you?

Child (for the mouse). I'm a little mouse. Come live with me. (Come to me.)

If children find it difficult to conduct a dialogue, a speech therapist is involved and the phrase is pronounced conjugately. Game continues.

After the children remember the order of the characters and the dialogue of the animals, they can move on to dramatizing the fairy tale. The role of the facilitator remains with the speech therapist.

Game "Getting to Know Vegetables" on the topic "Vegetables"

Target. Expansion of passive and active vocabulary. Education of auditory and visual attention and memory.

Equipment. Basket with vegetables; pictures depicting different vegetables.

Speech therapist. I was in the garden and picked a lot of different vegetables.

He takes one vegetable out of the basket, shows it and names them: “This is cabbage. This is a cucumber."

Tasks for children. Show cucumber, cabbage, onion, tomato, carrot, etc. Say what it is. (Children take turns naming vegetables, based on natural vegetables or dummies.)

Game “Name the Vegetable” on the topic “Vegetables”

Speech therapist. I have pictures of different vegetables. Guess what vegetables I have. (Children do not see images of pictures, but name vegetables from memory. The speech therapist displays the named vegetables on a typesetting canvas.)

Game “Be Attentive” on the topic “Vegetables”

Name a vegetable that is not in the pictures.

Three pictures depicting vegetables are displayed on a typesetting canvas, for example: onion, cucumber, cabbage. The speech therapist names the vegetables shown in the pictures and a vegetable that is not, for example a tomato.

Game “Name the Vegetable I Didn’t Name”

Pictures depicting vegetables are displayed on the typesetting canvas: onions, tomatoes, carrots, cucumbers. The speech therapist names three of them (onion, tomato, cucumber). Children name the missing vegetable (carrot).

Game “Comparison of vegetables by shape” on the topic “Vegetables”

The speech therapist shows the children a circle and a triangle, then asks them to look at the vegetables and choose those that are similar in shape to a circle (tomato and turnip).

Speech therapist. That's right, turnips and tomatoes are round. What shape does a carrot resemble? (Children show a triangle.) The carrot is elongated, oblong.

Game “Which one? Which?"

What kind of turnip? (Turnips are round.) What kind of carrot? (Carrots are oblong or long.) What kind of tomato? (The tomato is round.)

Game “Comparing vegetables by color” on the topic “Vegetables”.

The speech therapist invites children to look at three stripes (red, white and yellow) and vegetables (tomato and turnip).

What color is the tomato? (Red. Tomato red.)(The child shows a red stripe.) What color is the turnip? (Turnip is yellow.)(A yellow bar is shown.)

Answer the questions.

What kind of turnip? (Turnip is yellow.) What kind of tomato? (The tomato is red.)

Description of vegetables according to the diagram on the topic “Vegetables”.

Equipment. Natural vegetables or pictures depicting vegetables (diagram). Description of the scheme. The diagram has three parts, which are conditional in nature. The first part depicts geometric shapes, the second - colored stripes, the third - cotton wool and a stick. This scheme will help to form associative perception in children.

Familiarization with the scheme.

Speech therapist. Today we will learn to talk about vegetables. What are they like in shape, color, touch, taste? To make it easy to tell you in order, we will use this diagram.

The speech therapist shows the diagram in parts and explains:

The circle and triangle will remind you of the different shapes vegetables can have. Colored stripes are about color. A cotton swab or stick will help you remember what vegetables feel like. Candy, lemon and onion will tell you the taste of the vegetable.

The speech therapist suggests looking at a tomato and talking about it using a diagram.

Sample. The tomato is round, red, soft, sweet.

Sentences about other vegetables are made in the same way. The speech therapist requires children to correctly pronounce the endings of adjectives.

"Fruits"

Work on the topic “Fruits” is structured in the same way as on the topic “Vegetables”. Once children have mastered the topic “Fruits,” you can give them exercises that develop logical thinking, for example: “What should be removed from the vase? Why?”, “What should I remove from the cart? Why?"

Finger games

Finger pool

Pour small grains (rice, millet, buckwheat) into a box, hide small toys there and ask the children to find them.

Finger exercise “My Family”

This finger is grandpa

This finger is grandma, this finger is daddy,

This finger is mommy.

Well, this is me.

That's my whole family!

Make a fist with your hand and straighten your fingers one by one, starting with the thumb. Clench your hand into a fist several times.

Exercise for fingers “Claws”

The cat's daughter

There are claws on the paws.

Don't rush to hide them,

Let the kids watch.

Press the fingertips of the right river to the top of the palm. Press your thumb to your index finger. Say loudly: “Meow.”

Finger exercise “Goat”

The horned goat is coming

For the little guys.

Who doesn't eat porridge?

Doesn't drink milk

I'll gore, I'll gore!

Tighten your fingers, keep only your index and little fingers straight. This is a "goat". With the words “I will gore” the “goat” is “let loose” on the child. And then the child performs this exercise.

Exercise for fingers “Bunny”

The gray bunny jumps deftly.

He has a carrot in his paws.

Lean your elbow on the table, spread your index and middle fingers apart, and clench the rest into a fist.

Exercise for fingers “Bunny and ears”

The bunny's ears are long,

They stick out from the bushes.

He jumps and jumps.

Makes your bunnies happy.

Fingers in fist. Point your index and middle fingers up. Move them to the sides and forward.

Exercise for fingers “Make a chair from your hands and show it to the kids.

Raise your left hand vertically up. Press straight fingers tightly against each other. Press your right hand in a fist position to your left palm with your thumb towards you.

Physical exercises

1. The speech therapist invites children to play the game “Cat and Mouse”. All children are mice, and the speech therapist is a cat. The mice quietly sneak into their holes. Minks - chairs. The children sit quietly on chairs.

2. Goal: to teach children to quickly switch from one action to another at a verbal request:

a) without an object: walk - stand, sit down - stand up, lie down - sit down, sit - fly, jump - run

b) with an object or objects:

take the ball, lift it up, lower it DOWN, give it to Vova; take the hoop, lift it above your head, climb into it, put the hoop at your feet.

1. Goal: to teach children to distinguish between affirmative and negative orders, which differ from each other by the particle not.

go - jump run ~ go run - stop

a) without subject:

go - don't walk sit down - don't sit down run - don't run lie down - don't lie down get up - don't get up drink - don't drink

sing - don't sing

jump don't jump

breathe · don't breathe

smile - don't smile close the door - don't close it

roll your eyes - don't roll your eyes

Bibliography:

1. Volkova G.A. Methodology for psychological and speech therapy examination of children with speech disorders. Issues of differential diagnosis. – St. Petersburg, 2003.
2. Gvozdev A.N. Issues in studying children's speech. – M., 1961.
3. Gerasimova A.S., Zhukova O.S., Kuznetsova V.G. A unique method for developing the speech of a preschooler. – St. Petersburg, 2002.
4. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution. – St. Petersburg, 2001.
5. Efimenkova L.N. Formation of speech in preschool children. – M., 1981.
6. Zhukova N.S. Overcoming general speech underdevelopment in children. – M., 1994.
7. Zhukova N.S., Mastyukova E.M. Filicheva T.B. Speech therapy. Overcoming OHP in preschool children. – Ekaterinburg, 2003.
8. Levina R.E. Fundamentals of the theory and practice of speech therapy. – M., 1967.
9. Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschool children. – St. Petersburg, 2001.
10. Filicheva T.B. General underdevelopment of speech in preschool children. – In the book: Fundamentals of speech therapy work with children. / Under the general editorship of G.V. Chirkina. – M., 2002.
11. Filicheva T.B. Soboleva A.V. Speech development of a preschooler. – Ekaterinburg, 2000.
12. Filicheva T.B., Chirkina G.V. Elimination of general speech underdevelopment in preschool children. – M., 2004.
13. Filicheva T.B., Chirkina G.V. Elimination of general speech underdevelopment in preschool children. – M., 2004.

Characteristics of general speech underdevelopment and the main directions of correctional work with children with special needs development

The development of speech in ontogenesis involves mastering the rich vocabulary of the language, mastering the linguistic laws and norms of the native language, their practical application, the ability to use the learned material, coherently, consistently convey the content of the text or independently compose a coherent text. To fully master coherent speech, a sufficient level of speech and intellectual development is required.

The formation of coherent speech in children becomes many times more complicated if there is a general underdevelopment of speech. An obstacle to the successful formation of coherent speech is a violation of all components of the speech system. In this case, children experience difficulties in semantic programming and linguistic design of a coherent utterance, and shortcomings in the formation of logical-semantic and formal-grammatical operations for producing a coherent utterance.

Various speech disorders, to one degree or another, negatively affect the entire mental development of the child and affect his activities and behavior. Severe speech impairments can affect mental development, especially the formation of higher levels of cognitive activity. Limited verbal communication can negatively affect the formation of a child’s personality, cause mental layers, specific features of the emotional-volitional sphere, and contribute to the development of negative character traits (shyness, indecisiveness, isolation, negativism, feelings of inferiority).

Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.

With normal speech development, children by the age of 5 freely use expanded phrasal speech and various constructions of complex sentences. They have a sufficient vocabulary and master the skills of word formation and inflection. By this time, correct sound pronunciation and readiness for sound analysis and synthesis are finally formed.

General speech underdevelopment (GSD) is a complex speech disorder in which children with normal hearing and primary intact intelligence experience a late onset of speech development, a poor vocabulary, agrammatism, and defects in pronunciation and phoneme formation. These manifestations together indicate a systemic disorder of all components of speech activity.

General underdevelopment of speech has varying degrees of severity from the complete absence of speech means of communication to extensive forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

At the first level of speech development, children completely lack verbal means of communication, although facial and gestural speech is relatively preserved. Children at this level use mainly babbling words, onomatopoeia, individual nouns and verbs of everyday content, and fragments of babbling sentences, the sound design of which is blurry, unclear and extremely unstable, to communicate. Most often, words are ambiguous. The differentiated designation of objects and actions is replaced by the name of objects and vice versa. Speech lacks morphological elements to convey grammatical relations. A characteristic feature of the first level of speech development is the absence of grammatical connections between words and morphological elements to convey grammatical relations, and the use of one-word sentences. A child’s speech is understandable only in a specific situation and cannot serve as a means of full communication.

The passive vocabulary of children at the first level of speech development is much wider than the active one. This creates the impression that children understand everything, but cannot say anything themselves.

Despite the fact that children's passive vocabulary is wider than their active one, speech understanding remains limited compared to healthy children of the same age. Particular difficulties arise in understanding the meaning of grammatical changes in words. Children do not distinguish between singular and plural forms of nouns, past tense verbs, feminine and masculine forms, and do not understand the meaning of prepositions. Sound pronunciation is characterized by uncertainty. The phonetic composition of the words used is limited to the sounds of early ontogenesis of speech, there are no sounds that require an upper rise of the tongue, there is no consonant cluster, and the rhythmic-syllabic structure of words is distorted.

Low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the life around them.

The second level of speech development (according to R.E. Levina) indicates increased speech activity in children. The beginnings of common speech are marked by the fact that, in addition to gestures and babbling words, distorted but fairly constant common words appear. Phrasal speech, which appears at this level, differs from the normative phrase phonetically and grammatically. The vocabulary is becoming more diverse, but remains limited in quality and quantity. Children do not know the names of the color of an object, its shape, size, and replace words with similar meanings. Spontaneous speech of children is characterized by the presence of diverse means of communication, including the following lexical and grammatical categories of words: nouns, verbs, adjectives, adverbs, pronouns, some prepositions and conjunctions. The pronounced agrammatism characteristic of this level makes it difficult to understand speech. It remains incomplete, because Many grammatical forms are not sufficiently differentiated by children. At this level of development, children begin to use some prepositions that they use incorrectly: they are confused in meaning or omitted altogether. Conjunctions and particles are rarely used. Children's statements are usually poor and primitive; the child is limited to listing directly perceived objects and actions. Words are often used in a narrow meaning, the level of verbal generalization is very low. The same word can be used to name many objects that are similar in shape, purpose or other characteristics.

The sound-pronunciation side of speech remains unformed. The most characteristic features during this period are the replacement of some sounds with others and the mixing of sounds. The pronunciation of whistling, hissing, and affricates is impaired. One of the common and specific defects remains difficulty in mastering the syllabic structure of words. Children are characterized by impaired auditory differentiation of sounds both within the main phonetic groups and sounds of different phonetic groups, which indicates a lack of phonemic perception and unpreparedness to master sound analysis and synthesis.

Children with the third level of speech development have developed phrasal everyday speech without lexico-grammatical and phonetic insufficiency, but there is inaccurate knowledge and use of many words and a number of grammatical forms and categories of language are not fully formed. The inability to use word formation methods creates difficulties in using word variants; children are not always able to select words with the same root or form new words using suffixes and prefixes. Often they replace the desired word with another one of similar meaning. Children with this level of speech development are characterized by impaired auditory differentiation of sounds. There are difficulties in phonemic analysis and synthesis, and a violation of the syllabic structure of the word.

Although children use extensive phrasal speech, they experience great difficulty in composing sentences independently. The lack of formation of the grammatical structure of speech is manifested in the incorrect use of prepositional-case constructions. Children often miss prepositions or don't use them at all. Almost all children have deviations when using the nominative and genitive plural forms of some nouns (windows-windows, chairs-chairs) in speech. Errors are often made in the use of phrases that include cardinal numerals (five chairs). Children with the third level of speech development exhibit undeveloped word formation skills. Against this background, there is inaccurate knowledge and use of many words. Children's coherent speech is characterized by a lack of clarity and consistency of presentation.

According to N.S. Filicheva, a description of such a speech defect as general speech underdevelopment would be incomplete without characterizing the additional fourth level of speech development. This includes children with mildly expressed impairments in vocabulary, phonetics, and grammar. These violations more often appear during a detailed examination, when performing specially selected tasks. Children assigned to the fourth level make, at first glance, a rather favorable impression: they do not have gross violations of sound pronunciation, but only insufficient differentiation of sounds. The peculiarity of the violation of the syllabic structure of the word in these children is that, while understanding the meaning of the word, they cannot retain its phonemic image in memory, and therefore distortions in sound content occur. The degree of lag in the correct use of words that are complex in structure is especially evident in comparison with the norm.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction create the impression of general blurred speech. The unformed sound-syllable structure and the mixing of sounds indicate that the process of phoneme formation is not yet completed.

There are also some shortcomings in the semantic side of the language. The subject vocabulary of children is varied, however, it does not contain words denoting some animals, birds), plants, body parts, etc.

Significant difficulties for children of this level are caused by the formation of words with the help of augmentative suffixes, errors in the use of diminutive nouns, nouns with singularity suffixes (sand-grain of sand), difficulties in the formation of unfamiliar complex words (beekeeper-beekeeper).

The insufficient level of formation of the lexical means of the language is especially clearly evident in children’s understanding and use of phrases and proverbs with a figurative meaning.

The peculiarity of the coherent speech of children with the fourth level of general speech underdevelopment is that in a conversation, when composing a story on a given topic, a picture, a series of plot pictures, there are violations of the logical sequence, getting stuck on minor details, omissions of main events, repetition of individual episodes. When talking about events from their lives, composing a story on a free topic with elements of creativity, children mainly use simple, uninformative sentences. Children experience difficulties in planning their utterances and selecting appropriate linguistic means.

Overcoming and preventing speech disorders contribute to the harmonious development of the creative powers of the individual, eliminating obstacles to the realization of his social orientation and the acquisition of knowledge. Therefore, speech therapy, being a branch of defectology, at the same time participates in solving general pedagogical problems.

Correctional and educational work with children with different levels of speech development is carried out in special groups for children with general speech underdevelopment. The tasks and content of speech therapy work arise from the analysis of the structure of speech disorders, as well as the intact and compensatory capabilities of children. The formation of oral speech in children is based on learning to compose sentences of different types.

When working with children with level I speech development, the main tasks are the following:

1. Development of speech understanding.
2. Development of active imitative activity in the form of pronunciation of any sound combinations.
3. Development of attention and memory.

The classes use variations of various exercises aimed primarily at developing the child’s active attention, the ability to listen attentively to speech addressed to him, and perform tasks based on verbal structures. At the same time, the meanings of a number of words are clarified - names of objects, actions, signs. It is important that the subject vocabulary is specific, and the actions are visual and easy to demonstrate.

Since speechless children have difficulty understanding grammatical relations and they focus only on the lexical meanings of words, it is necessary to include in classes a series of exercises aimed at preschoolers mastering the categories of number of nouns, verbs, tense, etc.

The speech therapist gradually develops primary speaking skills in children in the following sequence:

Stage I – construction of one-word sentences and sentences from amorphous root words.

Stage II – construction of two-word sentences using the simplest grammatical forms of the word.

Stage III – expansion of the scope of proposals. Construction of the first complex sentences.

At this stage of speech therapy work, the main tasks are not the production of sounds and memorization of words correctly pronounced by children, but the accumulation of passive and active vocabulary (regardless of the child’s pronunciation abilities), the assimilation of the simplest grammatical forms and the use of evoked words in sentences.

Children who have reached level II of speech development must not only answer questions, but also independently ask them to each other. First of all, these are questions about objects surrounding the child and actions that are well known to him.

Due to the fact that children with general speech underdevelopment experience great difficulty in memorizing poetry, it is necessary to include in speech therapy classes the memorization of poetic texts, starting with small couplets.

At this time, children are taught to compose stories based on the picture. When selecting paintings, they are guided by two conditions: the painting must depict a small number of characters, and it must have a clearly defined plot, where the beginning and end of the action can be easily traced.

As the subject and verbal vocabulary is refined, preschoolers are introduced to the signs and qualities of objects and actions, and their verbal designations. Children are taught to compare objects that differ first in one and then in several characteristics (size, shape, color, material, etc.):

Correctional education for children with level III speech development includes:

a) further improvement of coherent speech, practical acquisition of lexical and grammatical means of the language;

b) formation of correct pronunciation: education of articulatory skills, phonetic aspects of speech, syllabic structure and phonemic perception;

c) preparation for learning to read and write and mastering the elements of literacy.

After exercises on composing simple sentences, they move on to learning the practical use of complex sentences with conjunctions “and” and “a”. Children must master the ability to establish the sequence of events and express it correctly in words. Further improvement of the narrative form of speech includes learning to compose different types of stories (based on a series of pictures, based on questions, on a given topic, retelling, etc.). If the level of speech development in children is already approaching the norm, you can use such forms of work as selective retelling, short retelling, creative storytelling.

Work on clarifying and enriching the vocabulary, forming the syntactic structure of speech is combined with exercises on training the articulatory apparatus, evoking missing sounds using methods generally accepted in speech therapy. Along with classes on the formation of lexical and grammatical skills, classes on the formation of correct sound pronunciation, phonemic hearing, and word formation skills continue.

Such work helps not only provide children with full verbal communication, but also ultimately prepare them for studying in a general education or special school.

General speech underdevelopment is a complex speech disorder in which children with normal hearing and initially intact intelligence experience a late onset of speech development, a poor vocabulary, agrammatism, and defects in pronunciation and phoneme formation. OHP has varying degrees of severity: from the complete absence of verbal means of communication to extensive speech with elements of phonetic and lexico-grammatical underdevelopment. Based on this, four levels of speech development are distinguished (according to the classification of R.E. Levina, T.B. Filicheva), reflecting the typical state of language components in children, as well as the state of their coherent speech.

A slowdown in speech development, difficulties in mastering vocabulary and grammatical structure, coupled with the peculiarities of perceiving addressed speech, limit the child’s speech contacts with adults and peers and prevent the implementation of full-fledged communication activities. Thus, the spontaneous speech development of a child with general speech underdevelopment proceeds slowly and uniquely, as a result of which various parts of the speech system remain unformed for a long time.

Due to the fact that coherent speech is formed gradually over a long time under the influence of the child’s increasingly complete mastery of the laws of his native language, insufficient attention to the timely elimination of this disorder in preschool age can lead to significant difficulties when learning at school.

The success of the speech correction process depends, first of all, on the timely start and effectiveness of the chosen method of correctional influence, taking into account the identified violations and the psychological and pedagogical characteristics of this group of children.

BIBLIOGRAPHY

1. Volkova L.S. Characteristics of children with general speech underdevelopment. [Electronic resource] Access mode:http://www.studfiles.ru/preview/2365507/ Access date: 01/13/17
2. Levina R.E. General speech underdevelopment. [Electronic resource] Access mode:http://www.studfiles.ru/preview/2378465/ Access date: 01/17/17
3. Filicheva T.B. et al. Fundamentals of speech therapy: Textbook. manual for pedagogical students. Institute for specialties “Pedagogy and psychology (preschool)” / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. – M.: Education, 1989. – 223 p.

Basic concepts:

General speech underdevelopment(OHD) - various complex speech disorders in which the formation of all components of the speech system is disrupted, that is, the sound side (phonetics) and the semantic side (vocabulary, grammar).

General underdevelopment of speech in children with normal hearing and initially intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired. With OPD, its onset is late, a poor vocabulary, agrammatism, defects in pronunciation and phoneme formation are noted.

Conventionally, four levels of general speech underdevelopment can be distinguished.

First level Speech development is characterized by a complete or almost complete absence of verbal means of communication at an age when speech is largely formed in normally developing children. Children 5-6 years old, and sometimes older, have a meager active vocabulary consisting of onomatopoeia and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are incomprehensible to others. So, instead of “the car went” the child says “bibi”, instead of “floor” and “ceiling” - “li”, accompanying the speech with a pointing gesture, etc.

Along with babbling words and gestures at this level of speech development, children can also use individual common words, however, as a rule, these words are not yet sufficiently formed in structure and sound composition, and are also used in inaccurate meanings. There is almost no differentiated designation of objects.

Focusing on external similarity, children often call the same object in different situations with different words: for example, a spider in different pictures was called either a beetle (“syuk”), then a cockroach (“tlyakan”), or a bee (“tely”).

Children at this stage of speech development have almost no command of phrases. Only some of them, who are more verbally developed, attempt to express their thoughts in whole babbling sentences, for example: “Auntie v bak” (Auntie, here’s the tank).

The passive vocabulary of children at the first level of speech development is much wider than the active one. This creates the impression that children understand everything, but cannot say anything themselves.

At this level of speech underdevelopment, the ability to perceive and reproduce the syllabic structure of a word has not yet formed at all. Only in individual children at the upper limit of this level can we note the appearance of single three- and four-syllable words with a fairly constant composition of sounds. These are usually words that are often used in everyday life. They constitute a kind of pattern according to which all speech is subsequently restructured.

At school age, children who do not speak at all or are at the level of babbling speech are relatively rare; in cases where the conditions of everyday communication are unfavorable (unfavorable speech environment, characterological characteristics of the child, etc.), most often by the age of 7-8 children reach the second level speech development.

Second level Speech development is characterized by the fact that the speech capabilities of children increase significantly; communication is carried out not only with the help of gestures accompanied by babbling fragments of words, but also through fairly constant, although very phonetically and grammatically distorted, speech means.

Sometimes children resort to explaining an incorrectly named word with gestures (stocking - “leg” - the gesture of putting on a stocking).

Often children replace the desired word with the name of a similar other object, but at the same time add the negation not (tomato - “apple not”).

Nouns in oblique cases occur in children's speech, but their use is random; the phrase, as a rule, is agrammatic (“plays with the ball”).

Adjectives are used much less frequently than nouns and verbs, and moreover, they may not be consistent with other words in a sentence (“krasin lenta”). Children use conjunctions and particles little.

Understanding of the number forms and gender of adjectives at this stage of speech development is almost completely absent, and the meanings of prepositions differ only in a well-known situation.

For children with a late onset of speech, it is common to replace hard consonants with soft ones or, conversely, soft consonants with hard ones (five - “pat”, dust - “pil”). Vowels are usually not clearly articulated.

Even more pronounced difficulties occur when reproducing the sound composition of two-syllable words that contain reverse and forward syllables.

Insufficient mastery of the sound composition of a word interferes with the mastery of vocabulary and grammatical structure, as evidenced by confusion of word meanings (mane is understood as mushrooms, wool as six, etc.). Children with this level of speech underdevelopment do not master reading and writing at all without special training.

Children at this level of speech development make up the main contingent of students in the junior grades of speech therapy schools.

Third level Speech development is characterized by the fact that children’s everyday speech is more or less developed, there are no longer gross lexico-grammatical and phonetic deviations, there are only isolated gaps in the development of phonetics, vocabulary and grammatical structure.

In the oral speech of children at the third level of speech development, individual agrammatic phrases, incorrect or inaccurate use of some words are found, phonetic deficiencies are less diverse than in children at the first and second levels of speech development.

The general underdevelopment of speech at this level is manifested, first of all, in ignorance, inaccurate knowledge and use of certain words, and in the inability to change and form words.

At this stage of speech development, children still have a very limited speech reserve, so in a changing situation, inaccurate selection of words occurs. As for adjectives, the ones used are mainly qualitative ones, denoting directly perceived attributes of objects - size, color, shape, certain properties of objects.

Relative and possessive adjectives are used only to express familiar relationships.

More often at this level, understanding of the shades of meaning of words with the same root suffers, as well as those expressions that reflect cause-and-effect, temporal, spatial and other connections and relationships.

At this level, children use the syllabic structure of words. Only as a residual phenomenon are permutations of sounds, syllables and words noted (sausage - “kobalsa”, frying pan - “sauce”). Compared to the previous level of speech development, here violations of the syllabic structure of words appear much less frequently, mainly when reproducing unfamiliar words.

Fourth level speech development is characterized by residual manifestations of mildly expressed underdevelopment of vocabulary, grammar, phonetics and coherent speech. The speech of such children, at first glance, makes a completely favorable impression. Thus, children communicate freely with other people, using the structure of not only simple, but sometimes complex sentences. These children are quite willing to engage in dialogue, can ask simple questions on their own and quite adequately answer the questions of others. They do not have gross violations of sound pronunciation, they use the most common grammatical categories and master some of the most productive methods of word formation.

They do not have such pronounced violations of sound pronunciation as at the previous level; as a rule, there is only insufficient differentiation of individual sounds, some vagueness, blurred pronunciation of phonemes of late ontogenesis (r-r, l-l, sh-sch-ch, s-ts, etc.).

The next distinctive feature of speech at this level is the uniqueness of their coherent speech. It is still difficult to convey a logical sequence, “getting stuck” on minor details of the plot along with skipping its main events, repeating individual episodes several times, etc. Mastering sound analysis on the basis of developing auditory perception and correct pronunciation of sounds comes through observations and generalizations in the field of the sound side of speech; mastery of words; practical mastery of various types of sentences is possible only on the basis of practical observations of the connections between words.

Methodology of correctional pedagogical work. The fundamentals of correctional education were developed in psychological and pedagogical research by a number of authors (R. E. Levina, B. M. Grinshpun, L. F. Spirova, N. A. Nikashina, G. V. Chirkina, N. S. Zhukova, T. B. Filicheva, A. V. Yastrebova, etc.).

The formation of speech is based on the following provisions:

Recognizing early signs of ODD and its impact on overall mental development;

Timely prevention of potential deviations based on an analysis of the structure of speech insufficiency, the ratio of defective and intact parts of speech activity;

Taking into account the socially determined consequences of speech communication deficits;

Taking into account the patterns of normal child speech development;

Interconnected formation of phonetic-phonemic and lexical-grammatical components of the language;

A differentiated approach to speech therapy work with children with special needs of various origins;

The unity of the formation of speech processes, thinking and cognitive activity;

Simultaneous correctional and educational impact on the sensory, intellectual and afferent-volitional spheres.

Teaching children at the first level of speech development provides: development of speech understanding; development of independent speech based on imitative activity; formation of a two-part simple sentence based on the assimilation of elementary word formations.

Speech therapy classes with speechless children are conducted in small subgroups (2-3 people) in the form of game situations, which helps to gradually form the motivational basis of speech. In this case, puppet theater characters, wind-up toys, shadow theater, flannelgraph, etc. are used.

Work to expand speech understanding is based on the development in children of ideas about objects and phenomena of the surrounding reality, understanding of specific words and expressions that reflect situations and phenomena familiar to children.

From the first moments of speech therapy work, children are oriented toward understanding word combinations supported by visual action. The speech therapist speaks in short phrases of 2-4 words, using the same words in different grammatical forms, repeating individual phrases.

Children learn in impressive speech the names of objects and actions performed by the child himself, and gradually learn to distinguish the characteristics of objects. The materials for conducting such activities are toys, clothing, dishes, food, etc.

At the same time, children learn to understand some grammatical meanings. Particular attention is paid to the ability to distinguish between the grammatical forms of singular and plural nouns and verbs; appeals-commands to one or more persons (sit down - sit down); verbs that sound similar (they are transporting- carry; bathes- rides); actions that are close in similarity to the situation (sewing, knitting, embroidering, lying, sleeping), and also opposite in meaning (put it on- take it off, turn it on- turn off) etc. The formation of passive speech helps to overcome the specificity and undifferentiation of verbal concepts. Accurate understanding of verbal instructions is controlled by the child's response. It is important to correctly organize the subject situation and select appropriate didactic and gaming material.

Development of independent speech is a necessary condition for the formation of an active vocabulary in children. The speech therapist names those words, phrases and phrases that he would like to include in the child’s expressive speech.

A situation is created that causes a communicative-cognitive need for speech. The sound complexes or babbling words that appear in a playful form must be repeated several times in different keys, tempos, and with different intonations.

The child is not tasked with correct phonetic design. At this stage, children are taught to name: close people (mom, dad, grandma); simple names (Tata, Nata, Kolya, Olya); express requests (go, na, yes) accompanied by a gesture, etc.

After children have the opportunity to imitate the word of an adult, they achieve the reproduction of a stressed syllable, and then the rhythmic-intonation pattern of one-two-three-syllable words (poppy, kitty, car). Children are taught to add identical syllables from available sounds at the end of a word. (hand, knife, dad).

Babbling words must be used in simple sentences containing address and command (mom, give it); demonstrative words and nominative case of a noun (kitty here); command and direct object (give me the ball).

When teaching children to use the imperative form of the 2nd person singular, initially you can limit yourself to reproducing only the stressed syllable, and then two or more syllables.

Children are taught to construct grammatically correct sentences such as: nominative case of a noun + agreed verb of the 3rd person present tense. It is recommended to first repeat the imperative verbs of the 2nd person singular, and then to the base of the verb “increase” the sound t (sit- is sitting).

The speech therapist involves children in verbal communication and teaches them to use such an elementary form of oral speech as a short answer to a question. This is a transitional step to mastering simple dialogue.

Work on the formation of the sound side of speech during this period consists primarily of the development of speech perception. Various specific exercises are recommended:

Highlighting a given word among other words. The speech therapist says: car, dog, cat, and the child must raise the flag if he hears the word dog;

distinguishing between words that are similar in sound but different in meaning (duck- fishing rod); distinguishing sentences with similar sound composition (show a picture: someone is swimming, and someone is riding).

To expand the volume of auditory memory and retain the sequence of words, children are offered a series of activities to complete two or three-step instructions, memorize a series of 3-4 pictures, etc.

Formation of sound pronunciation at this stage is not an independent task. However, individual articulation exercises and clarification of the correct pronunciation of existing sounds in children make it possible to create favorable conditions for evoking missing ones. The formation of pronunciation is also closely related to the assimilation of words of different syllabic structures. Children are taught to subconsciously divide words into syllables and pronounce words syllable by syllable. The reproduction of the word is accompanied by clapping in compliance with the appropriate rhythm. Straight identical syllables are pronounced (Yes Yes Yes Yes), syllables with different consonants (ma-pa, pa-ma), closed in reverse syllables (pup-up).

In the process of conducting classes with children of the first level, the child’s active attitude to linguistic reality is consistently formed. The key point at this stage of training is a specially organized emotional game with a specific educational and speech task.

The motives, purpose and situation of the game are specified depending on the focus on mastering vocabulary and the rudiments of grammatical meanings.

As a result of multidimensional influence on speech activity, children move to a new stage of development. They begin to use rudiments of spoken language in various situations in connection with different types of activities. Their cognitive and speech activity increases noticeably.

Teaching children of the second level of speech development is carried out mainly in preschool groups for children with special needs (from 4 years of age), in the preparatory class of a school for children with severe speech impairments of the first department (from 6-7 years of age). Key learning objectives include:

Intensive work on developing speech understanding, aimed at distinguishing word forms;

Development of elementary forms of oral speech on the basis of clarifying and expanding vocabulary, practical mastery of simple grammatical categories;

Mastering the correct pronunciation and discrimination of sounds, the formation of the rhythmic-syllabic structure of the word.

The material for enriching children’s speech is the surrounding reality, the study of which takes place on the basis of a thematic cycle. Specific concepts are clarified and accumulated, the subject correlation of the word is formed, the selection and naming of actions, signs and the naming of actions, signs, qualities, etc.

Systematic work to expand the passive and active vocabulary, the development of conscious perception of speech allows you to build up and generalize linguistic observations on the semantic, sound, morphological and syntactic aspects of speech.

In order to further develop their understanding of speech, children are taught to distinguish the meaning of prefixes in passive participles; at the end of the past tense verb, determine the person to whom the action being performed belongs; determine the relationships between the characters based on a syntactic structure (for example, paired pictures are presented, one of which depicts a “non-standard” situation: “a hare is running away from a girl”, “a girl is running away from a hare”); understand the spatial relationships of objects expressed by prepositions; combine objects according to their common purpose (select everything you need for sewing); distinguish between case endings (show the book pencil-ohm, pencil,- pen), nouns in diminutive form (take a mushroom for yourself, give me a mushroom).

Questions are introduced that require an understanding of the changing forms of words and their connections in a sentence. The development of elementary forms of oral speech at this stage involves the practical use of sentences of several words.

A prerequisite for the successful learning of children at this stage is their understanding of the meaning of each member of the sentence. Children are taught to answer questions and make sentences based on models. They are taught to listen and compare nouns of the accusative, instrumental (with stressed endings), dative cases with the nominative. Sentences with these word forms are clearly pronounced first by the speech therapist, and then repeated repeatedly by the child. At this time, simple definitions are introduced into children’s speech, denoting the characteristics of objects by size, color, taste, etc.

Question-and-answer conversations are organized about familiar situations and objects.

Practical mastery of grammatical forms is prepared by the development of auditory perception, passive and active vocabulary, and sound pronunciation. As soon as children learn to answer questions and make sentences to demonstrate actions for pictures, they can begin to develop the ability to combine sentences into a short story. Memorization of short poems is widely used.

Mastering correct pronunciation includes the use of a variety of exercises to develop articulation, evoking sounds, and distinguishing phonemes by ear.

Children of the third level of speech development currently constitute the main contingent of special preschool and school institutions. At the age of 5, they are enrolled in the senior group of a kindergarten for education and training, and from the age of 6-7 they enter the preparatory or first grade of a school for children with severe speech impairments.

Children who can be conditionally classified as the upper limit of the third level, subject to sufficient school preparation, are educated in a comprehensive school with mandatory attendance at speech therapy classes at the school speech therapy center.

The main objectives of correctional education for this category of children are:

Practical acquisition of lexical and grammatical means of the language;

Formation of a full-fledged sound side of speech (education of articulatory skills, correct sound pronunciation, syllabic structure and phonemic perception);

Preparation for literacy, also mastering the elements of literacy;

Further development of coherent speech.

The formation of speech practice as the basis for mastering the elementary laws of language is carried out on the basis of developing phonemic perception, correct pronunciation of sounds and correct perception of word structure; practical ability to distinguish, highlight and generalize significant parts of a word; based on observations of the connections between words in a sentence.

Through the systematic accumulation of observations on the semantic, sound, morphological, syntactic aspects of speech, children develop a sense of language and master speech means, on the basis of which a transition to independent development and enrichment of speech in the process of free communication is possible.

At the same time, children are prepared for successful mastery of academic subjects.

The fulfillment of these tasks is closely connected with the development of children’s cognitive activity, with their development of the ability to observe, compare and generalize the phenomena of life around them.

The main work on correcting speech underdevelopment is carried out by a speech therapist in classes. Speech therapy classes are divided into two types: classes on the formation of lexical and grammatical means of the language and the development of coherent speech. They include: vocabulary formation; grammatical correctness of speech and development of coherent speech.

In classes on the formation of the sound side of speech, the most effective form is to conduct frontal speech therapy classes with subgroups of 6-7 people.

The distribution of children into subgroups is carried out by a speech therapist, taking into account the severity of the speech defect. Since the manifestation of speech underdevelopment in children is highly variable, individual work is provided to overcome persistent speech deficiencies that impede the successful assimilation of material in frontal classes. Individual lessons are systematically conducted with one child or with 2-4 children with homogeneous forms of speech pathology.

Work continues to develop speech understanding. Children are taught to listen attentively to spoken speech, identify the names of objects, actions, signs, understand the generalized meaning of a word, and choose the most appropriate one from two words for a given situation. (breaks- vomits, smears- sticks, jumps- jumps). At this time, they are taught to understand a text with a complicated, conflict situation.

The ability to identify parts of an object is developed. Subject lexical material is associated with the study of objects surrounding children. Based on an understanding of the characteristics of objects, they learn to group them in practical activities. The meaning of nouns with diminutive suffixes is clarified.

Particular attention is paid to an accurate understanding of the meaning of sentences that include words that are similar in their sound composition, but different in meaning. These sentences use personal and reflexive verbs (show where the boy is sledding, where the boy is being sledged), nouns in oblique cases (show where the baby puts on a fur coat, where the baby puts on a fur coat), possessive adjectives (give Kolya a pencil - give Kolya a pencil).

Based on the refined passive speech reserve, oral speech practice is organized, in which lexical and grammatical knowledge is consistently consolidated.

In the process of mastering subject vocabulary, children continue to become familiar with various methods of word formation.

Initially, children are offered exercises of an analytical nature that promote the formation of orientation in the morphological composition of words: select related words from the context, compare them in length and content, isolate similar and different sounding elements of words.

Gradually, on the basis of subject-graphic diagrams, an acquaintance with universal methods of word formation occurs: suffixal - for nouns and adjectives, prefixal - for verbs. Children develop the skills of putting together a new word from 2 parts, one of which is equal to the root, and the other to the affix: mushroom+ nickname, shoemaker + nickname, when + walked, when + carried, when + swam.

Drawing attention to the commonality of the root part among a chain of related words (forest, forester, forester), speech therapist, forms in children an intuitive understanding of the system of word-formation connections of the language.

At the same time, children are taught to understand the generalized meaning of a word. Only after this is it proposed to independently form relative adjectives from nouns with meanings corresponding to food products (milk, chocolate), plants (oak, pine). Children are taught to listen attentively to the endings of adjectives, to answer questions like: “What object can we say wooden, -aya, -oe?”

At the same time, children develop the ability to form adjectives from adverbs, from nouns, as well as their different degrees.

By developing the ability to correctly convey the nuances of words in speech, children learn to form diminutive names for the qualities of objects.

Considering that children with ODD tend to have difficulties recognizing the similarities and differences between words that are similar in sound and meaning, special attention is paid to this distinction. First you need to listen carefully to these words. For example, showing a pinch of tea, they ask: “What is this?” - Tea. It is explained that it is brewed in teapot, and the utensils from which tea is drunk are called tea room The significant part of the word is highlighted intonationally. In the following lessons, related words are distinguished when showing other objects (salt- salt shaker, sugar- sugar bowl

Particular attention is paid to the formation of a sign from the name of an object, action or state (soap- soapy- lather- soap dish).

It is important that children do not develop a formal accumulation of related words, but prepare for their conscious use in independent speech.

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

It is advisable to start with nouns in which the transfer is based on specific, visual features (a girl’s hat, a nail’s head, a mushroom’s cap).

When showing objects, children's attention is drawn to what they have in common. After a series of similar exercises, children independently select polysemantic words (for example: baby's foot- leg of a table, chair, armchair, sofa, mushroom etc.) and make sentences with them.

In speech therapy classes, exercises are conducted to isolate different meanings in polysemantic verbs. Children are asked to match different nouns to verbs. (a bird, a fly, a plane, a ball is flying; a man is walking, an elephant, a train, rain; a fish is swimming, a duck, a man, a cloud).

Of the words with a figurative meaning, the most understandable are the frequently used, figurative expressions in which this meaning is contrasted with the main one. So, for example, paying attention to the flushed face of one of the children, you can say: “Vova’s face is as ruddy as an apple.” Children's attention is also drawn to phrases like: angry man- angry wind, frost; cowardly like a hare, cunning like a fox.

Listening to specially selected poems and prose passages helps to better understand the figurative meaning of words.

The preparatory stage of familiarizing children with antonym words is checking and clarifying words known to children - names of signs of objects and actions. Pairs of objects with pronounced characteristics are selected and compared by taste, color, size, etc. Their qualitative opposition is emphasized intonationally (spicy- dull pencil).

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

By making sentences to describe various actions and the content of pictures, children are prepared to be able to talk coherently about what they saw. Various techniques and teaching methods are detailed in accordance with the structure of the defect. Children learn to talk about sequentially reproduced actions, to compose simple stories based on a series of actions performed. In the process of teaching various types of descriptive stories, exercises are carried out to compare objects.

Practical mastery of grammatical categories is combined with the ability to compose common sentences, compare and contrast words according to their semantic meaning and grammatical features (number, gender, case). Children are taught that the same thought can be expressed in different language means. This encourages them to use complex sentences with different types of clauses.

The ability to contrast homogeneous members of a sentence and use conjunctions ( A, And and etc.).

First, the speech therapist presents an example of the correct construction of a complex sentence, then the children repeat it, and then independently compose similar constructions (The children put on their raincoats because it was raining).

Teaching storytelling occupies a large place in the general system of speech therapy classes. At this time, attention is paid to consolidating the skill of free use of given sounds in speech, as well as their differentiation, both by ear and in pronunciation. Throughout the entire correctional training, this work is combined with the development of speech clarity and the elimination of difficulties in reproducing words that are complex in syllabic composition and sound content. Special exercises aimed at developing expressive speech are included. Work continues to teach children to read and write.

Following sound analysis and synthesis, children add syllables, words, and simple sentences. He must be able to convert the word (cancer- varnish, juice- bitches etc.), divide sentences into words, master the skill of conscious syllable-by-syllable reading. All this prepares the necessary basis for their successful learning at school, and also prevents the possibility of specific errors in writing and reading.

Training and education of children with special needs of school age carried out in special schools for children with severe speech impairments.

The development of content and teaching methods is based on a thorough study of the patterns of speech development of students (R. E. Levina, N. A. Nikashina, G. A. Kashe, L. F. Spirova, I. K. Kolpovskaya, G. V. Chirkina, O. E. Gribova and others).

Systemic impairment of all components of speech activity is characterized by the following manifestations:

Limited vocabulary;

The presence of numerous verbal substitutions;

The use of words in limited speech situations without taking into account contextual connections;

Persistent agrammatism;

Poverty and stereotyping of the syntactic format of speech; using predominantly simple common sentences with a small number of members (3-4);

Violation of the sound-syllable structure of speech with a predominance of sound errors of the phonemic type.

The spoken language of children entering school is laconic and closely related to a specific situation. Coherent (monologue) speech lags significantly behind the age norm in terms of development and has specific defects.

Thus, at the beginning of schooling, children with ODD have insufficiently developed language means, and the formation of the communicative and generalizing functions of speech is delayed.

The characteristics of the speech development of students in the first department determine the specifics of schooling. The main academic subject, which serves most correctional purposes, is the initial course of the Russian language. The content of lessons on this subject in a special school has several directions: elimination of speech development disorders; organization of active speech practice; teaching writing and reading; systematic study of information on grammar and spelling; preparation for further mastery of the Russian language as a subject and other courses in the scope of incomplete secondary school.

In the process of special language teaching, the development of cognitive activity based on the material of speech facts, the gradual formation of abstract verbal thinking, and the creation of a solid foundation for further raising the educational and cultural level of students and mastering a profession are carried out.

The goals of special training are ensured by a clearly thought-out solution to a number of specific tasks:

Mastering basic theoretical information on phonetics, morphology, syntax, spelling, graphics and punctuation, preparing for the study of a systematic high school language course;

enriching children’s speech practice, developing the ability to consciously use knowledge of phonetics, grammar and spelling;

On this basis, mastery of modeling methods and various speech operations.

There is a gradual transition from purely practical classes on speech formation to language learning. Solving speech and language problems in their interrelation requires special pedagogical means and the division of the Russian language course into sections that are different from the general education school.

The primary school program consists of the following sections: “Speech Development”, “Pronunciation”, “Literacy Teaching”, “Phonics, Grammar, Spelling and Speech Development”, “Reading and Speech Development”.

The main task of speech development is to bring students closer to the normal level of practical proficiency in their native language, that is, to teach them to use speech as a means of communication.

To this end, the forms of speech communication and means of language are systematically improved in the following interrelated areas:

a) development in children of various types of oral speech (dialogical, monological) based on enriching knowledge about the world around them;

b) formation and expansion of the lexical side of speech;

c) practical mastery of the basic laws of language based on the assimilation of semantic and grammatical relations;

d) formation of lexical and grammatical readiness for conscious mastery of other sections of the native language (teaching grammar, literacy, spelling).

The starting point for the system of work on speech development is the principle of the communicative orientation of speech. Compliance with it involves the formation of communication in the process of active speech activity, the creation of a motivated need for speech in students by stimulating their speech activity and modeling situations that contribute to the generation of independent and proactive statements.

MAIN DIRECTIONS AND TASKS OF WORKING WITH CHILDREN WITH LEVEL 1 SEN

TEACHER-LOPOPEDIST MBDOU "KINDERGARTEN No. 16" OF THE CITY OF ALEISK MOSINA N.A.

ONR IS

various complex speech disorders, in which the formation of all components of the speech system is impaired in children with normal hearing and initially intact intelligence, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar).

REASONS FOR OPENSION

1.Health (pathology of pregnancy, childbirth, other disorders).

2. Incorrect conditions for the formation of a child’s speech in the family (lack of communication with adults and with other children, the presence of a nanny who speaks a different language, living with deaf parents, pedagogical neglect, overprotection, etc.).

3.Bilingualism, for example, in kindergarten the child speaks Russian, but in the family they speak another language.

4.Unfavorable social conditions in which the child is raised. (Lack of communication with the child. “Non-speaking” parents have non-speaking children.)

In speech therapy there are traditionally three levels of speech underdevelopment:

Level 1– complete absence of speech, elements of speech.

Level 2- the rudiments of common speech, in addition to gestures and babbling words, although distorted, fairly constant common words appear.

Level 3– speech is more developed, there are no gross deviations in the development of phonetic-phonemic and lexical-grammatical aspects of speech.

Many years of experience in teaching preschoolers with speech underdevelopment, studying the dynamics of their progress in speech development made it possible to substantiate the need to identify new, fourth level of speech development(T. B. Filicheva). It included children with residual symptoms of underdevelopment of the lexico-grammatical and phonetic-phonemic components of the language system.

The speech of such children, at first glance, makes a completely favorable impression. Only a detailed and in-depth examination and the implementation of specially selected tasks can reveal residual manifestations of general speech underdevelopment.

First level of speech development

The child does not speak commonly used means of communication. To express requests and thoughts, children resort to facial expressions and gestures, individual babbling combinations and onomatopoeia. The passive vocabulary is wider than the active one, however, a speech therapy examination reveals shortcomings of impressive speech (difficulty in orienting in the addressed verbal material, misunderstanding of issues of indirect cases, meanings of prepositions, grammatical forms of words). A child’s speech is understandable only in a specific situation. The limited ability to perceive and reproduce the syllabic structure of a word is clearly expressed. The sound side of speech is characterized by phonetic uncertainty. The pronunciation of sounds is diffuse in nature, which is due to unstable articulation and low capabilities for auditory recognition of phonemes.

A distinctive feature of speech development at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

Organization of correctional and developmental work with children

( I level of speech development)

Speech therapy classes with children of the first level of speech development are conducted individually or in small subgroups. This is explained by the fact that they do not fully understand speech, assimilate instructions addressed only to them personally, as well as the presence of specific characteristics of mental activity.

Therefore, the first classes are carried out only in the form of a game with the participation of your favorite puppet characters.

• development of speech understanding;
• development of independent speech based on imitative speech activity;
• formation of a two-part simple sentence based on elementary word formations;
• development of attention, memory, thinking of children.

TASKS OF WORKING WITH CHILDREN WITH LEVEL 1 SEN

• DEVELOPMENT OF SPEECH UNDERSTANDING
• FORMATION OF AN ACTIVE DICTIONARY.
• FORMATION OF SKILLS FOR USING SIMPLE SENTENCES.
• FORMATION OF SKILLS TO USE SIMPLE COMMON SENTENCES.
• FORMATION OF SKILLS FOR COMPILING A SHORT STORY.
• FORMATION OF A NON-VERBAL BASIS OF SPEECH.
• PREPARATION OF ORGAN ARTICULATION FOR PRODUCING SOUNDS.

• STAGE 1 – ONE-WORD SENTENCE FROM AMORPHOUS ROOTS WORDS.
• MAIN GOALS:
• TO CAUSE IMITATIVE SPEECH ACTIVITY IN CHILDREN IN THE FORM OF ANY SOUND MANIFESTATIONS.
• FORM AND REFINE PASSIVE DICTIONARY: DICTIONARY OF ACTIONS, DICTIONARY OF NOTATIONS
• TO ACTIVATE SPEECH IMITATION, IT IS NECESSARY TO CONSIDER THAT AN IMPORTANT POINT IN Speech Therapy WORK WITH Speechless CHILDREN WILL BE THE CREATION OF THE NEED TO IMITATE THE WORD OF AN ADULT. YOU CANNOT LEARN WORDS. CONNECT THEM WITH PRACTICAL ACTIVITY, IMITATION. THE CHILD ACCOMPANIES HIS ACTIONS WITH WORDS. THEREFORE, THE Speech Pathologist NEEDS TO CREATE CONDITIONS IN WHICH THE CHILD WOULD HAVE THE DESIRE TO PRONOUNCE (REPEAT) THE SAME SOUND COMBINATIONS REPEATEDLY. ACTIVATION OF CHILDREN'S SPEECH, OR CAUSE OF SPEECH IMITATION, SHOULD BE CLOSELY CONNECTED WITH THE CHILD'S PRACTICAL ACTIVITY, WITH PLAY, WITH A VISUAL SITUATION, WHICH IS ACHIEVED UNDER DIFFERENT BUT MANDATORY CONDITIONS: EMOTIONAL CONTACT A CHILD, A CERTAIN LEVEL OF SPEECH UNDERSTANDING, STABILITY OF ATTENTION, PRESENCE OF IMITATIVE MOTIVATION .

• STAGE 2 – FIRST FORMS OF WORDS

MAIN GOALS:

• TEACH TO BUILD A TWO-WORD SENTENCE OF 2 TYPES:

O ADDRESS + COMMAND;

O COMMAND + NAME OF OBJECTS.

• LEARN TO PRONUNCIATE A Stressed VOWEL, SYLLABLE.
• CONFIRM COMMON WORDS.
• EXPAND THE VOLUME OF SPEECH COMPREHENSION.
• EVEN MORE USE OF ONE WORD SENTENCES.
• IT IS PREFERABLE THAT ALL VOWELS BE PRONUNCIED.
• BY THE END OF STAGE 2, CHILDREN SHOULD HAVE LEARNED:

· SYNTACTICALLY AND GRAMMATICALLY FORMULATE A TWO-WORD SENTENCE.

· PLACE OF STRESS IN INDIVIDUAL WORDS.

· DETERMINE THE RHYTHMIC PATTERN OF THE WORD STRUCTURE.

· SPEECH UNDERSTANDING: AN OBJECT IS RELATED TO ITS FUNCTION.

· RECOGNIZE THE OBJECT BY DESCRIPTION.

· ANSWER IN AN ACCESSIBLE FORM.

A socially significant task in the work of preschool institutions is to prepare children for successful learning at school. In specialized preschool institutions that form groups of children with special needs, it is especially important to promptly use the potential capabilities of children in this category, to maximally correct deficiencies in their development, and to overcome possible difficulties in further schooling.

Children with ODD, with primary intact intelligence, cannot independently master academic skills. Moreover, the learning process for children with general speech underdevelopment has a number of features and depends on many factors, in particular, on the severity and structure of the speech defect, and on individual typological characteristics.

In addition to the underdevelopment of all components of oral speech - phonetic-phonemic processes, lexical-grammatical structure and coherent speech, children with OSD are characterized by underdevelopment of processes closely related to speech activity: impaired attention and memory, articulatory and finger motor skills, insufficient development of verbal and logical thinking .

Correctional and educational activities in groups with special needs are led by a speech therapist and two educators. The most experienced teachers are involved. The characteristic features of children with ODD are manifested in classes, in play and everyday activities. Teachers of groups for children with special needs are faced with the need to constantly look for an approach to difficult and uncooperative children, to teach them the norms and requirements of communication in a team, without which socialization and full-fledged education are not possible.

The key positions in the organization of correctional and educational intervention in the conditions of compensatory preschool educational institutions for children with special needs belong to speech therapists, whose activities are characterized by fairly broad and diverse functions:

• diagnostic,
• preventive,
• correctional pedagogical,
• organizational and methodological,
• advisory,
• coordinating,
• control and evaluation.

Ignoring at least one of them inevitably leads to a deficiency of others and a decrease in the quality of correctional work with children in general. However, we should not forget the fairly strong potential of other participants in the correctional educational process: the teaching staff, parents, the child himself, who can significantly influence the timing and effectiveness of speech therapy work.

The teacher helps the speech therapist in overcoming OPD and processes closely related to it, and carries out a number of educational tasks provided for by the general education program for the upbringing and training of preschoolers.

However, it must be remembered that the most significant and leading direction is the correctional and educational direction.

Children entering groups of this profile at the age of five are one or two years behind their peers with normal development in terms of knowledge, speech and mental development, and behavioral skills. Their education has to begin according to the program of the middle group of a mass kindergarten. First of all, this concerns classes on the formation of elementary mathematical concepts and visual activities. Children with OHP are weakened, disinhibited, and get tired quickly. Increasing the age-appropriate study load is contraindicated for them. Therefore, the number of classes in several disciplines should be significantly less than in mass groups.

Corrective work in the group is carried out under the guidance and control of a speech therapist. A teacher in a speech therapy group is an assistant to a speech therapist in correcting speech and related disorders.

In speech groups, the teacher carries out correctional tasks:

1. consolidates speech skills according to the instructions of the speech therapist;
2. maximally replenishes, clarifies and activates children’s vocabulary during routine moments;
3. carries out systematic monitoring of the sounds and grammatical correctness of children’s speech in classes and in free activities;
4. in his classes he includes tasks for the development of attention and memory, stimulation of children’s verbal and logical thinking;
5. develop voluntary finger motor skills of children.

The teacher conducts individual lessons on the instructions of the speech therapist in the afternoon. The teacher works with those children (2-3 children) whom the speech therapist indicates daily in a special notebook on the relationship in their work. It is important that at this time all the other children are busy playing quiet games and do not distract the children playing. Board games that take into account the characteristics of children and contribute to their development and learning are suitable for this purpose.

To develop fine, voluntary motor skills of the fingers, children are offered various lacing, mosaics, stringing of beads, and stencil drawing. If children have difficulties with constructive activities, you can offer cut-out pictures, games - puzzles, special cubes.

It is advisable to conduct classes with children in a specially equipped speech corner, which should be in every speech therapy group. The speech corner contains material for consolidating all components of oral speech, which is constantly replenished and updated. The child and the teacher study in front of a large mirror at the table. The teacher, by repeating and reinforcing individual tasks with the child, helps eliminate grammatical and phonetic errors made by children with speech pathology.

Where to start planning educational work in groups for children with special needs?

First of all, it is necessary to adapt a child with speech pathology to new, unusual living conditions for him, to new premises of group rooms, bedrooms, and so on. It is necessary to allocate time, perhaps, to conduct special classes to familiarize children with classrooms, groups, music, physical education and other premises of the kindergarten. Initially, when children’s speech is slurred, illegible, or distorted, it is not recommended to require detailed statements from children. At this stage, it is advisable to use the following forms of work:

• reading fiction;
• learning poems;
• viewing filmstrips, videos, using computer technologies whenever possible;
• conducting excursions;
• conducting conversations based on the picture.

As speech defects are corrected, it becomes possible to demand more complete answers and stories from children. When many children begin to master the skills of correct sound pronunciation, then it is possible to complicate the requirements and expand work on speech development: develop dialogic speech skills, work on the development of phrase structure, form and activate coherent speech skills. The speech therapist and teachers teach children to tell stories based on a series of plot pictures, from a plot picture, from memory, and teach them to compose descriptive and comparative stories.

In accordance with the work plan of the speech therapy group, all classes, without exception, contain and implement basic correctional tasks, all types of children's activities are defined. The so-called “speech mode” is actively used.

For example, morning exercises. When performing some exercises, children clearly pronounce the word: “Wow!”, “Clap!”, “Top!”, when squatting: “Knock-knock-knock!”, or: “Drip, drip, drip!” Children should speak words while exhaling. At the beginning of the year, 1-2 words are given, then, according to the kindergarten method, taking into account the speech capabilities of the children.

Before morning gymnastics, as well as before each lesson, articulation gymnastics should be carried out daily, consisting of 2-3 exercises that are well learned by children and do not require special visual control. For example, such general articulation exercises as “Clock”, “Swing”, “Drummer”.

Classes are the main activity in a child’s learning and development. Teachers plan classes taking into account all the assigned tasks, together with the speech therapist, they discuss the planning of classes, objectively assess the results achieved, and plan further work with children.

A word associated with a visual representation must be perceived by the child’s hearing, pronounced and stored in his memory. To do this, the child must perceive it with his hearing and consciousness many times, and in order to master the correct pronunciation of a word, he must repeat it often, consolidate it not only automatically, but at the same time mastering the skills of self-control.

Consolidating children's knowledge about autumn, the teacher clarifies their ideas about autumn phenomena with questions that encourage them to think and repeat to themselves:

How did we know it was autumn?

Children are faced with the need to analyze and identify individual signs of autumn: it has become colder; leaves turn yellow and fall off; birds fly south, etc. In various games, children form and consolidate concepts about birds, vegetables, fruits, and so on, according to the content of calendar-thematic planning of group work. The teacher asks the children to name vegetables with the sound “S” (beets, radishes, cabbage), birds with the sound “R” (rook, crow, magpie).

In classes on drawing, sculpting, appliqué, design, the teacher teaches children not only technical skills: how to use a brush, a pencil, how to paint smoothly, how to sculpt from one piece, but also solves general educational problems, expands and enriches the vocabulary, and works on grammatically correct speech.

For example, children sculpt a cucumber and a tomato, compare them by shape, color, and ask riddles. When explaining, the teacher accurately uses the right words, pronounces them clearly, and asks specific questions. As a result of the lesson, when analyzing the work, attention is paid to the children’s independent responses, how they are guided by the teacher’s speech patterns, and how they formulate their statements grammatically correctly.

When planning mathematics classes at the beginning of the school year, the teacher can use the educational material of the previous group, taking an approach to children experiencing difficulties.

The teacher should try to use various analyzers, developing visual, auditory perception, and tactile sensations of children, alternate between different types of activities, observing a “protective regime” in the classroom.

Musical classes and singing develop breathing, improve articulation, mobility of speech organs, and reinforce established sounds. Singing helps to develop expressive speech; modal coloring helps to intonate correctly. Music affects the psyche and emotions of the child, eliminates embarrassment and stiffness.

The development of speech should be considered in continuous connection with the activities of children. The word should reinforce every effective skill learned by the child. The manifestation of speech is most pronounced in and through play. Very often, as already mentioned, speech-pathic children do not know how to play. The games of children 5-6 years old are primitive, corresponding to the age of a 3-4 year old child. Not being able to create a plot, children do not engage in verbal communication.

The teacher teaches children to play independently, plan correctly and conduct story-based games. A variety of game management techniques are widely described in the literature. But it is better to learn the text of outdoor games during a physical education class, in the morning or evening. A large place should be given to round dance games.

When planning walks, the teacher writes specific observations, thinks through questions that make the child think, and uses artistic expression. Then this material is repeated in classes to reinforce correct sound pronunciation.

Children show great interest in the “Nature Corner”. There is a wide field of activity here for the development of speech, activation of the vocabulary, correct pronunciation of complex words and the development of phonemic hearing. (Determine the position of a particular sound in the word). Working with children in a corner of nature develops the child’s mental abilities. Why did the flower fade and its leaves wither? - Poorly watered. Correctly maintaining the nature calendar develops and enriches the child’s speech, provides diverse speech material: the weather is rainy, the sky is cloudy, gray; day is sunny, clear, etc.

In the practice of the speech therapy group, routine moments are poorly used: washing, breakfast, dressing for a walk, getting ready for bed. It happens that teachers give children monotonous standard instructions: “Wash your hands!”, “Sit down!”, “Stand up!”, “Quiet!” Such fragmentary monosyllabic phrases do not contribute to the development of children's speech. An experienced teacher tries, when talking with children, to intensify their speech: “What a beautiful dress you have. Who bought it for you?

During meals, the teacher tells the children what is for breakfast and lunch today. Children learn the names of dishes and learn to use polite words.

Before class, the attendants inform you of the day, month, date. With certain children who are especially difficult in verbal communication, during preparation for bed, consolidate the general concepts of “clothing”, “bed”, make a riddle, for example, about a pillow, clarify the names of items of his personal clothing.

Individual and subgroup work with children to consolidate speech tasks can also be carried out using the morning time, when there are still few children.

Thus, only an integrated approach to overcoming ODD in children, with the active involvement of all teachers and employees of preschool educational institutions, is as effective as possible, contributes to optimal speech correction, increasing the level of speech development, and the formation of general mental skills. Children can, as a result, follow the directions and instructions of a speech therapist teacher, educator, control themselves and their friends, their general cultural level increases, and their readiness for social interaction is formed.