The use of non-traditional techniques in the work of a speech therapist. A combination of various forms and methods of teaching in the work of a preschool teacher-speech therapist

Non-traditional methods of therapy in speech therapy work.

Non-traditional methods of influence in the work of a speech therapist are becoming a promising means of correctional and developmental work with children with speech disorders.

These methods of therapy are among the effective means of correction, increasingly used in special pedagogy and helping to achieve the maximum possible success in overcoming the speech difficulties of preschool children. Against the background of comprehensive speech therapy care, non-traditional methods of therapy, without requiring special efforts, optimize the process of speech correction for children of speech pathologists and contribute to the improvement of the child’s entire body.

The effect of their use depends on the competence of the teacher. The ability to use new opportunities, to include effective methods in the system of correctional and developmental process, creating psycho-physiological comfort for children during classes, providing for a “situation of confidence” in their abilities. In addition, alternative methods and techniques help organize classes more interesting and varied. Thus, the therapeutic possibilities of alternative medicine help create conditions for speech expression and perception.

Today, quite a lot of methods of non-traditional influence are known (games, fairy tales, laughter, art, clay, wax, crystal therapy, etc.). But I would like to dwell on those that, in my opinion, are the most appropriate and effective: aroma, music, chromotherapy, sujok and sand therapy. All these methods are aimed at normalizing muscle tone (which is usually impaired in dysarthric speech disorders) and improving the psycho-emotional state of children.

Aromatherapy- treatment with essential oils.

Goals:

normalize muscle tone,
Increase performance, mood, self-confidence.

Scientific research has proven that smells can control mood and performance; they can not only influence our lives in general, but also guide our behavior.

(Japanese scientists conducted an experiment at school. They found that the number of errors when writing sharply decreases when the air is saturated with the smells of lavender by 20%, jasmine by 25%, lemon by 50%.)

To increase the intellectual performance of children, you can use rosemary, sage, lavender and tea tree oil.

Equipment.

Scented lamps (3-5 drops of oil per bowl filled with water, a candle in an aroma lamp that heats the water in the bowl helps evaporate the oil from its surface. You can make aroma medallions using Kinder Surprise packaging.

During work it is necessary to use the principles of aromatherapy.

Due to getting used to odors, their effectiveness decreases, so make changes to the compositions of essential oils at least 1.5 months.
Carefully read the annotations on medications and take into account the individual characteristics of children.

Possible positive effects of essential oils on the psyche.

Geranium and lavender relieves stress and anxiety.
Mint improves mood.
Chamomile- promotes memorization, calms.
Rosemary- improves memory.
Equalipt- eliminates fatigue, drowsiness.
Tea tree oil is an emotional antiseptic, eliminates hysteria and panic.
Fir- eliminates depression, feelings of insecurity.
Kedrovoe - Eliminates nervousness, confusion, organizes thoughts.

Music therapy.

Goals:

Create a positive emotional background.
Stimulate motor functions.
Develop the respiratory and articulatory apparatus.
Disinhibit speech function.

It has been established that pleasant emotions evoked by music increase the tone of the cerebral cortex, improve metabolism, stimulate breathing and blood circulation.

The main expressive means of music are sounds.

It was noticed that light, calm music during correctional classes has a calming effect on the nervous system, bringing the processes of excitation and inhibition into balance.

The most important thing for children is the training of observation and a sense of rhythm, tempo and time, mental abilities and imagination, the education of volitional qualities, endurance and the ability to restrain emotions, general fine and articulatory motor skills.

Musical rhythm is widely used in classes to treat motor and speech disorders. It is carried out in the form of subgroup classes with rhythmic games, breathing exercises, playing a given rhythm at both an accelerating and slowing pace, and even singing.

The following music therapy techniques can be used:

Listening to music,
Rhythmic movements to music
Combination of music with work on the development of manual praxis.,
Singing pure sayings to musical accompaniment,

During a music session, the following principles should be followed.

Listening time should be no more than 10 minutes during the entire lesson.
Use only those works that absolutely all children like,
It is better to use one piece of music during class.

The use of music can be not only a stage of corrective intervention, but also a soft, cozy, unobtrusive background to any other activity.

Chromotherapy.(color therapy, light therapy)

Goals:

Normalize muscle tone,
Neutralize the negative state.

Chromotherapy is a science that studies the properties of light and color.

Scientists have long noticed that some colors caress the eye, soothe, promote a surge of internal strength, and invigorate, while others irritate and depress. The impact of color on people is not unambiguous, but is purely individual and selective, and teachers need to take this into account in their work.

The effect of light on a child’s body:

Blue, light blue- calming effect, relaxing effect, reduction of spasms, inhibitory effect.

Red, pink- increased performance, a feeling of warmth, stimulation of mental processes.

Green- calming effect, creating a good mood.

Yellow- the color of joy and peace, neutralization of negative states.

It has been noted that chromotherapy in individual sessions has a beneficial effect on the nervous system. So, depending on the child’s condition, you can create a color lighting background (throw a chiffon scarf of a certain color over the lamp, which does not darken, but creates a soft light of a certain color scheme.)

Su-jok therapy.

Goals:

Normalize muscle tone,
Indirectly stimulate speech areas in the cerebral cortex.

Su-Jok therapy, the latest achievement of oriental medicine. Every person can master this, and without turning to a doctor or medications, help themselves and their loved ones. The correspondence systems of all body organs on the feet and hands are “remote control” created so that a person can maintain himself in a state of health by influencing certain points.

Su-jok therapy is highly effective, safe and simple, the best method of self-help that currently exists. Studies by neuropathologists, psychiatrists and physiologists have shown that the morphological and functional formation of the speech areas of the cerebral cortex occurs under the influence of kinesthetic impulses coming from the fingers. Therefore, Sujok therapy activates the child’s speech development.

Sand therapy.

Goals:

Develop tactile - kinetic sensitivity and fine motor skills.
Relieve muscle tension.
Help the child feel protected in a comfortable environment.
Develop activity, expand life experience.
Stabilize your emotional state by absorbing negative energy.
Be able to find ways to solve problem situations.
Develop creative actions, find non-standard solutions leading to successful results.
Improve visual-spatial orientation and speech abilities.
Expand your vocabulary
Master the skills of sound analysis and synthesis.
Develop phonemic hearing and perception.
Develop coherent speech and lexical and grammatical concepts.
Help in learning letters, mastering reading and writing skills.

Children become familiar with sand and water very early. How much joy it gives children to wander through puddles and touch the water with their hands. Or build a sand castle, cook porridge-malasha, and simply immerse your hands in the sand. In this case, both hands must work, and not just one leading one, as when writing in a notebook or on a blackboard, that is, two hemispheres work at once. A conversation arises between water, sand and the child’s hands. After all, with your hands you can collect the sand into a hill, level its surface again, leave your imprints, traces, indentations on it, draw whole pictures, pour water into the sand pits. The use of games and play exercises with sand and water in individual speech therapy work with children with speech disorders is very effective.

Immersing both hands in sand or warm water relieves the child's muscle tension and develops hand motor skills.

Usually, from a number of objects and materials offered for activities - colored pencils, felt-tip pens, paints, plasticine, puzzles, construction sets, etc., most children constantly choose games with warm water and sand.

For preschoolers, this is primarily a game that brings great pleasure, rather than didactic learning. In the games, children immediately populate the water and sand with inhabitants and begin to talk to them. The movement of the child's hands in the sand and water relieves cramps, inhibits fixation on his speech, as he is carried away by action and play, and sand and warm water have a relaxing effect. If children do not know how to combine speech with hand movements in water or sand, they either play or speak, it is necessary to teach them this. To correct sound pronunciation, the child is first taught to combine movements of the tongue and fingers in water or sand while learning and practicing special articulation exercises, automating isolated sounds, and pronouncing syllables and words. If the sound and pronunciation side of the child’s speech does not suffer, you need to force him to recite familiar poems, nursery rhymes with rhythmic movements in the sand or water. Often the speech therapist is required to take the child's hands in his own and act together. The operating principle was the following: “Play and create at the same time.”

General conditions for organizing sand therapy.

A large waterproof box is used as a sandbox. Its traditional size in centimeters is 50 - 70-8 cm. It is believed that this size of the sandbox corresponds to the volume of the field of visual perception. The traditional sandbox size is designed for individual work.

Material. The traditional and preferred material is wood.

Color. The traditional sandbox combines the natural color of wood and blue. The bottom and sides are painted blue, the bottom symbolizes water, and the sides the sky. The sandbox is half filled with clean, washed and oven-calcined sand. Used sand needs to be changed and cleaned from time to time.

Partial transfer of speech therapy classes to the sandbox provides a greater educational and educational effect than standard forms of training.

Firstly the child’s desire to learn something new, experiment and work independently increases. Secondly, in the sandbox tactile sensitivity develops as the basis of manual intelligence.

Thirdly, in games with sand, all cognitive functions (perception, attention, memory, thinking, and most importantly for us, speech and motor skills) develop more harmoniously and intensively.

Fourthly, Subject-based play activities are improved, which contributes to the development of role-playing games and the child’s communication skills. Based on the methods of working in the pedagogical sandbox, the teacher can make the traditional methodology for expanding vocabulary, developing coherent speech, and developing phonemic hearing and perception in preschool children more interesting, exciting, and most importantly, more productive.

Today, in the arsenal of everyone involved in the upbringing and training of preschool children, there is extensive practical material, and non-traditional methods, the use of which contributes to the effective speech development of the child, everything else depends only on us.

Description of the presentation by individual slides:

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MUNICIPAL BUDGETARY PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN "FIrefly" SMOLENSKY DISTRICT OF SMOLENSK REGION NON-TRADITIONAL METHODS AND TECHNIQUES IN THE WORK OF A Speech Therapist Developed by: teacher-speech therapist Svistunova M.I.

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Working with a child should be dynamic, emotionally enjoyable, tireless, and varied. And this objectively pushed me to search for unconventional gaming techniques, methods, aids and to create a speech environment. After all, a child develops against the background of his environment. This environment should not be just a “setting”, but a source of child development. I present to your attention a number of unconventional exercises, methods, techniques, and didactic games that contribute to the development of children’s speech:

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Plastic covers. They help in solving many problems in the development of language processes in children of senior preschool age, and in teaching the elements of literacy. This manual solves the following problems: - clarifying the color scheme; - securing the account, numbers; - development of imagination, visual perception; - prevention of dysgraphia and dyslexia, etc. GAMES: 1). “Find all the red, green, blue, etc. covers" 2). “Show me the number, find the quantity.” 3). “Follow the example.” 4). “Put out a letter from the caps.”

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Working with sand. You can play with sand not only on the street - you can set up a mini-sandbox in a kindergarten. Through sand therapy, not only the psycho-emotional state is harmonized, but also correctional and speech therapy problems are directly solved: - tactile-kinesthetic sensitivity and fine motor skills of the hands are powerfully developed, as the basis for the development of “manual intelligence”; - the skill of correct sound pronunciation is consolidated; - the development of object-based play activities is improved, which further contributes to the development of the child’s communication skills; - promotes the development of coherent speech, lexical and grammatical concepts; - stabilizes the emotional state, helping to remove negative energy. Playing with sand has no methodological restrictions. This provides great opportunities for working with children with speech impairments.

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Games in preparation for making sounds: During preparation for making sounds during the traditional performance of articulation exercises: when performing the “Horse” exercise - click your tongue, at the same time rhythmically, in time with the “clicks”, “Ride on the sand”. "Watch." Games for automating sounds in speech: Find letters hidden in the sand and make syllables and words from them. You can write letters first with your finger, then with a stick, holding it like a pen. Small toys are buried in the sand - the child finds and pronounces the word correctly. You can make a story out of the toys you find.

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Laces for working on the automation of speech sounds. The main task is to automate speech sounds. The child moves the knots with his fingers and for each knot says a word with the sound being practiced.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MINISTRY OF EDUCATION OF THE MOSCOW REGION

MGOSGI

"MOSCOW STATE SOCIAL AND HUMANITARIAN INSTITUTE"

FACULTY OF PEDAGOGY

SPECIALTY Speech Therapy

CHECK WORK IN Speech Therapy ON THE TOPIC:

USE OF NON-TRADITIONAL METHODS IN Speech Therapy Work

PERFORMED BY: SELUKOVA YU.A.

4TH YEAR STUDENT

CORRESPONDENCE STUDIES

CHECKED BY: ULYANOVA O.I.

KOLOMNA 2013

Introduction

1. What are non-traditional methods and their importance in speech therapy practice

2. The use of non-traditional methods of activating the organs of articulation

3. Overcoming speech difficulties in children using non-traditional methods

4. Non-traditional methods used in speech therapy practice

5. Non-traditional methods for eliminating dysgraphia in younger schoolchildren

Conclusion.

References

Applications

Introduction

The constant increase in the number of children with developmental disabilities makes diagnostic, correctional and preventive areas of activity of preschool educational institutions one of the most significant. The largest group - up to 60% of all preschoolers - today are children with speech development disorders.

The current situation in the system of education and training of preschool children shows that the number of children with speech development disorders is steadily growing. Among them, a significant proportion are preschool children with general speech underdevelopment. Having full-fledged hearing and intelligence, they, as a rule, are not ready to master the school curriculum due to the immaturity of all aspects of speech - lexical, grammatical and phonetic. These children constitute the main group for academic failure.

Speech pathology does not exist by itself. Inferior speech activity leaves an imprint on the formation of the sensory, intellectual and affective-volitional spheres in children. There is insufficient stability of attention, reduced memory capacity, emotional excitability, a lag in the development of the motor sphere, and insufficiently developed motor skills of the fingers. An objective examination shows that children with speech defects have not only a delay in the development of mental processes, but also general somatic weakness.

In the current situation, a systematic, comprehensive approach to correcting the speech and accompanying mental and somatic development of the child is relevant.

Of course, generally accepted, traditional pedagogical methods are basic, but with the obligatory use of additional, non-traditional methods. Although additional methods have been used in speech therapy practice before, very little time was devoted to them. Basically, pedagogical methods of influencing the speech pathologist dominated, which, unfortunately, could not solve all the problems.

The use of additional methods will help create conditions for optimal physical and neurophysical development in speech therapy classes, ensure an adequate level of health for children and help correct speech defects.

1. What are non-traditional techniques andtheir meaningin speech therapy practice

The concept of “non-traditional methods” is defined as a complex process (activity) of creating, distributing, introducing and using a new practical tool. Non-traditional correctional experience is considered as a system of specialist activity that changes the traditional practice of correction. The results of this activity are expressed in changes in content, methods, forms, technologies, and means of correction. The introduction of non-traditional methods into practice makes it possible to improve the correction process.

Due to the growing number of children suffering from speech disorders, the search for new forms and methods of correctional and developmental work is very relevant today. In this situation, the choice of a systematic integrated approach to correcting the speech and accompanying mental and somatic development of the child is relevant. In the specialized literature, in various methodological and popular scientific publications, defectologists, speech therapists, teachers and psychologists present new non-traditional forms of working with children in addition to traditional methods. One can note the works of such authors as T.M. Grabenko, T.D. Zinkevich-Evstigneeva, M.A. Povalyaeva, E.A. Pozhilenko, M.I. Chistyakova and others.

The specificity of non-traditional correction methods is aimed at ensuring two coordinated processes: supporting the development of the child and supporting the process of his education, upbringing, and correction of existing deviations. It includes correctional work aimed at correcting or weakening existing disorders, and developmental work aimed at revealing the child’s potential capabilities and achieving an optimal level of development.

Methods of non-traditional forms are intended to restore mental and physical performance, eliminate fatigue, lethargy, and asthenic syndrome. It can also serve as a prevention of cerebrovascular accidents, eliminating insomnia and nervousness. non-traditional speech therapy articulation schoolboy

2. Using non-traditional methods of activating artik organsulations in speech therapy work

Often, speech therapists have to deal with persistent problems with sound pronunciation in children. General speech underdevelopment, erased dysarthria, and often even polymorphic dyslalia are combined with neurological symptoms. Children with such speech pathology, as a rule, are somatically weakened, suffer from movement disorders, and have low performance, increased fatigue. Some logopathic children are hyperactive, others, on the contrary, are asthenic. In such cases, long-term corrective influence on the child is required. At the same time, for successful speech therapy work, classes must be dynamic, emotionally pleasant, and interesting to the child. It is in such situations that a speech therapist can use unconventional methods.

Non-traditional methods of activating the organs of articulation can be used not only in working with pathology, but also as a preventive measure.

Consistent positive results are obtained from the use of non-traditional methods for the prevention of complex speech disorders in young children at risk for speech development. In most children, when using unconventional methods, the functioning of the central nervous system is normalized. Signs of this are: normalization of the tone of the articulatory and facial muscles, activation of fine differentiated and formation of arbitrarily coordinated movements of the organs of articulation, partial elimination of pathological symptoms (hypersalivation, synkinesis, deviation). As a result, the sounds of early ontogenesis actively appear, and the interdental pronunciation of whistling sounds is normalized. Most of these children subsequently do not need speech therapy work, since sounds are formed and introduced into speech spontaneously. The general somatic health of children also improves, and the adaptation period in preschool educational institutions goes more smoothly.

Basically, non-traditional methods are easy to use, accessible, effective, do not require expensive equipment, have virtually no contraindications or age limits, and a person-centered approach to working with a child gives an excellent effect.

We can say with confidence that the complex of non-traditional methods belongs to health-saving technologies.

The following non-traditional methods of activating the organs of articulation are used: articulatory games with spoons, exercises for the lingual and labial, cheek muscles with water, speech therapy massage and self-massage, DENS therapy, bioenergoplasty.

It is known that the pronunciation of sounds is ensured by good mobility and differentiated functioning of the organs of the articular apparatus. Not only articulation gymnastics in its traditional form, but also various articulation exercises with spoons, which are playful in nature and evoke positive emotions in children, help to develop clear and coordinated movements of the articulation organs. Children enjoy using spoons to help their tongue “climb the elevator to the top floor”, practicing the upper rise of the tongue; massage the tongue and lips, beating, patting and stroking them with spoons.

Exercises with water, successfully used in speech therapy practice, help strengthen kinesthesia. Since water is a denser substance than air, it more actively irritates sensitive areas in the oral cavity, stimulating innervation. Children do exercises with water both during speech therapy sessions and during routine moments when they rinse their mouths with water after eating. Having collected a small amount of water into a “cup” (a cup-shaped tongue), stick it far forward from a wide open mouth and bring it back, moving it from one corner of the mouth to another, trying not to spill a drop. After taking water into your mouth, place it behind the left cheek, then behind the right, then under the upper lip, then under the lower. Throw back your head and gargle.

Speech therapy massage and self-massage training, actively used in correctional work, contribute to the rapid normalization of the tone of articulatory muscles and the formation of coordinated articulatory movements. Using various types of logomassages, you can combine them and supplement them with individual elements: classic, acupressure, using massagers, lollipops of different sizes, flat lollipops, toothbrushes, teethers, silicone fingertips, etc. By treating speech biologically active zones, they are automatically stimulated and biologically the points responsible for immunity, thereby contributing to the health of the child.

For a more active effect on the articulatory muscles, local contrastothermy (cryotherapy) is used - alternately applying ice and a hot egg wrapped in handkerchiefs for a short time to the muscles of the lips, cheeks, tongue.

In order to normalize the tone of articulatory muscles, DENS therapy is effectively used. When using this physiotherapeutic procedure, the time required to produce sounds and their automation is greatly reduced.

To achieve better results when preparing the articulatory apparatus for producing sounds, so that the process is more entertaining and captivates children, we use a method such as bioenergoplasty - this is a friendly interaction between the hand and the tongue. The use of bioenergoplasty effectively speeds up the correction of defective sounds in children with reduced and impaired kinesthetic sensations, since the working palm greatly enhances the impulses going to the cerebral cortex from the tongue. To all classic articulation exercises, hand movements are added. Dynamic exercises normalize muscle tone, switchability of movements, making them precise, easy, and rhythmic.

A planned system of measures to activate the organs of articulation using non-traditional methods has established itself as an accessible, effective tool that can be actively used in speech therapy practice.

The use of the above methods helps to achieve positive results in a short time. For children with speech pathology:

The muscle tone of the articulation organs is normalized;

The motor functions of the articulatory apparatus are stimulated;

Speech function is activated

Efficiency increases.

3 . Overcoming speech difficulties in children using non-traditional methods

The use of non-traditional methods in correctional work is recognized in modern pedagogical science as one of the effective means of preventing and correcting disorders in speech development. This is confirmed not only by numerous scientific studies, but also by the experience of organizing correctional and pedagogical assistance to children in need. The earlier their implementation begins, the higher the effectiveness of non-traditional methods. The use of non-traditional methods in speech correction is especially important. These methods contribute to the development of the communicative function of speech, while significantly enhancing the effect of the speech therapist’s work. Non-traditional methods are perfectly combined in complex speech correction due to the fact that the child better remembers and assimilates speech material.

The effectiveness of non-traditional methods is determined by:

The unusual design, organization and methodology of conducting classes,

Children's interest

Development of their creative independence,

Creating a favorable climate in the classroom,

Orientation of children to communication.

Correctional classes using non-traditional methods aimed at overcoming severe speech disorders are focused on:

Development of sensory and sensory perception of the surrounding world;

Solving the child’s emotional and volitional problems;

Development of spatial concepts, motor coordination, awareness of one’s own body,

Formation of positive self-esteem in a child with speech disorders.

4. Non-traditional techniques used in speech therapy practice

Relatively new non-traditional methods in speech therapy practice include sand therapy.

Playing with sand is a natural and accessible form of activity for every child. A child often cannot express his feelings and fears in words, and then playing with sand comes to his aid. And most importantly, he gains invaluable experience in symbolically resolving many life situations.

The therapeutic effect of playing with sand was first noticed by the Swiss psychologist and philosopher Carl Gustav Jung. The most important psychotherapeutic property of sand is the ability to change the plot, events, and relationships. Since the game takes place in the context of a fairy-tale world, the child is given the opportunity to change a situation that is uncomfortable for him. He learns to overcome difficulties on his own.

Observations by psychologists show that it is precisely the first joint games of children in the sandbox that can clearly show parents the characteristics of the behavior and development of their children. Parents see that the child is becoming overly aggressive or timid when communicating with peers - this may be a reason to think about the education system.

You can play in the sand not only on the street - you can set up a mini-sandbox at home, in a kindergarten, or in a speech therapy room.

Through sand therapy, not only the psycho-emotional state is harmonized, but also correctional and speech therapy problems are directly solved:

Tactile-kinesthetic sensitivity and fine motor skills of the hands develop powerfully, as the basis for the development of “manual intelligence”;

The skill of correct sound pronunciation is consolidated.

All cognitive functions (perception, attention, memory, thinking) develop more harmoniously and intensively;

The development of object-based play activities is improved, which further contributes to the development of the child’s communication skills;

Helps expand vocabulary;

They help to master the skills of sound-syllable analysis and synthesis;

Allows the development of phonemic hearing and perception;

Promote the development of coherent speech, lexical and grammatical concepts;

Helps in learning letters, mastering reading and writing skills;

They develop activity, expand life experience conveyed by the teacher in a form that is close to the child (the principle of information accessibility);

Stabilize emotional states by absorbing negative energy;

Allow the child to relate games to real life, comprehend what is happening, and find ways to solve a problem situation;

Overcome the “bad artist” complex by creating artistic compositions from sand using ready-made figures;

Develop creative actions, find non-standard solutions leading to successful results;

Improve visual-spatial orientation;

The child’s desire to learn something new, experiment and work independently increases significantly;

Playing with sand has no methodological restrictions. This provides great opportunities for working with children with speech disorders.

Elements of sand therapy are used in various types of work. For example, during preparation for producing sounds during traditional articulation exercises: when performing the “Horse” exercise - click your tongue, at the same time with your fingers, rhythmically, in time with the clicks, “jump on the sand.”

When performing the “Turkey” exercise, quickly lick your upper lip with your tongue with the sound “bl-bl-bl”, move your fingers in time with the movements of the tongue in the thickness of the sand,

“Swing” - move your tongue rhythmically up and down. Use the index finger of your leading hand to move the tongue along the sand in the same direction.

At the stage of automation of sounds, the following exercises are performed: “Motor” - pronounce the sound “R”, drawing a path along the sand with your index finger. A variation of this exercise is for a child to look for a toy - a car - in the sand. Having found it, he makes this sound. Exercise “Slide” - choose from toys lying or half-buried in the sand with the sound “C” and, having collected sand and pronouncing this sound, fill it up.

Most of the techniques, games, and exercises in literacy classes using a sandbox are aimed at developing visual attention and memory, thinking, creative imagination, and coherent speech. In the process of playing, the child learns not only to identify given sounds by ear, but also to correlate them with letters, which he can draw with his finger, a stick, sculpt or dig in the sand.

In playing with sand, children develop and develop auditory control skills, both for the pronunciation of the sounds of someone else's speech and their own. The perception and discrimination of correct and defective sound pronunciation develops. Children also develop the perception of different tempos of speech and independent reproduction of a certain tempo of a phrase. Speech is associated with hand movements on the sand of different speeds, which affects the normalization of the tempo of speech. Developing phonemic awareness, we use the following exercises: “Two Cities” - the sandbox is divided into two parts. The child drops objects or toys with differentiated sounds into different cities (for example, into “city C” and “city W.”

“Hide your hands” - hide your hands in the sand when you hear a given sound.

The use of objects of different textures in games with sand develops tactile sensitivity and fine motor skills of the child’s hands, which is necessary for the development of correct sound pronunciation.

Sand can also be used in individual lessons. The child plunges his hands into the sand, finds various objects there, then discusses: “What is this?” or “Whose is this?” Or, when finding objects, name the sound with which they begin or guess the presence of any sound in the name of the object. When working on the syllable structure of a word, you can play the following games:

“Divide the word into syllables” - the child prints the given word on the sand and divides it into syllables with vertical stripes. A variation of this exercise is to select toys from the sand with a given number of syllables.

It is difficult for children with speech impairments to master the sound analysis of words and sentences. To successfully teach these types of work, game exercises are used: “Write”, “Find” - the child writes or looks for different letters in the sand, then composes syllables, words, and sentences from the words.

Playing with sand can also be used to improve the grammatical structure of speech: in mastering possessive and relative adjectives, agreeing adjectives with nouns, numerals with nouns, etc.

Children with speech pathology also have a specific uniqueness of coherent speech, difficulties in mastering which are due to the presence in children of secondary deviations in the development of mental processes. The children really enjoy retelling stories and fairy tales with demonstrations of actions using toys. During the retelling process, children begin to fantasize, coming up with a continuation of the story. Classes on writing stories - descriptions, stories - comparisons are successfully held on the sand.

In the game “My Treasure,” a child buries an object in the sand and describes it without naming it. Other children guess and look for the item.

Methods of playing with sand are also used, which are proposed by T. D. Zinkevich-Evstigneeva and T. M. Grabenko in the “Workshop on Creative Therapy”:

Slide your palms along the surface of the sand, performing zigzag and circular movements (like cars, snakes, sleds, etc.);

Perform the same movements, placing your palm on the rib;

Create all sorts of fancy patterns on the surface of the sand with the prints of palms, fists, knuckles, and edges of the palms;

- “walk” through the sand separately with each finger of the right and left hand in turn (first only with the index fingers, then with the middle, ring, thumb and finally the little fingers). Next, you can group your fingers in twos, threes, fours, fives. Here the child will be able to create mysterious traces;

You can “play” on the surface of the sand, like on a piano or computer keyboard. At the same time, not only the fingers move, but also the hands, making soft movements up and down. To compare sensations, you can invite children to do the same movements on the table surface.

Interacting with sand stabilizes the child’s emotional state. Along with the development of tactile-kinesthetic sensitivity and fine motor skills, children listen to themselves and articulate their feelings. And this, in turn, contributes to the development of speech, voluntary attention and memory. But the most important thing is that the child gets the first experience of reflection, learns to understand himself and others.

When restoring gaps in the development of the sound side of speech, games are used to develop phonemic hearing: choose figures whose names contain the sound [a] or another vowel; select figures whose names have an automated sound, etc.

Then the task becomes more specific: make oral sentences in which words with a given sound are at the beginning, middle, and end of the word. These simple games help solve many speech therapy problems: strengthen the skills of correct pronunciation of automated sounds; develop the ability to hear and isolate individual sounds and sound combinations in a word.

Children love to draw in the sand, “print” letters and words, first with a finger, then with a stick, holding it like a pen. Sand allows you to keep your child working longer. It is easier to correct on sand than on paper, where traces of mistakes are always visible. This is very important for a child, since he does not fix his attention on mistakes and failures, but feels psychological comfort from quick correction.

General conditions for organizing sand therapy.

A large waterproof box is used as a sandbox. Its traditional size in centimeters is 50 x 70 x 8 cm (where 50 x 70 is the size of the field, and 8 is the depth). It is believed that this size of the sandbox corresponds to the volume of the field of visual perception. The traditional sandbox size is designed for individual work. For group work, it is recommended to use a sandbox measuring 100 x 140 x 8 cm.

Material. The traditional and preferred material is wood. In the practice of working with sand, plastic boxes are more often used, but the sand does not “breathe” in them.

Color. The traditional sandbox combines the natural color of wood and blue. The bottom and sides (with the exception of the upper plane of the side boards) are painted blue. Thus, the bottom symbolizes water, and the sides symbolize the sky. Blue color has a calming effect on a person. In addition, the “blue” sandbox filled with sand is a miniature model of our planet in human perception. If funds and office space allow, you can experiment with multi-colored sandboxes, when the bottom and sides are painted in one or more colors.

Now it can be filled one-third or half with clean (washed and sifted), oven-calcined sand. The sand used needs to be changed or cleaned from time to time. Cleansing is performed at least once a month. The sand must be removed from the sandbox, sifted, washed and calcined.

To organize games with sand, you need a large set of miniature objects and toys, which together symbolize the world. Before you start playing with sand, you need to talk to your children about the rules of playing in the sandbox. A poem by T. M. Grabenko will help with this:

There are no harmful children in the country...

After all, they have no place in the sand!

You can't bite or fight here

And throw sand in your eyes!

Don't ruin foreign countries!

Sand is a peaceful country.

You can build and do wonders,

You can create a lot:

Mountains, rivers and seas,

So that there is life around.

Children, do you understand me?

Or do we need to repeat it?!

To remember and be friends!

Basic principles of sand games.

1. Creating a natural, stimulating environment in which the child feels comfortable and protected while being creative.

2. “Revival” of abstract symbols: letters, numbers, geometric shapes, etc., which allows you to formulate and strengthen positive motivation for classes and the child’s personal interest in what is happening.

3. Real “living”, playing out all kinds of situations together with the heroes of fairy-tale games, which helps the development of coherent speech, since the “verbalization” of actions occurs, logical thinking develops, and the grammatical structure of speech is formed.

3. A set of playing materials (stored in plastic containers with holes):

Spatulas, wide brushes, sieves, funnels;

A variety of plastic molds of different sizes - geometric; depicting animals, vehicles, people; dough molds;

Miniature toys (5-10 cm high) depicting people of different genders and ages; various animals (domestic, wild, prehistoric; inhabitants of the aquatic world: various fish, mammals, mollusks, crabs; insects); plants (trees, shrubs, flowers, grass, etc.); vehicles (land, water, air transport, fantasy vehicles);

A set of household utensils (dishes, household items, table decorations);

Various buildings and structures (houses, palaces, castles, other buildings); furniture; objects of the human environment (fences, hedges, bridges, gates, road signs);

Accessories (beads, masks, fabrics, buttons, buckles, jewelry, etc.);

Examples of some exercises (Appendix 1 )

For a specialist working with sand, there are three rules:

Joining a child. The sand picture created by a child contains rich information about his inner world and current state. Understanding the child and his problems, feeling the rhythm of the sand painting, feeling the unique figurative structure of the painting - all this is included in the concept of joining.

Sincere interest, intrigued by the events and plots unfolding in the sandbox. Examining a picture of a child, the specialist seems to combine two aspects. On the one hand, he is an inquisitive, open traveler who is extremely interested in what is happening in the world that the child has created. On the other hand, this is a sage seeking to find the truth.

Strict adherence to professional and universal ethics. This rule is at the same time a prerequisite for any kind of professional assistance to a person. The teacher cannot, in the presence of the child, remove figures from the sandbox without asking, rearrange the picture, or make a value judgment. A person’s inner world is extremely fragile, and only strict adherence to the ethical code and high professionalism of a specialist can protect a child from mental trauma.

Su-Jok method.

This is the latest achievement of oriental medicine.

Translated from Korean, Su means hand, Jok means foot. Thus, Su Jok therapy is a treatment method using the hands and feet. The structure of the hand and foot shows an amazing similarity to the structure of the human body. In the human body, one can distinguish a torso and five protruding parts - a head with a neck and four limbs. Looking at our hand, we see that the hand also consists of a palm and five protruding parts - fingers. (Appendix 2)

The thumb, consisting of two phalanges, resembles the head and neck. Each of the four limbs of the body consists of three parts. The arm is divided into the shoulder, forearm and hand; in the leg - thigh, lower leg and foot. Each of the four fingers of the hand, from the second to the fifth, consists of three phalanges. These and other signs of similarity confirm that the thumb corresponds to the head, the second and fifth to the arms, and the third and fourth to the legs. Among all parts of the body, the foot is most similar to the hand and is in second place in terms of similarity to the body. The similarity is evidence of the deep internal connections that exist between the body, hand and foot, and explains the great possibilities of Su Jok therapy.

Su Jok therapy is highly effective, safe and simple, the best method of self-help that currently exists. With the help of balls (“hedgehogs”) and rings, it is convenient to massage your fingers for a beneficial effect on the entire body. This allows you to increase the child’s potential energy level, enriches his knowledge about his own body, and develops tactile sensitivity.

Objectives of the methodology:

Normalize muscle tone;

Indirectly stimulate speech areas in the cerebral cortex.

Studies by neuropathologists, psychiatrists and physiologists have shown that the morphological and functional formation of the speech areas of the cerebral cortex occurs under the influence of kinesthetic impulses coming from the fingers. Therefore, Su Jok therapy activates the child’s speech development.

The effectiveness of non-traditional methods of therapy largely depends on their combination with traditional means of correction. In the process of this combination, the child gradually gradually masters the necessary speech skills and abilities.

The main advantages of Su-Jok therapy:

High efficiency. When used correctly, a pronounced effect often occurs within a few minutes, sometimes seconds.

Absolute safety of use. This healing system was created not by man - he just discovered it - but by Nature itself. This is the reason for her strength and security. Stimulation of correspondence points leads to healing. Improper use never causes harm to a person - it is simply ineffective.

The versatility of the method. With the help of Su Jok therapy, any part of the body, any organ, any joint can be treated.

Availability of the method for every person. In Su Jok therapy there is no need to learn or remember anything. What is learned is easily forgotten. It is enough to understand the method once, then you can use it for the rest of your life.

Easy to use.

Along with finger games, mosaics, shading, sculpting, and drawing for speech therapy purposes, su-jok therapy activates the development of a child’s speech. With the help of rings and “hedgehogs” it is convenient to massage your fingers for a beneficial effect on the entire body. It is advisable to combine massage of the palms and fingers with speech exercises that are relevant at this stage of work (this could be repeating syllable chains, singing phrases, etc.).

The effectiveness of using non-traditional methods of therapy largely depends on their combination with traditional means of correction and, of course, on their systematicity. In the process of this combination, the child gradually gradually masters the necessary skills and abilities.

Japanese finger massage technique- thumb massage increases brain activity. If children get excited when speaking and twirl objects in their hands, you should not snatch them from your hands - this is how the child’s body relieves excitement. Japanese scientist Yoshiro Tsutsumi developed a system of exercises for self-massage. It included: rubbing the fingertips, massage of the palmar surfaces with stone, metal or glass multi-colored marbles, massage with walnuts, massage with hexagonal pencils, massage with rosary beads.

Some techniques of Su-Jok therapy:

Massage with a special ball. Since there are many biologically active points in the palm of your hand, an effective way to stimulate them is to massage them with a special ball. By rolling the ball between their palms, children massage their arm muscles. Each ball has a “magic” ring.

Elastic ring massage helps stimulate the functioning of internal organs, since the entire human body is projected onto the hand and foot, as well as onto each finger and toe.

Manual massage of hands and fingers. Massage of the fingers and nail plates of the hands is very useful and effective. These areas correspond to the brain. In addition, the entire human body is projected onto them in the form of mini-correspondence systems. Therefore, the fingertips must be massaged until a lasting feeling of warmth is achieved. This has a healing effect on the entire body. It is especially important to influence the thumb, which is responsible for the person’s head.

Foot massage. The impact on the foot points is carried out while walking on ribbed paths, massage mats, rugs with buttons, etc.

Forms of work with children to normalize muscle tone and stimulate speech areas in the cerebral cortex, correct pronunciation (sound automation), develop lexical and grammatical categories, improve spatial orientation skills.

1. Massage Su-Jock with balls (children repeat the words and perform actions with the ball in accordance with the text)

I roll the ball in circles

I drive him back and forth.

I will stroke their palm.

It's like I'm sweeping away crumbs

And I'll squeeze it a little,

How a cat squeezes its paw

I'll press the ball with each finger,

And I'll start with the other hand.

2. Massage the fingers with an elastic ring (children alternately put massage rings on each finger, reciting a finger gymnastics poem).

3. Using Su-Jok balls when automating sounds (the child alternately puts a massage ring on each finger, while reciting a poem to automate the sound).

4. The use of Su-Jok balls in improving lexical and grammatical categories (exercise “One-many”, “Call it kindly”, “Say the opposite”).

5. Using Su-Jok balls to develop memory and attention.

6. Using balls when performing general motor skills exercises.

7. Using balls of three colors: red, blue, green (for sound analysis of words).

8. Using balls to improve skills in using prepositions.

9. Using balls for syllabic analysis of words (exercise “Divide words into syllables”).

Finger game "Turtle"(the children have Su Jok in their hands).

Description

A big turtle was walking

And she bit everyone out of fear,

(children roll Su Jok between their palms)

Kus, kus, kus, kus,

(Su Jok between the thumb and the rest, which the child holds with a “pinch”. Press rhythmically on Su Jok, moving from hand to hand).

I'm not afraid of anyone

(children roll Su Jok between their palms).

Finger game "Hedgehog"

Description : The exercise is performed first on the right hand, then on the left.

Hedgehog, hedgehog, cunning hedgehog,

you look like a ball.

(children roll Su Jok between their palms)

There are needles on the back

(massage movements of the thumb)

very, very prickly.

(massage movements of the index finger)

Even though the hedgehog is small in stature,

(massage movements of the middle finger)

showed us the thorns

(massage movements of the ring finger)

And the thorns too

(massage movements of the little finger)

look like a hedgehog

(children roll Su Jok between their palms).

Finger game "Finger Boy"

Description : The exercise is performed first on the right hand, then on the left.

Thumb boy

Where have you been?

(put the Su Jok ring on your thumb)

I went to the forest with this brother,

(put the Su Jok ring on your index finger)

I cooked cabbage soup with this brother,

(put the Su Jok ring on your middle finger)

I ate porridge with this brother,

(put the Su Jok ring on the ring finger)

I sang songs with this brother

(put the Su Jok ring on your index finger).

Starting position: stand straight, raise your palms to face level, lower your elbows.

Paradoxical gymnastics A.N. Strelnikova.

Paradoxical gymnastics helps to increase the volume of inhalation and diaphragmatic exhalation. Each movement corresponds to certain phases of breathing. So, inhalations are made with movements that compress the chest. Inhalation should be as active as possible, exhalation should be passive. Unlike traditional breathing exercises, with slightly bent lips, a noisy short breath is taken through the nose. Exhale freely through the mouth.

All exercises are rhythmic. Each of them is performed 8 times, after a 3-5 second break it is recommended to move on to the next exercise. The total duration of gymnastics is 5-7 minutes. At the beginning of training, one exercise is mastered. One more is added on each subsequent day. Here are some exercises:

Exercise 1. "Palms".

Take a short, noisy, active breath through your nose and at the same time clench your fists. Exhale smoothly, freely through the nose or through the mouth, unclench your fingers, relax your hands.

Exercise 2. "Belt"

Starting position: stand straight, clench your fists, press them to your belt.

At the moment of a short noisy inhalation through your nose, forcefully push your fists towards the floor, as if throwing something off your hands. During the push, unclench your fists and spread your fingers. As you exhale, return to the starting position.

Exercise 3. "Bow"

Lean forward slightly, round your back, lower your head and arms. Take a short, noisy breath at the end point of the bow (“smell the floor”). Then smoothly, exhaling freely through your nose or mouth, return to the starting position.

Exercise 7. "Head turns"

Starting position: stand straight, arms down.

Turn your head to the right and take a short, noisy breath. Without stopping, turn your head to the left, take a short breath to the left again. The exhalation is passive between inhalations.

Exercise 8. "Ears".

Starting position: stand straight, look ahead.

Slightly tilt your head towards your right shoulder - take a short, noisy breath in through your nose. Then tilt your head to the left - also inhale. Exhale passively between inhalations, bend over without interruption.

Exercises for children with cerebral palsy, mental retardation, mental retardation, ADHD, behavioral disorders and other neurological and psychiatric problems.

Exercise “Blowing out the engines” starting position - sitting. Breathe only through the left, and then only through the right nostril (the right nostril is closed with the thumb of the right hand, the remaining fingers look up, the left nostril is closed with the little finger of the right hand). Breathing is slow, deep. The effect is activation of the work of the right and left hemispheres.

Exercise "Balloon" starting position - sitting or lying on the floor. Inhale. Relax your abdominal muscles, begin to inhale, inflating a balloon, for example a red one, in your stomach. Pause (hold your breath) exhale. Pull your stomach in as much as possible. Pause. Inhale. When inhaling, the lips extend into a tube and “drink” the air with a noise.

Exercise “Buzzing a Bee”. The thumbs cover the ears, the other four fingers cover the eyes, while the middle and ring fingers lightly press on them. Take a deep breath and pronounce the sound “m” throughout the exhalation. turn on the vibration by lightly pressing and releasing at a fast pace with your thumbs in your ears. When the air runs out, immediately take a deep breath and, as you exhale, pronounce this sound again. So from 3 to 5 times. As a variation of this exercise, you can use the sound “w” instead of the sound “m” (mouth slightly open), and also alternate them. The effect is harmonization of brain function.

Exercise"Oh!" starting position - stand, feet shoulder-width apart, arms down, palms facing forward. As you inhale quickly, your hands are pulled to your armpits, palms up. As you exhale slowly, lower yourself along the body with your palms facing down. Effect - this type of breathing has a powerful mobilizing effect and quickly relieves psycho-emotional stress.

"Puppet therapy"

The author of the term “doll therapy” can no longer be found, but it is known that the practice itself with dolls has existed for quite a long time. For example, neurologist Malcolm Wright from Wales used puppets and puppet theater to relieve vaccine-related neuroses in children back in 1926.

Modern “puppet therapists” consider puppet theater to be perhaps the most effective way of working with children.

In speech therapy classes, puppet therapy can be used when a child has behavioral disorders, fears, or insufficient communication skills.

Using a favorite image of a hero from a fairy tale, a cartoon, or a favorite toy, the teacher plays out stories with the children related to a traumatic situation for the child. The dramatization of the story should captivate the child and evoke bright positive emotions in him. The plot is built in an “increasing” manner, ending with violent emotional reactions (laughter, crying), and a release of tension.

To develop the emotional sphere, there is a special set of six dolls of the same type with different facial expressions: sadness, joy, calmness, anger, fear, surprise. The child puts one doll on his hand, then another, and with appropriate intonations pronounces neutral phrases like “Good

by day" or "What time is it?"

Imaginative role-playing drama therapy - reconstruction of the behavioral reaction when playing a specially selected plot.

Psychodrama - children do not play ready-made roles, but improvise under the guidance of a teacher.

Fairy tale therapy

Fairytale therapy is the oldest method of practical psychology in human civilization and one of the youngest methods in modern correctional practice.

Fairytale therapy occupies a special place among non-traditional methods. It allows you to expand your horizons and form holistic ideas about the world around you. Through a fairy tale, role-playing skills are developed.

management It influences the development of the cognitive and emotional-volitional sphere.

The fairy tale is used in various areas of work with preschool children with speech disorders. And therefore, the task of the speech therapist is to surround him with play so that he does not notice that in reality

busy with hard work - correcting speech deficiencies.

A fairy tale performs extremely important speech and communication functions:

Lexico-figurative, since it forms the linguistic culture of the individual;

Activates and develops the child’s internal auditory-verbal memory;

During retelling and dramatization, the formation of speech culture occurs;

The main language functions develop - expressive (verbal-figurative component of speech) and com-

communicative (ability to communicate, understand, dialogue);

Has a psychotherapeutic effect.

In the process of correctional work, the possibilities of fairy tale therapy are unique. No other type of activity can provide such a comprehensive impact on the child’s speech sphere.

After conducting classes using fairy tale therapy with children of middle preschool age, the following results can be observed:

1. Children have improved indicators characterizing the level of speech development, the state of phonemic hearing and attention, the quality of performing basic movements, movements of small muscles of the hands.

2. Children have increased speech activity, emotional expressiveness, coordination of speech and movement,

the state of coherent monologue speech has improved.

3. Children learned to expressively convey simple actions of game characters and perform movements to the rhythm of music.

Libropsychotherapy- therapeutic reading, bibliotherapy - treatment through books (specially selected works)

This is a science aimed at correcting speech disorders, developing moral values in children, increasing the intellectual and educational level based on synthesizing the reading situation.

Practical methods of bibliotherapy are the principles of selecting books and the types of texts used.

The inclusion of bibliotherapy in a comprehensive program of correctional pedagogy will contribute to the development of speech, the formation in children of a behavioral response and spiritual values inherent in the Russian community (kindness, understanding, mercy, good work, patriotism, empathy, love for one’s neighbor, etc.)

Bibliotherapy harmoniously complements other types of children's health through art and play activities (aesthetic therapy). Bibliotherapy is the most accessible of all types of aesthetic therapy, not counting therapeutic communication with nature (naturpsychotherapy).

Art therapy

The term “art therapy” (literally art therapy) was introduced by A. Hill (1938) when describing his own work with tuberculosis patients in sanatoriums. According to M. Libman, art therapy is the use of art to convey feelings and other manifestations of the human psyche in order to change the structure of his worldview.

The Russian Encyclopedia of Social Work states that art therapy is methods and technologies for the rehabilitation of individuals through the means of art and artistic activity. The means of art include: music, painting, literary works, theater, etc.

The modern definition of art therapy is based on the concepts of expression, communication, symbolization, the action of which is associated with artistic creativity

Classes are suitable for adults and children “My creations are in me - all this is Me!”

Art therapy is more focused on the process of creation itself than on the final result. In such classes, the most important topic for the participants is set, and all work is built in accordance with it. This is not only visual creativity, it is also a discussion of feelings, experiences, his true needs, help in finding resources to independently solve his problems. It's like a path to yourself!

Children with hyperactivity;

Uptight and shy;

To respond to negative feelings, experiences, losses;

To relieve aggressive and depressive conditions;

People with psychosomatic problems.

Lesson objectives:

Removing bodily pressures, internal barriers that prevent you from living in harmony with the world;

Self-discovery, knowing yourself through the prism of your creations, exploring your Self;

Development of creativity, your vision of the world;

Development of self-confidence;

Correction of somatic and emotional disorders through responding to one’s true feelings and experiences (losses, disappointments, depression, aggression);

Development of the personal sphere;

Advantages of art therapy over other forms of work:

Has no restrictions on use;

It is a means of non-verbal communication, which is especially valuable for those who do not speak well enough;

It is a powerful means of rapprochement, an intermediary between a specialist and a participant in the process.

Methods:

Fine art itself (self-portraits, collages, drawing with hands, on wet paper, etc.)

Stimulus drawing through the use of ready-made images

Diagnosing a drawing

Color meditation (using texts against a background of color)

Relaxation (use of mondalas, harmonizing music, aromatherapy)

Music therapy

Working with clay, plasticine

Gestalt therapy methods.

FitotherapyI

Treatment with medicinal plants. Here it is more about the emotional mood in the lesson and in conjunction with other methods of influence.

restoration of mental and physical performance;

eliminating fatigue, lethargy, asthenic syndrome;

prevention of cerebrovascular accidents;

eliminating insomnia, nervousness;

prevention and elimination of memory disorders;

restoration of muscle tone.

For spastic dysarthria:

Infusions from pine nut shells

Infusions of calendula flowers

Dill seed infusion

Decoctions of sweet clover

Baths with thyme infusion

Decoction of fir branches

In the paretic form of dysarthria:

Infusions of common ginseng

Infusions from marina root

Infusions from buckwheat

Infusions of Mordovnik vulgare

Baths from a decoction of herbs: wheat, sweet clover, silver cinquefoil

Decoctions of thistle and soft bedstraw

To increase performance, improve memory, and concentrate:

Decoctions of St. John's wort, lily of the valley

Ginseng tinctures

Raw cabbage juice

Rubbing in juniper oil in combination with acupressure according to the method of K.A. Semenova

For neurosis-like stuttering:

Collection No. 1:

Heather, cudweed, motherwort, ulcer, valerian - 40 g each. Pour the mixture into 0.5 tbsp. boiling water, leave for 8 hours, strain and drink 4-5 times a day before meals and before bed.

Collection No. 2:

Chernobyl roots, coltsfoot leaf, cyanosis roots, sweet clover, lilac - 20 g each. For 1 tbsp. spoon of mixture, 0.5 l. water, boil for 5 minutes, leave for 30 minutes, drink in 4 doses 15-30 minutes before meals.

Chromotherapy

(color therapy, light therapy).

This is a science that studies the properties of light and color.

Goals: normalize muscle tone, neutralize negative state

The effect of light on the child's body.

Blue, blue - calming effect, relaxing effect, reducing spasms, inhibitory effect. Red, pink - increased performance, a feeling of warmth, stimulation of mental processes. Green - calming effect, creating a good mood. Yellow is the color of joy and peace, neutralization of negative states.

Chromotherapy in individual sessions has a beneficial effect on the nervous system. So, depending on the child’s condition, you can create a color lighting background (throw a chiffon scarf of a certain color over the lamp, which does not darken, but creates a soft light of a certain color scheme.)

Music therapy

Music therapy is listening medicine. Light, calm music during correctional classes has a calming effect on the nervous system, balancing the processes of excitation and inhibition. The following music therapy techniques can be used in speech therapy classes:

Listening to music, for example while shading or drawing in class.

Rhythmic movements to music.

Combining music with work to develop manual praxis.

Singing pure sayings to musical accompaniment.

The music therapy direction of work contributes to:

Improving the general condition of children

Improving the quality of movements (expressiveness, rhythm, smoothness develop);

Correction and development of sensations, perceptions, ideas

...

USE OF NON-TRADITIONAL Speech Therapy METHODS IN CORRECTIONAL AND DEVELOPMENTAL WORK WITH CHILDREN WITH SPEECH IMPAIRMENTS

Okhtemenko Irina Anatolyevna - teacher-speech therapist

MB preschool educational institution "Kindergarten No. 250" of a combined type", Novokuznetsk

Increasingly, in special pedagogy, in addition to traditional methods of speech therapy, non-traditional methods of therapy are used, which help organize classes more interesting, more varied and help create conditions for speech expression and perception. The use of traditional techniques without a differentiated combination of non-traditional forms is often insufficient and largely reduces the effectiveness of speech therapy work as a whole. For teachers, non-traditional methods of overcoming speech disorders are not part of the content of speech therapy, but an additional set of possibilities for correcting deviations in the child’s speech development.

Against the background of comprehensive speech therapy assistance, non-traditional methods of therapy, without requiring special efforts, optimize the process of speech correction in children and contribute to the improvement of the child’s entire body. The effect of their use depends on the professional competence of the teacher, the ability to use new opportunities, to include effective methods in the system of correctional and developmental process, creating psychophysiological comfort for children during classes, providing for a “situation of confidence” in their abilities.

Today, quite a lot of methods of non-traditional influence on the development of a child’s speech are known, but the most appropriate and effective are: aromatherapy, sand therapy, wax therapy, chromotherapy, button therapy, su-jok therapy. All these methods are aimed at normalizing muscle tone (which is usually impaired in dysarthric speech disorders), helping to improve the psycho-emotional state of children, speech development, speech breathing and fine motor skills.

Over the years of teaching practice, I have come to the conclusion that it is much easier to teach a child or correct his knowledge and skills if the child wants it himself.

Having studied the literature on this topic, in my subgroup classes I began to use new forms of working with children: sand fairytale therapy in combination with chromotherapy, wax therapy in combination with aromatherapy and button therapy. Initially, in my classes I used individual elements of working with colored sand and wax. Having gained experience, I realized that there was a need to combine individual techniques into a targeted thematic course of classes. As a result, I developed and tested 3 thematic blocks of classes, which included elements of working with sand, wax and buttons.

The objectives of these classes were:

1. Activation and replenishment of the dictionary.

2. Improving the phonetic side of speech.

3. Development of speech breathing.

4. Improving phonemic awareness.

5. Development of the logical component of thinking.

6. Development of creative imagination.

7. Formation of communication and interaction skills in a team.

The structure of the sand fairytale therapy lesson included:

1. Introduction to the gaming environment

When working with dry sand or wet sand:

Phonetic warm-up

Syllable warm-up

- “sand grammar”

3. Simulation of a fairy tale game on the sand

5. Colored mosaic

Working with colored sand:

Making a thematic “sand painting”

Making “sand surprises” for parents

The structure of the wax therapy lesson included:

1. Introduction to the gaming environment

When working with warm soft wax:

Relaxation and breathing exercises using an aroma lamp

Phonetic warm-up

Self-massage of fingers

2. Getting to know the fairy tale and its characters

3. Conversation based on a fairy tale

4. Making a gift candle for parents

The structure of the button therapy lesson included:

1. Introduction to the gaming environment

When working with buttons of different sizes, shapes and colors:

Relaxation and breathing exercises

Phonetic warm-up

Syllable warm-up

- “button grammar”

2. Getting to know the fairy tale and its characters

3. Simulation of a fairy tale game made from buttons

4. Conversation based on a fairy tale, inventing the end of the fairy tale

5. Colored mosaic

Making appliques from buttons on a given topic

When using therapy methods in your classes, you must adhere to the following principles:

Essential oils and wax are allergenic substances, so before you start working with them, it is necessary to survey parents about allergic reactions.

When using essential oils, you should remember certain contraindications and carefully read the instructions for the preparations.

Use better-known aromas in classes: chamomile, lavender, tangerine, lemon, juniper, tea tree oil.

The impact of color on people is not unambiguous, but is purely individual and selective, and teachers need to take this into account in their work.

It is easy to organize such classes with children, since the working methods are very interesting, and the lesson itself takes place in a relaxed atmosphere and in a playful way. In the process of work, children’s motivational interest in activities increases, their development

cognitive and educational processes occur more intensively and harmoniously. In my opinion, non-traditional methods of influence in the work of a speech therapist are a promising means of correctional and developmental work with children with speech disorders. These methods of therapy are among the effective means of correction, and help to achieve the greatest possible success in overcoming speech difficulties in children with dysarthria of preschool age.

Literature

1. Miracles on the sand. Sand play therapy / Ed. T. M. Grabenko, T. D. Zinkevich-Evstigneeva “Speech”, 2007. – 340 p.

2. Povalyaeva, M. A. Speech therapist’s reference book / M. A. Povalyaeva // Rostov-on-Don: “Phoenix”.-2002. – 448 p.

3. Speech therapy: Textbook. A manual for pedagogical students. Institute for specialties “Defectology” / Ed. L. S. Volkova. – M.: Education, 1989. – 528 p.

4. Child. Early detection of deviations in speech development and overcoming them / Ed. Yu. F. Garkushi. – M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO “MODEK”, 2001. – 256 p.

Sections: Speech therapy

In the Federal State Educational Standard for Preschool Education, one of the psychological and pedagogical conditions for the successful implementation of the program is the use in the educational process of forms and methods of working with children that correspond to their psychological, age and individual characteristics.

The main form of correctional education in kindergarten is speech therapy classes, in which the development of all components of speech and preparation for school are systematically carried out. The program for raising and training children with speech impairments involves solving correctional problems in the form of: frontal (subgroup) classes; individual lessons; classes in mobile micro groups.

Frontal (subgroup) speech therapy classes allow you to effectively solve those problems of speech development and correction of its deficiencies that are a priority for all or most of the group’s pupils. This type of activity develops their ability to get into the general pace of work, follow general instructions, and focus on the best speech patterns.

The thematic approach to organizing the cognitive and speech material of a lesson involves focusing it on any topic from the objective world surrounding the child. This allows for a close relationship in the work of the entire teaching staff of the group. The topic is studied in parallel in classes of different types of activities: when familiarizing yourself with the environment, developing speech, in drawing, modeling, appliqué classes, and in games. The selection and arrangement of topics are determined by the following conditions: seasonality, social significance, neutral character.

One of the most important factors in the implementation of the thematic principle is the concentrated study of the topic, which ensures repeated repetition of the same speech content in a short period of time. Repeated repetition is very important both for children’s perception of speech (passive) and for its activation.

Optimization of the content of classes is ensured by their integrated nature, when different lines of work to correct certain components of the speech system of preschool children are implemented in parallel and organically complement each other.

Reliance on game as the leading activity of preschoolers and the mandatory inclusion of various types of games in speech therapy classes provide a pronounced positive effect both in overcoming speech disorders and in the development of cognitive mental processes.

The following requirements must be met for frontal exercises: requirements:

1. The lesson should be dynamic.

2. Game fragments and surprise moments must be included. You can include funny situations in which children will be participants.

3. There should be a frequent change of different activities.

4. It is necessary to develop a communicative orientation in children, teach them how to communicate with the teacher and with each other.

5. During classes, it is necessary to teach children to listen, hear, and correct mistakes in other people’s speech and in their own.

6. Use a variety of teaching materials, colorful and convenient.

7. The most important thing is that children should talk a lot during classes.

The technologies used in the classroom should be arranged in order of increasing complexity and be varied.

Depending on the specific tasks and stages of speech correction, frontal classes are divided into the following: types:

1. Classes on the formation of the phonetic-phonemic side of speech.

2. Classes on the formation and development of coherent speech.

3. Lexical lessons with elements of grammar.

4. Classes on the formation of lexical and grammatical categories.

Main tasks classes on the formation of phonetic-phonemic aspects of speech are: the development of phonemic hearing and the formation of phonemic perception, skills of pronouncing words of different sound-syllable structure; control over the intelligibility and expressiveness of speech; preparation for mastering basic skills of sound analysis and synthesis.

The specificity of this type of lesson determines the selection of lexical material rich in studied and correctly pronounced sounds.

The objective of the classes is formation and development of coherent speech is teaching children to express themselves independently. Based on the developed skills of using various types of sentences, children develop the ability to convey impressions of what they saw, about the events of the surrounding reality, to present the contents of paintings or their series in a logical sequence, to compose a story - a description.

On lexical lesson with elements of grammar a “lexical” approach is used. With this approach, children’s knowledge and information and their vocabulary are replenished. The speech therapist selects games that can be used to reinforce some grammatical form that is already present in the children’s speech.

In classes on formation of lexical and grammatical categories a lexical-grammatical approach is used. With this approach, the most typical forms of word formation are studied in the classroom, as well as the basic models of constructing phrases and sentences characteristic of the grammatical system of the Russian language.

Thus, preschoolers with speech impairments develop grammatical concepts. The main objectives of these classes are the development of understanding of speech, clarification and expansion of vocabulary, the formation of general concepts, the formation of practical skills in word formation and inflection, the ability to use simple common sentences and some types of complex syntactic structures.

Classes in mobile microgroups provide the speech therapist with the opportunity to vary their goals and content depending on the tasks of correctional work, speech and individual typological characteristics of the pupils. At the beginning of the year, when more time is allocated to producing sounds, children who have more or less homogeneous defects in the pronunciation of sounds are usually grouped together. Later, when the emphasis moves to consolidating the given sounds, the opportunity to include exercises aimed at expanding the vocabulary and mastering grammatically correct speech increases; it is advisable to regroup the children taking into account the entire volume of speech work. This approach helps differentiated work with children whose deficiencies are expressed mainly in the sound aspect of speech. Also during classes in mobile microgroups, lexical and grammatical categories are consolidated, work on the development of phonemic hearing and the formation of phonemic perception.

Individual lessons make up a significant part of a speech therapist’s working time each day. They allow for the correction of speech and other deficiencies in psychophysical development, which are deeply individual for each student.

There are certain requirements for individual speech therapy sessions. requirements. When preparing and conducting them, the speech therapist must:

formulate the topic and goals of the lesson;
think through the stages of the lesson, their connection with each other;
plan a gradual complication of the speech material of the lesson;
carry out a differential approach to each child, taking into account the structure of the speech defect, age and individual characteristics;
formulate instructions briefly and clearly;
use varied and colorful visual material;
be able to create a positive emotional background in the lesson.

The main task of individual lessons is the initial formation of the sound side of speech, which includes a set of preparatory articulation exercises, correction of the pronunciation of defective sounds, the syllabic structure of the word, the development of phonemic hearing and the formation of phonemic perception.

Individual lessons usually include the following stages: firstly, articulation gymnastics, then finger gymnastics, then work on staging or automating sound. Lexical material should contain the maximum number of fixed sounds. It is necessary to increase the pace of speech exercises from leisurely, exaggerated pronunciation to faster pronunciation and, finally, to tongue twisters. The requirement here is for a gradual complication of lexical material, a transition from simple types of speech activity to more complex ones - from elementary repetition of words with a speech therapist, to naming objects, descriptions, poems, retellings, compiling stories from pictures.

Health-saving technologies are very important for our children with disabilities, because... These are usually children with poor health. The selection of elements of various health-saving technologies depends on the age and psychophysiological characteristics of children. Health-saving technologies include visual gymnastics, changing static and dynamic poses, voice and breathing exercises, outdoor games of a speech nature, exercises for the correction of general and fine motor skills.

Gradually incorporating various types of massage, dynamic pauses, finger games, and eye exercises into each lesson, the speech therapist creates the necessary atmosphere that reduces tension and allows you to use the entire lesson time more effectively. All exercises should be performed against the backdrop of positive responses from the child.

Speech therapy intervention is carried out using various methods, among which the following are conventionally distinguished: visual, verbal and practical.

Visual methods are aimed at enriching the content of speech, verbal - at teaching retelling, conversation, story without relying on visual materials.

Practical are used in the formation of speech skills through the widespread use of special exercises and games. Practical methods include the recently widely used modeling methods and the project method.

Simulation method is one of the promising areas for improving the process of correctional and developmental education and is actively used in kindergarten. The use of substitutes and visual models develops children's mental abilities. A child who masters forms of visual modeling has the opportunity to use substitutes and visual models in his mind, use them to imagine what adults are talking about, and foresee the possible results of his own actions. The introduction of visual models allows for more targeted reinforcement of skills in the process of remedial training.

Recently it has become actively used project method. The use of this method is a fundamentally different approach to building the educational process, based on the active research position of children, taking into account their personal interests. This is a way to achieve a goal through a detailed development of a problem, the result of which is a product designed in one way or another. Projects develop the emotional sphere and musical and aesthetic feelings of preschoolers with speech disorders. By exploring the world around us, the child gains generalized experience in the development of speech, cognitive, musical and aesthetic abilities. In order for children to show musical and aesthetic feelings, it is necessary to instill in them a love of good music and teach them to understand this music, and this is impossible without the development of musical abilities. The activities of teachers in the project should be focused on introducing children to a highly artistic and accessible musical repertoire, and on developing children’s creative activity.

Another innovation in the work of preschool speech therapists may be Logostales. The purpose of the speech therapy fairy tale is to create conditions for early propaedeutics of speech disorders in children through play activities. With the help of logostories, speech therapists can solve the following problems of speech therapy correction of the communicative sphere of children:

Creating a favorable psychological atmosphere during educational activities;

Enriching the emotional and sensory sphere of children through communication with a fairy tale;

Development of dialogic and monologue speech;

Increasing the effectiveness of play motivation of children's speech, its artistic and aesthetic orientation;

Introducing children to the beauty of artistic expression and folklore;

Development of cooperation between teachers - speech therapists and educators with children and with each other based on a person-oriented model of interaction.

First of all, all speech therapists are aimed at making classes with children not only interesting, but also effective. First of all, teach by playing, and not just play.

Today, in correctional pedagogy and speech therapy practice, such non-traditional methods as

Speech therapy massage
Tongue massage
Su-Jok - Japanese finger massage technology
Self-massage, rubbing fingertips, palm surfaces with stone glass balls, massage with walnuts, cones, bark and other natural materials
Herbal medicine – influence using medicinal plants
Aromatherapy - influence using aromas
Music therapy - the effect of music on a person
Lithotherapy - therapeutic effects of stones
Imagotherapy – theatricalization
Puppet therapy
Fairy tale therapy
Sand therapy (sand-play) – playing with sand as a way to develop a child
Cereal therapy – games with cereals
Chromotherapy is the use of color.

Games with natural materials - water, sand, cones, chestnuts, acorns, cereals and other fruits and seeds - are included in the general complex of correctional and developmental work with children. Since they: develop tactile-kinetic sensitivity and fine motor skills of the hands, improve visual-spatial orientation, speech capabilities, contribute to the expansion of vocabulary, help master the skills of sound-syllable analysis and synthesis, allow the development of phonemic hearing and perception, promote the development of coherent speech, lexical and grammatical representations, help in learning letters, mastering reading and writing skills; relieve muscle tension, help the child feel protected in a comfortable environment; develop activity, expand life experience conveyed by the teacher in a form that is close to the child (the principle of information accessibility).

Game techniques in speech therapy work

Play is one of the most important methods of working with preschool children. The game method of teaching helps to create an interested, relaxed atmosphere, and establish a psychologically age-appropriate communication situation. In play activities, the child’s individuality is revealed, feelings of collectivism and mutual understanding are formed, and children’s creative abilities are developed. A good, smart and entertaining game activates children's attention, relieves psychological and physical stress, and ensures the perception of new material.

Thus, we can formulate two main tasks facing a speech therapist in his work with preschoolers.

1. A speech therapist needs to widely use games in correctional work, while remembering their importance in general as a means of physical, mental, moral and aesthetic education of children.

2. When conducting the game, the speech therapist must take into account the possible behavioral characteristics of children with various speech disorders.

The main training from speech therapists comes through exercises on pronunciation and speech development. Game teaching techniques are widely used in classes. They are the ones who ensure the success of classes and make them exciting and desirable for children.

The need for serious correctional plans of the speech therapist in his work with preschoolers through play is obvious. The work of a speech therapist requires the use of game techniques to an even greater extent than in conventional educational activities, since the presence of a speech defect leads to changes in the mental sphere, namely the appearance of such traits as increased irritability, excitability, isolation, depressive states, negativism, lethargy, apathy, mental exhaustion, a feeling of disadvantage, etc. According to the observations of speech therapists, even in preschoolers, a feeling of disadvantage from the awareness of their defect is not uncommon. The strength and frequency of fixation (one might say, the degree of painful fixation) on his defect gives rise to a feeling of infringement in a child of varying strength, and this in turn determines his attitude towards himself, towards the team, towards the collective’s assessments, and ultimately all these relationships determine his actions, behavior. The sequence of corrective work on an incorrect sound consists of preparatory exercises, sound production using a certain technique, automation and differentiation of a new sound in isolation, in syllables, in words, in sentences and in independent speech. It is this main principle that we adhered to when selecting games for speech therapy work with a child.

Preparatory games involve preparing the child’s speech and hearing organs to perceive the correct sound and the correct articulatory pattern necessary for its reproduction. Therefore, hearing development games come first. The selection of games follows a strict sequence: first, for the development of auditory attention, i.e. the ability to distinguish non-speech sounds by their sound-frequency properties. Then for the development of speech hearing, i.e. the child’s ability to distinguish between people’s voices and understand the meaning of the speaker’s phrases. and only after this follows the transition to the development of phonemic hearing, i.e. the ability to hear the constituent parts of a word. To evoke the correct articulatory pattern of the required sound, coordinated, precise work of all moving parts of the articulatory mechanism is required: tongue, lips, lower jaw, soft palate. Eat games to activate articulatory motor skills . Games for the development of breathing and voice can be conditionally classified as preparatory games, since they are necessary in correctional work for dysarthria and rhinolalia, and can be useful in cases of impaired tempo and fluency of speech and various voice disorders.

Games for developing correct sound pronunciation are selected for various sounds and groups of sounds that are most often distorted in children. Onomatopoeia games can be used as an attempt to evoke the correct sound after the child has well-mastered preparatory games and exercises. (sound production). Nursery rhymes, proverbs, counting rhymes must also be grouped into sounds or groups of sounds. Repeating after a speech therapist or learning by heart nursery rhymes, sayings, and counting rhymes can serve the purpose of automating and differentiating certain sounds in children’s independent speech. They can be given separately from games, either independently or in a playful form. These games can be used both to form correct speech in children and to correct various imperfections. At the same time, speech therapists and educators, guided by the speech therapy goal, must always keep in mind the educational and general educational goals that each game brings: the development of observation, ideas, knowledge, skills, the child’s correct attitude towards the team and his place in it, etc. An important task for teachers : speech therapists and educators - to convey to parents the meaning of games. Parents must understand: in order to interest the child and help him master new information, they need to turn learning into a game, not back down if tasks seem difficult, and do not forget to praise the child.

It is known that the use of a variety of non-traditional methods and techniques in correctional work prevents fatigue in children, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general. The introduction of computer technology today is a new stage in the educational process. Usage presentations, computer games in joint activities with preschoolers with speech impairments, it helps to increase the effectiveness of the correctional and educational process. Children develop impaired articulatory skills faster, the time required for correctional work to introduce assigned sounds into speech is reduced, self-control over pronunciation is developed, vocabulary is activated, the grammatical structure of speech, coherent speech, and mental processes are improved. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design. Including presentations in the lesson allows you to achieve good results in automating sounds in visual children. Animation allows you to play out some episodes. Colorful slides, where photographs, diagrams, drawings, letters can be placed, are excellent visual aids. Presentation is a multifunctional means of correcting children's speech. The presentation solves problems of automating sound, activating and clarifying vocabulary, forming various grammatical categories, developing visual attention, and logical thinking. When using information technologies, the principles of clarity, multimodality, activity and multifunctionality of learning are implemented.

Thus, using computer games and exercises Children's articulatory motor skills are improved, the correct pronunciation of automated sounds in words and sentences is consolidated, the vocabulary is enriched, generalization words are consolidated in speech, the grammatical structure of speech is improved, and positive motivation for attending speech therapy classes is maintained. Children's time to master full speech activity, which is the key to a child's successful interaction with peers and adults, is significantly reduced. New technologies make correctional work more interesting for preschoolers and more joyful for teachers. At the same time, work efficiency is high if ICT is not perceived as a “panacea”, but is an integral part of a thoughtful, pre-planned system of work for the correction and prevention of speech defects.

Increasingly, in modern speech therapy, in addition to traditional methods of speech therapy, non-traditional methods are used that help organize classes more interesting, more varied and help create conditions for speech expression and perception. The use of traditional techniques without a differentiated combination of non-traditional forms is often insufficient and largely reduces the effectiveness of speech therapy work as a whole. For teachers, non-traditional methods of overcoming speech disorders are not part of the content of speech therapy, but an additional set of possibilities for correcting deviations in the child’s speech development. The task of a modern speech therapist, together with parents, is to convince the child that speech can be corrected and that the child can be helped to become like everyone else. It is important to interest the child so that he himself wants to participate in the process of speech correction. And for this purpose, classes should not be boring lessons, but an interesting game.

A child’s desire to participate in the learning process is determined by his interest in classes and the desire for a positive assessment from an adult. Therefore, the teaching adult should become a close friend for the child, always ready to help.

List of used literature:

1. Games in speech therapy work with children: A manual for speech therapists and kindergarten teachers. Ed. V.I. Seliverstova. – 3rd ed. – M.: Education, 1981. -192 p.

2. The use of speech therapy games in speech therapy work / Comp. YES. Mazo, A.M. Chernik, M.F. Fomicheva. M., 1971.

3. Science and School No. 8 1997 /The game is an indispensable assistant in teaching preschoolers/ S. Ilyina.

4. Practical psychology and speech therapy No. 1-2 2003 /Game techniques in speech therapy work with preschoolers at the stage of teaching the skills of sound analysis and synthesis/ A.Yu. Nikitina.

5. Garkusha Yu. F., Cherlina N. A., Manina E. V. New information technologies in speech therapy work. Speech therapist. 2004. No. 2.

6. Zinkevich-Evstigneeva T.D. How to help a special child. - St. Petersburg, 2000.

7. Royal T.K. Computer interactive technologies and oral speech as a means of communication: achievements and searches / T.K. Royal // Defectology. – 1998. - No. 1.

8. Lizunova L.R. Computer technology for correction of general speech underdevelopment in children of senior preschool age. - Perm, 2007.

9. Speech development for preschool children: A manual for kindergarten teachers. garden / Ed. F. Sokhina. - 2nd ed., rev. - M.: Education, 1979. - 223 p., ill., 4 l. ill.

10. Efimenkova L.N. Formation of speech in preschool children: (Children with general speech underdevelopment). Book for a speech therapist. - 2nd ed., revised - M.: Education, 1985. - 112 p.

11. Fadina G.V., Andreeva I.G., Lobanova E.A. and others. Innovative technologies of preschool education in modern sociocultural conditions: Educational and methodological manual. - Balashov: Nikolaev, 2004. - 64 p.