(Slide No. 2. Definition – speech readiness)

The state of his speech is a reflection of the child’s intellectual and mental development. The quality of work of kindergarten teachers in the section “Speech development of a preschooler” directly depends on the ability to timely and adequately assess the level of speech development, in order to use the potential capabilities of each child from early childhood for effective development and knowledge of the surrounding reality.

It should be remembered that in the preparatory group the child’s future educational route is finally determined and the child’s speech readiness for school is of great importance. Basically, for this purpose, diagnostics of the speech development of children 6–7 years old is carried out.

(Slide No. 3. Criteria for speech development of a seven-year-old child)

According to the section on speech development “Programs of education and training in kindergarten” edited by M. A. Vasilyeva, a child entering school must:

• correctly pronounce all the sounds of your native language;
• distinguish and name words with a certain sound;
• be able to determine the place of a sound in a word (beginning, middle, end);
• divide words into syllables;
• form words from syllables;
• have an idea of ​​the offer;
• be able to coordinate words in gender, number and case;
• select synonyms and antonyms;
• use different ways to form words;
• retell familiar fairy tales and stories;
• compose stories and fairy tales based on pictures (series of pictures).

In preschool educational institutions of the third type, where there is no speech therapist, the main role in identifying speech disorders and developing the speech of children is given to the teacher. The implementation of an educational program - the comprehensive development of a child in preschool age and preparing him for school education - confronts the educator with the need to use adequate methods for preventive work, monitoring and analyzing the dynamics of changes in the child’s speech development. (The appendix provides examples of methodological aids for speech diagnostics.) The best results in children’s speech development can be achieved when teachers:

• know well the norms of speech development (age characteristics) of children;
• know the individual characteristics of the speech formation of each child in the group;
• are able to correlate individual and age-related characteristics of a child’s speech development.

(Slide No. 4, 5, 6, 7, 8. Methods of speech diagnostics)

Diagnosis of speech readiness for school involves examination of all components of speech:

State of vocabulary.

Formation of the grammatical structure of speech.

Correct pronunciation of sounds.

Ability to distinguish speech sounds by ear.

Possession of coherent speech.

(The appendix provides express diagnostics and picture material for examining all components of speech)

It is advisable to conduct an examination of children’s speech individually or with a small subgroup; the teacher must have sufficient material for this, but it is also possible to conduct the examination frontally in routine moments, play activities, and in classes within the scope of the examination. The work is carried out in the morning or afternoon, as well as after a nap.

Compliance with the examination conditions

• Physical and emotional the child's condition at the time of the examination. The subject must be healthy and emotionally attuned to a conversation with the teacher.
• Question formulation. The question should be formulated briefly, clearly, without unnecessary words and turns of phrase, and appropriate to the child’s age. This condition is the most important, since often the child cannot answer because he does not understand what exactly is required of him. And the most common mistake an adult makes is the tendency to ask a long, wordy, ill-considered question. To avoid this, you should formulate the question in advance and write it down.
• Visual material. The material must be age appropriate and selected in advance.

The set of pictures for diagnostics exists separately: the visualization used during teaching in the classroom should not be present when examining the child’s speech. Only the picture that is being discussed is placed on the table, and all unnecessary ones are removed at the moment.

(Slide No. 9. Methods for diagnosing speech development)

Observation makes it possible to form a preliminary idea about the capabilities of each child in the field of coherent utterance, about initiative and the ability to enter into a conversation and maintain a dialogue, about the composition of phrases, the correctness of composing simple and complex sentences, about the correctly executed syllable structure, about vocabulary, about grammatical design phrases, about the phonetic filling of words, about the features of expressive means and tempo-rhythmic coloring.

The next method you should pay attention to is - conversation . It must be remembered: during a conversation, a child without deviations in speech development is able to maintain communication with remarks, voice modulation, intonation, facial expressions, gestures and other non-verbal means.

To identify older preschoolers’ understanding of the meaning (meaning) of words, they are offered specially selected tasks, didactic exercises and games.

In the process of educational work in everyday life, the teacher not only observes for a certain time, but also records the speech of children in special tables, noting both its shortcomings and positive changes, as well as the difficulties that children experience when mastering program material. Teachers determine the strengths and weaknesses in the speech development of each child and the group as a whole. Common, most characteristic speech problems for a specific group of children are identified, which are brought into frontal forms of work.

In the process of analysis, children with pronounced individual characteristics (deviation or advance) in speech development are identified.

Children with pronounced deviations (inconsistency with the age norm) require consultation with a speech therapist. Children with advanced development subsequently need individual work (in kindergarten and especially in the family).

Thus, as a result of a speech examination, teachers receive a clear and precise picture of the real speech development of their children.

(More advice on organizing examinations of children can be found in the methodological manual for teachers of preschool educational institutions “Speech development of children 4-5 (6-7) years old” by T.I. Grizlik L.E. Timoshchuk)

(Slide No. 10. Model of correctional and diagnostic work with young children)

In preschool institutions of types 1 and 2, where there are compensatory groups and a speech center, one of the important tasks is the early diagnosis of speech disorders. Teachers encounter incorrect pronunciation of sounds in children very early, already at the age of 2-3 years. However, during this period, most often we are talking about physiological disorders of sound pronunciation, caused by insufficient development of speech (phonemic) hearing or articulatory apparatus. These disorders can be overcome if the whole range of measures to diagnose and improve children’s health is carried out at home and in kindergarten. However, even at the age of 2-3 years, there are cases of pathological disturbances in sound pronunciation, characterized by persistent violation of several groups of sounds, their vagueness, blurred pronunciation, and multiple substitutions. An important diagnostic sign of delayed speech development is the absence of an independent phrase in a child or its representation as separate short words or sound combinations. These cases of speech pathology require special speech therapy and medication, without waiting for the child to reach 4.5 - 5 years of age.

The teacher needs to be competent in matters of development of young children and not miss the moment of identifying violations in the child. (Techniques for examining the speech of young children are given in the manual by O.E. Gromova “Methodology for the formation of the initial children’s vocabulary”)

The main assistants in diagnosing the speech development of young children are parents. Parents may be offered questionnaires to identify early speech development (humming, babbling, the appearance of the first words, etc.), and various questionnaires.

As a result of studying children's speech, teachers receive data that requires serious analysis. The data obtained allow us to outline ways to work on speech development with a child in kindergarten and in the family. It is this information that should become the meaningful basis for subsequent communication and interaction between teachers and parents, specialists and doctors.

(Slide No. 11. Analysis of collected materials... )

Analysis of the collected materials allows teachers to see the prospects for the development of speech of children of a particular age group and each child individually; correctly plan your work for the academic year and get positive dynamics at the end of the year.

(Slide No. 12. Thank you for your attention)

Literature

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language to preschoolers. -M., 1998.
2. Alekseeva M.M., Yashina V.I. Speech development of preschool children. - M., 1998.
3. Borodich A.M., Methods of developing children's speech. - M., 1981.
4. Beltyukov V.I., On the timing of acquisition in the pronunciation of speech sounds by hearing children./Defectology. 1983 No. 2/.
5. Beltyukov V.I., Ways to study the mechanism of speech. /Defectology 1984 No. 3./
6. Beltyukov V.I., Functional asymmetry of the brain in the process of children mastering the sound (phonemic) structure of language. /Defectology 1986 No. 1./
7. Vygotsky L.S., Thinking and speech. Collected Works, M., 1982.
8. Vygotsky L.S., Psychology of child development. – M., 2006, Eksmo.
9. Gvozdev A.N., Child acquisition of the native language. /In the collection: Children's speech. Ed. N.A. Rybnikova. M., 1927/
10. Gerbova V.V. Learning to speak./Methodological recommendations for educators working with children 3-6 years old under the “Rainbow” program/ - M., 2002.
11. Gromova O.E., Solomatina G.N. Stimulus material for speech therapy examination of children 2-4 years old;
12. Toolkit.
13. Gromova O.E. Methods for forming the initial children's vocabulary. – M.: TC Sfera, 2005.
14. grizzly T.I. Timoshchuk Speech development in children 6-7 years old: Method. A manual for preschool teachers.
15. institutions - M.: Education, 2004.
16. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution. / Collection of methodological recommendations / - St. Petersburg. – 2001.
17. Didactic material on correcting speech deficiencies in preschool children.
18. T.B. Filicheva, G.A. Kashe, M. Education, 1991.
19. Zaporozhets A.V. Psychology. M., 1959.
20. Kataeva A.A., Strebeleva E.A., Preschool oligophrenopedagogy, M., 2001.
21. Koltsova M.M., Ruzina M.S., A child learns to speak. - St. Petersburg, 1998.
22. Loza G.F., Album for the development of speech of young children, Kyiv, 1981.
23. Maksakov A.I. Development of correct child speech in the family. – M., 1978.
24. Maksakov A.I., Tumakova G.I. Learn by playing. – M., 1983
25. Markova A.K., Peculiarities of mastering the syllabic structure of words in children... / Systemic speech disorders edited by Volkova L.S. book III /
26. Pravdina O.V. Speech therapy. – M., 1969.
27. Education and training program in kindergarten./ Edited by M.A. Vasilyeva/- 1985.
28. Program “From childhood to adolescence.” / Edited by Doronova T.N. / - M., 2002
29. Repina Z.A., Buyko V.I. Speech therapy lessons. – Ekaterinburg, 1999.
30. Dictionary of a speech therapist., Edited by V.I. Seliverstov M., Vlados, 1997.
31. Strebeleva E.A. Methodological recommendations for the psychological and pedagogical study of children, Moscow 1994.
32. Tikheyeva E.I. Children's speech development. – M., 1981.
33. Tkachenko T.A. Formation and development of coherent speech / Speech therapy notebook /, St. Petersburg. 1999.
34. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. – M., 1989.
35. Filicheva T.B., Soboleva A.V. Speech development of a preschooler / Illustrations and methodological manual / Yekaterinburg, 1997.
36. Fomicheva M.F., Education of correct pronunciation in children. - M., 1989.
37. Elkonin D.B. Child psychology. – M., 1960.

1. THEORETICAL FOUNDATIONS OF PREPARATION FOR SCHOOL TEACHING OF CHILDREN WITH FFN

1.1. Criteria and structure of the concept of “readiness for schooling”

Intellectual readiness.

Personal readiness.

1.2. Psychological and pedagogical characteristics of children with FFN

The concept of phonetic-phonemic speech underdevelopment

Features of speech of children with FFN

The state of phonemic perception in children with FFN

Psychological characteristics of children with FFN

1.3 Examination of the speech of preschool children with phonetic-phonemic speech underdevelopment
Before you begin working on teaching correct pronunciation, you need to become familiar with the speech of each child in the group. A speech examination in kindergarten is carried out twice: in the fall, in order to properly plan the work for the year, and in the spring, to sum up the results of the work.
Stages of examination. In practical work, the examination of children's speech is carried out in the following sequence. First, we study the child’s speech in classes, in games with children, where he can identify his vocabulary, ability to construct a phrase, speech rate (very fast or slow), existing speech deficiencies (stuttering, delayed speech development, and others). Then an individual examination is carried out, during which the child’s speech characteristics are identified.
Material. As a rule, the examination is carried out using special material, selected and designed in accordance with the recommendations of leading Russian defectologists published in the specialized literature. In the speech therapy room there are specially selected subject pictures for certain sounds, which are selected in accordance with the requirement that each of the examined sounds be at the beginning, in the middle and at the end of the word, since the sound is not pronounced the same in different positions. The pictures are colorful and accessible both in content and execution.
For each position of a sound in a word (beginning, middle, end), at least three pictures were selected in order to be able to hear and record how the child pronounces this sound.
When using object pictures, when checking sound pronunciation, the state of the child’s dictionary is also checked, whether he makes rearrangements in words, omissions of syllables, or abbreviations of words.
When examining sound pronunciation, plot pictures are also used, with the help of which the child’s construction of sentences, the correct use of prepositions, and the agreement of sentence members in gender, number, and case are checked. The pictures are selected so that they can be used to make sentences of two, three, four or more words.
The collected data is entered into the child’s speech card.
Let us consider the features of conducting an examination of the speech of children with phonetic-phonemic speech disorders and compiling a child’s speech map in accordance with the scheme for examining children with FFDD.
Recommendations for conducting a speech therapy examination
1. The study of auditory attention and perception is carried out in the process of recognizing and distinguishing the sound of musical instruments, sounding toys, while determining the direction: the source of the sound.
2. The study of the state of speech perception is carried out during a conversation and performing special tasks containing several sequential instructions, for example: “Go to the closet, take a red cube from the bottom shelf, put it on the table next to the pencils.”
3. The study of visual perception and spatial praxis can be carried out when performing the following tasks:

naming and differentiation of primary colors and their shades;

the ratio of the picture to the color background;

showing the right, left hand;

showing objects in front, behind, above, below;

folding cut pictures from 2, 4, 6 parts;

folding stick figures (following a pattern, from memory).

when isolating a sound from a word:

selection of definitions for the word: hedgehog – prickly, rose - ... ;

selection of antonyms (from 6 years):

Changing nouns by numbers:

Changing nouns by case:

Use of the genitive plural form:

Many things?

house - houses sweater - ...

key – ... handle – ...

2. CORRECTIONAL AND DEVELOPMENTAL PROGRAM FOR PREPARING CHILDREN WITH FFN FOR SCHOOL

2.1. Goals, objectives, content of the correctional and developmental program

Methodological justification for the correctional and developmental program

First period of training

1. Development of sound pronunciation, cultivating attention to the sound side of speech

2. Development of voluntary attention and improvement of auditory memory

3. Analysis of the sound composition of a word

4. Preparing to learn to read and write

Speech readiness. The ability to fully and consistently compose a story from a picture, from a series of plot pictures. Correct construction of sentences. Ability to distinguish between vowels and consonants. The ability to divide words into syllables using clapping, according to the number of vowel sounds. The ability to determine the number and sequence of sounds in words like “poppy”, “house”, “sleigh”. The ability to form words from sequentially given sounds. Correct sound pronunciation and pronunciation of words of various syllabic structures. Vocabulary and grammatical structure of speech are age appropriate.

Criteria for evaluating results. 3 points (high level) – the task was completed completely and correctly. 2 points (average level) – the task is not completed completely, there are minor errors. 1 point (low level) – multiple errors or the task was not completed. 0 points – no answer.

Criteria for assessing story writing. 3 points (high level) – the story fully corresponds to the situation depicted. There are basic semantic links that are reproduced in the correct sequence. Partial omissions of the situation are allowed. 2 points (average level) – the story largely corresponds to the situation depicted, but some semantic links are distorted; There are basic semantic links, but the sequence of individual events is disrupted. 1 point (low level) – the story only partially corresponds to the situation depicted, there are distortions of meaning, more than 2-3 semantic links are missing. There is only a reproduction of individual fragments of the situation without defining their relationships.

Criteria for assessing sound pronunciation. 3 points (high level) – correct pronunciation of all sounds. The syllabic structure of the words is not broken. 2 points (average level) – violation of the pronunciation of one or two sounds. Minor distortion of syllable structure. 1 point (low level) – significant violations of the pronunciation of several sounds. The syllabic structure of words is distorted.

Readiness for school (speech therapy examination scheme). 1. 2. 3. Coherent speech. Compiling a story based on a series of plot pictures. Conversation with a child. Lexicon. Generalized concepts. Names of objects and actions (see pictures: voices and movements of animals, names of pieces of furniture, dishes, vegetables, etc.) Grammatical structure. Name of baby animals. Diminutive forms of nouns. Converting a singular noun to a plural.

4. The state of language analysis and synthesis. Phonemic analysis: a) determination of the first and last sounds in words: b) aster, fly, closet, bag, friend; rainbow, stork, poppy, house, salt. b) the number of sounds in a word (name the sounds): cat, garden, noise; frame, paw, sled; bank, brand, cat. Phonemic synthesis: create a word from sequentially given sounds: s, o, k; noise; cancer; porridge; duck; i, g, l, a; Syllable analysisp, o, l, k, a; sled; pillar. and synthesis. a) determining the number of syllables in words: summer, hand, raspberry, firewood, hut, ax. b) name the word pronounced in syllables: weight - on, ra - ke - ta, po - to - lok, sko - in - ro - yes.

5. § § Sound pronunciation. General characteristics - from a conversation with a child. Defective articulation can be determined in different conditions: isolated variant; in syllables: open, closed, with a combination of consonants; in words: at the beginning, in the middle, at the end of the word (see survey album); in phrases: for whistling and hissing sounds: Sasha gave way to the old woman. The bear cub climbed a pine tree. The hen has six fluffy chicks. for the sounds R-R-R, L-L, M-M, N-N: Lara broke the plate. The ship is decorated with flags. Eagle on the mountain, feather on the eagle.

Pronunciation of words of different syllable structures (note the reduction in the number of syllables, simplification of syllables, rearrangement of syllables): §repeat the words: “carpet, door, carrot, lizard, dog, pencil, traffic controller, aquarium, machine gun, lollipop”; §repeat sentences, phrases: “Motorcyclists are riding a motorcycle”, “A policeman stopped a cyclist”, “Whey from yogurt”.

Conclusions from the survey results: When preparing children for school, special attention should be paid to the development of elementary skills of language analysis and synthesis, namely: § highlighting the first and last sounds of a word; § determining the number of sounds in a word; § determining the place of a sound in a word (beginning, middle, end); § composing words from sequentially given sounds; § dividing words into syllables.

The most significant thing for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolchild. The transition from play activities to educational activities significantly influences the child’s motives and behavior. The quality of educational activities will depend on the extent to which the following prerequisites were formed in the preschool period: - good physical development of the child; - developed physical hearing; - developed fine motor skills of the fingers, general motor skills; - normal functioning of the central nervous system; - possession of knowledge and ideas about the surrounding world (space, time, counting operations); - voluntary attention, indirect memorization, ability to listen to the teacher; - cognitive activity, desire to learn, interest in knowledge, curiosity; communicative activity, readiness to work together with other children, cooperation, mutual assistance. On the basis of these prerequisites, at primary school age, new qualities necessary for learning begin to form. Readiness for school education is formed long before entering school and is not completed in the first grade, since it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of generalizing thinking activity.

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Speech readiness for school learning is one of the most important results of child development.

in the first seven years of his life.

1. The problem of children’s speech readiness for schooling

The most significant thing for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolchild. The transition from play activities to educational activities significantly influences the child’s motives and behavior. The quality of educational activities will depend on the extent to which the following prerequisites were formed in the preschool period:

Good physical development of the child;

Developed physical hearing;

Developed fine motor skills of the fingers, general motor skills;

Normal functioning of the central nervous system;

Possession of knowledge and ideas about the world around us (space, time, counting operations);

Voluntary attention, indirect memorization, ability to listen to the teacher;

Cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness to work together with other children, cooperation, mutual assistance.

On the basis of these prerequisites, at primary school age, new qualities necessary for learning begin to form.

Schooling places new demands on the child’s speech, attention, and memory. Psychological readiness for learning plays a significant role, i.e. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are applied to a child’s acquisition of his native language as a means of communication. Let's list them.

5. Formation of the grammatical structure of speech

The basis of children’s speech readiness for school is oral speech, therefore the first years of a child’s life should be devoted to the practical acquisition of oral speech. Before the child enters school, work on speech development includes the following sections: development of speech in children, its flexibility, clarity; development of speech hearing; accumulation of speech content; work on the form of speech, its structure.

Associated with the processes of mastering and developing speech in preschoolers is the question of the preschooler’s speech readiness for learning activities; the importance of this issue was recognized by Ya.A. Komensky, I.G. Pestalozzi, F. Froebel, M. Montessori, M.V. Lomonosov, K.D. Ushinsky, L.S. Vygotsky, L.A. Wenger, T.A. Ladyzhenskaya, A.A. Lublinskaya, D. Cheney. Researchers note that speech is the main indicator of the level of formation of cognitive processes, a factor in successful learning and knowledge of the world around us.

In psychological and pedagogical research, a distinction is made between “general” and “special” speech readiness. General readiness involves solving the following tasks:

The child understands the speech addressed to him and responds to it accordingly;

The ability to express one’s thoughts coherently, freely and clearly, while maintaining grammatical correctness of speech;

Mastery of a certain vocabulary;

Formation of the sound side of speech.

Special speech readiness presupposes readiness to learn literacy (reading and writing).

The main areas of work in speech training of preschoolers should be:

1. General speech training:

Development of speech creativity, accumulation and enrichment of vocabulary;

Improving grammatical correctness of speech;

Development of abilities for speech activity.

2. Special speech training:

Development of elementary awareness of linguistic reality;

Development of the ability to navigate the sound culture of words;

Preparing to learn reading and writing.

Speech readiness for learning at school presupposes the formation of general and special speech readiness, but their ratio is not equal, since it is necessary to take into account a new type of activity, a new communication situation and a new content of communication. Speech readiness for learning at school is manifested in the development of children's verbal listening and speaking skills: the ability to perceive information offered through linguistic means, the ability to verbalize their actions, including those related to language material, and determine their sequence; the ability to distinguish between units of the language system and other types of signs; mastery of informational, cognitive, regulatory functions of language.

The presence of even slight deviations in these parameters among first-graders leads to serious problems in mastering general education school programs.

1.2 Development of a child’s speech as a component in the structure of readiness for schooling

How to correctly assess the state of your child’s speech?

Many parents believe that they should not interfere with the process of speech formation, that the child will grow up and “everything will improve on its own,” and he will learn to speak on his own. In order to correctly assess the level of speech development of a child, it is necessary to become familiar with how a child’s speech development proceeds normally. The concept of a norm in this case is very conditional - there is no one, uniform age for all children when they begin to talk, much depends on the individuality of the child.

Speech is not an innate ability of a person; it is formed gradually, along with the development of the child and under the influence of the speech of adults. The social and speech environment surrounding the child is not only a condition, but also a source of speech development. Without a healthy language environment, full speech development is unthinkable.

For normal speech formation, a certain maturity of the child’s cerebral cortex and sensory organs is necessary; the child’s psychophysical health is of great importance.

Speech begins to develop almost from the first days of life and goes through several stages of development.

The very first speech manifestation is a cry. Typically, the period of infant crying lasts from birth to 2 months. At 2-3 months, the cry begins to change qualitatively and the child begins to hum and laugh. Walking is an important stage in preverbal speech development. At this time, along with preparing the speech apparatus for pronunciation of sounds, the process of developing speech understanding is carried out when the baby learns to control intonation.

The next stage of development is characterized by the appearance of babbling, and lasts approximately 5 to 9 months. By 9-10 months, in addition to individual sounds and sound combinations, the child begins to develop his first babbling words. By the end of the first year or the beginning of the second, the child usually pronounces his first real word, consciously beginning to use speech.

Around 1.5-2 years old, children begin to speak in separate short phrases.

By the end of the 3rd year of life, the child can correctly pronounce most sounds of his native language.

By the age of 5, the active vocabulary increases, the phrase lengthens and becomes more complex, and most children complete the process of forming sound pronunciation.

By the age of 7, a child correctly pronounces all the sounds of his native language, has a fairly rich vocabulary and practically masters grammatically correct speech.

Thus, during the period of preschool childhood, the child practically masters speech.

A child's readiness or unpreparedness to start school is determined by the level of his speech development. This is due to the fact that it is with the help of speech, oral and written, that he has to assimilate the entire system of knowledge. The better a child’s oral speech is developed by the time he enters school, the easier it will be for him to master reading and writing and the more complete the acquired written speech will be.

Therefore, it is very important to identify even the most minor deviations in the speech development of a preschooler and have time to overcome them before he starts school.

R.S. Nemov argues that children’s speech readiness for teaching and learning, first of all, is manifested in their ability to use it for voluntary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing.

At preschool age, the process of mastering speech is basically completed:

By the age of 7, language becomes a means of communication and thinking of the child, also a subject of conscious study, since in preparation for school, learning to read and write begins;

The sound side of speech develops; younger preschoolers begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed;

The grammatical structure of speech develops; children acquire patterns of morphological order and syntactic order; mastering the grammatical forms of the language and acquiring a larger active vocabulary.

An analysis of the literature on the readiness of a child with speech pathology to study at school revealed the following difficulties that arise in these children:

1. Lack of formation of the sound side of speech. The child does not have the correct, clear sound pronunciation of sounds of all phonetic groups.

2. Not fully formed phonemic processes, i.e. they do not hear, do not distinguish, do not differentiate the sounds of their native language.

3. Not ready for sound-letter analysis and synthesis of the sound composition of speech.

4. Inability to use different methods of word formation, incorrect use of words with diminutive meanings, inability to form words in the required form, or form adjectives from nouns.

5. Lack of formation of the grammatical structure of speech: inability to use detailed phrasal speech, inability to work with sentences; correctly construct simple sentences, see the connection of words in sentences, extend sentences with secondary and homogeneous members; They do not know how to retell a story while maintaining the meaning and content. They do not know how to write a descriptive story on their own.

Thus, the formation of grammatically correct, lexically rich and phonetically clear speech, which provides the opportunity for verbal communication and prepares for learning at school, is one of the important tasks in the general system of correctional work in preschool institutions and the family.

conclusions

Readiness for school education is formed long before entering school and is not completed in the first grade, since it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of generalizing thinking activity.

The basis of children’s speech readiness for school is oral speech, therefore the first years of a child’s life should be devoted to the practical acquisition of oral speech.

The main criteria for the formation of speech readiness:

1. Formation of the sound side of speech.

2. Full formation of phonemic processes.

3. Readiness for sound-letter analysis and synthesis of the sound composition of speech.

4.Ability to use different ways of word formation of nouns.

5. Formation of the grammatical structure of speech.

6. Mastery of coherent speech.

Children with general speech underdevelopment have difficulties in mastering these components of speech, and, accordingly, there is an insufficient level of language readiness for school.

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Activation of the vocabulary of children 3-4 years old with OHP (1.2 levels of speech development) by means of sensorimotor activity.

The problem of teaching and raising children with general speech underdevelopment is very relevant in modern pedagogy. Currently, many experts note an increase in the number of children with various speech pathologies (E.F. Arkhipova, T.G. Vizel, L.G. Paramonova, etc.), while the number of preschool children with severe speech disorders has increased, including with general speech underdevelopment.

In modern pedagogical literature, general speech underdevelopment is considered as a complex speech disorder in which the formation of all components of the speech system is impaired (R.E. Levina, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, etc.). Children with OHP have a poor vocabulary, agrammatic speech, polymorphic disorder of sound pronunciation, and a disorder of phonemic perception. Existing speech disorders negatively affect the mental development of the child. These children often have speech negativism, worries about their defect, a low communicative need to communicate with others and, as a result, isolation and low speech activity.

Younger preschool age is the age of (sensory) sensory cognition of the environment.

A child’s speech is directly related to his activities, to the situations in which communication occurs. First of all, the child begins to name those objects that he most often touches with his hands; at the same time, the details of these objects stand out more often. A word - the name of an object becomes a word - a concept only after a significant number of motor conditioned connections have been developed for it. The child’s need for an object and actions with it encourage the child to name the object with a word.

Sensorimotor development is of utmost importance for the full mental development of children of early and preschool age, because This time is most favorable for the development and improvement of the activities of the senses, the accumulation of various ideas about the world around us. To teach a child to speak, it is necessary not only to train his articulatory apparatus, but also to develop the movements of his fingers.

Fine motor skills of the hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception, imagination, observation, visual and motor memory, speech.

The movements of the fingers are of great importance for the psycho-speech development of the child, since they have a great influence on the development of the child’s higher nervous activity. A child's actions with objects have a great influence on the development of brain functions. So, also V.M. Bekhterev pointed out that hand movements are closely related to speech and contribute to its development.

Historically, during the development of mankind, the movements of the fingers turned out to be closely related to speech function. The first form of communication of primitive people was gestures; The role of the hand was especially great - it made it possible, through pointing, defensive, threatening and other movements, to develop that primary language with the help of which people explained themselves. Later, gestures began to be combined with exclamations and shouts. Millennia passed before verbal speech developed, but for a long time it remained connected with gestural speech (this connection is also felt in modern humans).

The movements of people's fingers improved from generation to generation, as people performed increasingly delicate and complex work with their hands. In connection with this, there was an increase in the area of ​​the motor projection of the hand in the human brain. Thus, the development of hand and speech functions in humans proceeded in parallel.

The projection of the hand, located very close to the speech motor area, occupies about a third of the total area of ​​the motor projection. This is the so-called “Penfield homunculus”. It was the size of the projection of the hand and its proximity to the motor speech zone that led scientists to the idea that training fine movements of the fingers would have a great impact on the development of active speech.

Thus, the speech and sensorimotor development of the child is carried out in close interrelation and mutual influence on each other. Mastering sensory standards allows the child to activate his vocabulary.

Taking into account the great importance of the development of the sensory sphere in children with ODD, it is necessary to take into account the specifics of correctional and developmental work with such children, since the development of sensory perception in work is not an end in itself, but a means that helps to develop their speech activity.

All work on the development of the sensorimotor sphere in children is carried out in a complex of correctional and developmental activities. Tasks on sensorimotor are harmoniously included in the thematic cycle of classes on the formation of lexical and grammatical components of the language.

We offer several games on different vocabulary topics:

1. A game "Magic Tree"

Game material: Umbrella with clothespins; dummies of fruits; baskets of red, yellow and green.

Game description:

1). The child is asked to harvest fruits from the tree and name them.

2). The child is asked to distribute the collected fruits that match the color of the basket into baskets of different colors. Name the fruit and its color.

1. A game “We’re going for a walk.”

Game material: Toy wardrobe, toy clothes.

Description:

1). A toy closet with doll clothes opens in front of the child. And he is asked to choose to name the clothes and dress the Masha doll for a walk for a certain time of year.

2). The child is asked to touch and say what material things are made of.

1. A game "Morning in the Village"

Game material: tray with sand, pets and wild animals, trees, houses, doll.

Description:

1). The child is asked to choose and name those animals that will live with grandmother Marusya in the village. Make your own home for the animals and name it. Find each animal its own baby and place them together.

2). The child is asked to choose wild animals and name them. Remember where wild animals live. Make a forest and place wild animals there.

1. A game "My Yulia is dirty"

Game material:a small plastic or rubber doll, a foam sponge.

Game description:

An adult asks a child to wash a dirty doll. Name the parts of the body that need to be washed: “Now wash her leg, look how dirty it is,” etc. You can soap the sponge; draw the child’s attention to how the soaped doll glides in his hands.

1. Game "Cooks"

Game material: Models of vegetables and fruits, two pots, dishes.

Game description: The child is invited to cook treats, soup and compote for the guests. The child must name and put vegetables in the saucepan for soup, and fruits for compote.

Literature.

1. Bondarenko E.A. On the mental development of a child.: Minsk 1974
2. Golovey L. A., Rybalko E. F. Workshop on developmental psychology: S-P Rech 2002
3. Grigorieva L.P., V.A. Tolstova, L.A. Rozhkova, etc. Children with complex developmental disorders: Psychophysiological studies; edited by L. P. Grigorieva; Institute of Correctional Pedagogy RAO. - Moscow: Exam, 2006. - 352 p. - (Correctional pedagogy). - ISBN 5-472-00419-5.
4. Iyudina, L.V. Features of communicative activity of children with general speech underdevelopment / L.V. Iyudina
   // Speech therapy. - 2007. - N 3.
5. Klimontovich E. Yu. Correctional work with children suffering from general speech underdevelopment of the 2nd degree / E. Yu. Klimontovich// School of Health. - 2007. - N 4. - P. 37-41. – Bibliography
6. Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment / N.V. Nishcheva. - St. Petersburg: CHILDHOOD-PRESS,

2007.

1. Nevolina N.N. (speech therapist). Sensorimotor development of children 5-7 years old with ODD: in cognitive classes through semi-functional equipment
   // Preschool pedagogy. - 2007. - N 1.\
2. Pilyugina E.G. Classes on sensory education with young children.: M. Education 1983

Preview:

Moms, dads, grandparents about the development of auditory attention in young children.

Typical complaints with which parents come to a speech therapist:“Speaks poorly...”, “Doesn’t pronounce some sounds...”, “My mouth feels like porridge.”

At first glance, these speech difficulties seem to have little in common. However, they have the same reason and it is connected with the underdevelopment of auditory attention in the child.
By the age of three, children have a fairly large volume of auditory impressions, but they still do not know how to control their hearing: listen, compare, evaluate sounds by strength, timbre, character, rhythmic structure. The ability to listen and understand sounds - let's call it “speech hearing” - does not arise by itself even with acute natural hearing: it must be purposefully developed.
What does a developed speech hearing consist of? Here are its components.

- Pitch hearing- this is the ability to recognize sounds of different pitches and timbres and to change your voice yourself.

- Auditory attentionis the ability to determine by ear a particular sound and its direction. With the help of phonemic hearing, a child can distinguish some speech sounds from others, thanks to which words are distinguished, recognized and understood, for example: house-som-com.

- Perception of tempo and rhythm of speech- this is the ability to correctly hear and reproduce the rhythmic pattern of a word, features of its sound structure, depending on the number of syllables and the place of the stressed syllable. A child can reproduce the syllabic structure of a word without yet being able to formulate it correctly phonetically: for example, instead of the word “bricks,” he pronounces “kititi.” The rhythmic pattern of the word is preserved here.

Developed speech hearing allows you to:
*pronounce sounds correctly;
*pronounce words clearly;
* control your voice (speak louder or quieter, rhythmically, smoothly, speeding up or slowing down your speech);
*master the vocabulary and grammatical structure of the language;
*successfully master writing and reading.

I bring to your attention a step-by-step program for the development of speech hearing in a child. This “speech therapy ladder” is widely used by speech therapists and teachers, but the exercises given are easy to perform at home in order to consolidate and accelerate the development of speech hearing. Practice starting with simple exercises and moving on to more complex ones.

Step one: Let's recognize non-speech sounds.
You need to start auditory training by developing the ability to distinguish and recognize sounds that are not related to speech. You can invite your child to listen to the sounds outside the window:
What's the noise? (trees)
What's buzzing? (car)
who is screaming? (boy), etc.

Help your child identify the source of the sound.

- Game "Loud Hints".The adult hides the toy, which the child must find, focusing on the force of the drum beat (tambourine, clapping, etc.). If the baby comes close to the place where the toy is hidden, the blows are loud, if he moves away, the blows are quiet. Swap roles so that the baby can try to create sounds and navigate the volume and power of sound.

Game "Where did they call?"teaches you to determine and name the direction of sound.

Game "Find out what's ringing (rattles)?"There are several objects (or sounding toys) on the table. We invite the child to listen carefully and remember what sound each object makes. Then we cover the objects with a screen and ask them to guess which one is ringing or rattling now. This game can be varied: increase the number of objects, change them. You can also recognize household objects by sounds: the rustling of a newspaper, the pouring of water, a moving chair, etc.

Step two: We distinguish sounds, words and phrases by timbre, strength and pitch of the voice.

Game "Find out who called."This game is good to play when the whole family is at home. The child stands with his back to you, one of the relatives or guests calls his name. The baby recognizes the person by his voice and approaches him.

Game "Near - Far".An adult makes various sounds. The child learns to distinguish where the steamboat is humming (oooh) - far away (quietly) or close (loudly). What kind of pipe plays: a big one (in a low voice) or a small one (in a high voice).
Fairy tale "Three Bears". Changing the pitch of the voice, ask the child to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Petrovna (medium pitch voice) or Mishutka (high voice). If the child finds it difficult to name the character by name, let him show the image in the picture. When the baby learns to distinguish cues by pitch, ask him to pronounce one of the phrases (or the growl “oo-oo-oo”) for the bear, she-bear and cub in a voice that varies in pitch.

Game "Recognize by voice."In front of the child are pictures depicting domestic animals and their young - a cow and a calf, a sheep and a lamb, etc. An adult pronounces each onomatopoeia either in a low voice (cow) or in a high voice (calf). The baby, focusing on the quality and pitch of the sound at the same time, finds the corresponding picture and tries to pronounce it after you, receiving approval from you.

Preview:

Prepared by:

teacher-speech therapist 1st category

Nesterova O.V.

MBDOU No. 171

Finger gymnastics for children

Development of movements of the child’s fingers and hand
as one of the methods of speech development

Development of a child's hand from 2 months to 1 year

The origins of children's abilities and gifts
are at your fingertips
V. A. Sukhomlinsky

The movements of a child’s fingers and hands have a special, developmental effect. The influence of manual (manual) influences on the development of the human brain was known back in the 2nd century BC. In China, experts say that games involving hands bring the body and mind into a harmonious relationship and keep the brain systems in excellent condition. Palm exercises with stone and metal balls are common in China. Walnut palm exercises are widely used in Japan. Research by Russian physiologists confirms the connection between the hand and brain development. The works of V. M. Bekhterev proved the influence of hand manipulations on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. They can improve the pronunciation of sounds, and therefore develop the child’s speech. Research by M. M. Koltsova has proven that each finger has a representation in the cerebral cortex. She notes that there is every reason to consider the hand as an organ of speech - the same as an articulatory apparatus. From this point of view, the projection of the hand is another speech zone. The development of fine movements of the fingers precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “human body diagram” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.

Such training should begin from a very early age, because in an infant in the very early stages of life, motor skills are the first and only aspect of development that is accessible to objective observation. Normal development of motor skills indicates normal development of the child.

Specialists from the Institute named after. G.I. Turner is recommended to begin work on the development of a motorboat from 2 months . At this age they recommend the following exercises:

Squeeze the baby's fingers as if you want to pull them out; movements should be very light and gentle;

Make circular movements with each finger separately, first in one direction and then in the other direction.
It is also very good to use mini exercise machines. As such simulators, you can use “furry” latex balls (they are sold in pet stores). Until three months, place small balls with a diameter of 3-4 cm in the baby’s palms. When a child falls asleep squeezing these balls, his hands retain the correct shape.

At 4-5 months For massage use large balls. The massage also changes: holding the child’s hands in your own, you need to hold the ball between his palms and twist it.

At 5-6 months good for strengthening palm musclesexercise "Coiffure": We lift the baby’s hands up one by one and smoothly move them forward and backward along the head. When performing this exercise, the muscles of the shoulder girdle, palms, and fingers work. At the same age, we move on to massage the hands, massaging each finger, each phalanx. We knead daily for 2-3 minutes.

At 6-7 months To the previously performed exercises, we add rolling a walnut over the child’s palm (circular movements) for 3-4 minutes.

At 8-10 months We begin to carry out active exercises for the fingers, involving more fingers in the movement, and carry out exercises with good amplitude. The movements of the fingers are well trained by well-known exercises created by the talent of our folk pedagogy: “Ladushki”, “The White-sided Magpie”, “The Horned Goat”.
At this age I recommend using it during exercises squeaker toys.

Exercise "Duckling"
Give the child a squeaky toy. When an adult pronounces the text, the child squeezes and unclenches the duckling toy held in his hand.

You, duckling, are not food,

Better look for your mom.
For this exercise, you can use other toys (kitten, chicken), changing the text of the poem.

Exercise "Pussy"
The child first makes relaxing movements with one hand and then the other, imitating stroking movements.

Pussy, pussy, pussy! -

I called the kitten... (your child's name)

Don't rush home, wait! -

And she stroked it with her hand.

At 10-12 months Invite your child to disassemble and reassemble the pyramid without taking into account the size of the rings. At this age, start teaching your child to hold a spoon, cup, pencil. Start learning how to draw "doodles".

The main stages of development of motor skills of the hand

8-12 months: the child takes a small object with 2 fingers (the tip of the thumb and index finger) - a precise “tweezers grip”.

8-13 months: The child separates objects under visual control.

10-12 months: the child holds a toy with one hand and plays with it with the other.

10-13 months: The child repeats actions with objects after adults (pushes a toy car, puts a telephone receiver to his ear).

11-14 months: the child is trying to draw "doodles".

12-18 months: the child turns the pages of the book all at once; holds a pencil well, can hold a cup, a spoon, and unwrap an object wrapped in paper.

13-18 months: The child places the cube on the cube.

14-16 months: The child can connect objects and unscrew small screw caps under visual control.

15-18 months: the child assembles a pyramid without taking into account the rings.

17-20 months: The child places 3 cubes on top of each other. Turns the pages of the book one at a time.

17-24 months: the child grabs a moving object.

18-24 months: the child puts a small object into a small hole and tears the paper.

20-24 months: a child tries to stop a rolling ball; strings large beads onto a cord.

21-22 months: the child pours liquid from one container to another.

22-24 months: the child places 4-6 cubes on top of each other.

Development of fine motor skills in children from 1 year to 3 years

Dear readers! We continue the conversation about the development of the baby's fine motor skills.

Your baby is one year old. He's already good with his hands. Can take any toy (object) with his hand, fingers or entire palm. Likes to throw toys and bump them into things. Knows how to open and close the lids of boxes and jars.

In order for the child’s hand movements to become even more perfect, give him the opportunity to manipulate all kinds of objects, different in shape, texture of surface material (bottles, vials, pebbles, cereals, foil, polyethylene, etc.).

At 1.5 - 2.5 years old, children are given more complex tasks:
– fastening buttons;
– tying and untying knots (it’s good to use different lacing);
– pouring water from a container with a narrow neck into a container with a wide neck.

A useful and fun activity will be getting toys out of the pool with cereal. To make such a pool, you need to pour cereals (peas, beans, wheat, pearl barley) into a basin, put various toys (preferably not very large) at the bottom of the basin and invite the child to find the toys in this pool. This play exercise not only promotes the development of fine motor skills, but also massages your baby’s hand and develops his tactile sensations.

Next, dear readers, I would like to offer you finger exercises. To achieve results, you need to perform the exercises daily for 5-7 minutes. It is better to start working with exercises that contain elements of massage. I suggest the following exercises for practice.

* * *

“SHALOON”

Our Masha was cooking porridge
I cooked porridge and fed the kids.
(draw circular lines on the baby’s palm for the first two lines)
Gave to this, gave to this,
Gave to this, gave to this,
(bend your fingers for the next 2 lines while pronouncing the corresponding words)
But she didn’t give it to this one.
He played a lot of pranks
He broke his plate.
(with the words of the last line, take the little finger with the fingers of the other hand and shake it slightly)

"SQUIRREL"
(based on a folk song)
A squirrel sits on a cart
Sells his nuts;
To my little fox sister,
Sparrow, titmouse,
To the clubfooted bear,
Bunny with a mustache.
(extend all fingers one by one, starting with the thumb)

“KIDS”
One two three four five,
Let's count fingers -
Strong, friendly,
Everyone is so necessary.
(raise your right (left) hand up, spread your fingers wide; bend them one by one into a fist, starting with the thumb)
Hush, hush, hush
Do not make noise!
Don't wake up our children!
The birds will begin to chirp,
Fingers will stand up.
(swing your fist up and down according to the rhythm of the poetic lines, and on the word “get up” - open your fist, spreading your fingers wide)

“PO MUSHROOMS”
(a nursery rhyme)
One two three four five,
We're going to look for mushrooms!
This finger went into the forest,
This finger found a mushroom.
I began to clean this finger.
This finger began to fry,
This finger ate everything
That's why I got fat.
(alternately bend your fingers, starting with the little finger)

“FINGERS”
One two three four five,
Let your fingers go for a walk!
One two three four five,
They hid in the house again.
(extend all fingers one by one, starting with the little finger, then bend them in the same order)

"AUTUMN LEAVES"
One two three four five,
(bend your fingers, starting with the thumb)
We will collect leaves.
(clench and unclench your fists)
Birch leaves, rowan leaves,
(bend your fingers, starting with the thumb)
Poplar leaves, aspen leaves,
We will collect oak leaves.

“I HAVE TOYS”
I have toys:
(clap)
Steam locomotive and two horses
Silver plane
Three rockets, an all-terrain vehicle,
Dump truck,
Lifting crane.
(bend your fingers one by one)

“SHEPHERD BOY”
Oh, doo-doo, doo-doo, doo-doo,
The shepherd lost his dudu.
(fingers of both hands are folded into a ring and brought to the mouth, imitate playing the trumpet)
And I found a pipe
I gave away the shepherdess.
(claps hands)
Come on, dear shepherd boy,
You hurry to the meadow,
Buryonka lies there
He looks at the calves.
But he doesn’t go home
Doesn't carry milk.
I need to cook porridge,
kids(you can say your baby's name)
Feed porridge.
(use the index finger of one hand in a circular motion across the palm of the other hand)

It is advisable to finish finger gymnastics with the “Shepherd boy” exercise, since it contains elements of massage.

* * *

When your baby turns 2.5-3 years old, start learning exercises without speech accompaniment: the child is explained how to perform a particular task, demonstrating the actions on himself. At this age, I recommend using figurines depicting animals, birds, and objects. All figures have a small poetic accompaniment.

* * *

"GLASSES"
(the thumb of the right and left hand together with the rest form a ring, bring the rings to the eyes)
Grandma put on glasses
And the granddaughter saw it.

"CHAIR"
(the left palm is vertically upward, a fist is placed on its lower part (with the thumb facing you); if the baby easily completes the exercise, you can change the position of the hand for a count of times)
Legs, back and seat -
Here is a chair for your surprise.

"TABLE"
(left hand in a fist, the palm is placed on top of the fist; if the child easily performs this exercise, you can change the position of the hands: right hand in the fist, left palm on top of the fist)
The table has 4 legs
The lid is like a palm on top.

"BOAT"
(both palms are placed on the edge, the thumbs are pressed to the palms like a ladle)
The boat floats on the river,
Leaving rings on the water.

“STEAMBOAT”
(both palms are placed on the edge, the little fingers are pressed (like a ladle), and the thumbs are raised up)
The steamboat floats along the river
And it puffs like a stove.

"GOAT"
(the inner side of the palm is lowered down, the index finger and little finger are put forward, the middle finger and ring finger are pressed to the palm and covered by the thumb)
The goat has horns sticking out,
She might gore.

"BUG"
(fingers clenched into a fist, index finger and little finger spread apart, child moves them)
The beetle is flying, the beetle is buzzing
And he moves his mustache.

* * *

By performing various exercises with his fingers, the child achieves good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively excites the speech centers of the brain), but also prepares the child for drawing, and subsequently for writing. The hands acquire good mobility and flexibility, and the stiffness of movements disappears.
Dear parents, grandparents! I wish you good luck and patience in working with your baby.

The topic of the next article is Development of fine motor skills in children 3 - 5 years old

Using these recipes in lessons with your child on the development of fine motor skills, you can teach him to reduce his arm span when drawing, because a 2-4 year old child does not track the boundaries of a sheet very well. Using copybooks, you will teach your child to draw within the boundaries of a sheet or a specific image. With their help, the child will master many simple, but very technical visual elements: circles, rectangles, various strokes, large dots, checkmarks, etc. All of them are presented in feasible, exciting tasks and gradually increase the load on the fingers; as the working surface decreases, the visual elements decrease, which improves the coordination of the baby’s hand and his orientation in space.

Development of fine motor skills in children from 3 to 5 years old

Dear readers! In this article I want to bring to your attention exercises for the development of fine motor skills of children 3-5 years old.

At this age, you also continue to do finger exercises daily, but increase the time to 10 minutes. You start the classes with a massage, but the children do the massage themselves - the child can handle it quite well. For self-massage, I recommend doing the following exercises...

"GNOMES-LAUNDERWOKERS"
We lived in a house

Little gnomes:
Currents, Peaks, Faces,
Chicky, Mickey.
(with the right hand, bend the fingers on the left hand, starting with the thumb)
One two three four five,
(with the right hand they straighten the fingers on the left hand, starting with the thumb)
The gnomes began to wash
(rubbing fists together)
Toki - shirts,
Peaks - handkerchiefs,
Faces - pants,
Chicky socks,
(bend the fingers on the left hand again, starting with the thumb)
Mickey was smart
He brought water to everyone.

"ASSISTANTS"
One two three four
(children clench and unclench their fists)
We washed the dishes.
(rubbing one palm against the other)
Teapot, cup, ladle, spoon
And a big ladle.
(bend your fingers, starting with the thumb)
We washed the dishes
(rubs one palm against the other again)
We just broke the cup,
(bend your fingers, starting with the little finger)
The ladle also fell apart,
The teapot's nose is broken,
We broke the spoon a little.
This is how we helped mom.
(clench and unclench fists)

"COOK COMPOTE"
We will cook compote,
You need a lot of fruit. Here:
(the left palm is held with a “bucket”, and the index finger of the right hand is “interfering”
Let's chop apples
We will chop the pear.
Squeeze the lemon juice
(bend fingers one at a time, starting with the big toe)
We'll put in some drainage and sand.
We cook, we cook compote.
Let's treat honest people.
(again “cook” and “stir”)

After the child’s hands have warmed up, you can begin to complete the following tasks for the development of fine motor skills. These could again be finger exercises.

"HELLO"
Hello, golden sun!
Hello, blue sky!
Hello, free breeze!
Hello, little oak tree!
We live in the same region -
I greet you all!
(with the fingers of the right hand, one by one, “hello” the fingers of the left hand, tapping each other with the tips)

"PINKY"
Little pinky
Crying, crying, crying.
Nameless will not understand:
What does all of this mean?
The middle finger is very important
Doesn't want to listen.
The index asked:
- Maybe you want to eat?
And the big one runs for rice,
Carrying a spoon for rice
He says: - There is no need to cry,
Come on, eat a little!
(hands clenched into fists, alternately extend fingers, starting with the little finger; from the last line, touch each other with the thumb and little finger)

"FLOWER"
Swell quickly, bud,
Bloom a flower - peony!
(close the pads of the fingers of both hands; the palms are slightly rounded - you get a “bud”; the lower parts of the palms are pressed against each other, and the fingers are spread wide in a circle and bent a little - you get a large open “flower”)

"BUTTERFLY"
(folk nursery rhyme)
Box butterfly,
Fly under the cloud.
Your kids are there
On a birch branch.
(cross the wrists of both hands and press the backs of the palms against each other, fingers straight - the “butterfly” sits; palms are straight and tense, do not bend the fingers; with a light but sharp movement of the hands at the wrists, imitate the flight of a butterfly)

"BIRDS"
The birds flew in
They flapped their wings.
We sat down. We sat.
And then they flew on.
(move up and down with the fingers of both hands)

"CHICKIES IN THE NEST"
The mother bird flew away
Kids should look for bugs.
Baby birds are waiting
Mom's gifts.
(clasp all the fingers of your right hand with your left palm - you get a “nest”; moving the fingers of your right hand creates the impression of living chicks in a nest)

"HOOOKS"
Friends, hold on tight,
We can't loosen their hooks.
(clasp the little fingers of both hands together like two hooks so that it is difficult to unhook them; by analogy, make figures with other fingers)

"PALM-FIST"
Want? Do this too:
Either a palm, or a fist.
(put your hands on the table, palms pressed to the table; simultaneously clench two fists (position “fist” - “fist”); unclench the fingers of one hand and press it to the table (position “hand” - “fist”); to make it more difficult, increase the tempo movement)

"CROSS AND TOE"
On my table
Crosses and toes,
Wanted by Ilya Pyatkov
Make them from fingers
And he has figurines
They come out easily.
If you want, I'll teach you
Girls and boys
Making them from fingers?
(put hands with straight fingers on the table: “crosses” - hook the ring finger onto the little finger (or middle finger onto the index finger); hold this position for as long as possible; “toes” - connect the thumb with the index finger with the pads, then with the middle finger, with the ring fingers and little finger; simultaneously hold the crosses and toes created from the fingers.

A variety of subject-based activities, which also contribute to the development of fine motor skills, have also proven themselves very well. To get the greatest effect, I recommend that you, dear readers, combine finger exercises with the following activities during classes:
– fastening and unfastening buttons (a special set for classes can be bought in the store);
– all kinds of lacing;
– stringing rings onto braid;
– games with mosaics;
– sorting the mosaic into cells;
– games with a constructor;
– sorting through cereals and grains (for example, separating beans from peas).

Development of graphic skills in children 5-6 years old

Dear mothers and fathers, grandmothers and grandfathers!
Your child is 5 years old. He will soon go to school. In order to continue preparing his hand for writing, I offer tasks to develop graphic skills. But before you start classes, read the guidelines:

In the first lesson, teach your child how to navigate in a notebook (notebook with a large square), the child should show the upper right and lower right corners, the upper left and lower left corners, the middle of the notebook with a large square;

A felt-tip pen can be used only in the first lessons, and then only a pen;

The distance between lines when writing should be equal to two cells, and between elements it can be different;

The number of lines to fill depends on the capabilities of the children;

The sample should be given in notebooks and explained in detail;

First, the child must reproduce the drawing on the table with his finger, and then use the back end of the pen to trace the sample in the notebook.

These tasks will help teach your child:

Find your bearings in a large squared notebook;

Draw straight lines, squares with and without dots;

Draw oblique lines with and without dots, hatch;

Draw arcs, ovals with and without points.

Below is practical material on teaching children graphic skills and visual dictations.

FIRST STAGE

First stage

Children in class must learn how to use a felt-tip pen.

1. Draw lines along the points from top to bottom.

Draw lines from one reference point to another, from top to bottom.

Draw vertical lines in one cell according to the model yourself.

2. Draw lines along the points from left to right in one cell, skipping two cells.

Draw horizontal lines from one point to another.

Draw lines independently from left to right in one cell according to the pattern ( the number of lines is not limited).

3. Draw corners according to the given points, passing two cells between the corners.

Draw a corner using anchor points.

Draw a corner yourself according to the sample.

4. Draw a border consisting of vertical and horizontal lines without lifting the felt-tip pen from the sheet.

5. Draw vertical sticks in two cells.

Draw horizontal lines in two cells.

Draw vertical and horizontal lines according to the sample.

6. Draw squares point by point, skipping two cells.

Draw the squares yourself.

7. Connect the squares without lifting the felt-tip pen from the drawing.

Second stage

Third stage

Visual dictations

SECOND PHASE

Moms and dads! Grandmothers, grandfathers!
In this article I will continue to introduce you to exercises for developing graphic skills in children 5-6 years old. I bring to your attention the exercises of the second stage. The tasks will help children master writing oblique lines and shading figures with oblique lines. At the second stage, do not use a large-checked notebook; take a regular school notebook with a checkered pattern.

First stage

Second stage

THIRD STAGE

We continue our acquaintance with exercises that help develop the graphic skills of five- and six-year-old children. At the third stage, the child will learn to draw circles, semi-ovals, ovals, loops. Just like in the second stage, a regular checkered notebook is used.

Visual dictations

"Finger gymnastics for children"

Development of movements of the child’s fingers and hands as one of the methods

speech development.

Prepared by:

Teacher speech therapist

Nesterova O.V.

Preview:

Speech therapy homework “Don’t get bored” (for the summer) for children of senior preschool age

Since all children have to study, the success of his education depends on the quality of the child’s speech, therefore the main task of educators, speech therapists and parents in preparing children for school is speech development.

Dear parents, we present to your attention games and tasks that will allow your child to repeat the knowledge accumulated during the school year during the summer period. All games are thematically aimed at summer activities, therefore, you can play some of them outdoors, in the yard, and in the country.

Complete tasks in a good mood;

Task completion time 15-20 minutes 2-3 times a week;

If, when pronouncing the answer to your question, the child makes mistakes in sound pronunciation or incorrectly coordinates the words in a sentence, then be sure to correct it by naming the word or the entire sentence correctly (make sure that the child repeats the correct answer after you!)

Praise your child every time he completes a task successfully.

Topic: "Mushrooms"

Name one - many

One porcini mushroom – many porcini mushrooms;

one red fox - many......

one wide hat – many...

one stump is many...

Explain a word

Boletus, boletus, russula, toadstool, boletus, fly mushroom, fly agaric, saffron milk cap. (Draw the child’s attention to the fact that these words seem to explain themselves.)

Continue the sentence

We went into the forest for honey mushrooms, boletus……. (chanterelles, volnushki, russula...). Mushrooms grow..... (in the forest, in the thicket, on the edge, around stumps and trees, in moss, in the grass..). Mushrooms can be picked, cut... (put in a basket, bring home, peel, cut, boil, dry, pickle, marinate, fry).

Explain the expressions: mushroom year, mushroom rain.

Ask how the child understands these phrases. Where necessary, clarify, correct or explain their meaning.

Explain the proverbs.

Gruzdev called himself get in the body.

To be afraid of wolves is to be free of fungi.

Call me kindly

Boletus - boletus;

Moss - ....

Russula -….

Basket - …..

Stump -….

Forest - ….

Glade -…….

Lukoshko -……

Questions to fill!

There are three waves at the edge. What is more - edges or waves?

What are more in the forest - mushrooms or porcini mushrooms?

There are two russula and a toadstool standing in the clearing. What is more - caps or legs?

Learn the poem.

When reciting, perform a massage (or self-massage) on the pads of your fingers (for each line of poetry, knead the pads of one finger).

Compare: fly agaric and honey fungus.

We consolidate with children knowledge about similarities and differences. General: both fly agaric and honey agaric are mushrooms, both have a cap and a stem, both grow in the forest. Differences: honey fungus is an edible mushroom, and fly agaric is poisonous; the fly agaric has a red cap with white peas, and the honey mushroom has a brown cap with a light spot in the center; fly agarics are larger than honey mushrooms.

Topic: "Vegetables"

What are they?

Carrots are juicy, long, crispy, red...

Cucumber - …..

Tomato - …..

Make up a riddle based on the model

This vegetable is round in shape, yellow in color, and sweet in taste. (turnip)

Continue the sentence.

In the garden there are beds with cucumbers, carrots, tomatoes......

My mom and dad and I are in the garden digging, sowing, planting, ……..

Learn the poem.

When reciting, perform a massage (or self-massage) of the phalanges of the fingers (for each line of poetry - kneading one finger; the direction of the massage movements is from the nail phalanx to the base of the finger).

Pick a pair

The cucumber is big, and the zucchini is bigger.

The turnip is big, and…..(the pumpkin is bigger)

The beans are small, and .....(peas are smaller)

Parsley is tall, and .... (dill is higher)

Tell us about your favorite vegetable

If the child finds it difficult, we give him a story plan.

I love____________________, he (she) ________colors, ________shapes, ______taste. You can cook ______________ from it (her). And I like to eat it (her)___________.

What's extra? Why?

Carrots, cabbage, honey fungus, garlic.

Cucumber, pear, zucchini, pumpkin.

Name the juices.

From carrots - carrot juice, from cucumber - ......, from garlic - ......, from tomatoes - ......, from pumpkin - ......, from onions - ......, from zucchini - ...... etc.

Compare: cabbage and onion, cucumber and zucchini.

What do they have in common and how are they different?

________________________________________________________________________________

We repeat the letter.

Make up a word from the first sounds of the words: BEET, DILL, TOMATO.

(The child does not read, but determines by ear)

We repeat: A O U Y I E - vowels.

Topic: "Fruits"

Learn the poem.

Playing with fingers. When pronouncing, connect your fingers with pads, starting with the little fingers, one pair of fingers for each line of poetry, while your palms do not touch each other)

Continue the sentence

The store sells a lot of...... (peaches, pears, apples,.....)

Explain the word:

Fruits, fertilizer, thick-skinned.

Describe the fruit from the picture without naming it. Let mom and dad guess.

Pick a pair

The apple is big and the pineapple is bigger.

Cherry is sour, and ...... (lemon is sour).

The pear is juicy, and …….(the orange is juicier).

Etc.

Tell us about your favorite fruit

If your child finds it difficult, offer him a plan:

What is your favorite fruit called?

Where does it grow?

What color is it, what shape?

What can you cook from it?

In what form do you like to eat it?

(it is advisable that the child construct the story in complete sentences, not limited to one word for each point)

Tell me about the fruit

Lemon – yellow, juicy, with peel, with seeds, soft, sour……

Cherry - …..

Apple - ……

What fruits are yellow, orange, red, green, blue?

Name the juices:

From lemon - ....., from orange - ...., from apples - ....., from plum - ...... etc.

What is unnecessary and why?

Apple, pear, tomato, orange.

Plum, peach, apricot, compote.

What are more in the garden - apples or apple trees?

__________________________________________________________________________

We repeat the letter.

Make up a word from the first sounds of the words: PLUM, PINEAPPLE, DUCHES (a type of pear)

We repeat the rule:

AS MANY VOWELS ARE IN A WORD, THERE ARE MANY SYLLABLES.

Divide the words into two groups - with one syllable and with two syllables:

garden, lemon, juice, plum.

Where do you hear the sound(s) - at the beginning or at the end of the word?

Apricot, pear, orange, persimmon.

Topic: “Berries. Homemade preparations"

What grows where?

Beets, potatoes, strawberries, cranberries, pears, cucumbers, blueberries, cherries (in the garden, in the garden, in the garden, in the greenhouse, in the greenhouse, in the forest, in the swamp, on the tree).

Compare: gooseberries and raspberries, strawberries and cranberries.

What do they have in common and how are they different?

We consolidate with children knowledge about similarities and differences.

Continue the sentence:

A lot of ..... (cucumbers, carrots...) grew in the garden.

In the forest we collect…..(blueberries, lingonberries…..)

Growing in the garden... (apples, pears…..)

Call it kindly:

strawberry - strawberry

cranberry - …

blueberry - ….

raspberries - …..

currant - ….

gooseberry -….

What can you make jam from?

From lingonberries, apples, currants, cherries, ……..

Reading, answering questions, retelling.

WHERE DOES BERRY Grow?

Sour cranberries grow in a swamp. You can also collect it in the spring, when the snow melts. Anyone who has not seen how a cranberry grows can walk along it and not see it. Blueberries grow - you see them: next to the leaf of the berry. And there are so many of them that the place turns blue. Blueberries grow in bushes. In remote places there is also a stone fruit - a red berry with a tassel, a sour berry. Our only berry, the cranberry, is invisible from above.

Questions:

How do cranberries grow?

What other berries grow in the forest?

How do they grow?

Which berry is invisible from above?

Do you think this is difficult for a small child? Not at all! Give him the opportunity to discover the difference between vowels and consonants himself. Here's how to do it. Select cards with patterns of words discussed in previous lessons: ball, house, cheese, whale, onion, forest. You see that these words contain all the vowel sounds of our language - a, o, s, i, u, e. Place a card with the word “ball” in front of your child and ask him a riddle: “This word has one sound - unusual. You can shout this sound very loudly, you can sing it, when you pronounce it, nothing in your mouth interferes with you - neither lips, nor teeth, nor tongue. Guess what sound that is." The child easily guesses - “a”. Check with him to see if this is true. Don’t be embarrassed, let the children shout, listen to this sound, and see how easily it is pronounced. In the same way, together, find the sounds “o” (house), “y” (cheese), “i” (whale), “u” (onion), “e” (forest). Only after this does the adult combine all these sounds into one group and say that they are called vowels, in contrast to consonants, which cannot be shouted like vowel sounds. We will now denote vowel sounds with red chips. Sometimes, in order to make it easier for a child to distinguish between vowels and consonants, we tell him that a consonant sound cannot be drawn out and cannot be sung. By giving such an explanation, we actually only confuse the child: he begins to consider the sounds “r”, “m”, “l” as vowels, that is, all those consonants that can be drawn out and sung for a long time. But if we draw the child’s attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips, or tongue, then the child will never make a mistake.

After three-sound words have been analyzed, you can introduce something new - teach them to distinguish between vowels and consonants. Do you think this is difficult for a small child? Not at all! Give him the opportunity to discover the difference between vowels and consonants himself. Here's how to do it. Select cards with patterns of words discussed in previous lessons: ball, house, cheese, whale, onion, forest. You see that these words contain all the vowel sounds of our language - a, o, s, i, u, e. Place a card with the word “ball” in front of your child and ask him a riddle: “This word has one sound - unusual. You can shout this sound very loudly, you can sing it, when you pronounce it, nothing in your mouth interferes with you - neither lips, nor teeth, nor tongue. Guess what sound that is." The child easily guesses - “a”. Check with him to see if this is true. Don’t be embarrassed, let the children shout, listen to this sound, and see how easily it is pronounced. In the same way, together, find the sounds “o” (house), “y” (cheese), “i” (whale), “u” (onion), “e” (forest). Only after this does the adult combine all these sounds into one group and say that they are called vowels, in contrast to consonants, which cannot be shouted like vowel sounds. We will now denote vowel sounds with red chips. Sometimes, in order to make it easier for a child to distinguish between vowels and consonants, we tell him that a consonant sound cannot be drawn out and cannot be sung. By giving such an explanation, we actually only confuse the child: he begins to consider the sounds “r”, “m”, “l” as vowels, that is, all those consonants that can be drawn out and sung for a long time. But if we draw the child’s attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips, or tongue, then the child will never make a mistake. Tell him: “Indeed, the sound “m” can be drawn out for a long time and you can even hum a song, but look how tightly your mouth is closed when you pronounce this sound, your lips prevent it from coming out of your mouth.” Now the difference between vowels and consonants has been established. Such an unlearned and seemingly independently made definition of vowels and consonants is firmly assimilated by children; they easily operate with their knowledge. And immediately draw the child’s attention to the fact that the consonant sounds in the word are pronounced differently - sometimes softly, sometimes hard. If you correctly taught the child to name the sounds in words when you conducted a sound analysis, if the child named the consonant sound as it is actually heard in the word, then distinguishing consonants into hard and soft will not cause any difficulties. Let's show how this can be done. Invite your child to analyze the word "Nina". After the word has been sorted out and the sound diagram is filled with chips, you ask the child the question: “What vowel sounds are there in this word?” “Ah,” the child answers, pointing to the red chips on the diagram. “What are the consonant sounds in this word?” - “N and n.” - "Very good! Tell me, do you think these sounds are similar or not? Listen to how I pronounce them: “nn-nn-nn”, “n-n-n.” - “Similar.” - “But I pronounce one sound softly, listen: n-nn-nn, and the other: n- n-n - how do I pronounce it? Usually the child answers: “You pronounce it roughly.” You confirm: “Yes, I pronounce it firmly: n-n-n, but I pronounce the sound n"-n"-n" softly, right? Those consonant sounds that we pronounce firmly are called hard consonants, and we will denote them with blue chips, and those consonants that we pronounce softly are called soft consonants, and we will denote them with green chips. Let's remove the white chips from the diagram and put these in. What sound do you represent with the blue chip?” - “Sound n.” - “That's right, put in a chip. And with a green chip, what sound in this word will we denote?” - “Sound”. This is how you introduced your child to such complex concepts as vowels, hard and soft consonants. In further lessons, you will no longer need white chips: when conducting a sound analysis of a word, the child should now characterize each sound as a vowel or consonant and use the corresponding chips.
Good luck!

Preview:

It is known that the respiratory organs, along with the main biological function of gas exchange, also perform voice-forming and articulatory functions. The development of speech breathing in a child in ontogenesis occurs simultaneously with the development of speech and is completed by approximately 10 years. “Speech breathing is a system of voluntary psychomotor reactions closely related to the production of oral speech.”

The formation of speech breathing involves, among other things, the production of an air stream. The production of an air stream is considered one of the necessary and significant conditions for producing sounds. Work on the education of an air stream begins at the preparatory stage of the formation of correct sound pronunciation, along with the development of phonemic hearing and articulatory motor skills.

When working with such situations, you can use special techniques, but I will tell you about those techniques for developing speech breathing that any mother can use, introducing them into the baby’s daily life.Conventionally, techniques for developing correct speech breathing can be divided into three subgroups:

1. Exercises.

Close your right nostril with the finger of your right hand - inhale deeply, exhale through your mouth, slowly and smoothly. We repeat everything on the left side. Repeat the exercise 5-10 times

The child lies on his back on the mat, the mother places a toy (for example, a rubber duck) on his tummy. Now the duck will swim on the waves: inhale - the tummy inflates, smoothly exhale - the tummy retracts.

2. Games.

• Rolling small cars, a felt-tip pen, a ball, or, in a word, any rolling object, across the table using an exhaled stream of air.
• Blow cut out butterflies, cotton balls (imagining that they are lumps of snow), snowflakes, confetti, and fluff from your palm or mother’s palm.
• Bubble! We need to inflate the biggest one! You can compete with your mother or friend.
• Make paper boats, pour water into a large plate, launch the boats into the water and take on the role of a “fair wind.” Whose boat will get to the shore faster?!
• Make a goal from available material (a box, a construction set), take a light tennis ball and play football with your child. You need to blow on the ball and drive it into the goal.

3. Fun.

Teach your child to drink his daily drinks through straws.

• But that's not all: you can pour plain water into a glass and create a storm in the glass, exhaling air through a straw. Children really like this game. You can compete to see who has the strongest storm in their glass.
• Blowing out a candle. Be careful when performing this exercise! You can blow out a candle from different distances, you can tilt the flame with an air stream. The most interesting thing is that children, when they see that a candle is lit, calm down; you can start speaking in a whisper, creating a mysterious atmosphere (it’s very effective to do this when it gets dark).
• Remember harmonicas, pipes, blown reeds, whistles from folk crafts - children are delighted with them. Don't forget about blowing up balloons.

It can be difficult, and sometimes even uninteresting, for a small child to perform exercises just for demonstration. Therefore, use gaming techniques, come up with fairy tales, for example these:

“Ventilating the cave”

The tongue lives in a cave. Like any room, it must be ventilated often, because the air to breathe must be clean! There are several ways to ventilate:

- inhale air through your nose and exhale slowly through your wide open mouth (and so on at least 5 times);

- inhale through the mouth and exhale slowly through an open mouth (at least 5 times);

- inhale and exhale through the nose (at least 5 times);

- inhale through your nose, exhale through your mouth (at least 5 times).

"Snowstorm"

An adult ties pieces of cotton wool onto strings and fastens the free ends of the threads onto his fingers, thus making five strings with cotton balls at the ends. The hand is held at the level of the child’s face at a distance of 20–30 centimeters. The baby blows on the balls, they spin and deviate. The more these impromptu snowflakes spin, the better.

"Wind"

This is done in the same way as the previous exercise, but instead of threads with cotton wool, a sheet of paper is used, cut with a fringe at the bottom (remember, such paper was once attached to the windows to repel flies?). The child blows on the fringe, it deviates. The more horizontal the strips of paper take, the better.

"Ball"

Tongue's favorite toy is a ball. It's so big and round! He's so much fun to play with! (The child “puffs up” his cheeks as much as possible. Make sure that both cheeks puff out evenly!)

“The ball deflated!”

After prolonged games, the tongue's ball loses its roundness: air comes out of it. (The child first strongly inflates his cheeks, and then slowly exhales air through his rounded and elongated lips.)

"Pump"

The ball has to be inflated using a pump. (The child’s hands perform the appropriate movements. At the same time, he himself pronounces the sound “s-s-s-..." often and abruptly: the lips are stretched in a smile, the teeth are almost clenched, and the tip of the tongue rests against the base of the lower front teeth. The air comes out of the mouth strongly pushes).

"The tongue plays football."

Tongue loves to play football. He especially likes scoring goals from the penalty spot. (Place two cubes on the side of the table opposite from the child. This is an improvised goal. Place a piece of cotton wool on the table in front of the child. The baby “scores goals” by blowing from a wide tongue inserted between his lips onto a cotton swab, trying to “bring” it to the goal and get into them. Make sure that your cheeks do not swell and the air flows down the middle of your tongue.)

When performing this exercise, you need to make sure that the child does not accidentally inhale the cotton wool and choke.

"The tongue plays the pipe"

Tongue also knows how to play the pipe. The melody is almost inaudible, but a strong stream of air is felt, which escapes from the hole of the pipe. (The child rolls a tube from his tongue and blows into it. The child checks the presence of a stream of air on his palm).

"Block and Key"

Does your child know the fairy tale “Three Fat Men”? If so, then he probably remembers how the girl gymnast Suok played a wonderful melody on the key. The child tries to repeat this. (An adult shows how to whistle into a hollow key).

If you don’t have a key at hand, you can use a clean, empty bottle (pharmacy or perfume) with a narrow neck. When working with glass vials, you must be extremely careful: the edges of the bubble should not be chipped or sharp. And one more thing: watch carefully so that the child does not accidentally break the bottle and get hurt.

As breathing exercises, you can also use playing children's musical wind instruments: pipe, harmonica, bugle, trumpet. And also inflating balloons, rubber toys, balls.

All of the above breathing exercises should only be performed in the presence of adults! Remember that when doing exercises, your child may become dizzy, so carefully monitor his condition, and stop the activity at the slightest sign of fatigue.

Rules for performing exercises for the development of speech breathingWhen performing tasks to develop speech breathing, you need to follow some rules:

1) Do the exercises daily, only then will your exercises be of any use.

2) Gradually increase the time of classes from 1-2 minutes to 5-10 minutes.

3) It is better to do exercises in the fresh air (especially in summer). If this is not possible, take care to ventilate the room.

4) When completing tasks, supervise your child:

• Exhalation should be done through the mouth, inhalation through the nose. The child should not raise his shoulders or puff out his cheeks.
• The exhalation should be long and smooth,
• It’s better to round/stretch your lips a little.

5. Breathing exercises are very tiring and can even cause dizziness, so let the child rest, do not overload him, alternate with other activities.

I wish you and your children good luck in establishing correct speech breathing.

Remember that this is an important component of a good speech!

INTRODUCTION………………………………………………………3

SECTION I. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF SPEECH PREPARATION OF A CHILD FOR SCHOOL………………………..6

1.1. Peculiarities of speech development in children of senior preschool age………………………………………………………………………………………6

1.2. Characteristics of means, methods and techniques for developing the speech of older preschoolers…………………………………………………………………………………………...14

1.3. The essence of speech preparation of children for school………………………..24

Conclusions on the first section……………………………………………..36

SECTION II. EXPERIMENTAL CHECKING THE METHOD OF SPEECH PREPARATION OF CHILDREN FOR SCHOOL……………………………38

2.1. Criteria and indicators for identifying the level of speech readiness of children for school……………………………………………………………………………….38

2.2. Methods of speech preparation of children for school……………………...51

2.3. Comparative analysis of the results of experimental work...69

Conclusions on the second section

CONCLUSIONS……………………………………………………………81

LIST OF SOURCES USED…………………85

APPLICATIONS……………………………………………………….93

Introduction

At turning points in history, the self-awareness of the people intensifies, and interest in their origins, roots, culture, and everything that characterizes their identity increases. Childhood is the time when a genuine, sincere immersion in the origins of national culture is possible. The people carefully accompanied with poetic words every stage of the child’s life, all aspects of his development. This is a whole system of traditional rules, principles with the help of which a child is raised in a family. The core of this system was and remains the oral folk word, passed on from century to century, from family to family.

A preschool educational institution is the first and most responsible link in the general system of public education. Mastery of the native language is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children.

The “I Am in the World” program in Ukraine defines the main task of preschool education – not so much to equip the child with a system of industry knowledge, but rather with the science of life. Society needs viable, independent, practically skillful, creative people with a developed sense of responsibility, dignity, and conscience, therefore the value, moral and social development of the individual from the first years of his life is a priority.

Mastery of the native language is one of the most important acquisitions of a child in preschool childhood, which makes the chosen topic particularly relevant. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children.

The relevance of the topic under study is due to the fact that today there are quite a lot of different methods and pedagogical schools, both continuing traditions and based on new teaching technologies. Therefore, it is necessary to study the features of the formation of vocabulary and its relationship with the upbringing of a child at the present stage of development of society. The system of classes on speech development is one of the main elements of the general linguistic, moral and aesthetic education of preschool children.

General theoretical issues of speech development in preschool children are discussed in the works of L. Vygotsky, A. Gvozdev, D. Elkonin.

The study was based on theories of the development of children's speech: M. Alekseeva, M. Bogush, A. Borodich, N. Gavrish, G. Lyublinskaya, T. Ponimanskaya, S. Rusova, N. Rybnikov, F. Sokhin, E. Tikheeva, A. Usova, K. Ushinsky, K. Chukovsky, V. Yashina; psychological and pedagogical studies of the speech development of preschool children: L. Vygotsky, S. Ilyinsky, S. Rubinstein, V. Stern, D. Elkonin.

Despite the knowledge of the topic, the availability of work on the speech preparation of children for school, teachers have a need to develop methods for developing the speech of preschool children in complex and special classes, as the conditions of upbringing and education change due to changes in programs, laws, objective reality of our time. This process should take place not only in specially organized classes, but also in the everyday life of a preschool educational institution. To solve this problem, it is important that preschool teachers are interested, and children are active subjects of this process (showing interest and independence in acquiring knowledge).

At the present stage, there is a need to research and implement methods for developing the speech of preschoolers that would correspond to the objective need to prepare the child for independent life. Therefore, the topic of our research, “Speech preparation of children for school at the present stage,” is devoted to an urgent problem of modern pedagogy.

Purpose of the study: theoretical justification and experimental testing of the method of speech preparation of children for school at the present stage.

Research objectives:

1. Identify the features of speech development in children of senior preschool age.

2. Characterize the means, methods and techniques for developing the speech of older preschoolers.

3. Identify criteria for indicators of the level of speech readiness of children for school.

4. Theoretically substantiate and experimentally test the method of speech preparation of children for school in a preschool setting.

Object of study: speech preparation of children for school.

Subject of study: Methods of speech preparation of children for school.

Research methods: theoretical: analysis of pedagogical literature; imperial: observation, study of the reserves of pedagogical activity, pedagogical experiment.