Svetlana Smirnova
Presentation “Developmental environment of a speech therapy room”
Organization of educational space and variety of materials, equipment and supplies in speech therapist's office in accordance with“The program of correctional developing work in a compensatory group for children with severe speech impairments (ONR)» provide:
Playful, cognitive, research and creative activity of children, experimenting with materials available to children;
Motor activity, including development of a large, fine, facial, articulatory motor skills;
Emotional well-being of children in interaction with the subject-spatial environment;
Opportunity for children to express themselves.
Organizing developmental environment of the speech therapy room
I was guided by the following principles:
1. Systematicity (the material is systematized in all areas
work: vocabulary, coherent speech, grammar, literacy).
2. Accessibility (visual and didactic material is selected taking into account
age characteristics of schoolchildren)
3. Variability (visual didactic material and many manuals
can be used in different classes in different ways)
4. Health-saving (there is primary and additional lighting (above the individual mirror, cabinet easily ventilated)
5. Design aesthetics.
Cabinet I divided it into 5 functional center:
1. Center of motor and constructive development.
2. Center for individual work.
3. Educational zone.
4. Storage center for visual and methodological material
5. Teacher's workplace - speech therapist.
Properly organized subject-spatial developmental environment in the speech therapist's office creates opportunities for successful elimination of speech defects, overcoming speech delays development, allows the child to demonstrate his abilities not only in organized educational, but also in free activities, stimulates development creative abilities, independence, initiative, helps to establish a sense of self-confidence, and therefore contributes to an all-round harmonious personality development.
Publications on the topic:
Correctional and developmental environment of a speech therapy room Correctional and developmental environment of the speech therapy room. The office is a creative workshop. The main purpose of the speech therapy room.
Presentation “Subject-Developing Group Environment” One of the conditions for the successful upbringing, training and development of preschool children is the correct organization and equipment of the pedagogical school.
Subject-developmental environment of the speech therapy room We invite you to the office There is nothing more interesting in kindergarten! Those who are not friends with sounds, And knowledge is in trouble - Come here everyone! By organizing development.
Subject-developmental environment of the speech therapy room of a preschool educational institution The developmental environment in the office is organized in such a way as to promote the development of all aspects of speech and non-speech mental functions. By creating.
Presentation “Subject developmental environment in the group” Particular importance in preschool institutions is given to an object-based play environment, since the main activity of the child is play.
Presentation “DIY Developing Environment” 1 slide. Do-it-yourself developmental environment in a preschool educational institution. A subject-development environment is a set of material objects for development.
In connection with the introduction of the Federal State Educational Standard for Preschool Education, the conditions for the implementation of the main general educational program of preschool education, which represent.
Presentation “Developing subject-spatial environment” One of the important conditions for educational work in a preschool institution is the correct organization of spatial subject development.
Speech therapist presentation
DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT OF A Speech Therapy Office in a Kindergarten
Today I want to tell you about the subject-developmental environment of the speech therapy room in kindergarten. It is probably impossible to exaggerate its importance in the development and correction of speech of children attending speech therapy classes.
Teacher-speech therapist Bryndina Natalia Petrovna
PURPOSE Speech therapy office
The main purpose of a speech therapy room is to create optimal conditions for the correctional education of preschoolers with speech disorders.
We need to create such a developmental environment so that children go to the speech therapist's office with desire and joy. While in the office, the child should feel comfortable and cozy. The subject-development environment must be mobile and quickly respond to the changing needs and capabilities of the child that are formed in the correctional educational process.
General view of the office
Fine motor development zone
Sand therapy area
In terms of targeted equipment and use, speech therapy
The office can be divided into several main zones:
- Didactic support area
- Sound pronunciation correction zone.
- Fine motor development area.
- TSO (technical training aids) zone.
- Speech breathing development zone.
Pronunciation correction zone
WORKING AREAS OF THE Speech Therapy Room
Game support area
Also in the speech therapy room there are conditionally allocated
5. Zone of development of phonemic hearing and sound analysis and synthesis.
6. Area of methodological support
7. Information zone
Zone
psychological
unloading
- consistency;
- availability;
- mobility;
- variety of material;
- innovative focus;
- design aesthetics.
Principles of constructing a subject space
The impact of correctional education in kindergarten within the speech therapy room is subordinated to certain educational and educational goals facing the speech therapist. The space of the office, its fullness encourages the child to activity, awakens in him a thirst for knowledge. The developmental environment in the office is organized in such a way as to promote the development of all aspects of speech and non-speech mental functions.
When creating a subject-developmental environment for a speech therapy room, it is necessary to be guided by the following principles:
- compliance with psychological, pedagogical and sanitary-hygienic requirements;
- consistency;
- availability;
- mobility;
- variety of material;
- innovative focus;
- design aesthetics.
Organized in accordance with these requirements, the subject-development environment of a speech therapy room in a preschool institution always contributes to the targeted formation of an emotionally positive psychological climate in the learning process of children.
It contains:
wall mirror with additional lighting, table,
disposable spatulas, cotton pads, alcohol, cotton swabs, tissues, etc.
The space for educational and cognitive activities in the speech therapy room is designed taking into account psychological, pedagogical, aesthetic, sanitary and hygienic requirements. It contains tables and chairs selected according to the height of the children. The arrangement of the furniture is constantly changing depending on what the guys are doing. The speech therapy room is divided into several main zones.
1 . Sound pronunciation correction zone, which contains: a wall mirror with additional lighting, a small work table (according to the child’s height), speech therapy probes, cotton wool or cotton pads, alcohol, etc.,
SOUND PRONUNCIATION CORRECTION ZONE
literature on automation and differentiation of defective sounds, card indexes on automation and differentiation of sounds in syllables, words, sentences, texts, cards with articulatory structures of speech profiles (whistling, hissing, sonorators)
Literature, picture material for automation and differentiation of sounds, card files for automation and differentiation of sounds in syllables, words, sentences, text, sets of articulation exercises in pictures and fairy tales
DEVELOPMENT ZONE FINE MOTOR SKILLS
2 . Fine motor development zone , which contains a variety of construction sets, lacing, mosaics, puzzles, pyramids, nesting dolls, small toys, games with buttons, matches,
Includes a variety of construction sets, lacing, mosaics, pyramids, nesting dolls, small toys, games with buttons, matches, and counting sticks.
DEVELOPMENT GUIDELINES FINE MOTOR SKILLS
miniature dry finger pools, stencils on various lexical topics, card files of finger gymnastics, as well as various exercises for coordination of speech and movement.
Stencils and stamps, card files of finger gymnastics, exercises for coordination of speech and movement.
DEVELOPMENT ZONE SPEECH BREATHING
Speech breathing development zone including children's musical instruments, cocktail straws, a file of breathing exercises, “wind blowers” and more.
Includes children's musical instruments, cocktail straws, turntables, wind blowers, light toys, and breathing exercise cards.
DEVELOPMENT OF LEXICO- GRAMMATICAL ASPECT OF SPEECH
The zone of development of the lexical and grammatical aspect of speech consists of various picture material (plot paintings, series of plot paintings, picture material “Antonyms”, “Synonyms”, “ABC of Actions”, etc.),
Comprises various picture material, collections of game tasks for consolidating grammatical categories, card files of word games.
CARD FILES
collections of game tasks to consolidate grammatical categories, card files of various word games.
collections of game tasks to consolidate grammatical categories, card files of word games.
INFORMATION ZONE
Here you can place: Speech therapist work schedule Class schedule Consultations for parents Various reminders
Game tasks for the development of speech motor skills, manual skills, etc.
8. Information zone , which contains: Speech therapist’s work schedule Class schedule Consultations for parents Reminders Game tasks for the development of speech motor skills, manual skills and much more.
METHODOLOGICAL SUPPORT ZONE
Methodological support zone It contains documentation of the speech therapy center (programs, planning, registration logs, speech cards, etc.). Methodological literature, speech therapy notebooks and albums are widely represented. As well as software and methodological support for all speech therapy classes (discs with educational games, logorhythmic exercises in video and audio collections, etc.)
It contains documentation from the speech therapy center.
Methodological literature, software and methodological support for classes are presented.
CONCLUSION
Environment surrounding children in the classroom:
- provides a sense of psychological security;
- is a means of full development
- combines conventional and innovative methods
Environment surrounding children in the classroom:
Provides a sense of psychological security;
Is a means of full development of students
Combines conventional and innovative methods in organizing and conducting correctional classes.
Alla Valerievna Likhovidova
Presentation “Office of a speech therapist at a preschool educational institution”
"Come to the office,
invites a speech therapist.
The door is open for children
come quickly!"
ZONING OF THE Speech Therapy Room
1) Zone of individual direct educational activities
2) Zone of subgroup direct educational activities
3) Methodological support area
4) Play area for children
5) Work area of the teacher-speech therapist
6) Information area for parents
ZONE OF INDIVIDUAL CORRECTION WORK
Equipment: wall mirror with additional lighting, desk, chairs, visual aid “Articulation gymnastics in pictures”, etc.
Corrective tasks:
Development of phonemic hearing;
Improving articulatory motor skills;
Staging and automation of sounds, etc.
Use of innovative and health-saving technologies:
Lapbook; thematic cases; Sujok therapy; ICT;
Methodological equipment:
Speech therapy probes;
Card index for automation and differentiation of sounds in syllables, words, sentences, texts;
Complexes of articulation exercises in pictures, etc.
ZONE OF INDIVIDUAL-SUBGROUP CORRECTION WORK
Equipment: desks, chairs, magnetic and demonstration boards, visual aid “Sound House”.
Tasks:
Vocabulary development and
Lexico-grammatical categories;
Corrections for pronunciation problems,
Phonemic awareness-based literacy instruction.
METHODOLOGICAL SUPPORT ZONE
is divided into blocks:
1) DIAGNOSTIC UNIT
2) BLOCK FOR THE DEVELOPMENT OF LEXICAL-GRAMMARICAL CATEGORIES AND DICTIONARY
3) BLOCK FOR THE DEVELOPMENT OF PHONEMIC HEARING, LITERACY TRAINING
4) BLOCK FOR THE DEVELOPMENT OF CONNECTED SPEECH
This zone presents software and methodological, reference and educational literature, a selection of periodicals, as well as documentation of the speech therapist: plans, speech cards, PMPK directions, consultations for parents and educators, teaching aids and software and methodological support for educational activities.
WORKING AREA OF THE TEACHER – Speech Therapist
The work area consists of a desk, two chairs (for a teacher - speech therapist and a parent, hanging shelves with the necessary aids. There is a computer with a set of educational computer programs for children.
GAME ZONE
The play area is presented with manuals and didactic material for the development of fine motor skills, speech breathing, memory, and thinking.
INFORMATION ZONE
This area is located next to the speech therapy room. It contains information for parents: various reminders, game tasks for the development of speech motor skills, manual dexterity, etc., as well as materials on lexical and phonetic topics studied in GCD according to thematic planning.
“The speech therapist’s office is like a squirrel’s closet:
There are a lot of “reserves” here and we find them cleverly.
We know exactly where the pictures are, where the toys are, where the turntables are.
And we always easily find rattles in boxes.
All week long, it’s not too lazy to stir up the “good” every day,
So that every day classes go with a bang!
The speech therapist’s office is loved by the kids!”
Publications on the topic:
Experience of a speech therapist working with parents of a preschool educational institution Working in accordance with the annual task of the kindergarten, namely “Introducing various forms and methods of work of preschool educational institutions and families in order to improve quality.
The expression “Theater begins with a hanger” gave rise to the idea of talking about our speech therapy center, starting from the threshold and ending with victory.
Interaction between a speech therapist and a teacher in a preschool educational institution In the conditions of a speech center in a preschool educational institution, the interaction of a teacher-speech therapist with educators is very important for the speedy elimination of speech disorders.
Annual work plan for a speech therapist in a preschool educational institution Adopted at the teachers' council. Approved by Minutes No. Order No. __ dated ""___2018. dated ""___ 2018. Head of MBDOU d/s OV No. 6.
Presentation “Use of isographic modeling in the work of a speech therapist” I use graphic models that the child himself performs in a given correctional context (drawing - diagram of a story, fairy tale, complex.
In order to achieve success, I created optimal conditions for the correctional education of preschoolers with deficiencies in the development of oral speech. All.
Relevance. The topic of introducing non-traditional methods into the educational sphere in preschool institutions has become relevant these days. Correction.
Mariya Kozhevnikova
Presentation “Psychologist’s office”
Publications on the topic:
The purpose of functioning of the office of a teacher-psychologist in a preschool educational institution is to ensure a psychologically comfortable atmosphere and emotional well-being.
Office of a teacher-psychologist at MBDOU No. 26 in Yuzhno-Sakhalinsk According to the requirements of the Federal State Educational Standard for Educational Education, the subject-spatial environment of the office of a teacher-psychologist.
Presentation “Office of a speech therapist at a preschool educational institution”“Come to the office, the speech therapist is inviting you. The door is open for children, come in quickly!” ZONING OF THE Speech Therapy Room 1) Individual zone.
Presentation “Consultation with a teacher-psychologist in kindergarten” Consultation with a psychologist Mom, buy it! What should you do if your child constantly demands to buy him another toy? It can be very difficult for parents.
Presentation “On the interaction between a methodologist and a teacher-psychologist in the context of the implementation of the Federal State Educational Standard before” Organizing a system of methodological work with personnel in kindergarten is one of the important tasks of preschool education. Organizational problems arise.
Presentation by a teacher-psychologist “Pedagogical technologies in correctional and developmental work with children with disabilities” Chebanova P.S. Organizational and pedagogical conditions for correctional and developmental work with a child with disabilities: - Creating an emotional atmosphere.
Presentation by educational psychologist “The back door of childhood grief” The death of a person is always an unexpected event, especially when this happens to people close and dear to us. Such a loss is.
Presentation “The work of a psychologist” What does a psychologist do in kindergarten? All parents are well aware of what the pediatrician, speech therapist, teacher and school teacher should do for the child.
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Slide captions:
PASSPORT OF THE Speech Therapy OFFICE MADOU kindergarten No. 26 “RADUNA” Kirovgrad
And there is a moment, it is the most important. For everyone - their own program. And this is an important office. A speech therapist works here. Not everyone knows this word, but those who know respect it. This is the teacher’s place. There are a lot of documents here. And here the child is accepted. This is where intelligence is determined. They will find without any doubt all speech disorders. And once the diagnosis is ready, work is needed, in a word.
Teacher - Speech therapist Tatyana Nikolaevna Bakhareva 8-922-13-45-832 Education - Higher professional Diploma EV No. 504308 in 1995, completed a full course at the Ural Pedagogical University in Yekaterinburg with a degree in defectology and speech therapy Pedagogical activity since 1994 Qualification category - highest Educational programs: 1. N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. Approximate basic educational program of preschool education “From birth to school” (corresponds to the Federal State Educational Standard), 2015 2. Filicheva T.B., Chirkina G.V. Program for training and education of children with phonetic-phonemic underdevelopment - Moscow, 1993 3. Filicheva T.B., Chirkina G.V. Program for training and education of children with special needs from 5 to 6 years old - Moscow, 1993
Goals and objectives of the speech therapy room: Goal: Timely identification and prevention of speech disorders in preschool children. Objectives: Examination of preschool children and identification of children among them who need preventive and corrective speech assistance, physical development and individual typological characteristics of children, Study of the level of speech, cognitive, social and personal, in need of speech therapy support, determination of the main directions and content of the work with each of them. Correctional pedagogical work of a speech therapist in a preschool educational institution. The work of a speech therapist involves: correction of speech disorders; speech development; formation of processes: attention, memory, thinking, perception, motor skills; improvement of intellectual and cognitive activity; development of communication functions; literacy preparation; use of computer educational and speech games.
Main directions and their content. Software, methodological and educational support Organization and conduct of pedagogical diagnostics. Design of aids (screens, albums) to help parents. Annual analysis of the state and availability of new methodological literature. Formation of the child’s intellectual potential. Areas of activity Corrective and developmental educational Speech activity Mental processes Means of correction Development of art. praxis Development of general and fine motor skills Development of facial expressions Staging, automation and differentiation of sounds Development of phonemic processes Development of the psychological basis of speech: Sustained attention All types of memory Perception Logical thinking Expanding horizons Enriching vocabulary Formation of speech grammar Teaching coherent speech Teaching literacy Education: Assiduousness - Ti Patience Desires Interest
General information about the office. Room for individual and frontal classes S = 30 sq.m. Cabinet equipment 1. Wall mirror – 1 pc. 3. Tables for children - 5 pcs. 4. Table for speech therapist – 1 pc. 5. Computer desk – 1 pc. 6. Chair for adults – 2 pcs. 7. Additional lighting at the mirror 8. Wall clock, hourglass 9. “Speech therapy wall” 10. Wall-mounted magnetic board 11. Easels for clarity – 2 pcs. 12. Clean towel 13. Speech therapy probes and spatulas 14. boxes and folders for manuals 15. 1 PC, printer 16. Methodological and educational literature. 17. Educational games and toys
Cyclogram of the activities of a teacher - speech therapist MONDAY 9.00 – 14.00 15.00 – 19.00 9.00 – 13.00 INDIVIDUAL CLASSES GR. No. 3 13.00 – 14.00 PED. MEETING, WORK WITH DOCUMENTS 15.00 – 19.00 INDIVIDUAL LESSONS GR. No. 3 TUESDAY 9.00 – 13.00 / 15.00 – 19.00 9.00 – 13.00 INDIVIDUAL CLASSES GR No. 4 15.00 – 17.00 INDIVIDUAL CLASSES GR No. 3, 10 17.00 – 19.00 INDIVIDUAL. CLASSES (in the presence of the Parent) WEDNESDAY 9.00 – 13.00 15.00 – 19.00 9.00 – 13.00 INDIVIDUAL CLASSES GR No. 9 15.00 – 17.00 SUB-GROUP CLASSES GR. 3, 10 17.00 – 19.00 INDIVIDUAL. CLASSES (in the presence of the Parent) THURSDAY 9.00 – 13.00 / 15.00 – 19.00 9.00 – 13.00 INDIVIDUAL CLASSES GR No. 10 15.00 – 17.00 INDIVIDUAL CLASSES GR No. 10 17.00 – 19.00 INDIVIDUAL. CLASSES (in the presence of a Parent) FRIDAY 9.00 – 16.00 9.00 – 13.00 INDIVIDUAL CLASSES GR No. 3 15.00 – 16.00 SUB-GROUP CLASSES GR. No. 3
List of documentation Registration log Journal of speech therapy work Log of the movement of children attending the speech center at the preschool educational institution Journal of examination of children's speech Journal of minutes of PMPC meetings at the preschool educational institution Speech cards, medical. extracts, characteristics Long-term work plan Individual workbooks Passport of the speech therapy room Class schedule and cyclogram of the use of working time Notebook of minutes of parent meetings, consultations, trainings
Didactic games and manuals To enrich vocabulary: Words are antonyms All works are good, choose to your taste Lotto “Animals and Cubs” “Who lives where” Speech therapy lotto “Which branch are the children from” “In the world of fairy tales” “Guess the riddle” Thematic dictionary in pictures For the development of coherent speech: Tkachenko T.A. Pictures with a problematic plot for the development of speech and speech in preschoolers “Andersen's Fairy Tales” “Make up a story based on a series of plot pictures” “My first story” “Who does what” “Stories in pictures” part 1,2 Development of speech grammar: Gribova O.E. Didactic material on examining children's speech. Gramstroy. “Whose tail, whose head” “Make up sentences” Development of the psychological basis of speech and sound culture: “Castle of sound” “Smart album” “Global reading” Tests Find out by contour Lay out the picture Cut-out pictures - animals Didactic aids by L. Lebedeva “Difficult sound, you are our friend" Dominoes for the little ones Along the path of words Cheerful word maker Primer Book Couples Portrait of a hero Spelling with a secret
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18. Kolesnikova E.V. Development of sound-letter analysis in 5-year-old children. - Moscow, 1998 19.Konovalenko V.V., Konovalenko S.V. Correct pronunciation and reading. - Moscow, 2000 20.Konovalenko V.V., Konovalenko S.V. Individual and subgroup work on correcting sound pronunciation.: Moscow. 1999 21. Lapshin V.A. , Puzanov B.P. Fundamentals of defectology. -Moscow, 1990 22. Lopukhina I. Speech therapy 550.-Moscow, 1995. 23. Maksakova A.I. Is your child speaking correctly? -Moscow, 1988 24.Maksakova A.I. Learn by playing. Moscow, 1983 25. Milostivenko L.G. Methodological recommendations for preventing reading and writing errors in children. - St. Petersburg, 1995 26.Mironova S.A. Speech development of preschool children in speech therapy classes. - Moscow, 1991 27. Novotortseva N.V. Children's speech development. - Moscow, 1995 28. Novotortseva N.V. Development of children's speech - 2. -Yaroslavl, 1997. 29. Novotortseva N.V. Development of children's speech - 3. - Yaroslavl, 1997. ZO.Nikitin B.P. Educational games. - Moscow, 1994 31. Obukhova L.F. Child psychology: theories, facts, problems. -Moscow, 1995 32.Povalyaeva M.A. Speech therapist's reference book. - Rostov-on-Don, 2002. ZZ. Pozhilenko E.A. A magical world of sounds and words. - Moscow, 1999 34. Reznichenko T.S. To prevent the child from stuttering. - Moscow, 2000 35.Repina Z.A. Speech therapy lessons. - Ekaterinburg, 2001 36. Seli versts V.I. Speech games with children. - Moscow, 1994 37. Sinitsina E. Developmental poems and rhymes. - Moscow, 2000 38. Sinitsina E. Games and exercises with words. - Moscow, 2000 39. Sokolenko N.I. Look and name it. Book 1, book 2. - Moscow, St. Petersburg, 1997. 40. Stepanov S.S. Diagnosis of intelligence using the drawing test. - Moscow, 1995
41. Tikhomirov D.I., Tikhomirova E.N. Primer. - Moscow, 1998 42. Tikhomirova L.F. Development of children's cognitive abilities. - Yaroslavl, 1996 43. Tikhomirova L.F. Development of logical thinking in children. -Moscow, 1996 44. Tkachenko T.A., If a preschooler speaks poorly. - St. Petersburg, 1998 45. Undzenkova A.V., Koltygina L.S. Zvukarik. -Ekaterinburg, 1998 46. Uspenskaya L.P., Uspensky M.B. Collection of speech material for correcting the pronunciation of sounds in preschoolers - Uchpediz, 1662. 47.Filatova I.A. Development of spatial gnosis in preschool children with speech impairment. - Ekaterinburg, 2000 48. Filicheva T.B., Chirkina G.V. Basics of speech therapy. - Moscow, 1989 49. Fomicheva M.F. Teaching children correct pronunciation. -Moscow, 1989 ZO.Cherednikova. Tests for preparing and selecting children for school. -St. Petersburg, 1996 51. Shvaiko G.S. Games and play exercises for speech development. -Moscow, 1999 52. Elkonin D.V. Primer. - Moscow, 1995 53. Yastrebov A.V. Overcoming OHP. - Moscow, 1999
