3.3 Analysis of the results of experimental speech therapy work (control experiment)
At the stage of the control experiment, which was carried out in April 2009 on the basis of the Children's Preschool No. 133, the results of experimental speech therapy work on the development of word-formation skills in children of senior preschool age with erased dysarthria were analyzed.
To conduct the survey, we used the technique of E.F. Arkhipova (1) (Appendix 2), which we used at the stage of the ascertaining experiment.
Individual, overall and group average values were analyzed. The performance of tasks by children in the experimental group is presented in Table No. 3.
Qualitative and quantitative analysis of task completion is presented as follows.
From the data presented it is clear that almost all children scored the same points. The highest total score for two children (20%) is (Andrey I., Ksyusha T.). They scored 23 points. The children coped well with the task of word formation of qualitative, relative and diminutive adjectives and nouns, and with the task of word formation of baby animals, where they showed a level above average (3 points). However, the word formation task possessive adjectives Andrey I. performed at a level below average, which corresponds to 1 point. He made mistakes in words such as (a slide of ice - an ice slide; the sun - a pine day; this one is washing - this one has already washed - instead of already erased, etc.).
Only one child (10%) received 22 points for completing tasks - (Sasha D.). He showed high result when completing a task on word formation of diminutive nouns (4 points).
Katya K. - (10%) scored 19 points during the survey, but she had difficulties completing tasks on differentiating verbs formed in a prefixal way (mom sewed a button - mom embroidered a button), on word formation of professions feminine and differentiation of Sov verbs. and Nesov. type (this one is taking off, and this one is already “taking off”; this one is eating, and this one is still eating). This is probably due to insufficient development of vocabulary.
During the survey, 20% of children (Masha K. and Olya P.) scored the same total scores(18 points). In many ways, their answers coincide, but there are also significant differences. Olya P. and Masha K. with tasks for differentiating owl verbs. and Nesov. type, word formation of feminine professions and differentiation of verbs formed in a prefixed way were performed at a below-average level (cuts hair - shenanigans; plays football - ball). They received a score of 3 points for completing the task of forming diminutive nouns.
20% of children (Kostya P. and Olya P.) scored 16 points. Most high rate(3 points) Kostya P. is observed when completing an education task relative adjectives. However, he showed a below average level (1 point) when completing a task on word formation of qualitative, possessive, diminutive adjectives, word formation of feminine professions and differentiation of owl verbs. and Nesov. kind. Therefore, further correctional and speech therapy work must be carried out with him.
20% of children (Vanya M. and Sveta L.) scored the same total scores - 17 points. Vanya M. has an above-average level (3 points) when completing tasks on the formation of possessive adjectives and the formation of diminutive nouns. Sveta L. scored 1 point in all indicators: with the exception of tasks on the word formation of diminutive nouns, the formation of names of baby animals and the word formation of feminine professions. For completing them, Sveta L. received 3 points.
The lowest rate of development of word-formation skills is still recorded in one child (10%) - (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers correspond to a level below average. During his work, Nikita S. exhibited behavioral characteristics. He laughed, jumped out of his chair and ran.
The group average is 11.1.
Individual results by level are presented in Figures No. 11-No. 20.
Analysis of individual graphs shows that a high level of completion (100% - 75%) is observed when completing task No. 1 for one child (10%).
The level above average (75% - 50%) can be seen when completing task No. 1 - 7 people (70%); task No. 2 - 1 person (10%); task No. 3 – 2 people (20%); task No. 4 – 2 people (20%); task No. 5 – 4 people (40%); task No. 6 – 4 people (40%); task No. 8 – 1 person (10%); tasks No. 7, 9, 10 were completed at average and below average levels.
At the average level (50% - 25%) task No. 1 was completed by 2 people (20%); task No. 2 – 4 people (40%); task No. 3 – 3 people (30%); task No. 4 – 2 people (20%); task No. 5 – 2 people (20%); task No. 6 – 6 people (60%); task No. 7 – 1 person (10%); task No. 8 – 2 people (20%); task No. 9 – 7 people (70%); task No. 10 – 5 people (50%).
At a level below average (25% - 10%), task No. 2 was completed by 5 people (50%); task No. 3 – 5 people (50%); task No. 4 – 6 people (60%); task No. 5 – 4 people (40%); task No. 7 – 9 people (90%); task No. 8 – 7 people (70%); task No. 9 – 3 people (30%); task No. 10 – 5 people (50%); tasks No. 1, 6 were completed at average and above average levels.
At a low level (up to 10%), not a single task was completed.
Thus, there was a positive dynamics in the formation and development of word-formation skills.
· One task was completed at a high level (No. 1);
· Completed 7 tasks at an above-average level (No. 1,2,3,4,5,6,8);
· Completed all 10 tasks at the intermediate level;
· Completed 8 tasks at a below-average level (No. 2,3,4,5,7,8,9,10);
· Not a single low-level task was completed.
The greatest difficulties arose for children when performing tasks on word formation by definitional type, differentiation of verbs formed in a prefixal way and differentiation of verbs of the perfect and imperfect type. We believe this is due to the fact that in children with mild dysarthria vocabulary very limited, in some cases adequate choice is impaired language material, there is an imperfection in the search for nominative units; words are often replaced by similar ones in situation and purpose.
The children found it easiest to complete the task of word formation of diminutive nouns and adjectives and the formation of names of baby animals. It should be assumed that this is due to the fact that this material is frequently encountered in the speech practice of children. When playing with each other in a group, children use diminutive nouns in relation to animals (elephant-elephant, dog-dog), to inanimate objects (table-table, chair-chair), and in relation to another person (good - pretty, handsome - handsome).
Thus, after carrying out correctional speech therapy work aimed at developing word-formation skills, we can conclude that the correctional speech therapy work at the stage of the formative experiment was successful. The goal of the study was achieved, and its hypothesis was confirmed.
Conclusion
A common speech disorder among preschool children is erased dysarthria, which tends to increase significantly. It is often combined with other speech disorders (stuttering, general underdevelopment speeches, etc.). This is a speech pathology, manifested in disorders of phonetic and prosodic components speech functional system, and arising as a result of unexpressed microorganic damage to the brain (6).
Expressed disorders sound pronunciations with erased dysarthria are difficult to correct and negatively affect the formation of phonemic and lexico-grammatical aspects of speech, complicating the process schooling children. Timely correction of speech development disorders is a necessary condition psychological readiness children to study at school, creates the prerequisites for the earliest social adaptation of preschoolers with speech disorders (7). This is extremely important, since the choice of adequate directions of correctional and speech therapy for a child with erased dysarthria and the effectiveness of this influence depend on the correct diagnosis.
The problems of erased dysarthria were studied by such authors as G.G Gutsman, O.V. Pravdina (60), L.V. Melekhova (50), O.A. Tokareva (72), I.I. Panchenko, R.I. Martynova (48), L.V. Lopatina (45), A.V. Serebryakova (64), M.V. Ippolitova, E.M. Mastyukova, E.F. Arkhipova (1), M.B. Eidinova.
Analysis of theoretical sources shows that erased dysarthria is a speech disorder characterized by the combinatorial nature of multiple disturbances in the process of motor implementation speech activity. The main symptom of a speech defect in erased dysarthria is phonetic disturbances, which are often accompanied by underdevelopment of vocabulary. grammatical structure speech. Violations of the phonetic side of speech are difficult to correct and negatively affect the formation of phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note a lack of word-formation skills in these children, which complicates the process of school learning for children. Timely correction of violations and further development word-formation skills is a necessary condition for children’s readiness to master the school curriculum different subjects.
We carried out pilot study state of word-formation skills in preschool children with erased dysarthria. Two groups of preschool children with erased dysarthria at the kindergarten No. 133 took part in the study.
Two groups of children of senior preschool age (6-7 years old) took part in the experimental examination: with erased dysarthria and with normal speech development. To conduct the examination, the technique of E.F. Arkhipova (1), which is intended for preschool children with erased dysarthria, was used. Based on the results of the examination, we came to the conclusion that the tasks were completed mainly at average and below average levels, i.e., word-formation skills in children with erased dysarthria are not sufficiently developed, which requires special correctional and speech therapy assistance.
The purpose of the formative experiment was to test tasks and exercises aimed at developing word-formation skills in children of senior preschool age with erased dysarthria. Based on methodological literature We selected tasks and exercises aimed at developing word-formation skills in children with severe dysarthria. After conducting the formative experiment, we organized a control experiment to evaluate the effectiveness of correctional and speech therapy work on the formation and development of word-formation skills in children of senior preschool age with erased dysarthria. Based on the results of completing tasks for each child, individual, general and group average values were obtained.
Comparing the results of the ascertainer and control experiments, we can conclude that in the experimental group there is a positive dynamics in the formation and development of word-formation skills.
As a result of the formative experiment, the group average for children in the experimental group increased by 25% and began to correspond to level 3. Thus, the formative experiment is successful. The goal of the study was achieved, and its hypothesis was confirmed.
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Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To increase the effectiveness of a speech therapist’s work in teaching word formation to preschool children with erased dysarthria, we have developed methodological recommendations. Incorrect use of lexical and grammatical means of language by a child with mild degree dysarthria is caused by articulatory...
Co erased dysarthria 2.1 Purpose and objectives of the study During the research process, it was set next goal: to identify the level of formation of the grammatical structure of speech (functions of inflection and word formation) in children of senior preschool age with erased dysarthria and determine the main directions of the necessary correctional work. To achieve this goal, the study decided...
...); § reproduction of the initial form of the word (for a horse - horse, for a cow - cow) Summarizing the above, we can conclude that the development of word formation of animal names in children is delayed mental development at a low level. Formation of nouns with a feminine meaning When completing the task for the formation of nouns with a feminine meaning, we received...
Municipal budgetary preschool educational institution kindergarten combined type No. 37 municipality Timashevsky district Author of the experiment: Namm Inna Viktorovna, teacher-speech therapist MBDOU d/s No. 37
A modern child needs not so much to know a lot, but to think consistently and convincingly, and to show mental effort. That's why how component school readiness researchers highlight intellectual readiness, which includes a fairly high level of development cognitive activity And mental operations. It is no coincidence that "Content Concepts continuing education (preschool and initial link) » great attention addresses the development of children's thinking, encouraging the child's cognitive initiative, children's questions, reasoning, independent conclusions, and respectful relationships with them.
The relevance of the problem lies in the importance of the timely development of research activities of children of senior preschool age. The development of speech is one of the main components; without speech it is impossible to build it, analyze it and discuss how reliable it is, and at the same time the research process itself helps the development of evidence-based, reasoning and generalizing speech. This problem is especially significant for children with FFN.
The practical work of a speech therapist teacher made it possible to see gaps in educational work with children who have certain deviations in speech development. Based on the results of monitoring speech development and mental processes us (by me and the group teacher) A system for speech development in the process of cognitive research activities of older preschoolers was developed, which will allow qualitative and quantitative improvement of results.
By combining our efforts as a speech therapist and group educator, we were able to achieve significant results.
Curiosity, the desire to experiment, to independently find solutions to problems are the most important features of children's behavior that we were able to form in the process of in-depth work on the above-mentioned problem.
The problem we solve:
To help speech-language pathology children realize their cognitive activity, including children in meaningful activities, during which they themselves could discover more and more new properties of objects and be able to talk about it.
We have organized the creation of conditions for the development of speech in the process of search and research activities into blocks:
Teaching action research.
The purpose of the first block: training in the skills and abilities of conducting educational research, formation of a culture of thinking and development of skills and abilities of research behavior.
Formation of a holistic perception of the environment, category concepts.
The purpose of the second block: expanding ideas about the world around us, forming categorical concepts. First of all, this work is built on the basis of expanding and deepening ideas about words, which combine in their content degrees of generalization of objects, phenomena, actions, etc.
The development of speech is carried out together with thinking, since these cognitive processes the most important in search and research activities.
At the first stage, we highlighted the problem and outlined a method for solving it. The decision itself, the search for it, is carried out by children independently.
At the second stage, we only posed a problem to the children, but the child looked for a method to solve it on his own (group search is possible here).
At the third stage, the formulation of the problem, as well as the search for a method and the development of the solution itself, is carried out by the children independently.
Different objects of knowledge imply different attitudes towards them and various ways their research. The following objects are highlighted:
Living objects, nature:
- distinction between living and nonliving;
- careful and respectful attitude to the living;
- willingness to care about someone or something;
- understanding of the rules of safe behavior.
Inanimate objects, objects:
- tools, tools - adults show the child how to use them;
- technical means, including means of transportation - familiarization with their structure, rules of operation and use;
- toys - the child uses at his own discretion;
- materials (constructors, isomaterials, etc.)- the child explores and uses independently, an adult can show some of their properties and capabilities;
- aesthetic objects - examining objects, treating them with care.
Methods and methods of action (technologies).
People's relationships, feelings. (They are of greatest interest to children in older preschool age.)
Impressions, perception: color, sounds, texture of material, taste, smell.
This work assumes the following structure of research action:
- the child identifies and poses a problem that needs to be resolved;
- puts forward a hypothesis, i.e. offers possible solutions;
- tests these possible solutions against the data;
- draws conclusions in accordance with the results of the audit;
- applies conclusions to new data;
- makes generalizations.
The main form of work is didactic games, developed on topics proposed by the Education and Training Program edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
Expected result of the work: dynamic speech acquisition by children.
I block "Teaching Action Research"
A problem is any theoretical or practical situation in which there is no solution appropriate to the circumstances and which therefore forces one to stop and think. A problem is a difficulty, an uncertainty. To eliminate it, action is required, first of all, research into everything related to this problem situation.
Finding problems is not easy.
From the point of view of the development of research skills, a very important question is whether it is necessary to require that the child, starting own research, clearly formulated the problem, i.e. determined what he would research, and then began to act. Formally speaking, this is necessary. But besides formal reasoning, there is also a reality that should not be forgotten.
The statement that the formulation of a problem must necessarily precede research is only partially true. Formally this is true, but the real creative process is always a step into the unknown. Therefore, the formulation of the problem itself often arises only when the problem has already been solved. No matter how seditious it sounds, a real researcher, when starting a search, does not always clearly understand why he is doing it, and even more so does not know what he will find in the end. Doing this part research work with the child, we tried to be flexible; we should not demand a clear understanding and formulation of the problem. Its general, approximate characteristics are quite sufficient.
We believe that the act of creativity will be significantly impoverished if the researcher pursues a predetermined goal. The product of creativity is largely unpredictable; it cannot be simply derived from initial conditions. Often the child does not know what he wants to say before he says something. Typically in research, goal awareness occurs in parallel with its achievement, as the problem is solved. Creativity is the creation of something new, transformation, transformation of what existed in the beginning. By forming, discovering, clarifying, and integrating newly opening possibilities, the child simultaneously concretizes and modifies the problem that initially confronted him.
Therefore, we did not require a clear verbal formulation of the research problem from the child.
When performing this type of task, we tried to refrain from criticism and, without stinting on praise, noted the most interesting, original versions. The observation method only looks simple on the surface, but in practice it is not. We taught observation, and this is by no means an easy task.
An effective task for developing the ability to observe was our proposal to consider some interesting and at the same time well-known objects for children, for example autumn leaves (trees, apples, etc.).
I or the teacher asked me to pick up the leaves, look carefully, determine the shape, and name the colors. We also talked about where they grow and why they change color and fall off every fall.
The task is used as an exercise to develop observation ability "Observing the Obvious" .
One of the basic skills of a researcher is the ability to put forward hypotheses and make assumptions. This requires originality and flexibility of thinking, productivity, as well as personal qualities such as determination and courage. Hypotheses are born as a result of logical (verbal) and intuitive thinking.
A hypothesis is a conjectural, probabilistic knowledge that has not yet been proven logically or confirmed by experience. Initially, a hypothesis is neither true nor false - it is simply undefined. Once it is confirmed, it becomes a theory; if it is refuted, it ceases to exist, turning into a false assumption. For children's research aimed at development creativity, it is important to be able to develop hypotheses based on the principle "more the better" . Even the most fantastic hypotheses and provocative ideas are suitable for us.
Proposing hypotheses, assumptions and unconventional (provocative) ideas are important thinking skills that ensure research and, ultimately, progress in any creative activity.
How hypotheses are born. In professional research work it usually happens like this: a scientist thinks, reads, talks with colleagues, conducts preliminary experiments (they are usually called aerobatics), as a result, finds some kind of contradiction or something new, unusual. And most often this "unusual" , "unexpected" is found where everything seems understandable and clear to others. Knowledge begins with surprise at what is ordinary, the ancient Greeks said.
Methods for testing hypotheses are usually divided into two groups: theoretical and empirical. The first involves relying on logic and analysis of other theories within the framework of which this hypothesis is put forward. Empirical methods for testing hypotheses involve observations and experiments.
So, hypotheses arise as possible options solutions to the problem and are tested during the study. The construction of hypotheses is the basis of research, creative thinking. Hypotheses allow us to find new solutions to problems and then, in the course of theoretical analysis, mental or real experiments- assess their likelihood.
Thus, hypotheses make it possible to see the problem in a different light, to look at the situation from a different angle.
The value of assumptions, even the most ridiculous and provocative ones, is that they force us to go beyond ordinary ideas, to plunge into the element of mental play, risk, to do something without which moving into the unknown is impossible.
There are also completely different, special, implausible hypotheses - they are usually called provocative ideas. For example, this idea could be: “Birds find their way south because they catch special signals from space” .
Hypotheses, assumptions, and various provocative ideas allow you to set up real and thought experiments. To learn to develop hypotheses, you need to learn to think and ask questions.
The genesis of questions is essential for understanding the process of development of a child’s cognitive interests, because questions are a specific and clear indicator of the presence of such interests.
It has been established that a logopathic child, just like an ordinary child, shows curiosity about a wider range of phenomena than before; questions arise not only in connection with the perception specific items and phenomena, as it was before, but also in connection with the emerging ability to compare previous experiences with new ones, find similarities or differences, reveal connections and dependencies between objects and phenomena. Questions are determined by the desire for independence in solving problems that have arisen, the desire to penetrate beyond the limits of what is directly perceived, and the ability for more indirect methods of cognition. All this is expressed in increasingly complex questions. The stability of cognitive interest is also indicated by the fact that the child again and again turns to the object or phenomenon of interest.
We also identified the creation of a friendly, relaxed atmosphere, encouragement not only of those actively participating in the activity, but also of those who do not show their enthusiasm as essential conditions for conducting all games and activities. at the moment the necessary initiative, the absence of any criticism of children. This allows each child to feel confident that his questions will not be laughed at and that he will definitely be able to prove himself, even next time.
The form of the games can be different - frontal or subgroup, but the latter undoubtedly gives the best effect.
The following types of activities can be considered one of the main components of human information culture:
- information search;
- perception;
- classification;
- moral assessment (information filtering);
- processing (analysis, synthesis);
- use of information.
Mastery of the native language, speech development, is one of the important acquisitions of a child in preschool childhood, especially a speech-language pathologist child. Preschool age is a period active absorption child spoken language, formation and development of all aspects of speech: phonemic, lexical, grammatical. With the integrated efforts of a speech therapist and educator, he is able to master the rules of sound design of words, pronounce them clearly and clearly, have a certain vocabulary, agree on words in gender, number, case, and accurately conjugate frequently used verbs. In addition, the child is able to talk about experienced events, retell the content of the text, reveal the content of the picture, and some phenomena of the surrounding reality.
The development of speech as a means of transmitting information and activating thinking can successfully develop children’s cognitive and research activities. Planning, decision, execution and analysis of any activity is impossible without a speech act, and how the child uses this requires the attention of the teacher.
Design- research activities in correctional speech therapy classes. How to pronounce the sound [R] correctly.
Project is a way of organizing joint activities adult and child to achieve common goal. The founder of the projects, American educator William Kilpatrick, presented educational process in kindergarten, as a series of experiments. The knowledge gained during one experience developed and enriched subsequent experiences. By design we mean the ideal understanding and practical implementation of what should be. Didactic meaning project activities is that it helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, ability to plan, work in a team. Such qualities contribute successful learning children at school. It was on this basis that I decided to try to conduct a little research work with the children.
Correctional classes at the kindergarten speech center are attended by children of preparatory groups with sound pronunciation disorders. The goal of a speech therapist is to prepare articulatory apparatus child to pronounce sounds difficult for him with the help of special articulation exercises, put on (call up) a sound, fix it in independent speech schoolboy. At the first stage of work, it is necessary to form a “physiological image” of sound.
Without understanding where and how the organs of articulation (lips, teeth, tongue) are located when pronouncing a sound, it is impossible to reproduce the necessary articulatory postures, and, consequently, sound production becomes more complicated. Part of the “physiological image” of sound can be explained with the help of exercises articulatory gymnastics, when, using game plots and subject pictures, speech therapists develop tongue mobility, its switchability, accuracy and sequence of movements. But not all children immediately perform the exercises correctly and reproduce the desired articulatory pattern.
This is due to a number of reasons, for example, the absence of front incisors in children does not provide support for the tongue when pronouncing certain sounds. In this regard, I decided to conduct a little research with the children. And since at the beginning academic year Most preschoolers cannot do this on their own, much less formalize the results, and attracted parents. Most children who are speech pathologists have impaired pronunciation of the sound [P], which is why the topic of our research work is “How to correctly pronounce the sound [P].”
The goal of the project: a child speech pathologist will understand the position of the organs of articulation when pronouncing the sound [P].
Tasks:
-find out which organs are involved in the formation of human speech, -establish which of them take part in the pronunciation of the sound [P], -identify the peculiarities of the position of the organs of articulation when pronouncing the sound [P]
Project type:
research, short-term, individual
Addressing:
The project is being implemented within the framework of the Program of Correctional and Speech Therapy Work with Children with Sound Pronunciation Disorders
Project participants: children of the preparatory group Age of participants: 6-7 years
Implementation period: November 2015-2016 academic year
Expected result: conscious acceptance of the right articulatory structure when pronouncing the sound R. Suggested criteria for assessing the effectiveness of the project: creating a booklet that other children with sound pronunciation disorders can use.
Attached files
One of the fundamental principles of the Federal State Educational Standard preschool education- formation of cognitive interests and cognitive actions of the child in various types activities.
It is through cognition that children develop in preschool age. “Cognition is a category that describes the process of obtaining any knowledge by repeating ideal plans of activity and communication, creating sign-symbolic systems that mediate a person’s interaction with the world and other people.”
Development cognitive function speech is closely related to mental education child, with the development of his mental activity. In order to convey information, new knowledge and information, the word must first reveal the image of each object, its properties, qualities. Verbal thinking is carried out on the basis of verbal meanings, concepts and logical operations. The formation of the subject attribution of a word-name occurs simultaneously with the formation of the meanings of words and systems of meanings. L.S. Vygotsky called this connection “the unity of thinking and speech.” The concept arises in the process of intellectual operation.
It is known that in preschool children with general underdevelopment of speech, all aspects of speech, as well as higher ones, suffer. mental functions: memory, attention, thinking. This is confirmed by data from a speech therapy examination of children senior group municipal budgetary preschool educational institution "Kindergarten No. 11" Fairy Tale ", Balakovo Children have reduced verbal memory, low memorization productivity. They forget the sequence of tasks, complex instructions, and lag behind in the development of verbal and logical thinking. Difficult for children to pick up the right words, construct the phrase correctly. Correctly understanding the logical relationship of events, the child limits himself to only listing them. IN active speech children most often use simple sentences or in separate words. The inability to express cause-and-effect relationships in words leads to the fact that they cannot compose a logical story or answer the question fully and comprehensively. There is a lack of clarity and consistency of presentation. Most often, children limit themselves to listing objects or their individual parts. As an example, we give a story compiled by a 5-year-old child: “Car. Steering wheel. Twist. Wheels. We need to go."
Difficulties in children mastering conceptual thinking, and, accordingly, learning new words, slow down the process of developing coherent speech. Therefore, the question arose of finding new forms of work to develop this function in older preschoolers with general speech underdevelopment. We use cognitive research activities as an activating tool, since speech development and cognition are closely related, and cognitive development child, the development of his conceptual thinking is impossible without the assimilation of new words that express the concepts acquired by the child, the new knowledge and ideas that he consolidates.
The purpose of cognitive and research activities of preschool children: development of cognitive interests, needs and abilities of independent search activity on the basis of enriched and formed emotional and sensory experience. The Chinese proverb “Tell me and I will forget, show me and I will remember, let me do and I will understand” reflects the objectives:
To develop the ability to see the diversity of the world in a system of relationships;
Develop observation skills, the ability to compare, analyze, generalize, develop cognitive interest in the process of research activities, establish a cause-and-effect relationship, the ability to draw conclusions;
Develop speech.
Correctional educational work is based on the integration of ways of knowing, which makes it possible to develop cognitive, emotional and practical sphere child's personality.
The lexical principle of constructing direct educational activities plays important role in knowledge. We actively use such forms of work as themed days and weeks, thematic classes (“Miracle - button”, “Our flowering plants", "Peaceful professions are needed in the Army").
Depending on the specific educational situation We also use classes with simple experiments: “Where did the wind come from?” (combined with the development of correct speech breathing), “Droplet's Journey”, etc. They deepen children’s understanding of objects, phenomena, events, enrich their vocabulary, teach them to reason, draw conclusions, act independently, interact with a partner, group, negotiate, listen and hear, express general opinion. Example: thematic lesson“Time for business, time for fun” forms children’s ideas about such abstract concept like time, particularly about the minute. Children experimentally check how long time lasts and determine the nature of its flow - long or fast. To do this, they are consistently offered games: 1) “Let's keep quiet.” While the sand is pouring into hourglass, the speech therapist suggests just sitting and being silent.
2) Game “Who is faster?” (practical introduction to one minute)
(Each child has beads and laces.)
Speech therapist: At the signal, you need to string as many beads as possible onto the cord. The game will end as soon as the sand spills down. (Children string beads onto laces, then count the beads). As a result, the children came to the conclusion that the same period of time can last differently depending on the type of activity.
The children subsequently expressed their ideas about time in a short collective story, “The day is boring until the evening, if there is nothing to do.” Here's the content: One day Petya and Vanya went fishing. Petya threw a fishing rod into the river and waited, and Vanya decided to catch butterflies. Soon Vanya got bored of chasing butterflies alone and began calling Petya. But Petya has no time - he fishes. Vanya didn’t catch the butterfly, but Petya had a bucket full of fish.
To activate and develop coherent speech, we use transformation games: “Living - inanimate”, “Wonderful bag”, “Yes - no”, “Guess the object”, “What comes first, what comes next”, “What is extra”, etc.
Transformational processes underlie actions that we perform without even thinking. By pressing the switch, we will turn darkness into light, by washing our hands with soap, from dirty ones we will make them clean, etc. By observing such processes and mastering the corresponding actions, the child learns to make transformations of the most different situations. However, the development of transformation abilities in children occurs spontaneously and does not always reach high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different states of aggregation of the same substance may seem to him to be completely different objects.
The most complex type of speech is reasoning, because it is closely related to dialogical communication and argumentation, i.e. the child must know what he is talking about. This is facilitated by tasks like:
- “Finish the sentence” (Petya didn’t go for a walk because...) Then the children come up with: because it’s cold outside, because he’s sick, etc.
- “Provocative question”: - Why does it snow and not rain in winter? How are butterflies different from birds?
A child, expressing his thoughts, proving the correctness or incorrectness of his assumption (based on experience, from past experience), learns to reason and generalize the general opinion.
The most interesting thing is learning concepts that can be tested, touched, and measured. For example, my children and I experimentally test the smoothness or roughness of leaves indoor plants and learn to define them. “Geranium has a velvety leaf, and cyclamen has a smooth one,” “the skin is smooth, and the fur is fluffy,” etc.
During small experiments, children have the opportunity to speak out proactively and share their experiences. We researched the temperature of the water and the children came up with a variety of definitions for it: lukewarm, lukewarm, cool, pleasant, refreshing, cold, runny, shiny. The activity of the teacher is to provide the opportunity to explore and choose a method of action.
In conclusion, we would like to say that the world physical phenomena environment surrounding the child provides enormous opportunities for the systematic development of transformation abilities as a component of general mental abilities. Speech development and research activities are closely related. In the process of experimentation, preschoolers learn to set a goal, solve problems and test them empirically, draw conclusions and simple conclusions. They experience joy, surprise and even delight from their small and large “discoveries”, which give children a feeling of satisfaction from the work done.
The effectiveness of our work in in this direction is confirmed by the data of the final study of coherent speech. Assessing the implementation of the proposed “Sequential Pictures” technique, we noted that children’s performance in the lexical and grammatical formulation of statements with adequate use of lexical means. To a lesser extent, stereotypical grammatical design and violation of word order are observed. Used by children grammatical structures in the form of complex, common sentences.
Thus, the use of cognitive-research activities as a means of correcting coherent speech can significantly improve the quality of speech in children with speech disorders.
References:
1. Vygotsky L.S. “Thinking and Speech” Ed. 5, rev. - Publishing house "Labyrinth", M., 1999. - 352 p.
2. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschool children. For working with children 4-7 years old. M.: Mosaic-Synthesis. 2012-78s.
3. Kasavin I.T. New philosophical encyclopedia: in 4 vols. M: Thought. Edited by V.S. Stepin. 2001
4. Levchenko I.Yu., Kiseleva N.A. Psychological study children with developmental disorders. - M.: Publishing house. "Bibliophile". 2007 - 152 p.
5. Troshin O.V., Zhulina E.V. Logopsychology: Textbook.-M.: TC Sfera. 2005-256s.
The child cannot yet find answers to his questions on his own.
teachers help him. This is where the method of problem-based learning arose,
which consists of questions (logically developing thinking),
modeling problem situations, experimentation, solutions
crosswords, charades, puzzles, etc.
A lesson summary is provided.
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Apply these methods
Cognitive-search research activities in speech development classes.
Teacher-speech therapist MBDOU combined type kindergarten No. 122, Molchanova A.G.,
Khabarovsk
From birth, a child is a discoverer, an explorer of the world that surrounds him.
Everyone knows that five-year-old children are called “why kids.”
The cognitive activity of children at this age is very high: every
teacher's response to children's question raises new questions.
The child cannot yet find answers to his questions on his own.
teachers help him. This is where the method of problem-based learning arose,
which consists of questions (logically developing thinking),
modeling problem situations, experimenting, solving
crosswords, charades, puzzles, etc.
The main goal of this method is to develop creative personality child.
Tasks problematic method training is specific to everyone
age.
IN younger age this is entering a problematic gaming situation,
formation initial prerequisites search activity.
At an older age it is:
- formation of prerequisites for search activity and intellectual initiative;
- developing the ability to apply these methods that contribute to
Solving assigned problems using various options;
- developing a desire to use special terminology, conducting a conversation in the process of joint research activities.
It has been proven that involving children in search activities increases learning different knowledge and skills, develops mental activity, independence, intelligence.
The use of lexical and grammatical games in work contributes to
children's acquisition of grammatically correct speech skills.
Such games include:
1.Sensory games.
(What the word does - looks, listens, moves, etc.)
2. Character games.
(Modeling the content of the word)
3.Logic games.
(Search for the origins of word formation, establishing cause-and-effect
connections, use of cause-and-effect chain)
4. Linking the content of a word with its initial form.
(perception of phonetic-phonemic image and pronunciation of the word -
analysis, errors in word structure).
5.Spatial games.
6.Games with the same root words:
a) the formation of words of some part of speech
(whiteness - white,
whitening - turning white,
white - turning white)
b) formation from all parts of forms
Roda (protein – proteins
White – white)
Numbers (protein - proteins
white - white
Turns white - turns white)
c) the formation of forms from all parts of speech that clarify semantic shades
by using:
Prefixes (whitewash,
Whiten)
Suffixes (white,
Whitening)
Interfixes (white-barrel)
Postfixes (white - ka)
Case endings
(protein - squirrel,
White - white)
Conjugation endings
(turning white - turning white - turning white)
7. Games with words - antonyms
(words backwards)
The symbol of this game can be an upside down man.
8. Games of contradictions."
“Fedot, but not that one”, “I don’t see..., but on the contrary”, “The third (4-5) is extra
9. Bridge Games.”
Selection of intermediate words for a gradual transition from one
antipode to another (heat – warmth – cold)
10. Grammar games:
- “True – false”
- “Stubborn words” - indeclinable nouns(coffee,…)
11. Games with cards, pictograms, diagrams, models...
12. Analogy games.
Continuation of the synonymous series started by the teacher
(big-huge-huge, etc.).
13.Games for classifying objects.
14. Games with figurative expressions.
Definition figurative meaning words (hands are tree branches)
Coming up with comparisons (hands, paws, pitchforks, wings,...)
15. Games with riddles, proverbs, sayings.
Guessing
Selection different statements about the same thing.
Interpretation of phrases, proverbs, sayings in your own words.
16.Games with rhyming words.
(I am a poet, I am a writer)
17. Games on sound connections of words.
(smoke - house, entered - left)
18. Games with words and sentences.
- “Add-ons” - selection of epithets, signs, actions
(bread - fluffy, fragrant, soft, rosy,...)
Comparison riddles
(with a tail, not a turnip mouse)
- “Chains of words”
(Coming up with phrases following one after another:
(The cat laps milk. The cow gives milk. The cow grazes in the meadow.
etc.)
- “Gatherings - bandages”
Promotion of the plot one word at a time (winter...)
- "Composition"
Coming up with a general plot based on words from related
(tram - bus), distant (tram - forest), opposite
(day - night).
The method of problem-based search (project) learning is relevant and
very effective. It gives the child the opportunity to experiment,
synthesize acquired knowledge, develop creative abilities
and communication skills, which allows him to adapt to the changed situation of school learning.
MESSAGES.
Topic: " Cognitive-search speech activity"
