Homework on lexical topics in a senior speech therapy group. I period of study

Speech therapy classes for children 5-6 years old at home: exercises

Most of the classes are carried out using games, of which, fortunately, there are a lot. All of them were developed by professional speech therapists. Any child will enjoy such tasks.

Lip development

Articulation gymnastics

Articulation gymnastics is designed to develop the tongue and lips. To begin to pronounce words correctly and clearly, you cannot do without training the muscles of the speech organs. It is important to understand what position your lips, cheeks and tongue should be in, and to learn how to maintain this position.

Performing such gymnastics is useless without using a mirror. The baby should observe the location of the tongue. To really consolidate its correct position, each exercise must be repeated several times.

For your information! If you devote 5-7 minutes to exercise every day, then excellent results will be noticeable very soon.

Classes with a speech therapist for children 5 years old to develop phonemic hearing

Such hearing is necessary for successful learning to read and write. Phonemic awareness refers to the ability to recognize a specific sound in a given word. Playing games designed to develop phonemic awareness is recommended with children of all ages: from a toddler who is just trying to start speaking to a preschooler.

• “Guess who?” You need to tell the child who makes what sounds: a fly buzzes - “zhzhzh”, the wind howls - “oooh”, etc. Then he must name himself who pronounces this or that sound.
• In the game “Repeat”, the adult says combinations of vowel sounds, and the child repeats after him.

How to teach a child to speak the sound [r] without a speech therapist at home

Finger gymnastics

The most important and difficult thing about learning at home is the child’s interest. Finger exercises will help with this, which will also develop fine motor skills. This is not an easy task for parents. Many people make mistakes already at the first stage of training, trying to sit down a restless baby. This is not necessary, because the parent teaches by playing with his fingers. The baby can continue jumping on the bed, playing with toys, doing his favorite activities and doing the exercises shown to him. With this approach, the child will grasp everything that is given to him.

Carrying out correctional and speech therapy homework in the family

Yana Rodionova

Carrying out correctional and speech therapy homework in the family

Carrying out correctional and speech therapy homework in the family.

Speech therapy homework is an individual form of educational activity for a preschooler, which is carried out without the direct guidance and control of a speech therapist teacher, but on his instructions.

Parents often ask how long do you need to see a speech therapist? In some cases, overcoming defects lasts from 2 to 6 months. In case of general underdevelopment of speech from 6 months or more, with mandatory and strict assistance from parents who do the homework of a speech therapist together with the child.

Doing homework is a huge help to the speech therapist. Children who study at home with their parents, in addition to the instructions of a speech therapist , introduce not only fixed sounds, but also complex speech structures into everyday speech much faster and more successfully.

What is the importance of homework ?

It has great educational, training and correctional significance : with proper organization of its implementation , preschoolers develop new knowledge and skills, as well as independent thinking skills, the ability to control themselves, develop a responsible attitude towards their new responsibilities, and practice all the material covered in classes with a speech therapist.

Many people have traditional problems when doing homework

Children - preschoolers:

• do not know or forget what is assigned for homework ;

• do not know how to start doing homework ;

• spend a lot of time on its implementation ;

• do the job incompletely;

• make a lot of mistakes.

Parents of preschoolers:

• do not read homework ;

• do not do homework with the child;

• forget to remind the child about homework ;

• do not come to a speech therapist for advice on doing homework with a child in the family .

Recommendations for parents to help with homework with children .

1. Do not turn your child’s homework into an instrument of torture .

2. Create positive motivation for doing homework , its long-term perspective.

3. Encourage your child for homework done .

4. Praise the child, rejoice at his results associated with a positive mark.

5. Help your child with homework only if he needs it.

6. Do not try to complete the task for your child ; it is better for him not to do his homework than for you to do it.

7. Form a culture of mental work in your child, ask what additional literature can be used.

8. Consult a speech therapist if you see that your child is having difficulty preparing homework .

FAQ . _

Is it necessary to complete the assignment on the same day it was done in kindergarten, or on the day it was assigned ? We don't have time to complete tasks in the evening .

You can complete assignments on weekends . If there are several of them, the main thing is that there is a break between executions . For example, one task after breakfast , the next after a walk or after sleep.

The child refuses to complete tasks . Maybe he's not interested?

If you follow all the above points, if the baby is not sick, not hungry and has had enough sleep, then he is simply testing the “limits of what is permitted”

.
Gently but persistently get the job done .
“Oh, look how the mittens are crying and asking: “Denisa, quickly draw some strings for us, otherwise we will get lost and the doll’s hands will freeze...” Would n’t this be child abuse?

Indeed, some psychologists advise postponing the task and returning to it later, when the child is in a better mood or has a desire to do it himself. We don't agree with this. From early childhood, a child should know the word “must”

.When a kindergarten speech therapist tells parents: “You will have problems at school, because at school the teacher will not be able to postpone the lesson until the time when your child is in the appropriate mood,” some parents smile ironically: “
We are still very young, and you look so far into the future...”
The foundation of the future is laid at an early age.
What is missed at an early age is lost forever! The priority decision will always remain with the parents. The speech therapist only gives advice, and the desire to carry them out or not , as well as responsibility for the consequences of compliance or non-compliance , will remain only with the parents, since the level of development of your child will suffer first of all.
If we help a child, how will he learn to be independent? If I hold his hand, it turns out that it is not his job.

Together does not mean instead. When the baby learned to walk, you held his hands, supported him, and, above all, taught him! When he learned to eat, you guided his hand, held it, and, above all, taught it! The same goes for classes. It is important to teach a child, and only then demand independence from him.

The child refuses to complete the task independently . All the time he asks: “Mom, just do it...”

How to behave in this case?

Offer him the role of a speech therapist and yourself the role of a student. Invite your child to teach you how to complete this task . Unobtrusively, using a game plot, help your child fulfill the role of a speech therapist if you see his lack of confidence in success. Skillful, unobtrusive guidance from an adult will greatly help the child in performing a variety of practical actions. Try doing the task one at a time

.
“We will draw this line together, and you will draw the next one yourself. It's your turn! Oh, how beautifully you did it. I know YOU CAN complete the task just as beautifully yourself .”
Not only learning in the process of didactic games (classes), it is necessary to develop basic practical skills in the child every day. (This depends not on age, but on the level of development. One child can do a lot at 1.5 years old, while another at 3 years old cannot cope with level of a one-year-old) We are not talking about developmental delay according to medical indicators, but about defects in education.

We believe that our child is still too young to complete such tasks .

It is not age that is important, but the period and quality of training. If you have not taught skills at a certain age level of development, then with each missed age stage, difficulties arise, first of all, for the child himself. Infantility develops (upbringing defect)

. With timely training and upbringing, the child’s actions acquire a meaningful and high-quality character. It is important not to miss the formation of a skill at each age stage, since it is in practical activities that the accumulation of ideas and experience occurs.

We have no time to do homework . This is what you teach him in kindergarten, and that’s enough for him.

The lesson should last no more than 15-20 minutes. If, unfortunately, you don’t have these minutes, then the complaints in life are “why does our child do worse than the others?”

, take it to yourself first of all!
If today you don’t have time “for a child
,” then we doubt that you will have it in the future.

Well, if the child can’t do it, doesn’t he want to study at home ? Well, that's okay. Not everyone can be a genius!

Your child just feels "worthless"

your training and, above all, your indifferent attitude towards his training.
You must follow all of the above recommendations. And so that later you don’t have the question “We went to kindergarten for so long, but what did our child learn?”
, we recommend that such parents find a kindergarten in which the level of education will correspond to your ideas.

You give us homework so that WE, the parents, do it. What then do speech therapists and teachers do in kindergarten?

We give homework not only in order to create and consolidate in the child an emotionally positive attitude towards learning, but also in order to strengthen the contact between you, as parents, and the child, who (contact)

It will help you in the future both at school and just in life.
Remember that your goal is to teach your child not only to complete tasks , but also to feel that you will always, in any situation, come to his aid, that his failures will be successfully overcome with your help.
13 simple tips from a speech therapist to parents

A child’s speech develops under the influence of the speech of adults and largely depends on sufficient speech practice, a normal social and speech environment, on upbringing and training, which begin from the first days of his life.

Talk to your child during all activities, such as cooking, cleaning, dressing, undressing, playing, walking, etc. Talk about what you are doing, seeing what the child is doing, what other people are doing and what he sees your child.

Speak using CORRECTLY constructed phrases and sentences. Your sentence should be 1-2 words longer than the child's. If your child still speaks only in one-word sentences, then your phrase should consist of 2 words.

Ask OPEN questions . This will encourage your child to use multiple words to answer. For example, say “What is he doing?” instead of “Is he playing?”

Maintain a temporary pause so that the child has the opportunity to speak and answer questions.

Listen to sounds and noises. Ask "What is this?"

This could be a dog barking, wind noise, an airplane engine, etc.

Tell a short story, a story. Then help your child tell the same story to you or someone else.

If your child uses only a few words in his speech, help him enrich his speech with new words. Choose 5-6 words (body parts, toys, products)

and name them to the child. Give him the opportunity to repeat these words. Don't expect your child to pronounce them perfectly. Encourage your child and continue to memorize them. After the child has said these words, introduce 5-6 new words. Continue adding words until the child recognizes most of the objects around him. Exercise every day.

If your child only says one word, start teaching him short phrases. Use words that your child knows. Add color, size, action. For example, if a child says “ball”

, consistently teach him to say
“Big ball”
,
“Tanin ball”
,
“round ball”
, etc.

Do most of your activities in a playful way. Working with a child should activate speech imitation, form elements of coherent speech, and develop memory and attention.

It is very important to pay attention to the child’s speech development at an early age, and not wait for him to “speak on his own”

.

Talk to your child CORRECTLY, pronouncing the sounds of your native language clearly and undistorted. Don’t talk to your child as if he were still very small ( “don’t babysit”

with him).

For any question, you can always contact a speech therapist for advice or recommendations.

How to communicate with a child?

Many parents do not think about this issue - communication happens by itself, and both parents and children are happy with it. Bye. But there are adults who have already realized the enormous importance of communication style for the development of their child’s personality.

It has been experimentally proven that if a baby receives adequate nutrition and good medical care, but is deprived of constant contact with an adult, he develops poorly not only mentally, but also physically: he does not grow, loses weight, and loses interest in life. However, just as food can be harmful, improper communication can harm a child’s psyche, his emotional well-being and will subsequently affect his fate.

How to communicate correctly with your child? This question is complex and simple at the same time. It’s complicated because our communication style is influenced by many factors, most of which we are not aware of. Experts have come to the conclusion that the style of parental interaction is involuntarily imprinted on the child’s psyche even in preschool age. Having become an adult, a person reproduces it as natural. Thus, from generation to generation, social inheritance of communication style occurs: most parents raise their children the way they themselves were raised in childhood. At the same time, the way we interact with a child depends on the fashion in society for certain pedagogical ideas, on our immediate environment - relatives and friends, on the style of communication between other family , on the age of the parents, on living conditions, and on many other reasons.

And yet, communicating with a child is easy. Because not always, but often this process brings joy. And to ensure that communication is always useful for both adult and child parents, you can use several rules.

Rule 1

Of course, accepting a child means loving him not because he is beautiful, smart, capable, an excellent student, a helper, and so on, but simply because he is.

You can often hear parents address their son or daughter in the following way: “If you are a good boy, then I will love you.” Or: “Don’t expect good things from me until you stop (being lazy, being rude, fighting, and start (obeying) , put away toys)

." In these phrases, the child is told that he is accepted conditionally, that is, he is loved “only if...”. A conditional, evaluative attitude towards a person is generally characteristic of our culture and is introduced into consciousness from childhood. The reason for the evaluative attitude towards children is the belief in the power of reward and punishment. Praise a child and he will strengthen in goodness; punish him and evil will retreat. But in reality it turns out that the more a child is scolded, the worse he becomes. Because education is not training, and parents do not exist to develop conditioned reflexes.

Unconditional, non-judgmental acceptance is the satisfaction of one of the fundamental human needs - the need for love, for belonging, for being needed by another. This need is satisfied when we tell the child: “It’s so good that you were born with us,” “I like you,” “I love when you are at home ,” “I like to do this with you.” “Similar to these messages are “wordless” forms of acceptance: glances, affectionate touches, postures and gestures. Psychologists say that 4 hugs a day are simply necessary for a child to survive, and for good health you need at least 8 hugs a day! And by the way, not only for children, but also for adults.

We do not always follow our messages to children. And children literally understand our phrases such as: “You will drive me to the grave,” “You constantly bother me,” “How tired I am of you,” “How happy we were in our youth, before you were born,” “I sacrificed everything.” for you".

The more often parents get irritated with a child, pull him back, criticize him, the faster he comes to the thought: “They don’t love me.” Children don’t hear arguments like: “I care about you” or “For your own good.” For them, tone is more important than words. If the tone of the parent’s voice is usually angry and stern, then the child feels bad, “not like that,” and unhappy.

Does this mean that parents should never be angry with their son or daughter? No. Under no circumstances should you hide, let alone accumulate, your negative feelings. Let's pay attention to

Rule 2

1. You can express your dissatisfaction with individual actions of the child, but not with the child as a whole.

2. You can condemn a child's actions, but not his feelings, no matter how unwanted they may be.

3. Dissatisfaction with the child’s actions should not be systematic: otherwise it will develop into rejection.

Parents are prevented from accepting their child by their nurturing mindset, which results in demands, criticism, reminders and lectures, in the struggle for obedience and discipline. But discipline should arise not before, but after the establishment of good relations, and only on their basis. An educational attitude may be associated with the desire to compensate for one’s failures in life, unfulfilled dreams, or the desire to prove to everyone one’s indispensability or the “heaviness of the burden of parental duty.”

Another reason that interferes with non-judgmental acceptance is unconscious emotional rejection. For example, the parents were not expecting a child, it appeared at the “wrong” moment, or the child was not the gender they were expecting, or the birth and first days were too difficult, or the birth was too painful.

How can we determine whether we accept our child? Try to count how many times a day you addressed your child with emotionally positive statements (welcome, approval, support)

and how much - with negative ones
(reproaches, comments, criticism)
and compare the results.

Now close your eyes for a minute and imagine that you are meeting your best friend (girlfriend)

. How do you express your joy? Does our own child really make us less happy with his appearance?

Now let’s consider a situation in which your child is busy with something, but does something badly, “wrong.” Imagine a picture: a child is enthusiastically fiddling with a mosaic. It doesn’t turn out very well: the parts fall apart, are inserted into the wrong holes, which the child wanted to get, and the flower doesn’t look like a flower at all. You want to intervene, help, show. And now you can’t stand it: “It shouldn’t be like this, but like this.” But the child replies with displeasure: “But that’s not what I wanted.” Me myself. ".

In general, different children react differently to their parents’ “wrong way”; some become sad and lost, others are offended, and others rebel. Why don't children like this kind of communication? Because we impose “simplicity” on the child where it is difficult for him. Let's look at a one-year-old baby learning to walk. Now he has unhooked himself from your finger and is taking his first hesitant steps. At the same time, he sways, tensely moves his little arms. But he is happy and proud! Few parents would think of lecturing: “Is this how people walk? Look the right way!” Or: “Why are you still swaying? How many times have I told you: don’t wave your arms! Well, go through it again and properly.”

Criticisms addressed to a child who is learning something are also ridiculous. It is important to leave the child alone if he wants to do something on his own and does it with pleasure.

Rule 3

It says: Do not interfere in the matter that the child is busy with, if he does not ask for help, by your non-interference you will tell him: “Everything is fine with you! Of course you can handle it!”

If a child learns something on his own, he will achieve 4 results at once:

1. knowledge or mastered skill

2. training the ability to learn

3. satisfaction and self-confidence

4. positive impact on relationships with parents.

We all often focus on the 1st result, but the other three are more important for life. Of course, the question arises: “How to teach if you don’t point out mistakes. Yes, this is necessary. But you need to be able to indicate:

1. you shouldn’t notice every mistake

2. It’s better to discuss the mistake later, in a calm atmosphere.

3. often the child himself knows about his mistakes, but he is already satisfied with the fact that something is working out and hopes that tomorrow it will turn out better.

The following algorithm will be suitable for parents:

1. choose a few things that your child can do on his own, even if not perfectly.

2. try not to interfere even once and approve of the child’s efforts despite the result

3. remember 2-3 mistakes of the child that you found especially annoying.

Find the right time and tone to talk about them.

Rule 4

It would seem to contradict the third, but in fact complements it:

If a child is having a hard time and is ready to accept your help, be sure to help him.

If a child encounters a serious difficulty that he cannot cope with, then a laissez-faire attitude can only do harm. Some parents, especially dads, try too hard to teach their children not to be afraid of difficulties and to be independent. If your son or daughter directly asks you for help or complains that “nothing is working out,” “I don’t know how,” or abandons the work they started after the first failures, then they need help. All parents know that a preschooler can button his own buttons, wash his hands, put away toys, but he cannot organize his own affairs during the day. That is why the words are often heard: “It’s time,” “Now we will...”, “Let’s eat first, and then…". But gradually the range of tasks that the child performs independently increases due to those tasks that he previously performed with an adult .

Recommendations for doing homework for parents of hyperactive children.

• Follow a “positive model” in your relationship with your child. Praise him in every case when he deserves it, emphasize even minor successes.

• Say “yes” more often, avoid words “no” and “cannot”.

• Entrust him with some of the household chores that need to be done daily (going for bread, feeding the dog, etc.)

and do not
do them for him .
• Keep a self-control diary and note in it together with your child his successes at home and at school .

•Introduce a point or symbolic reward system: (you can mark each good deed with a star, and reward a certain number of them with a toy, sweets, or a long-promised trip).

• Avoid making too high or too low demands on your child. Try to set tasks that match his abilities.

• Determine the boundaries of behavior for your child - what is allowed and what is not allowed. Hyperactive children must cope with the problems common to all growing children. These children do not need to be excluded from the demands that are placed on others.

• Don't impose strict rules on him. Your instructions should be directions, not orders. Demand compliance with the rules regarding his safety and health; in relation to the rest, do not be so picky.

• Your child's challenging behavior is his way of getting your attention. Spend more time with him.

• Maintain a clear daily routine at home Eating, playing, walking, going to bed should be done at the same time. Reward your child for compliance.

• If your child has difficulty studying, do not demand high grades from him in all subjects. It is enough to have good grades in 2-3 main ones.

• Create the necessary conditions for work. The child should have his own corner; during classes there should be nothing on the table that would distract his attention. There should be no posters or photographs above the table.

• Avoid large crowds of people whenever possible. Staying in shops, markets, etc. has an excessively stimulating effect on the child.

• Protect your child from overwork, as it leads to a decrease in self-control and an increase in motor mobility. Don't let him sit in front of the TV for a long time.

• Try to make sure your child gets enough sleep. Lack of sleep leads to an even greater deterioration in attention and self-control. By the end of the day, the child may become uncontrollable.

• Develop conscious inhibition in him, teach him to control himself. Before doing anything, let him count from 10 to 1.

• Remember! Your calmness is the best example for a child.

• Give your child more opportunities to expend excess energy.

• Cultivate your child's interest in some activity. It is important for him to feel skillful and competent in any area. Find activities that your child can “succeed” in and increase his self-confidence.

When you need help

Reacting with a smile to words

Experts assure that you can understand what problems may arise in speech almost from birth:

• if by the end of 1 month the baby does not try to let him know by screaming that it is time for him to eat, or when he experiences discomfort;
• if at the end of 4 months he does not respond with a smile;
• if by the end of the fifth month he does not make individual sounds, pointing with his gaze at the object he means. For example, mom asks: “Where is the rattle?”;
• by the end of the 7th month does not try to attract attention with the help of spoken sounds;
• at the end of the 9th month, words consisting of repeated syllables, such as “ma-ma”, “pa-pa”, did not appear in the baby’s vocabulary;
• at 12 months does not respond to simple requests: “Give me a toy.”

Types of speech defects

Before you start classes, you need to know the types of speech disorders:

• stuttering;
• dyslalia;
• nasality;
• neurological diseases.

For your information! To identify them, you just need to regularly communicate with your child.

What to do if a child does not speak at 3 years old

Basic characteristics of speech at 5-6 years old

By this time, speech develops and becomes more complex. The baby is already able to make hissing and whistling sounds. The expressiveness of speech increases, you can notice this when reading poetry and in role-playing games. It becomes coherent and sentences become more common. Children are already able to retell a fairy tale or describe a picture.

TASK No. 1

1.
Learn the names of the autumn months.
Remember their order. September October November.

2.
Form the plural of tree names.
What sound - vowel or consonant - comes at the beginning of the word-name of the tree? What's the sound at the end? For example .
Aspen - (they are) aspens, (many) aspens.

3.
Come up with and name as many words as possible related to the word
autumn .
Write these words in your notebook. For example: falling leaves, windy, pouring, ...
4.
Compare the pictures.
Find differences. 5.
Change the words according to the model.
Make up sentences using these words orally. Write two sentences and underline the vowels in them. growing -

(what are they doing?)
growing