Speech therapy classes for young children at home.

Speech therapy classes for children at home are constant communication with the child in a playful way. Once your child is interested, you can engage with him by playing games for speech development such as

finger games (games for developing fine motor skills)
articulatory gymnastics
hearing development games
games for sound imitations and logorhythmics (poems with movements)

The most difficult thing is to interest the child. And this is a very serious task. After all, sitting down a little fidget is not so easy. In general, it is not necessary to sit him down; you can work with the child when he is playing in his hut or jumping on the sofa. Classes should be held in a playful way. Then it will be easier for you, and the child will learn the material without hysterics and whims.

A few tips before starting homeschooling with your children:

classes should initially be short (2-3 minutes). Then we gradually increase them. Maximum 15-20 minutes at a time.
The child should enjoy the activities. Don’t force or insist, as this can completely discourage your child from wanting to do anything.
It’s better to practice more often, but little by little. Frequently performing the same exercise, the child develops a skill.
use laughter during classes. Do not scold for incorrect pronunciation or if the child fails to do something. It’s better to find out with your child why his tongue is so naughty and how to fix it. It is better to be an ally and friend to a child than a strict teacher.

Finger games

Finger games are one of the types of development of fine motor skills. There is a close relationship between the human hand and the speech center of the brain.

Finger gymnastics for children 1-2 years old

This finger is small (bend the little finger)

This finger is weak, (we bend the ring finger) This finger is long, (we bend the middle finger)

This finger is strong, (bend the index finger) This finger is fat, (bend the thumb)

Well, together - fist!

On a visit

Visiting the thumb (the thumb is bent, the rest are clenched into a fist)

They came straight to the house:

Index and middle, (in accordance with the text, straighten your fingers alternately)

Nameless and last.

Little finger himself

He knocked on the threshold.

Together, fingers are friends, (clench your fingers into a fist and unclench them)

They cannot live without each other.

Squirrel sitting on a cart

A squirrel sits on a cart, (clenching and unclenching her fingers into a fist in the rhythm of a nursery rhyme) She sells nuts: (we begin to bend our fingers) To the little fox-sister, to the sparrow, to the titmouse, to the fat-fifted bear, to the mustachioed hare, to whom in the goiter, to whom in the scarf, to whom in the sweetie .

With speech impairments

Scheme No.

Clinical examination Methods: study of medical documentation, questionnaire, conversation, neurological examination - Anamnestic data - Somatic status - Neurological status

Study of social conditions Methods: survey of parents, teachers, conversation - Social conditions of education - Hereditary predisposition

Psychological and pedagogical examination Methods: questioning of teachers, parents, video observation, examination - Emotional sphere - Motivational component of speech activity - Game activity - Cognitive prerequisites

The scheme of a comprehensive examination includes the study of clinical, social, psychological, pedagogical and speech therapy data (operational components and the product of speech activity).

The actual speech therapy examination is carried out in the form of individual lessons for two weeks. The tasks are distributed in four series.

Series I: tests with real objects (vegetables, fruits, salty - sweet, cold - warm water, items of clothing), toys, organized didactic games, body diagram, parts of the face.

Series II: the state of the impressive dictionary on lexical topics: toys, dishes, clothes, furniture, vegetables, fruits, domestic and wild animals, animal body parts, transport.

III series: understanding verbs, adjectives, adverbs, prepositions; examination of the state of the articulatory apparatus (game with a mirror “Who’s there?”), fine motor skills, phonemic hearing, and, if possible, intonation-rhythmic components.

IV series: reading the text (I epicrisis period the fairy tale “Teremok”, II epicrisis period text from the manual by O.E. Gromova, T.V. Bazzhina “I don’t want, I won’t!”) and a conversation on what was read.

A speech therapist works with each child for 10-15 minutes. The number of classes varies individually (at least four depending on the child’s condition and desire). Classes are held in the morning after breakfast.

As visual material, we used the computer program “Diagnostics of the psycho-speech development of a young child” (E.V. Sheremetyeva), as well as the periodicals “For the very little ones” and “Early development. First steps”, publishing house “Karapuz”.

In accordance with the age-related characteristics of the development of visual perception and the level of arbitrariness, no more than two A5 format images and no more than 4 real objects or toys are presented at a time.

Diagnostic classes are conducted in a playful way and against a positive emotional background, which allows children at risk to adapt less painfully to new conditions of upbringing and education.

Methodological recommendations for conducting music and speech therapy classes

Speech therapy classes with young children during the school year are carried out in two forms: music-speech therapy frontal and individual.

Individual speech therapy classes are conducted according to the work schedule of the speech therapist teacher in accordance with the identified type of deviations in speech acquisition.

Musical and speech therapy frontal classes are conducted by a speech therapist and music director in the music room once a week at stages 4 and 6 according to the schedule of kindergarten classes with all children in the subgroup. The last lesson of the period is the final lesson. In total, during the academic year, an average of 29 musical and speech therapy frontal lessons will be conducted, which are built on a concentric principle and filled with certain lexical content in accordance with the seasonality of natural phenomena and events in social life, which allows us to divide the entire process of propaedeutic training into three periods.

Table No. 3

Finger games for children 2-3 years old

Maple

The wind quietly shakes the maple, (fingers spread out and stretch up) Tilts to the right, to the left: (we swing our palms right and left) Once - tilt and twice - tilt, (tilt left - right palms low and low) The maple leaves rustled. (move your fingers)

Ship

A boat is sailing along the river,

He swims from afar, (fold your arms like a boat and make wave-like movements)

There are four on the boat. A very brave sailor. (we show raised in

top 4 fingers)

They have ears on the top of their heads (raise our hands to the head, show the ears with bent palms)

They have long tails (put your hand to the lower back, pretend to move the tail)

But only cats are scary to them,

Only cats and cats. (raise both hands to the head, pretend to be cat claws and hiss)

Cake

We remember the dough with our hands (we squeeze and unclench our fingers)

Let's bake a sweet cake. (like kneading dough)

Lubricate the middle with jam (circular movements with palms on the table)

And the top with sweet cream (circular movements with your palms against each other)

And coconut crumbs

We will sprinkle the cake a little (sprinkle the “crumbs” with the fingers of both hands)

And then we’ll make tea -

Invite a friend to visit! (one hand shakes the other)

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Early age is important for all subsequent mental, physical, speech and emotional development of the child.

The most important reason for the relevance of the problem of early correction of developmental disorders is the fact that in all countries the number of newborns with developmental disabilities and poor health reaches 86% of newborns.

In a situation where a 1.5–2.5 year old child does not have active speech, parents and teachers are faced with the question: is it necessary to immediately begin special speech therapy classes or should it wait? Parents usually compare the child’s speech with the level of speech development of his peers. And, of course, they begin to worry about the fact that the child is lagging behind in speech development. However, at the everyday level, there are ideas that “boys generally start talking later” or “it happens that he is silent, silent, and then speaks,” etc. Often, speech therapists at the clinic advise to wait a little. This can be explained by the fact that classes with children require a special approach; not every specialist has the necessary knowledge, experience, or desire to work with young children. It is much easier to conduct classes with a child 4.5–5 years old, whose behavior is already quite arbitrary. In my opinion, if a child aged 1.5–3 years does not have active speech, it is necessary to organize a consultation with competent specialists - a speech therapist, psychologist, neuropsychiatrist, otolaryngologist (ENT), conduct a series of medical studies (encephalogram and echogram of the brain, audiogram, etc.) . Observations by specialists and objective data from medical studies make it possible to clarify the nature of the disorder and the degree of its complexity, and to suggest possible causes of the disorder. As a result of such an examination, it becomes possible to organize adequate assistance for the child. At an early age, various developmental disorders are not yet differentiated in their external manifestations; they often have similar manifestations. But a violation of speech development to one degree or another accompanies any defect. Organizing observation of the child and corrective classes will help differentiate speech disorders from other disorders (mental retardation, mental retardation, hearing impairment, autism) and make a more accurate diagnosis. Usually, during a consultation with a speech therapist or during speech therapy sessions with young children, parents want to get a prognosis for the child’s speech development in the short and long term. How accurate is it possible to make a forecast? Since in early and early preschool age, in children with speech disorders of varying degrees of complexity, the level of general and speech development may look approximately the same, assumptions about the further development of a child’s speech can only be made by taking into account the dynamics of speech development during speech therapy training. With systematic speech therapy sessions, some children who have similar speech disorders in early and early preschool age can completely overcome their speech defect, catch up with their peers in terms of speech development, and in the future successfully study in a public school. Another part of children, even during systematic training, is unable to completely overcome their speech impairment. At school age, they have problems mastering written language (dysgraphia, dyslexia). In the first case, we can talk about delayed speech development (DSD); in the second case, we can talk about general underdevelopment of speech (GSD).

The main directions of correctional and speech therapy work:

Normalization of muscle tone, fine motor skills, development of the articulatory apparatus, tactile sensations, facial expressions, development of breathing rhythm, stimulation of babbling, babbling words, translation of words from passive to active vocabulary, development of visual, auditory differentiation, memory, attention, thinking.

Features of classes with young children:

Working with young children requires a special approach. Classes with young children differ from classes with preschoolers not only in the volume and content of the material, but also in the specific methods of conducting classes. In order to carry out the work in the best possible way, the speech therapist must also have a good understanding of the psychological characteristics of early childhood: features of the development of perception, attention and memory, speech, thinking, activity, etc.

Therefore, when working with young children, the following points should be taken into account:

1. A child learns about the world with the help of an adult, through imitation. Kids explore with interest the sensory properties of surrounding objects: they open and close, throw, touch, smell, taste. But only with the help of an adult will a child learn the functional purpose of our everyday objects - that they eat soup with a spoon, and dig sand with a spatula, read a book, and draw with a pencil. An adult introduces a child to new games when he teaches how to lull a doll, build with blocks, roll a car by a string, etc. By watching an adult and repeating his movements, actions, words, the child learns new skills, learns to speak, serve himself, and becomes more independent. Classes with children are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, or suggestion. In the joint activities of a child and an adult, it is necessary to combine elements of play and learning.

2. Young children are active, mobile and inquisitive. Childhood spontaneity underlies knowledge of the world around us and communication with people. Children have not yet formed the concepts of what is good and what is bad, how one can behave and how one cannot, etc. Teaching children is possible only when the child’s positive emotions are affected. Such an emotional uplift can only be achieved in a game. A conscious attitude towards learning will appear later - in older preschool age. In the meantime... if the baby is not interested, he will simply turn away or leave. Elements of learning must be introduced into specially organized games.

3. For a new skill to stick, repetition is necessary. Toddlers love to repeat the same action (or movement, word, etc.) over and over again. This is a learning mechanism: a skill requires a large number of repetitions to become established, and the more complex the skill, the more time and number of repetitions it will take. The assumption that it is necessary to constantly add variety to a child's games and activities is correct for older children. And kids feel more comfortable in a familiar situation and act more confidently during familiar, favorite games. In order for new knowledge, skills and abilities to be consolidated, it is necessary to repeat what has been learned many times.

4. The content of the material must correspond to children's experience. Material for games with young children must be selected in such a way that its content corresponds to children's experience. Use situations familiar to the baby. For example, playing with a car - children saw cars on the street; game "Kitty, kitty - scat!" – the children saw and stroked the cat. If new material is offered, then it is first necessary to give the child new ideas. For example, the game “Hen and Chicks”. Small city children often have no real idea about poultry, so show your child toys - hen and chicks - or pictures, talk a little about these poultry, and then start playing. The main topics of the classes are human life, animals and birds, plants, seasonal changes and weather, etc. The same topics are consolidated, clarified, and expanded in different classes. Reusing familiar stories when working with young children is completely justified and useful. The content of the material for classes with children requires serious and thoughtful selection (you can take the section of the kindergarten program “Acquaintance with the World Around You” as a basis).

5. It is necessary to control the level of complexity of the proposed material. The level of complexity of the material for classes with young children must be age-appropriate. Experience shows the following trend: teachers tend to overestimate the level of complexity of the material and the demands placed on children. This can be explained by the fact that it is very difficult for an adult to take the position of a small child. But what is obvious and simple for an older child, and even more so for an adult, poses a serious challenge for children. It should also be remembered that if a child is faced with a task that is beyond his strength, he will obviously find himself in a situation of failure. The kid will try to complete the task, but he will not succeed, and he will quickly lose interest. In this case, both the child and the adult will be disappointed, and next time the child may give up trying to complete a difficult task. The material should be accessible to a small child; the complexity of the same task occurs gradually, from lesson to lesson (implementation of the principle “from simple to complex”).

6. It is necessary to control the duration of the game. It should be taken into account that the attention of young children is involuntary and short-lived. Therefore, it is necessary to plan the game in advance in such a way as to avoid overtiring the child and losing interest in the activity. Each game lasts from 5–10 to 15–20 minutes. In this case, you should take into account the specific situation and behavior of the children: you can quickly end the game if you see that the children are tired, or continue and expand it if the kids have the mood and strength to continue. Long games should not be planned in classes with young children. Also, during the lesson, it is necessary to flexibly vary the duration of the games, depending on the situation, the children’s capabilities and their behavior.

7. A clear structure of the game is needed. In order for children to better assimilate information, a clear structure is necessary: each game has a beginning, a continuation and an end. Moreover, the beginning and end of the game are very short in time (introductory and final remarks by the teacher). The continuation of the game includes the main content of the proposed material. By varying the duration of the game, we manipulate precisely this part of the game. For both the short and long versions of the game, do not forget about the opening and closing cues to mark the beginning and end of each game. Consider as an example the game “Hen and Chicks” already mentioned above. Options for starting the game - “Here the hen and the chickens have come to us,” or “Now we will play “The Hen and the Chicks,” etc. Options for ending the game – “The hen and the chickens have gone home” (the hen and the chickens are leaving), “The hen and the chickens say goodbye - goodbye!“, etc. But the continuation can be of any content and duration, depending on the tasks assigned. The game must have a beginning, a continuation and an end.

8. A change in activities is necessary. Changing types of activities, when the game consists of several different games, allows you to retain the attention of children longer, increasing the duration and effectiveness of the lesson. It is important that active games are combined with calm ones. By the way, changing types of activities (for example, mental and physical) helps to increase performance in both older children and adults. Each game should include several diverse games, replacing one another.

9.Flexibility. The games described should be selected and used taking into account the age of the children, their abilities and interests. React sensitively to the attitude of children, catch their responses. In some cases, you should learn from the children themselves, who offer interesting options for the development of the game and its plot. It is necessary to combine clear planning of the game with flexibility in its implementation - individual parts of the game can be shortened or expanded, something can be postponed until next time, or a new, previously unplanned element can be introduced.

10. Transfer of knowledge. It is necessary to take special care to ensure that the knowledge and skills that children acquire during games are actively used by them both in other classes and in everyday life. To do this, you need to keep your loved ones informed of events - they should know about the child’s new achievements. Since kids are sometimes lazy, sometimes shy, and sometimes simply forget about what they have learned and act in the usual way in a familiar situation, encourage, encourage, and sometimes demand that the child act in a new way. Only in this case will a useful skill be consolidated faster. In order for skills and knowledge to be consolidated, it is necessary to constantly use them in a variety of situations.

11. Kids need a positive assessment of their activities. During the learning period, emotional support from an adult and a positive assessment of achievements are necessary for children. Therefore, try to celebrate any, even the most modest, achievements and successes. If you fail, don't focus on it. Say, for example: “Then we’ll try again,” “Next time it will definitely work,” “You tried, well done!” To help kids develop faster and more confidently, praise them more often.

The main form of influence on a small child is organized games , in which the leading role belongs to adults. They can be used under the conditions of any program material and conducted in classes by both a speech therapist (individual and group) and a teacher, and also included in music classes.

The education of young children is unique. Its essence lies in the fact that, firstly, children lack not only the motive for learning activities aimed at acquiring certain knowledge, but also the conscious, voluntary actions necessary for learning - the assimilation of first knowledge and skills occurs on the basis of involuntary memorization. Secondly, in spite of everything, a young child has a high level of learning ability. Activities with children of this age are playful in nature, but they have certain goals, objectives, and means of achieving them.

One of the main objectives of teaching is the development of passive and active speech in children.

Through speech, an adult introduces children to the objective world around them. However, children are not always able to independently perceive and process information coming from adults, which indicates the need to develop an understanding of speech and cognitive activity of the child as a whole. Work on the development of speech in young children is organized in stages. The stages are identified on the basis of the psychological principle of development. Speech proficiency is subject to certain patterns and is closely related to the development of other mental functions of the child.

Teaching children at different age stages.

Children of the first year of life. Aimed at developing emotional communication (inducing and maintaining vocal reactions) and understanding spoken speech. One of the main tasks of raising babies is to develop their need for communication. The need for communication arises very early, towards the end of the first month of life. A “revival complex” appears in response to an adult’s smile. Children should first develop their visual and auditory concentration, and then their attention to and understanding of adult speech. This is carried out in the process of the child’s cognition of objects and phenomena of the surrounding reality. The formation of speech and cognitive processes occurs simultaneously. In speech therapy classes, toys or real objects are used first, and then pictures. The direct active participation of the child himself in the process of learning a particular subject is also of great importance. To do this, the child’s actions with it are included in the process of becoming familiar with the object. The child must see the object and at the same time hear its name, touch it and perform various actions with it. The more the child comes into contact with an object, the more successfully his reaction to the word denoting this object will develop, i.e. The development of understanding adult speech will accelerate. An object must stand in the same place for some time and be denoted by the same word. For example, a rubber cockerel is initially called the word “Petya”. As the child masters the word, he learns to relate it to an object that changes its location. By the end of the first year of life, the child begins to speak his first words, and further development involves the improvement of passive and active speech.

Games:

1. “Where does the toy sound?” Goal: To form the visual and auditory perception of children during play activities. Develop understanding of basic instructions. Benefit: rattle. Progress of the lesson: The speech therapist shows the child a rattle, then knocks on it with his hand. Moving around the playpen and continuing to knock on the rattle, the speech therapist ensures that the baby follows the moving source of sound.

The game is played similarly with other sounding toys: a bell, a tambourine, a squeaking toy.

2. “Ladushki” Purpose: To expand the passive vocabulary in the process of performing game actions. Progress of the lesson: 2-3 children sit in the playpen or at the table. The speech therapist claps his hands, singing: “Okay, okay,” and tries to attract the children’s attention to the movements of his hands. Addressing one of the children, the speech therapist says: “Sasha, make it okay.” He takes the child’s hands and claps them, continuing to chant: “Okay, okay.” The adult does the same thing 2-3 times with each child. Then the speech therapist teaches the children to perform “Ladushki” by imitation.

Children of the second year of life. In the second year of study, speech therapy classes primarily develop speech-based communication. The formation of active speech should occur in close connection with the development of thinking on the same cognitive material. The principle of the unity of the formation of speech and thinking on the same cognitive material should be the basis of the entire process of teaching children speech. Along with the development of active speech, children continue to develop attention to addressed speech and its understanding.

The expansion of children's vocabulary is carried out through words denoting objects, actions, and signs. The child perceives speech as a whole: the name of an object, its characteristics, the ability to perform actions with it - all this is indicated by words belonging to various categories. The child’s perception of an object should be accompanied not just by its name, but by a message about this object. In his story, the speech therapist repeatedly uses a new word in combination with other words. Shows the connection between words in a sentence. During the game, children master target actions with objects according to instructions: open - close, put on - take off, take out - put, etc. Their visual and auditory attention improves. Fine motor skills and coordination of movements are improved.

Games :

1. Development of understanding of speech, visual and auditory perception, drawing attention to the speech therapist’s speech.

“Where is the doll?” Goal: to form the visual and auditory perception of children in the process of play actions. Aids: doll, screen. Progress of the lesson: 2-3 children sit on the carpet. The speech therapist shows them the doll and calls it “Katya.” Allows you to examine the doll. Then he leads the doll along the floor, explaining: “Katya, top, top.” The children watch her movements. The speech therapist suddenly brings the doll behind the screen and asks: “Where is Katya?” Children look for the doll with their eyes and point with their fingers. The speech therapist takes out the doll from behind the screen and says: “Here is Katya!” Encourages children to repeat the words: Katya. Katya top – top. Here's Katya!

Games with other toys are played in the same way: cat, dog, ball, car, etc.

“Big - small” Goal: to expand the passive vocabulary in the process of performing game actions. Course of the lesson: the lesson is conducted with a group of children (2-3 people) or individually. The child is standing on the floor. The speech therapist raises his hand up and says: “That’s how big Sasha is!” Then the speech therapist crouches down and helps the child sit down, while saying: “And now Sasha is little.”

2. Formation of speech during exercises for “playing with” toys.

"Throw the ball into the basket." Goal: to teach children to understand and follow basic instructions. Aids: two medium-sized balls, a basket.

Progress of the lesson: the speech therapist puts a basket on the floor, takes a ball, approaches it with the child and says: “Here is the basket.” The speech therapist throws his ball into the basket and says: “The ball fell.” Gives another ball to the child: “Here, Kolya, the ball. Throw it in the basket! A child throws a ball. The speech therapist asks the child to repeat the words: give the ball, on the ball, the ball fell, throw the ball.

3. Learning to understand speech during actions with objects. Development of fine motor skills of the hands.

“Stick the mushrooms” Purpose: to teach children to follow simple verbal instructions. Develop fine motor skills of the hands. Aids: table with 6 round holes, 6 mushrooms. Progress of the lesson: the speech therapist puts a table in front of the child with mushrooms stuck in it, turns to the child: “Igor, take the fungus, put it on the table.” When all the fungi are placed on the table, the speech therapist says: Now stick the fungus into the hole.” The game is played 2-3 times.

4. Teaching children to design, develop speech, fine motor skills.

“Tower”, “House”, “Path”, “Table and chair”, etc. Goal: teach children simple design. Benefits: “Builder” set. Each child has a certain number of details. Progress of the lesson: design by demonstration, design by sample.

It is advisable to play with all children’s buildings using small toys.

5. Development of articulatory motor skills.

“Oh, how sweet.” Goal: to form the simplest articulatory movements in the child: sticking out and retracting the tongue. Learn to understand the instructions: “Put it out - put it away” Aids: beaker, spatula, sweet syrup. Progress of the lesson: the speech therapist pours syrup into a beaker, scoops it up with a spatula, brings it to the child’s mouth, and the child licks the syrup. The speech therapist exclaims: “Oh, how sweet!” Then the spatula with syrup is brought to the child’s lower lip, while the speech therapist shows how to stick out the tongue to lick off the syrup. If the child’s tongue is tense, the speech therapist lightly taps the tongue with a spatula, achieving its relaxation. Gradually the slow movements of the tongue speed up. Subsequent games and activities are carried out similarly: “Pussy drinks milk”, “Tick-tock”, etc.

Children from two to three years old. There is an intensive expansion of both passive and active vocabulary. Children develop phrasal speech. Speech becomes the main means of communication with both adults and peers. Concepts about such sensory properties of an object as shape, size, color continue to form. Children distinguish simple geometric shapes: cube, ball, brick, “roof”. Establish similarities and differences between objects by color (primary colors). Imitating the actions of an adult, children erect complex structures from building materials. The concept of the number of objects (one, two, many) is formed. Children can perform relatively complex tasks, in particular, classify objects according to the main action performed with it. The methods of performing individual tasks are also being improved. For example, when assembling pyramids taking into account the size of the rings or drawing up a cut-out picture, children move from trial and error to visual correlation. A selective attitude towards toys appears. The game becomes procedural, containing plot elements.

Games:

1. Expanding children's active vocabulary with the help of subject pictures.

"What is this?" Goal: to teach children to establish the similarity of an object with its image. Expand the active dictionary. Benefits: object pictures: doll, car, ball, dog. Progress of the lesson: the speech therapist shows the child a picture, names it and places it in front of him. Then, pointing to one of them, the speech therapist asks: “Nina, what is this?” If the child cannot name, the speech therapist speaks himself and asks the child to repeat: “say: this is a doll.”

2. Expanding children's active vocabulary with the help of story-based pictures.

"The girl is eating." Goal : to teach children to see the plot of the picture, i.e. recognize familiar characters and the actions they perform. Form a speech consisting of simple common sentences, learn to answer questions based on the contents of pictures not in monosyllables, but in a complete, detailed manner. Benefits: story picture. Progress of the lesson: Speech therapist: Who is sitting at the table? Child: The girl is sitting. Speech therapist: What is the girl doing? Child: The girl is eating. Speech therapist: What does the girl eat? Child: The girl is eating soup. Speech therapist: What does soup eat? Child: Eats soup with a spoon.

3. Development of sensory perception.

“Object and its image” Purpose: to give an idea of the variety of geometric shapes. Enter and fix in the active dictionary the names of some volumetric geometric shapes. To form a concept of the similarities and differences of objects in shape. Continue to develop phrasal speech in the child, consisting of simple sentences. Equipment: cube, ball, triangular prism, board with the image of these figures. Progress of the lesson: the speech therapist puts all the figures and a board on the table. Then he takes a cube from the table and asks the child: “What is this?” He answers: “Cube.” The speech therapist, pointing to the board, asks: “Where is the cube?” “Here is a cube,” the child points to a picture of a cube. “Now we’ll put the cube on the board, where the cube is also drawn,” says the speech therapist. After this, he invites the child to arrange the remaining figures.

4. The concept of magnitude.

“Let's take the bears for a ride in cars” Goal: to consolidate the concepts of “big and small” in children’s active vocabulary. Improve visual perception of the size of an object. Continue the formation of phrasal speech. Equipment: 2 bears of different sizes and 2 cars corresponding to them. Progress of the lesson: the speech therapist places 2 cars in front of the child. He asks: “What kind of car is this, and this one?” The kid answers similar questions, showing two bears. Then he offers to ride first the big bear, then the little one. Accompanying the child’s actions with the words: “The big bear rides in a big car, and the little bear rides in a small one. Repeat!"

5. Concept of color.

"Build a pyramid." Goal: to consolidate the names of primary colors in active speech. Select the named color from 2 – 3 others; independently determine the color according to the instructions of the speech therapist. Continue working on the formation of phrasal speech. Equipment: pyramids of 3 colors (red, yellow, green) of three rings each.

Progress of the lesson: there are pyramids on the table. The speech therapist points to the pyramid and asks: “What color?” The child shows. The speech therapist suggests removing the rings and putting them on the table. Then he asks the child to assemble the pyramids one by one, putting on rings not only by color, but also by size.

6. Formation of the concept of the number of objects.

“Matryoshka” Goal: to consolidate the concept of quantity in active speech. Improve visual perception of the number of objects. Equipment: object pictures: on one there is 1 matryoshka doll, on the other there are 2 dolls, on the third there are 5 dolls. Counting material – 8 identical nesting dolls in a box. Progress of the lesson: the speech therapist puts in front of the child a box of nesting dolls and a picture depicting 1 nesting doll. He asks: “Vasya, how many nesting dolls have been drawn?” Child: “One nesting doll.” Speech therapist: “Take 1 nesting doll from the box and put it on the picture.” The child receives a picture of two nesting dolls. “How many nesting dolls are drawn here?” asks the speech therapist. "Two nesting dolls." Speech therapist: “Take 2 nesting dolls from the box and put them on the picture.” Then the child is given a picture with 5 nesting dolls. He says: "A lot." “How many nesting dolls are in the box?” asks the speech therapist. “A lot of nesting dolls,” the child answers.

7. Design training.

“We’ll build a gate and a house.” Goal : learn to make buildings according to a show or example (house) from building material. Equipment: 3 bars each - for a child and a speech therapist, 2 cubes and 2 prisms - for a child and a speech therapist, a small machine. Progress of the lesson: the speech therapist builds a gate. Asks the child to repeat the actions after him. Then he covers it with a sheet of paper and builds a house. He says to the child: Now build another house.” The child is building. The construction is played out using a machine.

8. Development of articulatory motor skills and speech breathing.

"The bird is singing." Goal: to teach children to stretch their lips in a “smile”. Equipment: groovy voiced bird. Progress of the lesson: the speech therapist shows a bird and says: “Look at the bird.” He starts it up and puts it on the table: “The bird is singing - pi-i, pi-i, pi-i.” The speech therapist draws the child’s attention to the fact that the lips are stretched to the sides. “How does the bird sing?” The child repeats. Classes are always held in front of a large mirror .

9. Games - relaxation.

The main role of relaxation games is to activate and concentrate the child’s attention when performing various tasks. Relaxation play is an integral part of any activity where there is a need to change one type of activity to another. The duration of the relaxation game is up to 2 minutes. Its nature and method of implementation depend on the level of psycho-speech development of the child.

“How does a bunny jump?” Goal: to promote attention. Teach children to perform movements not only by imitation, but also by instructions. Develop visual and auditory perception. Improve your child's motor skills. Progress of the lesson: the speech therapist asks: “How does the bunny jump?” Children bend their elbows, press their fists to their chest and begin to jump on two legs. Jumps are accompanied by the words: “Jump - jump, jump - jump.” During the game, the speech therapist monitors the children’s movements.

“Hands up, let’s wave them” Purpose: to promote attention. Develop visual and auditory perception. Improve your child's motor skills. Equipment: card with the text: Hands up, let's wave them. Handles to the sides - like this. Handles down. They stomped their feet - like that. The legs began to walk and ran along the path. Progress of the lesson: the speech therapist invites the children to get up from the table and play with him.

The relationship between the work of a speech therapist and a teacher.

Not only a speech therapist, but also a teacher is involved in the development of children’s speech. If a speech therapist develops children’s speech communication, then the teacher consolidates the children’s speech skills acquired in speech therapy classes.

Coordination of the work of the teacher and speech therapist involves discussing the topic of upcoming classes and the plan for their implementation, taking into account the level of speech development of children.

Speech therapy work is an important part of the complex medical and pedagogical impact on the child. It stimulates speech function, expands the baby’s communicative and cognitive activity, promotes the development of his thinking, and helps prevent secondary developmental deviations.

The relationship between the work of a speech therapist and medical personnel.

The pedagogical activity of a teacher-speech therapist will be more effective if there is interaction with a medical professional. Medical personnel need to carry out a number of activities for the full development of the child: Vitaminization Physiotherapy. Therapeutic and preventive measures, Hardening. Individual restorative massage. Creating conditions for maintaining and strengthening health, for full physical development. Medical control and disease prevention; Inclusion of health-improving and correctional-developmental technologies in the pedagogical process.

Recommendations for parents.

The physical and mental education of a child begins in early childhood. All skills are acquired in the family, including the skill of correct speech. A child’s speech is formed based on the speech of his family and friends: mother, father, grandmother, grandfather, older sisters and brothers. There is a deeply incorrect opinion that the sound pronunciation side of a child’s speech develops independently, without special influence and help from adults, as if the child himself gradually masters correct pronunciation.

Non-interference in the process of formation of children's speech almost always entails developmental delays. Speech deficiencies, having become established in childhood, are overcome with great difficulty in subsequent years. A reasonable family always tries to influence the formation of children's speech, starting from the earliest years of life. It is very important that from an early age a child hears correct, distinct speech, from which his own speech is formed. Parents simply must know how important adult speech is for a child, and how exactly to talk to young children. Adults must speak correctly, without distorting words, pronouncing each sound clearly, take their time, and not “eat up” syllables and word endings. It is worth adding that “faking” a child’s language is completely inappropriate, as it often inhibits speech development. If adults do not monitor their speech, then many words reach the child’s ear distortedly (“see” instead of “look”, “don’t run” instead of “don’t run”, “finally” instead of “in general”, etc.). It is especially important to pronounce unfamiliar, new and long words especially clearly. By speaking directly to your son or daughter, you encourage them to respond and they have the opportunity to listen carefully to what you say.

You need to teach your child to look directly at the speaker. Then he more easily adopts the articulation of adults. An experienced teacher, having taken a closer look at newly admitted students, will very quickly form an opinion about what his family has given the child (general development, intelligence, speech development).

References:

E. F. Arkhipova “Speech therapy work with young children” M. Astrel 2006

HER. Shevtsova E.V. Vorobyova “Development of child’s speech from one year to seven years” M. V. Sekachev 2007

T.N. Dronova, G.V. Glushkova, T.I. Grizik “Together with the Family” is a guide to interaction between preschool educational institutions and parents. M. Education, 2005

L.N. Galiguzova, L.G. Golubeva, T.I. Grizik “Education and development of children from 1 year to 2 years” methodological manual for teachers of preschool educational institutions M. Prosveshchenie 2007

L.N. Galiguzova, L.G. Golubeva, T.I. Grizik “Education and development of children from 2 to 3 years old” methodological manual for teachers of preschool educational institutions. M. Education 2007

G.G. Grigorieva, N.P. Kochetova, D.V. Sergeeva et al. “Krokha” methodological recommendations for the program of education and development of young children in preschool institutions. M. Education 2007

Petrova, T.N. “Correctional and health work in kindergarten” - approximate planning of health lessons. Junior group Preschool pedagogy. – 2007. – No. 3

N. Arshinova. “Individual lessons at an early age” Preschool education. – 2008 – №8

N. Bastrakova. “Smile, baby!” work with young children Preschool education. – 2007 – No. 7

A.A. Gavrilina “Organization and structure of classes with young children” Preschool pedagogy. – 2009 – No. 2

Deryagina, L.B. “Early child development is not a luxury, but a requirement of the time” Preschool pedagogy. – 2008 – No. 7

M. Litvinova “Game exercises for children of the third year of life” Child in kindergarten. – 2008 – No. 2, No. 3

K.V. Smirnova “Games on the knees” Preschool pedagogy. – 2008 – No. 5

F. A. Voronina “Manuals for the development of fine motor skills of the hands” second group of early age Child in kindergarten. – 2009 – №4

A. Gavrilina. “Games with young children” Preschool education. – 2009 – №4

M. B. Eliseeva “For parents of children about the diagnosis of speech development” Preschool pedagogy. – 2007 – No. 7

T. Ermolova “Games and tasks that develop practical and instrumental actions” Preschool education. – 2009 – No. 7

Author: Kartazaeva Natalya Aleksandrovna,

teacher-speech therapist GBOU kindergarten

No. 1652 Moscow Russia

The article is published in the author's edition

Source: https://planetadetstva.net/vospitatelam/rannij-vozrast/logopedicheskie-igry-s-detmi-rannego-vozrasta-konsultaciya-dlya-pedagogov-i-roditelej.html

Articulation gymnastics

Articulation gymnastics is gymnastics for the tongue and lips. The tongue is the main muscle of the speech organs. The tongue must be trained and developed so that it can correctly perform certain specific movements, which are called sound pronunciation. Lips and tongue should be flexible and strong.

To perform articulation gymnastics you need a mirror. The child must see how his tongue works and where it is located. In order to bring the exercises to automaticity, you need to constantly practice. It is important to perform the exercises correctly and carefully monitor the position of the tongue.

You need to exercise every day for 5-7 minutes. Preferably 2 times a day. The result is correct and clear speech.

"Ball"

. Ask your baby to puff out his cheeks and deflate them. If he doesn't succeed right away, lightly press on them. Subsequently, you can inflate your cheeks one by one.

"Guess"

. Prepare hot and cold water, a teaspoon. When the child closes his eyes, touch the lips of the tongue with the device and ask him to guess what kind of water the spoon has been in.

"House"

. Opening his mouth (house), the baby shows his tongue, then hides it again.

"Gates"

. Opening your mouth wide, you need to secure the position (5 – 7 seconds).

"Smile"

. Smile and hold this position for the count.

"Delicious jam"

. Ask your baby to pretend to lick the jam from his lips. First from the top, then from the bottom.

Speech therapy sessions with young children; consultation on speech therapy

Speech therapy sessions with young children

The need for speech therapy sessions with non-speaking young children

Parents usually compare the child’s speech with the level of speech development of his peers. And, of course, they begin to worry about the fact that the child is lagging behind in speech development. However, at the everyday level, there are ideas that “boys generally start talking later” or “it happens that he is silent, silent, and then speaks,” etc.

Speech therapists at the clinic often advise you to wait a little. This can be explained by the fact that classes with children require a special approach; not every specialist has the necessary knowledge, experience, or desire to work with young children. It is much easier to conduct classes with a child 4.5–5 years old, whose behavior is already quite arbitrary.

In our opinion, if a child aged 1.5–3 years does not have active speech, it is necessary to organize a consultation with competent specialists - a speech therapist, psychologist, neuropsychiatrist, otolaryngologist (ENT), conduct a series of medical studies (encephalogram and echogram of the brain, audiogram, etc.) . Observations by specialists and objective data from medical studies make it possible to clarify the nature of the disorder and the degree of its complexity, and to suggest possible causes of the disorder. As a result of such an examination, it becomes possible to organize adequate assistance for the child.

At an early age, various developmental disorders are not yet differentiated in their external manifestations; they often have similar manifestations. But a violation of speech development to one degree or another accompanies any defect. Organizing observation of the child and corrective classes will help differentiate speech disorders from other disorders (mental retardation, mental retardation, hearing impairment, autism) and make a more accurate diagnosis.

Usually, during a consultation with a speech therapist or during speech therapy sessions with young children, parents want to get a prognosis for the child’s speech development in the short and long term. How accurate is it possible to make a forecast? Since in early and early preschool age, in children with speech disorders of varying degrees of complexity, the level of general and speech development may look approximately the same, assumptions about the further development of the child’s speech can only be made taking into account the dynamics of speech development during speech therapy training.

With systematic speech therapy sessions, some children who have similar speech disorders in early and early preschool age can completely overcome their speech defect, catch up with their peers in terms of speech development, and in the future successfully study in a public school. Another part of children, even during systematic studies, is not able to completely overcome their speech impairment; at school age they have problems mastering written speech (dysgraphia, dyslexia). In the first case, we can talk about delayed speech development (DSD); in the second case, we can talk about general underdevelopment of speech (GSD).

Features of classes with young children

So, when working with young children, the following points should be taken into account:

A child learns about the world with the help of an adult through imitation

Kids explore with interest the sensory properties of surrounding objects: they open and close, throw, touch, smell, taste. But only with the help of an adult will a child learn the functional purpose of our everyday objects - that they eat soup with a spoon, and dig sand with a spatula, read a book, and draw with a pencil.

An adult introduces a child to new games when he teaches how to lull a doll, build with blocks, roll a car by a string, etc. By watching an adult and repeating his movements, actions, words, the child learns new skills, learns to speak, serve himself, and becomes more independent.

Conclusion: classes with children are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, or suggestion.

In the joint activities of a child and an adult, it is necessary to combine elements of play and learning.

Young children are active, mobile and inquisitive. Childhood spontaneity underlies knowledge of the world around us and communication with people. Children have not yet formed the concepts of what is good and what is bad, how one can behave and how one cannot, etc. Teaching children is possible only when the child’s positive emotions are affected. Such an emotional uplift can only be achieved in a game. A conscious attitude towards learning will appear later - in older preschool age. In the meantime... if the baby is not interested, he will simply turn away or leave.

Conclusion: elements of learning must be introduced into specially organized games.

Repetition is necessary for a new skill to take hold.

Toddlers love to repeat the same action (or movement, word, etc.) over and over again. This is a learning mechanism: a skill requires a large number of repetitions to become established, and the more complex the skill, the more time and number of repetitions it will take.

The assumption that it is necessary to constantly add variety to a child's games and activities is correct for older children. And kids feel more comfortable in a familiar situation and act more confidently during familiar, favorite games.

Conclusion: in order for new knowledge, skills and abilities to be consolidated, it is necessary to repeat what has been learned many times.

The content of the material should correspond to children's experience

Material for games and activities with young children must be selected in such a way that its content corresponds to children's experience. Use situations familiar to the baby. For example, playing with a car - children saw cars on the street; game "Kitty, kitty - scat!" – the children saw and stroked the cat.

If new material is offered, then it is first necessary to give the child new ideas. For example, the game “Hen and Chicks”. Small city children often have no real idea about poultry, so show your child toys - hen and chicks - or pictures, talk a little about these poultry, and then start playing.

The main topics of the classes are human life, animals and birds, plants, seasonal changes and weather, etc. The same topics are consolidated, clarified, and expanded in different classes. Reusing familiar stories when working with young children is completely justified and useful. Conclusion: the content of the material for classes with children requires serious and thoughtful selection (you can take the section of the kindergarten program “Acquaintance with the World Around You” as a basis).

It is necessary to control the level of complexity of the proposed material

The level of difficulty of material for classes with young children should be age-appropriate. Experience shows the following trend: teachers tend to overestimate the level of complexity of the material and the demands placed on children. This can be explained by the fact that it is very difficult for an adult to take the position of a small child. But what is obvious and simple for an older child, and even more so for an adult, poses a serious challenge for children.

It should also be remembered that if a child is faced with a task that is beyond his strength, he will obviously find himself in a situation of failure. The kid will try to complete the task, but he will not succeed, and he will quickly lose interest. In this case, both the child and the adult will be disappointed, and next time the child may give up trying to complete a difficult task.

Conclusion: the material should be accessible to a small child; the complexity of the same task occurs gradually, from lesson to lesson (implementation of the principle “from simple to complex”).

It is necessary to control the duration of the lesson

It should be taken into account that the attention of young children is involuntary and short-lived. Therefore, it is necessary to plan the lesson in advance in such a way as to avoid overtiring the child and losing interest in the lesson. Each game lasts from 5–10 to 15–20 minutes. In this case, you should take into account the specific situation and behavior of the children during the lesson: you can quickly end the game if you see that the children are tired, or continue and expand it if the kids have the mood and strength to continue.

Conclusion: Long games should not be planned in classes with young children. Also, during the lesson, it is necessary to flexibly vary the duration of the games, depending on the situation, the children’s capabilities and their behavior.

A clear lesson structure is required

In order for children to better assimilate information, a clear structure of the lesson is necessary: each lesson, each game within the lesson has a beginning, continuation and end. Moreover, the beginning and end of the game are very short in time (introductory and final remarks by the teacher). The continuation of the game includes the main content of the proposed material. By varying the duration of the game, we manipulate precisely this part of the game. For both the short and long versions of the game, do not forget about the opening and closing cues to mark the beginning and end of each game.

Consider as an example the game “Hen and Chicks” already mentioned above. Options for starting the game - “Here the hen and the chickens have come to us,” or “Now we will play “The Hen and the Chicks,” etc. Options for ending the game – “The hen and the chickens have gone home” (the hen and the chickens are leaving), “The hen and the chickens say goodbye - goodbye!“, etc. But the continuation can be of any content and duration, depending on the tasks assigned.

Conclusion: a game must have a beginning, a continuation and an end.

Change of activities required

Changing types of activities, when a lesson consists of several different games, allows you to retain the attention of children longer, increasing the duration and effectiveness of the lesson. It is important that outdoor games be combined with quiet activities. By the way, changing types of activities (for example, mental and physical) helps to increase performance in both older children and adults.

Conclusion: each lesson should include several diverse games, replacing one another.

Flexibility

The described activities should be selected and used taking into account the age of the children, their capabilities and interests. React sensitively to the attitude of children, catch their responses. In some cases, you should learn from the children themselves, who offer interesting options for the development of the game and its plot.

Conclusion: it is necessary to combine clear planning of the lesson with flexibility in its delivery - individual parts of the lesson can be shortened or expanded, something can be postponed until the next lesson, or a new, previously unplanned element can be introduced.

Knowledge transfer

It is necessary to take special care to ensure that the knowledge and skills that children acquire during classes are actively used by them both in other classes and in everyday life. To do this, you need to keep your loved ones informed of events - they should know about the child’s new achievements. Since kids are sometimes lazy, sometimes shy, and sometimes simply forget about what they have learned and act in the usual way in a familiar situation, encourage, encourage, and sometimes demand that the child act in a new way. Only in this case will a useful skill be consolidated faster.

Conclusion: in order for skills and knowledge to be consolidated, it is necessary to constantly use them in a variety of situations.

Children need positive assessment of their activities

During the learning period, emotional support from an adult and a positive assessment of achievements are necessary for children. Therefore, try to celebrate any, even the most modest, achievements and successes. If you fail, don't focus on it. Say, for example: “Then we’ll try again,” “Next time it will definitely work,” “You tried, well done!”

Conclusion: to help kids develop faster and more confidently, praise them more often.

Author: teacher - speech therapist Yulia Aleksandrovna Chistyakova, State Autonomous Institution RC “TALISMAN”, Yekaterinburg

Integrated classes for young children (from 1 to 2 years old) in the correctional and development center are a specially organized form of education. For a number of well-known reasons (the lack of nursery groups in municipal kindergartens, or the lack of integrated classes in private mini-kindergartens), such classes are rarely held, or are replaced with music and speech therapy classes.

In connection with the need of parents to develop their children from 1 to 2 years old, as well as the relevance of integrated classes, approximate notes of integrated classes for young children were compiled jointly by a music director and a speech therapist.

The process of integrated classes with children from one to two years of age is aimed at developing children’s musical abilities and preparing the speech apparatus through the following components:

Perception of music.
Singing along with onomatopoeia (meow, woof, yes, la, ding, etc.).
Musical and rhythmic movements.
Playing children's musical instruments.
Round dances, dances with attributes (scarves, bells, ribbons, plumes, etc.).
Games for fine and gross motor skills.
Listening to a fairy tale.
Physical exercises with objects (hoops, balls, sticks, etc.).
Drawing (sculpting or applique).
Exercises to develop breathing.
Didactic games.

Practice has shown that the participation of several teachers in a lesson increases children’s interest in the material, reduces children’s fatigue and leads to greater effectiveness.

The priority of teachers’ participation in a lesson is determined by its topic and those forms of work through which the tasks of consolidating and clarifying the relevant knowledge, skills and abilities of children can be most effectively solved.

Structure of an integrated lesson for young children:

The duration of the integrated lesson is 40 minutes. Various types of activities alternate.

To achieve optimal results of an integrated lesson, it is advisable to build it in accordance with calendar and thematic planning and conduct it according to the following scheme:

Greeting, introduction to the toy.
Musical and rhythmic movements.
Playing children's musical instruments.
Listening to a fairy tale.
Musical or didactic game.
Breathing exercise.
A game for fine motor skills, or finger play.
Singing.
Drawing (sculpting or applique).
Physical exercise, or round dance.
Parting. Bottom line.

To organize and conduct effective integrated classes, the following material is used:

Audio recording.
Illustrations for songs or the perception of music.
Children's musical instruments.
Handout.
Attributes for dancing.
Attributes for breathing exercises.
Sport equipment.
Items for baby massage.
Paints, gouache, plasticine, buttons, cotton swabs, colored paper.

In young children, the leading activity is object-tool and display play. All classes are conducted in a playful way. Parents help the baby perform “Hand in Hand” actions. The classes are repeated 4 times. Tasks change, different toys come. Listening to fairy tales in different versions is preserved - illustrative, puppet, tabletop, finger. The musical repertoire is also preserved, but different tasks are set.

Toys selected according to size, shape, color, and quantity are an excellent means of developing the personality of young children. Didactic toys (pyramids, houses with different shapes, games with buttons, cords, zippers, cubes, large construction sets, etc.) enrich the sensory experience of children and teach them to think. In such practical actions as connecting, disconnecting, stringing objects, mental operations develop - analysis, synthesis, generalization. Didactic toys develop fine motor skills in children, make them want to experiment and perform various constructive actions.

Playing with objects confronts the child with the need to remember and reproduce methods of action that were shown by adults, that is, they develop memory and imagination. Children's sensory experiences are the basis of cognitive development.

When organizing children's games with objects, it is necessary to adhere to two principles:

1. Strength of requirements.

2. Gradual complexity.

Outdoor games are of particular importance in terms of raising a healthy and physically developed child. Children learn about the world by crawling, climbing, and running. The child learns to control his body. Outdoor games – prevention of flat feet, poor posture. For this purpose, classes use crawling and walking on a bench, crawling in a tunnel, walking on massage mats and paths, etc.

Articulation gymnastics and articulation games are used to develop the child’s speech apparatus. The baby's articulatory apparatus is just beginning to form. In order for active speech to appear, it is necessary to encourage the child to pronounce and repeat various sounds and syllables after adults, and to form the first words from them. In order to develop a child’s further understanding of an adult’s speech, it is necessary to increase the number of words and sentences he understands. So, for example, you should teach a child to perform certain movements according to the word (“sit down”, “stand up”, “take”, “give”).

Let's touch on the development of a child's musicality. In modern musical literature there is not enough accessible material for early ages. Over the course of 10 years, musical material was collected for children from one to two years old. These are not only appropriate songs for kids, but also finger games, singing games, games with children's musical instruments, songs about musical instruments, etc. Of course, children in their second year of life cannot sing due to their age. But they can emotionally respond to music of a different nature, sing along with the endings of words, onomatopoeia, and individual short words. Playing children's musical instruments develops children's rhythmic and dynamic perception and maintains interest in music. Skills in playing musical instruments are developed.

In musical-rhythmic movements, children are taught to perform simple dance movements - squatting, performing rotational movements with the hands, stomping, clapping, hiding and showing palms, etc. Children react with movement to the beginning and end of music.

Kids also learn to dance with attributes - handkerchiefs, ribbons, rattles, leaves, balloons, etc. All movements are performed as demonstrated by the teacher and (or) with the help of parents.

Finger games for babies are very exciting. They are simple, emotional and do not require any devices or special training. In addition, playing with fingers contributes to the development of creative activity, thinking, speech, and fine motor skills. Experts say that games involving hands bring the body and mind into a harmonious relationship and improve the psyche. To develop motor skills of the fingers and hands, for example, in China, special exercises with stone and metal balls are used. In Japan, exercises with walnuts are widespread.

Many ancient finger games are known in Russia: pestushki, jokes, nursery rhymes addressed to infants and young children. Today, experts are reviving old games and inventing new ones. After all, finger games stimulate and accelerate the process of speech and mental development of a child. This is evidenced not only by the knowledge and experience of many generations, but also by research by physiologists. Domestic scientists (V.M. Bekhterev, M.M. Koltsova, L.V. Fomina, etc.), who studied brain activity and the psyche of children, confirm the connection between hand movements and the development of mental activity and speech.

When playing with fingers, your voice needs to be especially expressive. You need to pronounce words by raising or lowering your voice, pausing, emphasizing words; movements are performed synchronously with words or in pauses. The child perceives the text better when an adult recites poetry by heart. Try to repeat the movements not only with your right hand, but also with your left hand, developing both hemispheres of the child.

At the end of the lesson, it is necessary to summarize, of course, in a playful way.

Summary of the integrated lesson

Goals of the teacher:

Educational : Enrich and activate children's vocabulary using the material of the fairy tale “Masha and the Bear” and the songs “Mashenka-Masha”, a Russian folk song, “Gloomy Bear” by I. Kopylova.
Educational: Instill a love of nature and animals. Develop attention, observation, patience. Develop listening skills.
Correctional : Develop the mobility of the organs of articulation, develop a directed air flow, enrich and activate vocabulary using the material of fairy tales and through songs, and form phonemic hearing. Encourage children to pronounce sounds in different tones. Develop the ability to move rhythmically to music. Draw children's attention to changes in the dynamics of music.
Prevention of flat feet through physical exercises with a hoop.

Materials and equipment: bear and doll toys, winter clothes; sleighs, wooden spoons according to the number of children, bear cap, bells; table tale "Masha and the Bear".

Handouts: brown gouache, drawn silhouettes of a bear on paper, napkins.

Progress of the lesson

Organizational moment - children meet a bear toy. They look at him and shake his paw. The bear gives the children steering wheels.
Musical and rhythmic exercise “Bus”. Children, accompanied by the singing of adults, move around the hall with steering wheels in their hands. Perform actions shown by a speech therapist. Onomatopoeia – “beep”. Stop when the music stops.
Playing children's musical instruments. “Sleigh” by A. Filippenko. As the music director performs the play, the children ring bells. When the music stops, they hide the bells from the bear behind their backs.
Motor exercise “Walking and running”. Music by Lomova. To convey the walking of the bear and the running of the girl Masha.
The speech therapist at his desk shows and tells the fairy tale “Masha and the Bear.” Children perform the speech therapist’s tasks - they imitate the bear’s growl and say “ay” like Masha.
Dance - playing on spoons to the audio recording “Bear cubs are good” by E. Kotysheva, parents put bear hats on the children’s heads.
Children sit on chairs in front of the music director. The song “Gloomy Bear” is performed by teachers. Children are encouraged to imitate the bear's growl and stomp their feet to the music.
Song "Mashenka-Masha". Kids, with the help of adults, put on the doll a fur coat, hat, scarf, and mittens. While the music director sings, they take turns riding the doll on a sled. At the end, they show with their hands how the doll rolled down the slide with the words “Wow!”
Drawing. The speech therapist gives each child a sheet of paper with a drawn silhouette of a bear. Children crumple up small pieces of paper, dip them in gouache and print inside the outline.
Dance "Bear with a doll." Children and parents perform dance movements based on the lyrics of the song.
Physical exercise with hoops. Without shoes, they move along the hoop with a side step with the help of their mothers. Then they perform jumps into and out of the hoop. The speech therapist raises the hoop and invites you to come into his house and leave the house.
The bear and the doll say goodbye to the children, reminding them. What did the children do during the lesson?