Fairy tales as a method for correcting sound pronunciation in children with special needs development

Fairy tales as a method for correcting sound pronunciation in children with special needs development

Bagaeva Svetlana Vladimirovna teacher-speech therapist MBDOU No. 234, Rostov-on-Don

The material was sent for publication in the All-Russian printed collection of practice-oriented materials “Preschool and primary education - modern methods and technologies of teaching and upbringing” - July-August 2021.

FAIRY TALE AS A METHOD FOR CORRECTING SOUND PRONUNCIATION IN CHILDREN WITH ODD

In modern living conditions and the ever-increasing demands on the readiness of preschoolers to study at school, it is difficult to underestimate the need to correct sound pronunciation in preschool children. Most parents do not communicate enough with their children and read to them little. They do not always have a good idea of ​​the final goal of correctional work and participate in it little. Every year more and more children entering kindergarten have speech disorders of varying degrees of complexity. But they all have difficulty communicating, cannot express their thoughts accurately enough, and their speech is replete with ungrammaticalisms. Children with speech pathology are embarrassed to perform at matinees; they are unsure of themselves and withdrawn. To optimize the process of speech therapy intervention, make it open to teachers and parents, set priorities correctly and gradually move from correction to communication - these are the tasks facing every practicing speech therapist.

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Everyone loves fairy tales, but a fairy tale for a child is not just fiction, fantasy, it is a special reality of the world and feelings.

Scientists such as B. Bettelheim, R. Gardner, K. Jung, V. Propp spoke about the influence of a fairy tale on a child. In our country, in St. Petersburg, the first Institute of Fairy Tale Therapy was opened, which is developing a methodology for complex work with fairy tales for children with developmental disabilities.

For a successful speech therapy process, it is necessary to ensure that the child experiences joy from classes, and this is only possible when he is interested, when he succeeds in something, when he is understood and perceived as he is.

The stage of automating sounds, in which you have to repeatedly practice the same speech material, especially in children with severe speech disorders, turns into a tedious process.

A fairy tale is the most universal and complex method of influence in correctional work.

“Fairy tale - activity” Every week we go to a fairy tale. Speech material is selected in such a way as to reflect the theme of the week and at the same time make maximum use of automated sound.

The fairy tale activity necessarily includes articulation and breathing exercises, exercises to improve grapho-motor skills, spatial orientation; There are tasks for the development of sound analysis of words and phonemic hearing, as well as games for the development of memory, attention, and logical thinking.

To conduct such activities, a game table is equipped, which turns into either a forest clearing, or a wizard’s cave, or a fairy-tale town. For each group of children, their own fairy tale is invented so that their problematic sounds are practiced. To play out the plots, figurines of fairy-tale characters cut out of cardboard or small toys from Kinder Surprises and children's construction sets are used. The lesson can be conducted individually or with a subgroup of children.

Using one game layout, you can conduct 4-8 lessons, 1-2 for each group of sounds, changing only the plot of the fairy tale and the characters.

“Tale-presentation” This is a summing up, a finale, a kind of report on the work done to correct sound pronunciation and assimilate program material. A series of classes has been developed to automate sounds based on the plots of folk tales. Each fairy tale scenario is dedicated to the automation of one or the differentiation of two sounds. Children learn roles both with a speech therapist and with a teacher, or at home with their parents. Parents or children of other groups are invited to the production. Such work is not only an effective developmental and correctional tool for the development of all aspects of speech, but also strengthens the alliance between speech therapist - children - parents, and also parents realize the importance of their own participation in correctional work.

Speech therapy graduation fairy tale “FOX, HARE, COCK”

Goals:

• develop children's communication abilities:
• improve intonation expressiveness of speech;
• automate sounds in words, sentences and coherent speech;
• nurturing a love of folk art.

Materials: Masks of fairy tale heroes, two houses, a fence, a scythe, symbols for retelling the story.

Characters: Presenter, fox, hare, first dog, second dog, bear, rooster.

There are two huts on the stage. A hare looks out of the bast window, and a fox looks out of the ice window. There is a fence with a gate between the yards.

Speech therapist: Near the forest at the edge of the forest In the bast hut The Hare lived peacefully with the Scythe Next to the red Fox. Once upon a time they lived and did not grieve, They went to kindergarten, But the time has come to say goodbye... We must get ready for school. But the lazy Fox did not want to work...

The fox prepares her own food. The hare is studying from a book.

Fox: Bunny, Bunny friend, Come with me for a walk in the woods! The hut is damp and bad, my fur coat has all faded.

Hare: No, I won’t go with you. You see, I'm learning sounds. S and Z, Sh and Zh, R and L are important sounds. Oh, science is no more difficult. If you teach them, we will go to school together.

Speech therapist: The Hare asked the Fox to repeat what I would say:

Hare: Come on, little fox, repeat after me the words: Sa-sa-sa, the red fox is running, Su-su-su, I’ll call the fox, Si-sa-sa, the fox has a fluffy tail. Se-se-se, help the fox.

Speech therapist: They started repeating together and calling out little words. The Hare is from the W, and the Fox is from the S. Help them, friends.

Children are divided into teams: one is the Hares, the second is the Foxes. Children come up with words with the sounds S and Z.

Speech therapist: A day or two passed. The fox didn't want to study anymore

Lisa: I don’t want to live with you! Get out, Scythe!

The Fox throws a bundle of things to the Hare. The hare leaves the house, sits at a distance and cries.

Speech therapist: The Little Bunny sat down at the edge of the forest And, pressing his ears back in fear, He began to cry bitterly and bitterly... The dog appears. The first dog: R-R-R-R, what are you crying bitterly about? Why, my friend, don’t you jump?

Hare: I lived in my hut, Here, on this edge of the forest, Nearby there was a red Fox. Once upon a time we did not grieve. We learned sounds together, But the lazy Fox did not want to work.... Yes, she drove me away. Help me, friends, Otherwise, I will die!

Dogs: That's it! Don't shed a sea of ​​tears! I'll help you, I'm burning. But help me too: Tell me some tongue twisters!

Speech therapist: Bunny was immediately confused. And then I got scared. Come on, children, help: Tell us some tongue twisters.

Children tell tongue twisters.

Dogs: R-R-R-R! Come on Lisa, get down to business!

Speech therapist: And the Fox shouts to them from the stove in a loud voice:

Lisa: I don’t want to go to school. If you don't want a fight, get out, dogs! The dogs yelp in fear and run away.

Speech therapist: Again the Hare cries loudly, and does not jump along the hills. The Bear approached him.

Bear: (good-naturedly) Stop it, Bunny is roaring! Answer me, do me a favor, What kind of grief happened?

Hare: I lived in my hut Here, on this edge of the forest, Nearby there was a red Fox. Once upon a time they did not grieve. We learned the sounds together. But the lazy Fox did not want to work... Yes, she drove me away

Bear: Don't worry, my friend! I'll make the fox study. But you help me too: pack your backpack for school

Presenter: Come on, brother kids, help the Bunny.

Outdoor game “Pack your backpack for school.”

The bear approaches the hut and roars.

Bear: Come on, red Fox, you will have to work hard!

Speech therapist: And the Fox screams at him from the stove in a loud voice.

Fox: Get out too, Bear! Don't you dare cry at me! That's how I'll jump out now, sparks will fly from my eyes

The bear angrily waves its paw and leaves. The Rooster appears with a scythe. Approaches the crying Hare.

Speech therapist: Here comes the Rooster with a scythe.

Rooster: What are you crying about, Kosoy?

Hare: I lived in my hut Here, on this edge of the forest, Nearby there was a red Fox. Once upon a time they did not grieve. We learned the sounds together. But the lazy Fox did not want to work... Yes, she drove me away

Rooster : Don't worry, buddy! Soon I will help Yours, I am burning! Here we will retell the story, And we will show the fox our fist.

Speech therapist: You guys help me and retell the story. Children retell the story using symbols.

Speech therapist: The rooster came up to the Bunny, Well, and with him his friends, It was not in vain that they studied. Come on... Let's have fun! Turning red is no laughing matter...

Fox (scared): Oh, guys, wait. Take me with you. I will, I will study, I will, I will work...

The children forgive the fox and promise to take it with them to school.

References: 1. Vaskova O.F., Politykina A.A. Fairytale therapy as a means of developing speech in preschool children. St. Petersburg, 2011. 2. Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. M., 2006. 3. Laura Polyak “Theater of Fairy Tales”. 4. Filicheva T.B., Chirkina G.V., Tumanova T.V. Speech therapy program to overcome speech underdevelopment in children. M., 2009.

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Article:

When working with children with speech disorders, a fairy tale correctional tool for the development of all aspects of speech . E. N. Vinarskaya notes that emotional discomfort negatively affects the development of all aspects of speech. Therefore, the speech therapist and teacher in joint activities need to ensure a positive attitude and maintain interest in the exercises being performed, consolidate and improve it in a new situation. A fairy tale is a good helper in this work .
Methodological work with fairy tales has a long history. fairy tale first appears in the seventeenth century. The fairy tale was “mere fun”, worthy of the lower strata of society. Later, based on the research of B. Bettelheim, R. Gardner, K. Jung, V. Propp, a modern concept of working on a fairy tale .

At the present stage, the method of working with fairy tales is being actively developed by many famous teachers and psychologists (T. D. Zinkevich-Evstigneeva, T. M. Grabenko, V. A. Gnezdilov, G. A. Bystrova, E. A. Sizova, T. A. Shuiskaya, M. A. Povalyaeva, etc.). The Institute of Fairy Tale Therapy , which was opened in St. Petersburg, is developing a methodology for complex work with fairy tales for children who have developmental disabilities.

K.I. Chukovsky noted that adults think in words, verbal formulas, and small children - in things, objects. According to D. Rodari, “ Fairy tales can help educate the mind, give keys to enter reality in new ways, can help a child learn about the world and gift his imagination.”

Speech therapy tales are those tales that provide significant assistance in working with children experiencing difficulties in speech development.

Logostales are a holistic pedagogical process that promotes the development of all aspects of speech, the education of moral qualities, as well as the activation of mental processes (attention, memory, thinking, imagination).

Logo-fairy tales can be used by speech therapists and educators in their work with children with speech disorders. Fairy tales are taught as a whole lesson, didactic game, theatrical performance. A speech therapy fairy tale requires the active participation of children in the course of the story.

The goal of a logo-fairy tale is the comprehensive , consistent development of children’s speech and associated mental processes through the use of elements of fairy tale therapy .

Speech therapy fairy tales are simple in content, small in volume, so that the child can understand their content and retell it .

All work using logo tales is based on general didactic principles:

- systematicity and consistency,

— taking into account age characteristics,

— taking into account individual characteristics,

— taking into account the structure of the defect,

— step-by-step speech correction .

It is necessary to take into account the child's interest, joy, imagination, improvisation, emotional attention and memory.

Using logo tales and its storylines, correctional tasks :

– create a favorable environment for the child’s speech activity and creativity in order to increase the effectiveness of the play motivation of children’s speech;

- develop all aspects of the speech functional system in a form that is entertaining for preschoolers;

– develop the psychological basis of speech, the relationship between the visual, auditory and motor analyzers;

– to carry out the cooperation of the teacher-speech therapist with children and with each other on the basis of a personality-oriented model of interaction between participants in the educational process, to create an atmosphere of mutual understanding and mutual assistance.

There are the following types of logostories :

1. Articulatory (develop speech breathing, articulatory motor skills)

2. Finger (develop fine motor skills, graphic skills).

3. Phonetic (clarify the articulation of a given sound, automate, differentiate sounds).

4. Lexico-grammatical (enrich vocabulary, consolidate knowledge of grammatical categories).

5. Fairy tales that promote the formation of coherent speech.

6. Fairy tales for teaching literacy (introduce sounds and letters).

Also distinguished:

1. Logostales of a didactic plan including various exercises, tests, tests, etc. (T. D. Zinkevich-Evstigneeva):

- Articulatory.

- Phonetic.

— Literacy Tales.

2. Logostales aimed at developing the polysensory ability of a child with speech impairment (“ fairy tale ” plus “objective activity”) (O. G. Ivanovskaya, E. A. Petrova, S. F. Savchenko):

- Fingers.

3. Logo-fairy tales-trainings , rich in certain phonemes, word forms, lexical and grammatical categories (author’s fairy tales by speech therapist teachers G. A. Bystrova, E. A. Sizova, T. A. Shuiskaya)

— Lexico-grammatical.

4. Logostales with modeled content (T. A. Tkachenko).

— Fairy tales that promote the formation of coherent speech.

Fairy tales staged in different types of theaters:

— Finger Theater. Dolls, sewn or knitted, cut out of paper, are placed on the finger.

- Theater bi-ba-bo. The puppets are placed on three fingers of the hand and act on a screen or at a table.

- Shadow theater. Planar images of dolls or images of shadows using hands are shown on a lighted screen.

— Table theater. Cone theater puppets and plane figures act on the table.

- Theater of mittens. Children's mittens and gloves are put on the hand.

-Toy Theatre. Scenes are acted out and shown to children using ordinary toys: soft, rubber, kinder surprises.

-Theater on flannelgraph. Planar images move on the flannelgraph.

Finger Tales

Finger Tales :

- stimulate the action of the speech zones of the cerebral cortex, which has a positive effect on the correction of children’s speech;

— improve mental processes: attention and memory, which are closely related to speech;

— increase children’s interest in Russian folk tales and the small folklore genre.

use every day in class to develop fine movements of the fingers, which are accompanied by poetic texts. Such exercises are very emotional and simple. In order to interest children and avoid monotony in performing such exercises, finger games are combined into short fairy tales and stories on the same or different topics.

The Tale of a Little Kitten

One day a little kitten went out into the yard (The middle and ring fingers rest against the thumb. The index finger and little finger are raised up). The sun was shining brightly in the sky (Palms crossed, fingers spread wide, forming “sun and rays”). A rooster sat on the fence and crowed loudly (Palm up, index finger resting on thumb, remaining fingers spread out to the sides). A hen and her chicks were walking around the yard (Palm up, index finger resting on thumb, rest of fingers bent). Suddenly the kitten saw a large dog (The right palm is placed on the edge, towards itself. The thumb rises up. The index, middle and ring fingers are together. The little finger alternately lowers and rises). She began to growl loudly (pronounce: rrrr) and the kitten ran away. A duck with ducklings swam in the pond (Make smooth movements with the hands of both hands from right to left, then imitate the movements of the duck’s legs in the water). A goose walked importantly nearby (Place your hand with your elbow on the table, all fingers straight. Move four fingers, except the thumb, forward and press tightly together (“the goose’s head”). Lower your thumb a little down. It turns out to be a “goose” with an open “ beak"). A little goat was walking in the clearing (The index finger and little finger are put forward and move in different directions. The middle and ring fingers are pressed to the palm and clasped with the thumb). He had small horns (the little goat was “butting”, but the kitten was not afraid. Suddenly clouds appeared in the sky and rain started dripping: drip-drip-drip (Press the pads of your right and left hands to the table. Alternately tap them on the surface of the table, like playing piano.) The kitten quickly ran home (Create a “roof” angle with the fingers of both hands, connecting them with pads at an angle. Connect your thumbs in a straight line).

Articulation tales

Complexes of articulation exercises are combined in the form of fascinating tales about the Tongue . Such tales arouse children's interest in the organs of articulation, develop their mobility, and activate visual perception. All exercises in the fairy tale about the Tongue are performed in front of a mirror.

The game character who creates a favorable emotional background in individual lessons is the frog Quackie. An adult puts the doll on his hand and asks him to perform articulation exercises. The child's interest increases while working with this wonderful toy.

In the “Theater of Fingers and Tongue,” the movements of the tongue are accompanied by synchronized movements of the hands, which act as assistants.

The Tale of a Kitten (for hissing sounds)

The girl Masha had a fluffy kitten (The middle and ring fingers rest against the thumb. The index finger and little finger are raised up). Every morning Masha kneaded the dough (Open your mouth a little, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sounds “five-five-five...” Hold your wide tongue in a calm position with your mouth open, counting from one to five to ten . Clench your fingers into a fist and spread them apart) and bake pancakes (Smile, open your mouth slightly, put the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten. Place the palms of both hands on the table and turn them over back side). The kitten really loved pancakes with sour cream (Open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Fold your palms into a “bucket”). And Masha greased each pancake with jam (Open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom). Masha poured tea into beautiful deep cups (Mouth open. Lips in a smile. Stick the tongue out of the mouth. Raise the side edges and tip of the tongue, lower the middle part of the back of the tongue, bend downwards. Cup your palms). The tea was hot, so the kitten blew on it and cooled it (Smile, open your mouth slightly, put the wide front edge of your tongue on your upper lip so that the side edges are pressed, and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of your nose. Air it should go in the middle of the tongue, then the fleece will fly up). After breakfast, the kitten went outside for a walk.

Phonetic tales

Phonetic tales involve working on a disrupted sound or group of sounds. They select speech material based on automated sounds or differentiated sounds.

In children with complex speech disorders, persistence of sound pronunciation defects is observed. To get lasting results when working with such children , multiple repetitions of words and phrases for certain groups of sounds are required. Finding himself in a logo-fairy tale , the child travels through it together with the main characters, helps in difficult situations, worries with them, supports them, and makes decisions. As a result, there is an unobtrusive consolidation of difficult sounds (automation of isolated sound, sound in forward and backward syllables, words, phrases, sentences, pure phrasing, poetry and in phrasal speech).

Literacy Tales

Logostales:

- introduce children to vowels and consonants,

- form the concepts: “sound”, “letter”, “vowel sound”, “consonant sound”;

- develop auditory attention;

- develop phonemic hearing;

- introduce children to vowels and consonants, reinforce visual images of letters;

- form and differentiate the concepts “sound - letter”.

The main characters of fairy tales are sounds and letters , endowed with their own characters. During classes, children are immersed in the world of fairy-tale characters from the Kingdom of Sounds and Letters. Six glasiks (vowel sounds) live in the red palace. In the blue and green palace live consonants (consonant sounds).

Lexico-grammatical tales

Lexico-grammatical tales (G. A. Bystrova, E. A. Sizova, T. A. Shuiskaya) carry a certain lexical or grammatical load. Logo tales use various methods of enrichment, activation of vocabulary, word formation, and inflection.

Fairy tales that promote the formation of coherent speech

Types of work with fairy tales :

1. The child acts out familiar fairy tales .

2. Several children, having previously distributed the roles, act out a fairy tale .

3. The child acts out a fairy tale based on what he saw, but changes the characters, time, and end of the action.

4. The child acts out and models a fairy tale based on a set of toys offered or chosen independently. At the same time, the child independently demonstrates the fairy tale and comes up with its plot. Thus, the most complex form of coherent utterance - composing creative stories .

5. Preparation and presentation of musical and speech therapy fairy tales .

Dramatizations of fairy tales activate the movements of the organs of the articulatory apparatus, form the lexical and grammatical structure of speech, develop general and fine motor skills of the fingers, coordination of movements, facial expressions, pantomime, mental processes (imagination, emotional-volitional sphere, attention, perception, creative abilities. Children develop melodic-intonation expressiveness, coherent monologue speech develops, sounds in the text are automated.

The use of logos fairy tales in correctional work allows the speech therapist to establish emotional contact with the child, create a joyful mood in him, activate verbal communication, provide an unobtrusive educational impact, replenish the stock of knowledge and information, improve mental processes (attention, perception, imagination, memory, thinking, develop all sides of speech.

Logostales in the correctional work of a speech therapist

Logo tales in the correctional work of a speech therapist
Author: Radulova Svetlana Mikhailovna, teacher-speech therapist, Municipal Educational Institution “Bendery Kindergarten No. 9”, Bendery. Description of the material: I offer a report from the experience of a speech therapist teacher on the use of innovative technology - logostories in correctional work with children with speech disorders. The material will be useful to teachers and speech therapists of preschool institutions.

When working with children with speech disorders, a fairy tale is an effective developmental and correctional tool for the development of all aspects of speech. E.N. Vinarskaya notes that emotional discomfort negatively affects the development of all aspects of speech. Therefore, the speech therapist and teacher in joint activities need to ensure a positive attitude and maintain interest in the exercises being performed, consolidate and improve it in a new situation. A fairy tale is a good helper in this work. Methodological work with fairy tales has a long history. The term “fairy tale” first appears in the seventeenth century. The fairy tale was “mere fun”, worthy of the lower strata of society. Later, based on the research of B. Bettelheim, R. Gardner, C. Jung, V. Propp, a modern concept of working on a fairy tale was built. At the present stage, the method of working with fairy tales is being actively developed by many famous teachers and psychologists (T.D. Zinkevich-Evstigneeva, T.M. Grabenko, V.A. Gnezdilov, G.A. Bystrova, E.A. Sizova, T.A. Shuiskaya, M.A. Povalyaeva, etc.). The Institute of Fairy Tale Therapy, which was opened in St. Petersburg, is developing a methodology for complex work with fairy tales for children who have developmental disabilities. K.I. Chukovsky noted that adults think in words, verbal formulas, and small children - in things, objects. According to D. Rodari, “Fairy tales can help educate the mind, give keys to enter reality in new ways, can help a child get to know the world and gift his imagination.” Speech therapy fairy tales are those fairy tales that provide significant assistance in working with children experiencing difficulties in speech development. Logostales
are a holistic pedagogical process that promotes the development of all aspects of speech, the education of moral qualities, as well as the activation of mental processes (attention, memory, thinking, imagination).
Logo-fairy tales can be used by speech therapists and educators in their work with children with speech disorders. Fairy tales are taught as a whole lesson, didactic game, theatrical performance. A speech therapy fairy tale requires the active participation of children in the course of the story. The goal of a logos fairy tale is the comprehensive, consistent development of children’s speech and related mental processes through the use of elements of fairy tale therapy. Speech therapy fairy tales are simple in content, small in volume so that the child can understand their content and retell it. All work using logo tales is based on general didactic principles
: - systematicity and consistency, - taking into account age characteristics, - taking into account individual characteristics, - taking into account the structure of the defect, - stage-by-stage speech correction.
It is necessary to take into account the child's interest, joy, imagination, improvisation, emotional attention and memory. Using logo-fairy tales, its storylines can solve correctional problems
: – create a favorable environment for the child’s speech activity and creativity in order to increase the effectiveness of the play motivation of children’s speech;
- develop all aspects of the speech functional system in a form that is entertaining for preschoolers; – develop the psychological basis of speech, the relationship between the visual, auditory and motor analyzers; – to carry out the cooperation of the teacher-speech therapist with children and with each other on the basis of a personality-oriented model of interaction between participants in the educational process, to create an atmosphere of mutual understanding and mutual assistance. There are the following types of logostories
: 1. Articulatory (develop speech breathing, articulatory motor skills) 2. Finger (develop fine motor skills, graphic skills).
3. Phonetic (clarify the articulation of a given sound, automate, differentiate sounds). 4. Lexico-grammatical (enrich vocabulary, consolidate knowledge of grammatical categories). 5. Fairy tales that promote the formation of coherent speech. 6. Fairy tales for teaching literacy (introduce sounds and letters). Also distinguished: 1. Logostales of a didactic plan with the inclusion of various exercises, tests, performing tests, etc. (T. D. Zinkevich-Evstigneeva): - Articulatory. - Phonetic. — Fairy tales for teaching literacy. 2. Logo tales aimed at developing the polysensory ability of a child with speech impairment (“fairy tale” plus “objective activity”) (O. G. Ivanovskaya, E. A. Petrova, S. F. Savchenko): - Finger. 3. Logo-fairy tales-trainings, rich in certain phonemes, word forms, lexico-grammatical categories (author’s tales of speech therapist teachers G. A. Bystrov, E. A. Sizova, T. A. Shuiskaya) - Lexico-grammatical. 4. Logostales with modeled content (T. A. Tkachenko). — Fairy tales that promote the formation of coherent speech. Fairy tales are staged by different types of theaters
: - Finger Theater. Dolls, sewn or knitted, cut out of paper, are placed on the finger.

- Theater bi-ba-bo. The puppets are placed on three fingers of the hand and act on a screen or at a table.

- Shadow theater. Planar images of dolls or images of shadows using hands are shown on a lighted screen.

— Table theater. Cone theater puppets and plane figures act on the table.

- Theater of mittens. Children's mittens and gloves are put on the hand. -Toy Theater. The scenes are played out and shown to children with ordinary toys: soft, rubber, kinder surprises.

-Theater on flannelgraph. Planar images move on the flannelgraph.

Finger tales Finger tales: - stimulate the action of the speech zones of the cerebral cortex, which has a positive effect on correcting children’s speech; — improve mental processes: attention and memory, which are closely related to speech; — increase children’s interest in Russian folk tales and the small folklore genre. Teachers use finger gymnastics, individual games and exercises every day in class to develop fine movements of the fingers, which are accompanied by poetic texts. Such exercises are very emotional and simple. In order to interest children and avoid monotony in performing such exercises, finger games are combined into short fairy tales and stories on the same or different topics. The Tale of a Little Kitten

One day a little kitten went out into the yard
(The middle and ring fingers rest against the thumb. The index finger and little finger are raised up)
.
The sun was shining brightly in the sky (Palms crossed, fingers spread wide, forming “sun and rays”)
.
A rooster sat on the fence and crowed loudly (Palm up, index finger resting on thumb, remaining fingers spread out to the sides)
.
A hen and her chicks were walking around the yard (Palm up, index finger resting on thumb, rest of fingers bent)
.
Suddenly the kitten saw a large dog (The right palm is placed on the edge, towards itself. The thumb rises up. The index, middle and ring fingers are together. The little finger alternately lowers and rises
).
She began to growl loudly (pronounce: rrrr)
and the kitten ran away.
A duck with ducklings swam in the pond (Make smooth movements with the hands of both hands from right to left, then imitate the movements of the duck’s legs in the water
).
A goose walked importantly nearby (Place your hand with your elbow on the table, all fingers straight. Move four fingers, except the thumb, forward and press tightly together (“the goose’s head”). Lower your thumb a little down. It turns out to be a “goose” with an open “ beak")
.
A little goat was walking in a clearing (The index finger and little finger are put forward and move in different directions. The middle and ring fingers are pressed to the palm and clasped with the thumb)
.
He had small horns (the baby goat “butts”
), but the kitten was not afraid.
Suddenly, clouds appeared in the sky and rain started dripping: drip-drip-drip (Press the pads of your right and left hands to the table. Alternately tap them on the surface of the table, like playing the piano)
.
The kitten quickly ran home (Create a “roof” angle with the fingers of both hands, connecting them with pads at an angle. Connect your thumbs in a straight line)
.
Articulation fairy tales Complexes of articulation exercises are combined in the form of fascinating fairy tales about the Tongue. Such tales arouse children's interest in the organs of articulation, develop their mobility, and activate visual perception. All exercises in the fairy tale about the Tongue are performed in front of a mirror. The game character who creates a favorable emotional background in individual lessons is the frog Quackie. An adult puts the doll on his hand and asks him to perform articulation exercises. The child's interest increases while working independently with this wonderful toy.

In the “Theater of Fingers and Tongue,” the movements of the tongue are accompanied by synchronized movements of the hands, which act as assistants. Tale about a kitten (for hissing sounds)
The girl Masha had a fluffy kitten (
The middle and ring fingers rest on the thumb. The index finger and little finger are raised up)
.
Every morning Masha kneaded the dough (Open your mouth a little, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sounds “five-five-five...” Hold your wide tongue in a calm position with your mouth open, counting from one to five to ten . Clench your fingers into a fist and spread them apart)
and bake pancakes (
Smile, open your mouth slightly, put the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten. Place the palms of both hands on the table and turn them over back side)
.
The kitten really loved pancakes with sour cream (Open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Fold your palms into a “bucket”)
.
And Masha greased each pancake with jam (Open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom)
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Masha poured tea into beautiful deep cups ( Mouth open. Lips in a smile. Stick the tongue out of the mouth. Raise the side edges and tip of the tongue, lower the middle part of the back of the tongue, bend down. Cup your palms)
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The tea was hot, so the kitten blew on it and cooled it (Smile, open your mouth slightly, put the wide front edge of your tongue on your upper lip so that the side edges are pressed, and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of your nose. Air in this case, it should go in the middle of the tongue, then the fleece will fly up)
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After breakfast, the kitten went outside for a walk. Phonetic tales Phonetic tales involve working on a disturbed sound or group of sounds. They select speech material based on automated sounds or differentiated sounds. In children with complex speech disorders, persistence of sound pronunciation defects is observed. To obtain sustainable results in working with such children, multiple repetitions of words and phrases for certain groups of sounds are required. Once in a logo-fairy tale, the child travels through it together with the main characters, helps in difficult situations, worries with them, supports them, and makes decisions. As a result, there is an unobtrusive consolidation of difficult sounds (automation of isolated sound, sound in forward and backward syllables, words, phrases, sentences, pure phrasing, poetry and in phrasal speech). Tales for teaching literacy Logostales: - introduce children to vowel and consonant sounds, - form the concepts: “sound”, “letter”, “vowel sound”, “consonant sound”; - develop auditory attention; - develop phonemic hearing; - introduce children to vowels and consonants, reinforce visual images of letters; - form and differentiate the concepts “sound - letter”. The main characters of fairy tales are sounds and letters, endowed with their own characters. During classes, children are immersed in the world of fairy-tale characters from the Kingdom of Sounds and Letters. Six glasiks (vowel sounds) live in the red palace. In the blue and green palace live consonants (consonant sounds).

Summary of a logo-tale lesson on teaching literacy “Sounds [v], [v']. Letter B" /blogs/svetlana-mihailovna-radulova/konspekt-zanjatija-po-obucheniyu-gramote-v-starshei-logopedicheskoi-grupe.html Lexico-grammatical tales Lexico-grammatical tales (G. A. Bystrova, E. A. Sizova, T. A. Shuiskaya) carry a certain lexical or grammatical load. Logo tales use various methods of enrichment, activation of vocabulary, word formation, and inflection. Fairy tales that promote the formation of coherent speech Types of work with fairy tales: 1. The child acts out familiar fairy tales. 2. Several children, having previously distributed the roles, act out a fairy tale. 3. The child acts out a fairy tale based on what he saw, but changes the characters, time, and end of the action. 4. The child acts out and models a fairy tale based on a set of toys offered or chosen independently. At the same time, the child independently demonstrates the fairy tale and comes up with its plot. Thus, the most complex form of coherent utterance develops - composing creative stories. 5. Preparation and presentation of musical and speech therapy tales.

Dramatizations of fairy tales activate the movements of the organs of the articulatory apparatus, form the lexical and grammatical structure of speech, develop general and fine motor skills of the fingers, coordination of movements, facial expressions, pantomime, mental processes (imagination, emotional-volitional sphere, attention, perception), creative abilities. Children develop melodic-intonation expressiveness, develop coherent monologue speech, and automate sounds in the text. The use of logostories in correctional work allows the speech therapist to establish emotional contact with the child, create a joyful mood in him, activate verbal communication, provide an unobtrusive educational impact, replenish the stock of knowledge and information, improve mental processes (attention, perception, imagination, memory, thinking), develop all aspects of speech. Literature:
1. Arkhipova E.F. Speech therapy work with young children. – M.: ACT. Astrel, 2006. 2. Zinkevich-Evstigneeva, T. D. Workshop on fairy tale therapy / T. D. Zinkevich-Evstigneeva. – St. Petersburg: RECH, 2001. 3. Ivanovskaya, O. G. Speech therapy tales for speech development: Fairy tales in nature-conforming education / O. G. Ivanovskaya, E. A. Petrova, S. F. Savchenko. – St. Petersburg: KARO, 2008.

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