The purpose of the game is to develop word formation skills in children. The game is used in individual work with a child or in work in small groups. Children are 5-6 years old. The game is aimed at strengthening the ability of children to form relative adjectives according to various topics, to activate the vocabulary of children and to develop coherent speech.
The target audience: for preschoolers
The presentation was created for children with severe speech disorders in order to practice the use of singular nouns in oblique cases (dative / genitive) or to practice the use of possessive adjectives. Depending on the goal-setting of the lesson, you can change the questions: To whom will we give the tail? / Who is the tail? / Whose tail?
Animation when you click the desired picture, change slides by clicking the trigger button.
The last slides are a surprise moment and resources used.
AT game form children learn to distinguish the first sound from the names of pictures and determine its softness. Bunnies help to determine the correctness of the tasks.
This simulator can be used both in the classroom, when passing the topic "designation of the softness of consonants by vowels of the second row", and on speech therapy classes. The resource can be used for frontal work, for group and individual lessons. This type work develops phonemic hearing, sound analysis, and if given the task, write down the names of the pictures, then it consolidates the skill of indicating the softness of consonants in writing.
This work can be used in a group lesson or in individual work with students who have observed substitutions of paired consonants in writing.
In an entertaining and interesting form for children, work is being done to develop phonemic hearing (distinguishing P-B by ear). Then there are written exercises for correct spelling these letters in words.
All tasks are given in stages: first, paired consonants are given in words in a strong position, then in a weak position, when you need to use the rule for the correct spelling of consonants in words.
This work can also be used to work with preschoolers who have a phonemic hearing impairment.
Target audience: for a speech therapist
This interactive didactic game is intended for both individual and subgroup classes on the formation and development of phonemic hearing, sound analysis and synthesis skills. Can be used on interactive whiteboard and computer.
The child identifies the first sound in the name of the object and characterizes this sound.
The consonant solid sound is indicated in blue by clicking on the corresponding circle.
Consonant soft sound - in green by clicking on the corresponding circle.
The vowel sound is in red by clicking on the corresponding circle.
If the answer is correct, the bell sounds, the corresponding circle remains on the screen, the rest disappear.
If the answer is wrong, a hammer sounds.
When you click on the picture - a letter appears, denoting the 1st sound in the word.
From the 1st sounds of the names of objects we make a word.
Target audience: for a speech therapist
In recent years, there has been a sharp increase in the number of children with various speech disorders. Especially common are writing and reading disorders. Reading disorders in children have been studied for a long time, but even today it is one of the most actual problems speech therapy. Correction of these types of disorders requires purposeful and painstaking work of teachers, speech therapists, and parents. To make this process interesting, informative and not boring for students, it is necessary to diversify the work with various games and exercises that would break the stereotypical idea of reading as a boring activity.
Target audience: for a speech therapist
It can be very difficult for children with a violation of phonemic processes to distinguish the same sounds in words. This material is intended for the stage when students can not only divide words into syllables, but also find a common syllable in two words. When all the syllables are highlighted, you need to make a sentence out of them, writing it down correctly.
To determine the correct answer, you need to click on the envelope. If the child is having difficulty, then you can take help by pressing the button. In the creation of this simulator, the technological method "Magic Envelope" was used.
Target audience: for grade 1
Presentation on the topic: "Prevention of Dysgraphia".
The problem of writing disorders in schoolchildren is one of the most urgent, since writing and reading become the basis and means of further education. I.N. Sadovnikova
The development presents exercises aimed at correcting dysgraphia.
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Organization speech therapy work in kindergarten Municipal budgetary preschool educational institution"TsRR - Kindergarten No. 1", Troitsk
Selection and staffing of children with speech disorders in speech therapy groups kindergarten is carried out at meetings of medical-psychological-pedagogical commissions. The PMPK for the selection of children and the acquisition of groups with speech disorders is organized and works under the Department of Education of Troitsk. At the end of the PMPK meetings, based on the completed protocols, lists of children enrolled in speech groups are compiled. Based on the list in the Department of Education, vouchers and referrals to the indicated preschool institutions are issued. Selection and staffing of children with speech disorders
Conditions for the organization of speech therapy assistance in kindergarten. There are 5 speech therapy groups in our preschool educational institution
Parents do not always hear all the defects in the speech of the child. There is no such area of human activity where speech would not be needed. Correct speech makes it easier for a child to achieve success in society. Speech is an element social adaptation. Pure speech removes restrictions in the chosen profession Parents believe that bad speech will pass by itself. Unfortunately this is not always the case. People with speech disorders often develop inferiority complexes. If a child mixes sounds in pronunciation, then he will also write, because he first pronounces what he is going to write. Why do I need a speech pathologist?
Interaction of speech-developing zones in kindergarten CHILD Music Hall Gym room Group Speech therapy room Psychologist's office Fine art studio
The duration of the school week is 5 days. Learning in the classroom is the main form of correctional and educational work with children The program provides for 3 types of classes: frontal subgroup Individual Organization speech therapy work
Individual lessons Tasks: to teach the child to master the correct articulation of each sound being studied and to automate it in various facilitated phonetic conditions, i.e. in isolation, in a syllable, in words.
The main goal of subgroup classes is to develop teamwork skills. The composition of the subgroups changes at the discretion of the speech therapist, depending on the dynamics of preschoolers in correcting pronunciation. Subgroup lessons
Front lessons Frontal classes are held in the morning, their number depends on the period of study. They provide for the assimilation of the pronunciation of sounds and their active use in various forms of independent speech. At the same time, they provide a further expansion of the speech practice of children in the process of familiarization with the outside world. Provide a child favorable conditions to become familiar with their native language.
Develop mental processes memory, attention, thinking. Enrich clarify and activate vocabulary by lexical topics. Work on understanding grammatical means language. Develop phonemic processes: phonemic hearing and phonemic perception. Form the correct pronunciation. Develop connected speech. Tasks of remedial education
Interaction of a speech therapist and educator Planning work together with a speech therapist Evening speech therapy classes of the educator Presence of the educator in the evening classes of a speech therapist Corrective work of the educator on the speech of children in the process of classes in fine art and mathematics Lessons on the development of speech Control of the educator over the speech of children in their free time Enriching the speech practice of children in the process regime moments Implementation of the educator of communication between the speech therapist and parents Integrated relationship in the work of the speech therapist and the educator
One of the forms of the relationship between a speech therapist and parents is the individual notebooks of children. They start for every child. The speech therapist writes down the date of the lesson and its approximate content. Notebooks are decorated colorfully: a speech therapist, educators or parents stick pictures on assignment, write down poems or stories. On weekends, these notebooks are given to parents so that they repeat the task at home, and during the week, educators work on this notebook. Interaction with parents is the key to success
Of course, a kindergarten is not a school, and there cannot be a strict system of homework here. But there are a number of questions, by asking which you will find out the level of your child's ideas about the life around him. Moreover, the questions themselves are selected taking into account the age capabilities of the child and the knowledge that he must learn in kindergarten. The set of such questions on any topic we will call the task. Of course, these questions are not for everyone, but only for those children whose parents are not indifferent, i.e. parents who want to: Know what the child is studying in kindergarten, Help him or check him; Make up for missed due to illness; Help the child consolidate what has been learned; Understand the unlearned a year or two ago, Prepare the child for school. Remember: the child needs help, and failure to complete tasks for him! Tasks can be for the whole group or specifically for your child - most often to consolidate the set sounds. About tasks
Dear Parents! You are the child's first and most important teacher. Remember: For a child, you are a language and speech model. After all, children learn language by imitating, listening, observing. As a teacher of your own child, you will have to listen to him, talk to him, read to him. Good luck, success in the joint work of our beloved children!
Thank you for your attention!
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Presentation on the topic: Work organization
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A speech therapy center (abbreviated as "logopoint") is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group. A speech therapy center (abbreviated as "logopoint") is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group.
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A speech therapy center is being created in a preschool educational institution in order to provide assistance to pupils who have violations of the pronunciation side of speech and developmental disorders oral speech. A speech therapy center is being created in a preschool educational institution in order to provide assistance to pupils who have violations of the pronunciation side of speech and impairments in the development of oral speech.
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They are directly dependent on the severity of speech disorders in children, their individual and personal characteristics. They can range from a few months with FNR to 1 year with FFNR. They are directly dependent on the severity of speech disorders in children, their individual and personal characteristics. They can range from a few months with FNR to 1 year with FFNR.
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Phonetic speech underdevelopment (FNR) is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders, due to defects in the pronunciation of phonemes. Phonetic speech underdevelopment (FNR) is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders, due to defects in the pronunciation of phonemes. Phonetic-phonemic underdevelopment of speech (FFNR) is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders, due to defects in the perception and pronunciation of phonemes. For the 2013-2014 academic year, a total of 114 children from 3-7 years old were examined, 73 were found to have speech impairments. FNR - 18, FFNR - 34, ONR - 21.
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Beginning of the year - 25 children Beginning of the year - 25 children End of the year - 30 children Number of children released from the speech center With good speech - 12 children With significant improvement - 7 children No improvement - On this moment 11 children remain on the logkt, of which 9 people - FFNR, 2 people - FNR.
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Normalization of muscle tone, mimic and articulatory muscles; - Normalization of muscle tone, mimic and articulatory muscles; - Normalization of articulatory motility; - Voice normalization; - Speech breathing; - Development of fine motor skills; - Clarification of pronunciation; - Staging sounds; - Automation of refined and staged sounds; - Differentiation of sound pronunciation; - Development of phonemic processes; - Improving the grammatical structure of speech.
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Notification of parents about the state of speech of children in need of speech therapy. - notification of parents about the state of speech of children in need of speech therapy. - Conducting parent-teacher conferences and individual interviews. - Issue of the newspaper "Zvukarik" -Design of information stands on the issues of speech development. Conducting a “speech therapy five-minute session” in groups. Written recommendations for conducting speech exercises with children. Conducting individual consultations Designing information corners on issues of speech development.
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The work of a speech therapist teacher in a kindergarten that does not have specialized groups is aimed at correcting children's speech defects. The work of a speech therapist teacher in a kindergarten that does not have specialized groups is aimed at correcting children's speech defects. The speech therapist works 5 days a week (total number of working hours - 20). The work schedule is drawn up in the 1st half of the day. AT official duties a speech pathologist should only include work with children with speech pathology.
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An indicator of the work of a speech therapist teacher in a kindergarten is the state of sound pronunciation of children graduating to school. An indicator of the work of a speech therapist teacher in a kindergarten is the state of sound pronunciation of children graduating to school. A speech therapist teacher in a kindergarten is obliged to participate in all methodological activities held in the district, to improve their skills. Children of preparatory and senior groups with simple and complex dyslalia, phonetic and phonemic disorders are selected for speech therapy classes.
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Children with stuttering, OHP, and STD should be referred to special institutions. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for the complete elimination of the defect. Children with stuttering, OHP, and STD should be referred to special institutions. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for the complete elimination of the defect. Speech therapy examination of children in a preschool institution is primarily carried out in children of 5-6 years of age, the rest of the children are examined during the year. The number of children studying at the speech center at the same time should be 20 - 25 children during the year.
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Regulations on the organization of the work of a speech therapist teacher in a kindergarten that does not have specialized groups Regulations on the organization of the work of a speech therapist teacher in a kindergarten that does not have specialized groups ); a list of children in need of speech therapy assistance, indicating the age and nature of the speech disorder; individual notebooks for children; class attendance log; a plan of measures aimed at the prevention of speech disorders in children (consultations, seminars for educators, other preschool specialists, parents on working on the sound culture of speech);
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A speech card for each child with a long-term work plan for the correction of identified speech disorders, progress results every six months, indicating the date of entry and completion of classes. A speech card for each child with a long-term work plan for the correction of identified speech disorders, progress results every six months, indicating the date of entry and completion of classes. Calendar / perspective plan of subgroup and individual lessons with children. The schedule of classes, certified by the head of the preschool educational institution. The work schedule of the speech therapist, approved by the head of the preschool educational institution, agreed with the administration of the institution. Card file listing equipment, educational and visual aids located in the speech therapy room;
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The teacher-speech therapist must have a higher defectological education, improve their skills. The teacher-speech therapist must have a higher defectological education, improve their skills. A speech pathologist in his work is guided by the Constitution Russian Federation, the laws of the Russian Federation, the Convention on the Rights of the Child; Charter of a preschool educational institution; instructions for protecting the life and health of preschool children, this job description;
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Participates in activities methodical associations and other forms methodical work on the exchange of experience in their educational institution, district, district, city. Participates in the activities of methodological associations and other forms of methodological work on the exchange of experience in his educational institution, district, district, city. Working on a 20-hour schedule working week, approved by the head of the educational institution, agreed with the trade union organization. Communicates with parents (persons replacing them). Ensures the protection of the life and health of students: (pupils) during the period educational process. Complies with the rules and regulations of labor protection, safety and fire protection.
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Uses a variety of forms, methods, techniques and means of training and correction within the framework of state standards. Uses a variety of forms, methods, techniques and means of training and correction within the framework of state standards. Ensures the level of training of students (pupils) that meets the requirements of the state educational standard and is responsible for their implementation in full. Implements educational programs of a preschool educational institution. Respects the rights and freedoms of students (pupils) contained in the Law of the Russian Federation "On Education", the Convention on the Rights of the Child.
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The speech pathologist has everything social rights provided by the legislation of the Russian Federation. A speech therapist teacher has all the social rights provided for by the legislation of the Russian Federation. A speech therapist has the right to be present at any classes held with preschoolers. Improve your skills. Pass certification in accordance with the "Regulations on the procedure for certification of pedagogical and executives state and municipal educational institutions” dated June 26, 2000 No. 1908. Has vacation 56 calendar days(48 working days).
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"Main goals corrective work teacher-speech therapist in the preschool educational institution "Performed by the teacher-speech therapist of MDOU No. 44" Druzhok "Nikitina Alesya Vladimirovna
Correct speech is one of the indicators of a child’s readiness for schooling, the key to successful mastering of literacy and reading in the future: written speech is formed on the basis of oral speech. If violations of sound pronunciation, vocabulary, grammar, phonemic processes, etc. are not eliminated in time, preschool children will have difficulties in communicating with others, and in the future certain changes personality on the path of development "child - teenager - adult", when a person's complexes will prevent him from learning and fully revealing his natural abilities and intellectual capabilities.
The main objectives of correctional and developmental activities are: creating a team of like-minded people, which included a speech therapist teacher, educators, music directors, an instructor in physical education. improving the professional level of all specialists; organization of a correctional and developmental environment that stimulates the speech and personal development of the child.
tasks To build a mechanism for interaction between specialists. Communicate closely with parents; Timely identify children with speech disorders; Create a spatial and speech environment in the preschool educational institution; Correct and prevent speech disorders in all activities.
Interaction of a speech therapist teacher with educators, music director, physical education instructor. The success of joint correctional and pedagogical work with children with speech disorders largely depends on the properly organized interaction of a speech therapist, educators, music director, physical education instructor. Each of them, solving their own tasks, certain educational programs and the provisions of the preschool educational institution, should take part in the formation and consolidation of correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion. It is important that the speech therapist systematically inform the educators about the progress of children in speech development, and the educators of the groups would monitor the observance of a single speech mode in the classroom. The music director in his classes forms the tempo-rhythmic side of speech and contributes to the automation of sounds through specially selected chants and songs. At the request of a speech therapist, a physical education instructor conducts a set of exercises for muscle relaxation, which optimizes the process of sound production. The forms of work with narrow specialists are varied - these are consultations, seminars, open classes, logorhythm, assistance in the selection of appropriate methodological literature, organization of speech work with children, etc.
The interaction of a speech therapist teacher with parents The family is the first social community that lays the foundations personal qualities child. In the family, he acquires the initial experience of communication. In kindergarten, the child receives individual speech therapy assistance, so its effectiveness depends, among other things, on the degree of interest and participation of parents in correcting speech. Firstly, parental opinion is the most authoritative for the child, and secondly, parents have the opportunity to consolidate the skills they are developing daily in the process of everyday direct communication (on walks, excursions, while visiting the theater, caring for plants and animals, helping adults at home and in the country). Collaboration speech therapist with parents is an integral part of everything pedagogical process and is carried out in the following forms: personal contact; participation in parent meetings; holding group consultations for parents on the organization of the correctional process, familiarization with specific techniques for setting sounds; individual consultations; filling out notebooks homework; conducting open classes; decoration of a corner for parents.
Purpose: to form the child's skills and abilities to accurately use speech sounds in all situations of communication. Tasks: 1. formation of movements of the organs of the articulatory apparatus, through articulatory gymnastics. 2. air jet formation. 3. development of auditory attention. 4. development of sound analysis. 5. to achieve the correct pronunciation of sound in a coherent speech. Correction of sound pronunciation
Speech therapy massage articulatory; fingers; muscles of the face and neck. Goals: 1.Normalization of muscle tone. 2. Mediated stimulation of the speech area in the cerebral cortex. 3. Development of fine motor skills of hands and accuracy of pronunciation.
The development of fine motor skills It has been proven that the development of the hand is in close connection with the development of speech and thinking. There are “active points” on the fingers and palms, the massage of which has a positive effect on the well-being of the child, improves brain function in general. Means for the development of fine motor skills: Massage balls-hedgehogs Plasticine. Groats, beads, buttons. Sand. Threads, braid, ropes, laces, fabrics. Pencils, counting sticks. Paper. Dolls. Water.
Visual gymnastics Goals: 1. Strengthening blood vessels. 2. Relaxation of the muscles of the eyes.
Development of general motor skills For the development of general motor skills in children with speech disorders, outdoor games are used that develop in children the ability to navigate in space, change the pace of movements, move rhythmically and deftly. These games are held at physical education classes, at hours of outdoor games, at music and choreographic classes. General and fine motor skills should be developed in parallel, offering the child exercises appropriate to his age and abilities. Using the example of simple exercises for the development of general motor skills - movements of the arms, legs, torso - you can teach him to listen and remember tasks, and then complete them.
Articulatory gymnastics The correct pronunciation of sounds is ensured due to the good mobility of the organs of articulation, which include the tongue, lips, lower jaw, and soft palate. Work on the development of the main movements of the organs of the articulation apparatus is carried out in the form of articulation gymnastics. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds. It is necessary to carry out articulation gymnastics daily so that the skills developed in children are consolidated.
Speech therapist tips for speech development 1. Do not try to speed up the natural speech development of the child. Do not overload him with speech activities. Games, exercises, speech material should be age-appropriate. 2. Do not imitate children's speech, do not abuse diminutive suffixes - all this inhibits speech development. 3. Timely eliminate the lack of speech of the child, trying to point out the inaccuracies and errors encountered in his speech, be careful, in no case laugh at the baby, the best thing is to tactfully correct this or that word if the child is in a hurry to express his thoughts or speak quietly , remind him: "You need to speak clearly, clearly, slowly." 4. Don't leave your child's questions unanswered. And don't forget to check: "Does he understand your answer?" if there is a tape recorder in the house, record the speech of the child. Such recordings will not only help in working on speech, but over time will be a good gift for a son or daughter. 5. Read books to your child as much as possible. fiction! The characters of the heroes must be drawn with facial expressions, voice, plasticity.
References 1. Maksakov A.I. The development of the correct speech of the child in the family. - M.: Mosaic-Synthesis, 2006. 115 p. 2. Ovchinnikova E. V. Organization of cooperation between a speech therapist and parents // Speech therapist, 2007, No. 6. P. 74-78. 3. Stepanova, O. L. Organization of speech therapy work in preschool educational institutions / O. L. Stepanova, - M., 2007. 4. Arkhipova E.F. Early diagnosis and correction of developmental problems. The first year of a child's life // Library of the program From birth to school. Correctional work in the preschool educational institution. M.: Mosaic-Synthesis, 2012 5. Correctional and pedagogical work in preschool institutions for children with speech disorders / Ed. Yu.F. Garkusha. - M.: Sekachev V.Yu., TC "Sphere", 2007. 6. Filicheva T.B., Chirkina G.V., Tumanova T.V. Correction of speech disorders. Programs of preschool educational institutions of a compensatory type for children with speech disorders. –M.: Enlightenment, 2010 7. Filicheva T.B., Chirkina G.V. Correctional education and upbringing of 5-year-old children with general underdevelopment of speech. - Moscow 1991
Thank you for your attention
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Organization of speech therapy work in kindergarten Municipal preschool educational institution of the combined type No. 20 "Katyusha", Bryansk
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The CHILDHOOD program is a program for the enriched development of a preschool child, which provides a single process of socialization - individualization of the personality through the child's awareness of his needs, capabilities and abilities. The authors of the "Childhood" program focus on introducing children to goodness, beauty, non-violence, because it is important that preschool age has become a time when a child awakens a sense of belonging to the world, a desire to do good deeds and deeds, to participate in environmental protection.
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The program of speech therapy work to overcome phonetic and phonemic underdevelopment of speech Compiled by: T.B. Filicheva, G.V. Chirkina The program of speech therapy work to overcome the general underdevelopment of speech Compiled by: T.B. Filicheva, T.V. Tumanova, G.V. Chirkin
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The main tasks of correctional and developmental education are: development of understanding of speech; activation of speech activity and development of lexical and grammatical means of the language; the formation of the pronunciation side of speech; development of independent extended phrasal speech; preparation for mastering elementary skills of writing and reading
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A speech therapy examination conducted at MBDOU d / s No. 20 "Katyusha" helps to identify the dynamics and features of progress in the correctional and educational process of each and every child in the group. Examination of children is carried out by kindergarten specialists: speech therapists at the beginning of the school year (1st and 2nd week of September) and at the end of the school year (3rd and 4th week of May). The data of the speech therapy examination are recorded in detail in the speech chart. During the examination, the speech therapist identifies the amount of speech skills in the child, compares it with age standards (sound pronunciation, syllabic structure of the word, phonemic analysis and synthesis, vocabulary and grammatical structure of the child's speech). The speech pathologist uses the diagnostic results obtained during the survey for further corrective work with children in the following activities: Planning educational and corrective work with children; Selection of program general educational and correctional tasks; Uses modern techniques and technologies of developing education; Creation of a subject-developing environment; Subgroup and individual work with kids; Group acquisition; Determining the time load on each child. Logopedic examination
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Forms and means of organization educational activities participants in the educational process in a compensatory group Teacher-speech therapist frontal, subgroup, individual correctional classes Musical director - chants, onomatopoeia; - musical-rhythmic games, - finger games; - exercises for the development of auditory perception, motor memory, breathing exercises; - etudes for the development of expressiveness of facial expressions, gestures; dramatization games. Educator - frontal, subgroup GCD for speech development with the use of didactic games and exercises for the development of all components of speech with the use of exercises for the development of articulatory motor skills, fine and general motor skills; - excursions, observations, experimental activities; - conversations, situational conversations, acquaintance with works of fiction. - solving problem situations Child Instructor FZK - games and exercises for the development of general, fine motor skills; - exercises for the formation of correct physiological breathing and phonation exhalation; - mobile, sports games with speech accompaniment to consolidate the skills of correct pronunciation of sounds; - games for the development of spatial orientation Swimming instructor - games and exercises on the water for the development of general, fine motor skills; - exercises for the formation of proper physiological breathing, inhalation and exhalation into the water; - mobile, sports games on the water with speech accompaniment to consolidate the skills of correct pronunciation of sounds; Parents - games and exercises for the development of articulatory motor skills of the child; - control over the performance of tasks and pronunciation of the child; - implementation of the recommendations of the teacher-speech therapist.
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Organization of speech therapy work Group and subgroup classes for children in a group with OHP are primarily focused on the formation of lexical and grammatical means of the language and the development of coherent speech, the formation of sound pronunciation. Speech therapy classes are held 5 times a week. Training in the classroom is the main form of correctional and educational work with children. The program provides for 2 types of classes: subgroup individual Individual and subgroup classes are aimed at correcting individual speech deficiencies or other shortcomings in the psychophysical development of pupils that create certain difficulties in mastering the program. Conducted 2-3 times a week with each child. The knowledge, skills and abilities acquired by the child in individual speech therapy classes are reinforced by educators, specialists and parents.
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Individual lessons Tasks: to teach the child to master the correct articulation of each sound being studied and to automate it in various facilitated phonetic conditions, i.e. in isolation, in a syllable, in words.
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4 stages of corrective work on the formation of the correct sound pronunciation Correction of impaired sound pronunciation is carried out in stages.
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1. Preparatory stage Development of articulatory motility Formation of a directed air jet
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Articulatory gymnastics Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the articulatory organs. The goal of articulatory gymnastics is the formation of full-fledged movements of the organs of the articulatory apparatus, the ability to combine simple movements into complex ones, necessary for the correct pronunciation of sounds, their ability to rebuild and work in a coordinated manner.
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Rules for conducting articulation gymnastics 1. Articulation gymnastics is carried out daily 2-3 times a day for 5-7 minutes, sitting in front of a mirror, with the obligatory observance of correct posture. 2. It is necessary to achieve a clear, smooth execution of movements. 3. Initially articulation exercises are performed slowly, unhurriedly, but gradually, as they are mastered, the pace increases. 4. The complex of articulatory gymnastics is selected depending on the group of disturbed sounds. becomes more complex and expands due to new exercises, series of movements. 5. Each exercise is performed 5 to 10 times. The number of repetitions increases with the improvement of articulatory motor skills, in parallel with the increase in the rate of movements. 6. It is possible and desirable to perform articulatory gymnastics under the score, under poetic accompaniment.
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Preparatory stage Development of fine motor skills Formation of phonemic processes
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