Topics of speech therapist consultations for dhow teachers. Consultation for educators on the topic “Respiratory gymnastics in kindergarten. Workshop for teachers

Topic of the consultation: "Subject-developing environment as a means of cognitive speech development preschoolers "


Consultation topic: " Kind tales for babies"

Source: site "Preparing for school"


The topic of the consultation: "Introducing children to phraseological units"

Phraseologisms are called stable combinations of words, turns of speech such as: "beat your thumbs up", "hang your nose", "give a headwash" ... The turn of speech, which is called phraseological unit, is indivisible in meaning, that is, its meaning does not consist of the meanings of its constituent words. It only works as a whole, lexical unit.
Beautiful correct speech is an undoubted advantage of both adults and children. Apt figurative expressions, such as phraseological units, especially enrich it. Acquaintance of the child with phraseological units improves the skills of oral speech, develops thinking, imagination. The study of phraseological units will help you instill in your child an interest in the word, in the history of the native language.
In the dictionary of phraseological units offered to you and your kids, the meaning of each of them is played up both literally and figuratively, in poetic form. This makes the learning process fun and exciting.

  • EXPLAIN TO THE CHILDREN THE MEANING OF PHRASEOLOGISTS:Run running

    Without many words

    White crow

    To beat the thumbs

    Take an example

    Throw words to the wind

    Two steps away

    OK

    Into a burden

    Behave

    Pull yourself together

    Soar in the clouds

    Twine the ropes

    Own yourself

    All over my throat

    Speak in your ear

    Give the floor

    Things to do

    Keep on tight

    Keep (your) word

    Dress down

    To fill up with a nightingale

    And it was like that

    Both old and young

    Have a tooth

    (Not) To face

    Like no hands

    As the wind blew away

    Like a stone wall

    Nod off

    Cats scratch their souls (heart)

    Red as a lobster

    It's raining cats and dogs

    The bear stepped on the ear

    Goosebumps running

    In front of (in)

    To the envy

    Pout like a mouse on a rump

    Don't believe your eyes

    Do not give offense

    Do not close your eyes

    Do not take it for work

    Heartily

    Doors are open

    Real jam

    First thing

    Change in face

    Hang your head

    Hang your nose

    Show teeth

    Throw

    Presence of mind

    Open your mouth

    Sooner or later

    Be born in a shirt

    From a needle

    From the cradle

    Maddening

    Do me a favor

    Sit on your head

    Watch like a ram at a new gate

    Patience is running out

    Sharpen a tooth

    Follow on your heels

    Anywhere

    Scratch tongue

The topic of the consultation: "Methodology for the formation of speech etiquette in older preschool children"

One of their contradictions modern society - the urgent need for humane relations between people and the lack of kindness, culture of relations. One of the means of humanizing relations is speech ethics, the development of which should occur from early childhood. Therefore, it is so important to lay down to teach speech etiquette in preschool childhood.
Speech etiquette is not only a system of verbal units, it is formulas of good form that provide comfort in communication, as they contribute to the establishment of friendly relations. Speech etiquette is also an element of national culture, developed by the people for more than one century.

Source: Festival pedagogical ideas "Public lesson"



Consultation topic: "Features of Russian folk tales"


Merry and sad, scary and funny, they are familiar to us from childhood. Our first ideas about peace, good and evil, and justice are connected with them.


Both children and adults love fairy tales. They inspire writers and poets, composers and artists. Performances and films are staged based on fairy tales, operas and ballets are created. Fairy tales have come to us from ancient times. They were told by beggar wanderers, tailors, and retired soldiers.


A fairy tale is one of the main types of oral folk art. A fictional story of a fantastic, adventure or everyday character.


Consultation topic: "Winter themed walks"

Source: BEBlog


Consultation topic: "Features of the development of speech in a child with bilingualism"

The speech development of a bilingual child has its own characteristics. These children start to speak later on average. The most described situation is when one of the parents speaks one language, and the other - in another. It is believed that early bilingualism, if the principle "one language - one person" is observed, should develop outwardly relatively well, which in practice is not always true. But this situation is not symmetrical either: since the mother is usually with the child more often than the father, the mother's language is likely to dominate. If the principle “one person - one language” is not adhered to in a family, then children cannot single out the principle of using words in both languages. Some bilingual children develop stuttering (in a very small percentage of cases, usually in combination with some other developmental factor) ...


Consultation topic: "Tongue twisters for the development of speech"

Consultation topic: "Expressive reading and its role in the development of preschoolers"

For a teacher expressive reading Is not just a skill, it is a skill that has a significant educational impact on children. With the help of expressive reading that meets the requirements of logical and intonational correctness and emotionality, the teacher not only opens up the world of art for preschoolers, but also gives them an example of correct and imaginative artistic speech... At preschool age, a child tries to imitate adults, therefore, listening to their expressive reading, he “falls in love” with literary texts - he wants to reproduce them in the same way, with the same intonations, pauses, logical and rhythmic stresses. Thus, children take an important step towards mastering competent, imaginative, emotionally rich speech ...



Consultation topic: "Large dictionary proverbs and sayings "

A unique dictionary for kids, teachers and parents! More than 300 Russian proverbs and sayings with detailed explanations, as well as examples from the works of Russian classical and modern fiction... For better understanding, proverbs are complemented by catchy funny illustrations. The proposed dictionary will become the first assistant for everyone who studies the Russian language, history and literature. The publication can be recommended as an additional guide for school lessons in the Russian language.

Chekanova S.N.,
speech therapist MBDOU No. 52
stary Oskol

Our speech is carried out thanks to the clear and correct work of all organs taking part in the speech act. Breathing is an important part of speech. Respiratory organs include: rib cage, lungs and respiratory tract (external nose, nasal cavity, pharynx, larynx, trachea, bronchi). The breathing apparatus provides gas exchange between the inhaled air and blood, as well as purification of dust particles, humidification and warming of the inhaled air.

Physiological, or vital, breathing consists of inhalation and exhalation, which replace each other. It is designed to maintain life in the body through gas exchange.

Speech breathing is designed to participate in the creation of vocal sound on a uniform exhalation. It differs from life in that it is a controlled process. In speech, inhale is short and exhale is long. Therefore, the amount of air exhaled depends on the length of the phrase. Speech breathing is considered incorrect if breathing is quickened, exhalation is shortened, too much inhalation or air intake is noticeable to others. The most correct, appropriate and comfortable for speech diaphragmatic-costal breathing.

Regular breathing exercises contribute to the education of correct speech breathing with prolonged gradual exhalation, prevention of respiratory diseases. Diseases such as rhinitis, rhinopharyngitis, sinusitis, chronic bronchitis, adenoiditis, nasal polyps are often the cause of improper sound pronunciation in children, impede the process of correct speech breathing, change the intonation of the voice, cause changes in the structure of the organs of articulation.

Correct nasal breathing contributes to the training of the respiratory muscles, improves local and cerebral blood circulation, prevents the proliferation of adenoids, and protects against hypothermia.
IN preschool breathing exercises should be given special attention. Correct speech breathing is the basis for normal sound pronunciation, speech in general. Some sounds require an energetic strong exhalation, a strong air jet.
During classes, the following requirements must be observed:
- do the exercises every day for 3-6 minutes, depending on the age of the children;
- carry out exercises in a well-ventilated area or with an open window; - engage in before meals;
- practice in loose clothing that does not hinder movement;
- dose the amount and pace of exercise;
- inhale air through the mouth and nose, exhale through the mouth;
- inhale easily and shortly, and exhale for a long time and sparingly;
- in the process of speech breathing, do not strain the muscles in the neck, arms, abdomen, chest; do not raise the shoulders when inhaling and lower when exhaling;
- after exhalation, before a new inhalation, make a stop for 2-3 seconds.

Play exercises for the development of physiological and speech breathing
Blow out the stubborn candle - hold colored strips of paper in your right hand; put your left palm on your stomach; inhale with your mouth, inflate your stomach; then exhale for a long time, "extinguish" the candle.
"Locomotive" - walk around the room, imitating the movements of the locomotive wheels with bent arms, while pronouncing "chukh-chukh" and changing the speed of movement, volume and frequency of pronunciation.
"Shepherd boy" - blow your nose into a small pipe as loudly as possible in order to summon the cows scattered in different directions; show the child that it is necessary to inhale through the nose and exhale sharply into the pipe.
"Geese are flying" - slowly and smoothly walk around the room, waving his arms like geese; lower arms-wings while inhaling, saying "Gu-u-u" (8-10 times).
"Who is Louder" - straighten your back, close your lips, put the index finger of your left hand on the side of the nose, tightly pressing the left nostril, inhale deeply with the right nostril (close your mouth) and pronounce (exhale) "mmm", while patting the index finger of your right hand on the right nostril (the result is a long chanted exhalation); the sound (M) must be directed to the nose, it must be sonorous; perform the same actions, pressing the right nostril.
"Stork" - stand straight, raise your arms to the sides, one leg, bent at the knee, bring it forward and fix the position for several minutes, keeping balance; as you exhale, lower your leg and arms, quietly saying "shhhh" (6-7 times).
"Pendulum" - sit down in Turkish, hands on the back of the head; inhale calmly (pause 3 s), lean forward - exhale, return to starting position - inhale. Repeat 3-4 times.
"Hunting" - close your eyes, determine by the smell what kind of object is in front of you (orange, perfume, jam, etc.).
"Ball" - imagine yourself as balloons; at the expense of 1, 2, 3, 4, take four deep breaths and hold your breath. Then exhale slowly for a count of 1-5.
"Porridge" - inhale through the nose, while exhaling, pronounce the word "puff". Repeat at least 6 times.
"Crow" - sit up straight, quickly raise your arms through the sides up - inhale, slowly lower your arms - exhale. Say: Kar!
Roll your pencil - inhale through the nose and, exhaling through the mouth, roll a round pencil across the table.
"We warm our hands" - inhale through the nose and blow on the chilled hands, exhaling smoothly through the mouth, as if warming the hands.
"Firewood saw" - stand opposite each other in pairs, hold hands and imitate sawing wood: hands on yourself - inhale, hands from yourself - exhale.
"Woodcutter" - stand straight, legs slightly narrower than shoulders; as you exhale, fold your hands with a hatchet and lift up. Sharply, as if under the weight of an ax, lower your outstretched arms down as you exhale, tilt the body, allowing your hands to “cut through” the space between your legs. Say "uh". Repeat 6-8 times.
"Harvesting" - stand up straight, raise your hands up to get apples, - inhale (pause 3 s). Lower your arms, tilt your body forward and down - exhale. Repeat 3-4 times.
"Komarik" - sit down, clasping the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn the body to the side; on the exhale, show how the mosquito rings - "z-z-z"; quickly return to the starting position. A new breath - and a turn in the other direction.
"Let's play the accordion" - stand straight, legs slightly apart, hands on the belt. Inhale (pause 3 sec). Tilt to the left - exhale slowly, stretching the right side. Starting position - inhalation (pause 3 s). Tilt to the right side - exhale slowly. Repeat 3-4 times.
"Trumpeter" - bring an imaginary pipe to your lips. Imitating the movements of the trumpeter, press your fingers on imaginary keys, while exhaling saying "tu-tu-tu" (10-15 s)
"Beetle" - sit down, spread your arms to the sides, pulling them back a little, - inhale. Exhaling, show how long the big beetle is buzzing - "w-w-w", while lowering your hands down.
"The tire was punctured" - take a light breath, exhaling, show how slowly air comes out through a puncture in the tire - "shhhh".

Dear educators!

I want to draw your attention to the fact that the speech environment can have both a positive and a negative impact on the development of children's speech. Due to the great imitation, the child borrows from adults not only correct, but also erroneous forms of words, speech patterns, and communication style in general. In this regard, an example of the educator's cultural, competent speech is especially important.

"EDUCATION OF SPEECH SOUND CULTURE"

Phonetics, which studies the sound side of speech, considers sound phenomena as elements language system, which serve to translate words and sentences into material form. The Russian language has a complex sound system. Sound units are characterized in terms of sound formation (articulatory properties of the language), sound (acoustic properties) and perception (perceptual qualities). All these factors are interrelated.

A.N. Gvozdev showed what a great work a child does, mastering the phonological means of language. To assimilate certain sounds of speech, the child needs different time... The correct conditions for the upbringing and teaching of a child lead to the assimilation of the grammatical and sound side of the word.

Studies of linguists, psychologists, and teachers give reason to believe that it is the sound side of the language that early becomes the subject of a child's attention. L.S. Vygotsky, speaking about the child's assimilation of the sign side of the language, emphasized that at first he masters the external structure of the sign, i.e. sound. DB Elkonin wrote about this: "Mastering the sound side of language includes two interrelated processes: the formation of a child's perception of the sounds of the language, or, as it is called, phonemic hearing, and the formation of the pronunciation of speech sounds."

Phonetic observations of children over articulation create the basis not only for the formation of speech hearing, but also for the development of the culture of oral speech in its pronunciation aspect. Learning the grammar of a living, spoken language teaches children to observe their own language: understanding the meaning of a word, they associate it with the sounds that make up this word. From here begin observations of the pronunciation of a word, the phenomenon of alternating vowels and consonants; children begin to think about the role of stress in Russian, the meaning of intonation.

Working on the sound side of speech with preschool children includes exercises to master the elements of phonetics. In the construction of the utterance, the role of each element of the sound culture of speech is extremely important, the intonation characteristic of the spoken speech plays a special role. And the school teachers consider the formation of intonational skills important for the perception of written speech.

The sentence has a special grammatical intonation - completeness, explanation, division, listing. An important role is played by narrative, interrogative, exclamatory and incentive intonations. In pedagogical research, it is emphasized that during preschool childhood, the intonation side of speech intensively develops in a child, at the same time his speech ear develops - a sense of pitch, sound strength, a sense of timbre and rhythm. The sound side of the speech of preschoolers was studied in different aspects - the development of speech perception and how the formation of the speech motor apparatus. Children early begin to notice flaws in their own and other people's speech. From understanding the features of the sound side of speech, a thread can be drawn to understanding speech in the broadest sense of the word - as an awareness of the phenomena of language and speech by preschool children, as a condition for the formation of arbitrary speech.

Familiarization of children with the sound side of the word can be associated with the development of dialogical and monologue speech. In games and exercises that demonstrate the linearity of speech to the child, they help to understand the sound color of a word and accurately use the terms sound, word, sentence, the child's vocabulary is activated, his grammatical structure and coherent speech are improved. Gradually, children move from a simple naming of objects to a figurative description, learn to compare phenomena and compose stories and fairy tales. Working on a sounding word pushes the child towards experimentation, independent orientation in the phenomena of language and speech, and this makes him think over the word. All these skills are necessary for a child in verbal creativity.

Such characteristics of the sound culture of speech, such as tempo, loudness, diction, largely depend on the individual characteristics of the child, his temperament, the conditions of upbringing and the speech environment that surrounds him. Therefore, special work is needed to teach the child, depending on the speech situation, to change the strength of the voice and the tempo of speech, to use expressive means of speech appropriately and consciously.

Software Requirements to the sound culture of speech can be represented as follows. Mastering the sound means of the language, the child relies on speech hearing (the ability to hear, recognize the phonological means of the language). First of all, he assimilates linear sound units, which have an independent length, follow one after another. Simultaneously with them, prosodic means appear: verbal stress, intonation.

Practical language skills presuppose the ability to distinguish by ear and correctly reproduce all the sound units of the native language, therefore, work on the formation of sound pronunciation in preschoolers should be carried out systematically.

Important means of sound expressiveness of speech are tone, timbre, pauses, different types of stress. It is necessary to teach children to use intonation correctly, to build an intonation pattern of the statement, conveying not only its semantic meaning, but also emotional characteristics. In parallel with this, the skills are being formed to correctly use the tempo, pronunciation volume, depending on the situation, to pronounce sounds, words, phrases, sentences clearly.

Raising attention to the intonational side of speech in children, an adult develops a verbal hearing, a sense of timbre and rhythm, a sense of the power of sound, which further affects the development of musical ear. It is necessary to give children more often tasks in which they would practice expressing interrogative, exclamatory, explanatory intonation. It is these skills that the child will need to build a coherent statement. different types narratives, descriptions, reasoning, since each of them requires a different intonation design.

Developing the sound side of speech, the educator teaches the child to take into account the correspondence of the statement to the goals and conditions of communication, depending on the subject, topic of the statement and on the audience. The volume of speech should be appropriate, the speed should be appropriate for the environment and the purpose of the speech. An important indicator good, correct speech is fluency. The exercises that are carried out with children help them to determine by ear the sound composition of the word, the place of stress in the word, develop a sense of rhyme and rhythm, form clear diction, develop the ability to convey different intonation characteristics of a word, phrase, sentence. The formation of these complex speech skills requires the repetition of phonetic exercises, systematically.

Used literary source:

O.S.Ushakova, E.M. StruninaMethodology for the development of speech in preschool children. Publishing house Moscow Vlados2004

"Speech and non-speech (phonemic) hearing".

What is hearing? This is the ability of a person with the help of his ears to perceive sounds and navigate through them in environment... Hearing is verbal and non-verbal.

Non-verbal hearing – it is the perception of natural, household and musical noises.

Speech hearing – it is hearing for the sounds of speech, that is, the distinction between the sounds of speech. It is the basis for understanding the meaning of what was said. When speech (phonemic) hearing is not formed, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - something exactly, but something very approximately. For example, “needle” turns into “darkness”, “forest” into “fox”, “Misha's porridge” into “mouse on the car”, etc.

It is possible to prepare a child well for school, to create a basis for teaching literacy is possible only in the process of systematic work on the development of phonemic perception, which contains two components: phonemic hearing is the ability to perceive by ear and accurately differentiate all sounds of speech, especially those close in sound, and elementary sound analysis.

Phonemic perception – the first step in mastering literacy. It is formed in the period from one to 4 years.

Sound Analysis – it is an operation of mental division into constituent elements of combinations of sounds, syllables and words. It belongs to the second stage and is formed after 4 years.

The development of speech, including the ability to clearly pronounce sounds and distinguish them, own the articulatory apparatus, and correctly construct a sentence, is one of the main tasks in preparing a child for school.

Correct speech is one of the indicators of a child's readiness to study at school, a guarantee of successful mastering of literacy and reading: written speech is formed on the basis of oral speech, and children suffering from underdevelopment of phonemic hearing are potential dysgraphics and dyslexics (children with writing and reading disorders).

Overcoming the underdevelopment of phonemic hearing is achieved by purposeful, painstaking work to correct the sound side of speech and the development of phonemic hearing. Therefore, our task is to teach the child to correctly perceive and distinguish the sounds of speech. And special games will help in this, which you can play with your child at home.

Above all, be friendly and respectful to your child. He should feel that these activities are not a boring, inevitable obligation, but an interesting, exciting business, a game in which he must definitely win. Encourage his small successes and be patient with failures.

Games for the development of phonemic hearing.

The game "Be attentive!"

The task is to develop the ability to hear a given sound among a number of sounds, syllables, words.

If you hear a given sound, raise your hand (clap your hands). For example: sound -р -:

L, r, v, w, r, h, t, m, r, n;

La-zy-ru-zha-ra-chu-vo-ry-tu-le;

Nose, crust, thing, mole, buttercup, pencil, greedy.

Please note that we pronounce hard sounds firmly, and we pronounce soft sounds softly, voiced consonants are deafened at the end of a word or before other consonants. Do not forget about the difference between sound and letter: in a word we hear some sounds, and in writing we designate them with different letters. For example: we pronounce "malako" and select the corresponding sounds in the word, although we write "milk".

Game "Name pictures".

The task is to teach how to highlight a given sound among the objects shown in the pictures.

Name and show items that have the sound -ш- in their names. For example: car, mouse, can, sneakers, hat, etc.

Game "Come up with a name"

The task is to learn how to select words for a given sound.

Come up with a name for the boy (girl) for a given sound. For example: n - Nastya, Nadia, Natasha; V- Vanya, Valera, Vasya, Valya.

Game "Name the first sound in a word"

The task is to learn to highlight the first sound in a word.

Name the objects in the pictures and select only the first sound in the word. For example: cat - k, bank - b.

For this game, you should not take words with iotated vowel letters at the beginning (I, E, Yo, Yu), since they denote double sounds. When highlighting the initial consonant sounds, make sure that the child pronounces them without the overtones –e-: not “em”, not “me”, pure sound –m-, for example, in the word “bridge”.

Game "Name the last sound in a word"

The task is to learn to highlight the last sound in a word.

Name the objects shown in the pictures, highlighting the last sounds in the words. For example: house - m, oak - p.

For this game, you should not take words with iotated vowels at the end.

Game "Guess the word"

The task is to learn how to make words by the first sounds of the objects shown in the pictures.

Guess the word by the first sounds of the objects depicted in the pictures. For example: swan, needle, table, watermelon (fox).

Game "Additives"

The task is to teach how to form words by adding a given sound to the beginning or end of a word.

By adding a given sound to the beginning (end) of a word, name the resulting words. For example: the sound -sh-: ... uba (fur coat), ... apka (hat), ... ar (ball).

Game "Find the place of sound in a word"

The task is to develop the ability to determine the place of sound in a word (beginning, middle, end).

Determine where the given sound "lives" in the word: at the beginning, in the middle or at the end of the word. For example: the sound -ш- in words: mouse (at the end), hat (at the beginning), car (in the middle).

Slap Words Game

The task is to teach how to divide words into syllables.

Slap the words and say the number of syllables in the word. For example: ma-li-na (3 syllables).

Let me remind you of the rule of the Russian language: "There are as many vowels in a word as there are syllables." To determine the number of syllables, you can also use the following technique: press your fists to your chin and pronounce the word by syllable, as if rhythmizing it. How many times the chin drops down (pronouncing vowels), there are so many syllables in the word.

Call the word game

The task is to learn how to identify a stressed vowel in a word and highlight it with a voice.

"Call" the words (the names of the objects shown in the pictures) and name the stressed vowel sound in the word. I remind you that a stressed vowel is pronounced in a word for a longer, drawn out. For example: "nooty" - stressed vowel - o-.

"Using game techniques

to secure correct pronunciation in older preschool children "

Timely mastery of correct, pure speech has a great value for the formation of a full-fledged personality. A person with a well-developed speech easily enters into communication. He can clearly express his thoughts and desires, ask questions, negotiate with partners on joint activities. Correct, well-developed speech is one of the main indicators of a child's readiness for successful schooling. Deficiencies in speech can lead to academic failure, give rise to a child's lack of confidence in their abilities, and this will have far-reaching negative consequences. Difficulties in pronunciation often affect the child's self-esteem and his position in the children's team. Children who speak poorly gradually become aware of their disadvantage. Then they become silent, shy, uncommunicative.

I decided to combine the often lengthy and monotonous process of automating sounds with play.

The main goal of these games is to automate the delivered sounds. In different games, the automation of sounds is carried out at different stages: in isolation, in words, phrases, sentences and in coherent speech.

In parallel, in each game, additional tasks of speech development are solved:

  • development of phonemic hearing (phonemic analysis, phonemic representations);
  • improving the grammatical structure of speech;
  • enrichment, clarification and consolidation of vocabulary;
  • development of coherent speech.

And, in addition, general educational goals are achieved:

  • development of visual perception;
  • development of mental operations (analysis, synthesis, generalization);
  • development of higher mental functions;
  • development of imagination, fantasy;
  • developing the ability to interact with peers and adults;
  • development of coordination of speech and movements;
  • development of fine motor skills of the hands.

When using these games, I observe that the educational process takes place in an exciting form, with passion. The guys play with pleasure and do not notice how quickly the time allotted for games passes. In this case, the consolidation of the set sounds in the game is carried out in a more complex speech situation than when repeating certain words and phrases after a speech therapist or reproducing memorized poems or stories. In the game, the child is forced to distribute his attention: to control the correct sound pronunciation and to perform game actions and rules. The child builds independently speech utterances, selects words, grammatically forms speech and performs mental operations.

This affects the results of the work. In addition to successfully achieving the main speech therapy goals, games contribute to solving other problems of speech development and improving the various mental processes of the child. Their use increases interest in speech therapy classes, forms a positive emotional attitude.

These games can be used by both kindergarten teachers and parents to reinforce the relevant skills. Many of these games can be used multiple times. Each next time the child finds a new solution to the problem. He comes up with new plot or tries to compose a speech utterance in a new way.

To increase the interest of children in speech therapy classes, I have selected and modified games and play techniques.

Sound automation in isolation

At the stage of fixing isolated sound, you can use games and tutorials such as:

1. "Tracks". All kinds of drawings. Children are given instructions: “The snake's teeth ache and it cannot hiss. Help the snake to crawl to the house, uttering the sound "sh", "Put the beetle on a flower, uttering the sound" zh "for a long time, or" Help the snowflakes fly to the Snow Maiden, uttering the sound "s", etc.

2. The Su-Jok barbed ball can also be used to automate sounds. Stringing a ring on each finger, the child repeats sounds, syllables, words. By rolling the ball between your palms, you can pronounce sentences or poems.

3. The game involves from 2 to 5 people. Players hold hands as a balloon. While pronouncing the words, the participants disperse in different directions - “the balloon is inflated”.

Inflate, inflate the balloon.

More, more, more - "Bang!"

Our balloon burst

And it blows away like this: "shhhh".

Automation of sound in syllables

The most difficult in terms of variety of exercises is working on syllables. The fact is that a separate syllable, like a sound, does not evoke a specific image in a child, is not perceived by him as a structural component of a speech utterance. And if the sound can sometimes cause an auditory association ("z" - the mosquito rings, "p" - the tiger growls), then the syllable for preschoolers is a very abstract concept.

When automating sound in syllables, when it is not yet possible to use subject and subject pictures with a given sound, the following games and game techniques can be used to attract the interest of children:

1. "Swipe the syllable along the soundtrack"

One "path" is even: walking along it, the syllables must be pronounced in a calm, quiet voice. Another "path" leads "over bumps": syllables are pronounced now loudly, now quietly. But the third "path" leads "uphill": at the beginning of the path, the syllable is pronounced very quietly, then louder, and "on top of the mountain" - very loudly.

2. "Magic wand"

The speech therapist strikes the syllable with the "stick" the required number of times and pronounces the syllables. Then he passes the wand to the child. The child, touching the "magic wand", repeats the syllables.

3... "Programmer"

The child simulates working at a computer keyboard. He hits the table with each finger in turn and pronounces the given syllable the required number of times. (You can count the beads on the abacus, sort out the beads, lay out the pattern, etc.)

Sound automation in words

When the automation work reaches the stage of consolidating the correct pronunciation of sounds in words and phrases, you can significantly diversify activities by using visual material... The use of game techniques will help to effectively carry out the stages of automating an isolated sound and consolidating the correct pronunciation of this sound in syllables. And speech therapy games help to make tasks for children interesting, emotionally colored, developing and cognitive.

1. "Photographer"

Pictures with a fixed sound in their names are laid out on the table. With a “camera” the child takes pictures (remembers) pictures and reproduces them from memory. "Camera" is one of the flat toys for playing games from the book "Automation of sounds in game exercises" by L.A. Komarova.

2... "What picture is hidden?"

On the table there are pictures with the desired sound and other sounds. Close the one in which there is no desired sound with a "magic screen". In the course of the game, the skill of forming singular and plural forms of nouns in the genitive case is formed.

3. "Place passengers"

Children are encouraged to place in the truck only those animals whose names contain the sound "s", and in the bus - those whose names contain the sound "sh".

4... "Gather fairytale heroes to school"

Pinocchio and Snow White are going to school. It is necessary to give Buratino school supplies, in the name of which there is the sound "r", and Snow White - in the names of which there is the sound "l". The game contributes not only to the consolidation of the sound, but also to the differentiation of sounds similar in pronunciation.

On the same principle as the previous games, you can come up with many other games. The basis is a plot picture, and subject pictures are selected for it. For example: in the plot picture, a hedgehog in the forest, and separately - mushrooms and apples. On back side apples, mushrooms there are pictures with a fixed sound and other sounds. The child's task is to help the hedgehog to collect mushrooms and apples, choosing only those with an automated sound in the pictures. Similar games: "Feed the hare with a carrot"; "Give Katya some toys"; "Gather the harvest in a basket", etc.

5... "Collect the beads"

Stringing beads on a string, the child comes up with (or repeats after the speech therapist) words that have a fixed sound. If the preschooler is instructed to come up with a word with a fixed sound, there is simultaneous work on the development of sound analysis and synthesis. Since the child can come up with words in which the desired sound occupies a certain position (at the beginning of a word, in the middle or at the end).

6... Games "One - Many", "Big - Small"

Speech therapist lays out pictures. The child, touching the picture with the "magic wand", changes the word according to the pattern. For example: chair-chairs, tree-trees, pencil-pencils, bucket-bucket, nightingale-nightingale, etc. The "magic wand" is a plane attribute.

After a few sessions, it becomes easier for children to pronounce the automated sound correctly if it is the first or last in a word. But if the sound to be automated is in the middle of a word, preschoolers have difficulties. Since phonemic hearing in children is impaired, they do not always know exactly where the desired sound is.

For the development of phonemic perception of sounds, playing with the Sound Expert is useful. This is a hero (a drawn character or toy) who “kidnaps” the sound from the word, and the children must “save” the sound - return it to the word and say this word correctly: S… .M (SOM), MA… ..INA, ( MACHINE), T ... K (CURRENT), etc.

It is quite difficult, but all the more interesting for children. They are happy to help cope with the Sound Expert.

Very often I use board-printed games in my work. They not only help to quickly fix the delivered sound, but also contribute to the development of fine motor skills, the development of graphic skills:

1. "Help the flower grow"

The sheet shows one blossoming flower and several blossoming flowers. The child helps the flowers to grow by singing the "rain song" - "shhhh".

3... "Beetle"

On the sheet is an image of a beetle. While pronouncing the word, the child draws circles on the wings of the beetle, "decorating" it.

Instructions: Once upon a time, there was a beetle flying from grass to grass and humming its songs. But it started raining heavily and washed off the beetle's "smart suit". The beetle became sad. Let's help him. Speak the words correctly and draw circles on the wings of the beetle.

4. "Butterfly"

The game can be used while working on any group of sounds. The principle is the same as in the game "Beetle". On the wings of a butterfly, children draw patterns both independently and according to the model of a speech therapist. At the same time, you can consolidate knowledge in children geometric shapes and flowers.

5... "Hedgehog"

On the sheet is an image of a hedgehog without needles. After pronouncing the syllable, the child draws on the needles on the hedgehog.

Instructions: One day the hedgehog got sick: all his needles fell off. A hedgehog sits under a bush and sighs "w". It is necessary to cure the hedgehog and return its needles. Remember and say the words with the sound "sh", then the hedgehog will grow new needles.

6."Balloons"

On the sheet there are scattered balloons of blue and green color without strings. Pronouncing words, syllables with a practiced sound, the child draws on strings to the balls.

Instructions: Children were presented with balloons for the holiday, but their strings were broken. "Tie" the strings to the balls so that they do not fly away. The strings on the balls will hold tight if you pronounce the word correctly.

Sound automation in sentences

1. "Live offers"

Children become “words” and, holding hands, form a “sentence”. This game allows children to learn that sentences are made up of words. The words in the sentence should be in order, separately, but be "friendly" (agreed). At the end of the sentence, you need to put a sign - a period, exclamation or question marks. Children remember the gesture display of signs: a clenched fist - a dot, a straight hand is placed on the cam - an exclamation mark, a hand bent in the form of a question - a question mark - is placed on the fist.

2. "Gemini".

Instruction: “Mila and Vlad are twins who always do everything the same. Think about what Vlad did yesterday if Mila weeded beets yesterday? " Depending on the sound to be fixed, the appropriate names for the heroes are invented: Rose and Victor; Stepan and Sveta, etc. When fixing the sound [l], sentences are selected in the past tense. When fixing other sounds - in the present or in the future. This game is of great interest to children.

As a result, not only the correct pronunciation of sounds is fixed, but also work is being done to prevent writing disorders.

At this stage of sound automation, guests "come" to classes: Mickey Mouse, Dunno, Mila doll, Tishka bear, who become heroes travel games, games - dramatizations, etc.

Heroes make mistakes all the time. In their sentences, the words are not "friends" with each other or are out of place. Children help the heroes to correct mistakes. At the same time, each child explains what he did - "made friends" the words in the sentence or put the words in order. The heroes of fairy tales make riddles to the children and ask them to complete difficult tasks:

  • finish the sentence by suggesting the last word in the picture;
  • independently come up with a sentence using a picture or with a given word;
  • collect the cut picture and come up with a proposal;
  • choose one of several pictures - with an automated sound and make an offer;
  • draw up a proposal outline.

Sound automation in coherent speech

At the last stage of sound automation, various retellings are used, composing stories from a picture or from a series of pictures. These tasks are quite tedious for a child. To arouse children's interest, you can use retellings and stories with figures on a magnetic board, small toys, inventing fairy tales and acting them out, etc.

All games are aimed at keeping children interested in classes, focusing their unstable attention, and evoking positive emotions. These games should become the basis for establishing contact with difficult children, which means that they will help to achieve the greatest effect in correcting the pronunciation of sounds.

Bibliography:

1. Games in speech therapy work with children: Book. for a speech therapist. Ed.-comp. IN AND. Seliverstov. - M .: Education, 1987.

2. Komarova L. A. - Sound Automation in Game Exercises. Preschooler's album , 2009.

3. Maksakov A.I., Tumakova G.A. Learn by playing: Spoken word games and exercises. A guide for children educators. garden. - M .: Education, 1983.

4. Smirnova LN Speech therapy. We play with sounds. - M .: "Mosaic-Synthesis", 2004.

5. Filicheva. T.B., Chirkina G.V. Elimination of general speech underdevelopment in preschool children. - M .: Iris-press, 2007.

6. What in the world does not happen ?: Entertaining games for children from 3 to 6 years old: Book. For educators children. garden and parents / E.L. Agaeva, V.V. Brofman, A.I. Bulychev and others; Ed. O. M. Dyachenko, E. L. Agaeva. - M .: Education, 1991.

7. Shvaiko G.S. Games and game exercises for the development of speech: Book. For a kindergarten teacher: From work experience / Ed. V.V. Gerbovoy. - M .: Education, 1988.

Municipal autonomous preschool educational institution of the municipality of the city of Nyagan "Kindergarten of general developmental type with priority implementation of activities in the physical direction of the development of children No. 8" Rosinka "Consultation of a speech therapist for preschool teachers Prepared by: Serazhitdinova Reseda Mukharamovna - speech therapist Nyagan 2016 Under a coherent speech a detailed statement, consisting of several or even very many logically related sentences, united by one topic and making up a single semantic whole. The development of coherent speech in preschool children is possible only in the context of purposeful learning. This is one of the main tasks of speech development of preschoolers in terms of their preparation for the beginning school education... Therefore, the work of educating children for coherent dialogical and monologic speech is provided for by the kindergarten program. However, one ongoing work in kindergarten not enough. It must be supplemented and homework with child. The sequence of work on coherent speech: - education of understanding of coherent speech; - education of dialogical coherent speech; - education of monologue coherent speech Forms of coherent speech: Dialogue is a form of speech, as a result of which its participants develop spiritually and intellectually. Dialogue speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor's remarks). Dialogue consists of replicas (individual statements), it is carried out either in the form of alternating addresses, questions and answers, or in the form of a conversation (conversation) of two or more participants in verbal communication. Dialogue speech is distinguished by brevity, the predominance of simple sentences, and the widespread use of non-speech means. Techniques for working on a dialogue 1. Conversations with a child using colorful pictures, expressive intonation, facial expressions, gestures. 2. Reading stories or fairy tales, after which you should consider the pictures. If the child understands the story, then at the request of the adult, he can show the depicted on it actors actions performed by them, etc. An adult can ask questions about the content of the story to clarify the child's understanding of cause-and-effect relationships (Why did this happen? Who is to blame? Did he do the right thing? Etc.) The ability to retell it in your own words also testifies to understanding the meaning of the story. 3. It is necessary to teach the child to participate in the conversation (dialogue). In the conversation, the vocabulary expands, the grammatical structure of the sentence is formed. You can talk on various topics: about cartoons, excursions, and it can also be conversations based on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow the course of his thoughts. In a conversation, the questions of an adult should become more complicated gradually, like the answers of children. We start with specific questions, to which you can give one version of a short answer, gradually complicating the questions, and demanding more detailed answers. This is done with the aim of a gradual and imperceptible transition to monologue speech for the child. Let's give an example of a "complicated" conversation. - What kind of animals do you see in this picture? - Wolf, bear and fox. - What do you know about the wolf? - He is gray evil and lives in the forest. He also howls at night. - What can you say about the bear? - He is big, brown, hibernates in a den. - What do you know about the fox? - She is very cunning, red-haired and has a big fluffy tail. - Where did you see these animals? - In the zoo, where they live in cages. - What fairy tales do you know about a bear, a fox, a wolf? etc. Forms of coherent speech: A monologue is a connection of one person, the communicative purpose of which is to report any facts, phenomena of reality. Monologue speech is stimulated by intrinsic motives, and the speaker himself chooses its content and linguistic means. Monologue is the most complex form of speech used for the purposeful transfer of information. Usually the speaker plans or programs not only each utterance, but the entire monologue as a whole. (A.A, Leontiev). In contrast to dialogical speech, the formation of a monologue requires purposeful training, a conscious attitude of the child to the construction of a coherent statement. Psychological studies note the appearance of elements of monologue speech only by the age of five. Only from this time does the child begin to master the most complex form of communication in the form of a monologue about what he has experienced and seen. Techniques for working on a monologue speech: - work on composing a story - description; - work on compiling a story based on a series of plot pictures; - work on drawing up a story based on one plot picture; - work on retelling; - work on an independent story. When composing descriptive stories, the child masters the first skills of a coherent presentation of thoughts "on one topic", at the same time he firmly assimilates the signs of many objects, and, consequently, the vocabulary expands. To enrich the vocabulary, it is very important to carry out preparatory work for the compilation of each description story, reminding the child about the signs of the described objects or even re-acquainting him with these signs. Starting with a description of individual objects, you need to move on to comparative descriptions of similar objects - to learn to compare different animals, different fruits and vegetables, different trees etc. Let's give an example of compiling a descriptive story according to the proposed scheme. The easiest way to overcome the difficulty of the child's correct tracking of the main points in the development of the plot is to start by compiling a story based on a series of plot pictures arranged in the sequence in which the events took place. The number of plot pictures in the series is gradually increasing, and the description of each picture becomes more detailed, consisting of several sentences. As a result of drawing up stories from a series of pictures, the child must learn that stories need to be built in strict accordance with the sequence of the pictures, and not according to the principle "What is the first thing remembered, talk about that." Here are examples of sequential pictures. When composing a story based on one plot picture, it is very important that the picture meets the following requirements: - it must be colorful, interesting and attractive to the child; - the plot itself must be understandable to a child of this age; - there should be a small number of characters in the picture; - it should not be overloaded with various details that are not directly related to its main content. It is necessary to invite the child to come up with a name for the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine his attitude towards it. Previously, the adult must think over the content of the conversation on the picture and the nature of the questions asked to the child. It is important to train the child in other types of retelling: - Selective retelling. It is proposed to retell not the whole story, but only a certain fragment of it. - Brief retelling. It is proposed, omitting less essential points and not distorting the general essence of the story, to correctly convey its main content. - Creative storytelling. The child needs to supplement the listened story with something new, to add something of his own to it, while showing elements of fantasy. Most often it is proposed to come up with a beginning or an end for the story. - Retelling without reliance on clarity. When assessing the quality of children's retelling, it is important to consider the following: - completeness of retelling; - sequence of presentation of events, observance of cause-and-effect relationships; - the use of words and phrases of the author's text, but not a verbatim retelling of the entire text (retelling "in your own words" is also very important, indicating its meaningfulness); - the nature of the sentences used and the correctness of their construction; - the absence of long pauses associated with the difficulty of choosing words, constructing phrases or the story itself. The transition to self-compilation of stories should be sufficiently well prepared by all the previous work, if it was carried out systematically. Most often these are stories from the child's personal experience. Examples of topics for such stories include the following: a story about a day in kindergarten; a story about the impressions of visiting the zoo (theater, circus, etc.); a story about a walk in the autumn or winter forest etc. In the process of working on the retelling, the child develops: - attention - memory - logical thinking - active vocabulary - grammatically correct turns of speech. Having the skills of coherent speech allows the child not only to communicate freely with others, but also to develop intellectually. The development of speech in preschool children is a long and difficult process that requires the attention of parents, and sometimes the participation of specialists. In conclusion, I would like to remind once again that it is in coherent speech that all speech "acquisitions" of a child are most clearly manifested - both the correct pronunciation, and the richness of vocabulary, and mastery of grammatical norms of speech, and its imagery and expressiveness. But in order for a child's coherent speech to be able to acquire all the qualities necessary for it, it is necessary to consistently go along with him all that difficult, interesting and completely accessible path for him.

Consultation for preschool educators

In preschoolers with speech disorders, there are a number of gaps in the phonetic side of speech, which leads to disorders in the formation of language analysis and synthesis processes, to disorders of writing. Therefore, timely detection, study and correction of speech disorders is a condition for preparing children for school.
Mastering the pronunciation of phonemes involves the conjugate activity of the sensory-perceptual and motor levels of speech. Children with phonetic-phonemic underdevelopment are characterized by the lack of formation of auditory perception and differentiation of speech sounds, a low level of development of phonemic analysis.
Various games and exercises are used to develop phonemic hearing and correct pronunciation.

Distinguishing between correct and defective-pronounced sound.
"How to say it correctly?" A speech therapist imitates a distorted and normal pronunciation of a sound in a syllable (word) and invites children to compare the two types of pronunciation and reproduce it correctly.
"Displeased Sasha". Children are invited to listen to a number of syllables (words). If they hear the wrong pronunciation of sounds, they raise a picture of a disgruntled Sasha.
"Be careful". Pictures are laid out in front of the child (banana, cage album) and offered to listen carefully to the teacher: if the teacher correctly names the picture, the child raises the green flag, incorrectly - the red one. Spoken words: baman, paman, banana, banam, wavan, davan, bavan, vanan, etc.
Anbom, aybom, alm, album, anbom, alp, alm, ablom, etc.
A cage, a cage, a cage, a cage, a square, a smudge, a cage, etc.
Distinguishing words close in sound composition.
"Dunno got confused." The teacher tells the children a story about Dunno, who found many pictures and cannot select from them the ones that he needs. The teacher invites the children to help Dunno and puts pictures on the table (onion, beetle, bitch, cancer, varnish, poppy, juice, house, scrap, catfish, spoon, midge, matryoshka, potatoes, etc.).
Children receive the first task: to put in boxes pictures with objects depicted on them, which are pronounced similarly. Then the children receive a second task: to choose from a certain group of pictures the one that Dunno (the teacher calls the object in the picture).
"Come up with a word." The speech therapist invites children to listen to a word and come up with words that sound similar (mouse - bowl, bear, lid, bump, donut, chip; goat - scythe, wasp, fox, etc.).
"What is the difference between words?" The speech therapist invites children to consider a couple of pictures and name the objects depicted on them (whale - cat, beetle - bitch, ball - scarf, Masha - porridge, slide - mink, etc.). Children should determine with the help of the teacher's leading questions the difference in the sound of these words.
Differentiation of syllables.

Game "Telephone". Children sit in a row one after another. The speech therapist calls a syllable or a series of syllables (for example, sa-su-so, pa-pa-sa, etc., consisting of sounds that are not disturbed in the pronunciation of children) into the ear of the first child. A series of syllables is passed down a chain and the last child recites it aloud. The chain sequence changes.
Game "Which syllable is different?" The speech therapist pronounces a series of syllables (for example, well-well-no, sva-ska-sva, sa-sha-sa, etc.) and asks the children to determine which syllable is different from the others.
Differentiation of sounds.
Game "Guess who (what) it was (about)?". Children are offered pictures - images or toys, each of them is assigned a certain sound (for example: a cow - hums mmm, a tiger - growls rrr, a bee - buzzs wss). The speech therapist for a long time (in a complicated version - briefly) utters a sound and invites the children to determine who it was, while raising the corresponding picture.
"Mischievous sounds". A speech therapist (educator) reads a couplet to children and invites children to determine which sounds are "mischievous" and say the word correctly:
Drags the mouse into the hole
A huge slice of bread (crust).

Russian beauty
It is famous for its goat (scythe).

In front of the kids
The rat (roof) is painted by painters.

The hunter shouted: “Oops!
The doors (animals) are chasing me! "

I sewed a shirt for a bump (bear),
I'll sew him pants.

Lays a bummer on a cot
Gnaws, crunching guns (drying).

Snow is melting. A stream flows.
The branches are full of doctors (rooks).

White-winged mistresses
Polar cod (seagulls) fly over the wave.
The game "Distinguish and repeat".
The speech therapist invites children to repeat after him only one specific sound, only syllables with a specific sound, only words with a given sound. For example:
"Repeat only the sound S after me" - the proposed scale: З, С, Ш, С, etc.
"Repeat after me only syllables with the sound C" - suggested syllables: AC, SHU, SU, ZA, SY, SHA, etc.
Repeat after me only words with the sound C "- suggested words: COM, SHAPKA, BAG, KOSA, ZARYA, PIECE, etc.
Speech material can be selected in different ways, taking into account the purpose of the task - the selection of vowel sounds, consonants (hard-soft, voiced-deaf, sibilant-hissing, affricates and sounds included in their composition, etc.), sounds in syllables with the same and different vowels, sounds in words - quasi-homonyms, etc.