Nomination “Working with parents” (in preschool educational institutions)
One of the most important areas of my activity in kindergarten is working with parents of a child with speech disorders. The practice of working in preschool educational institutions shows that such influence is a rather complex process. Not all parents adequately perceive their child’s speech problems.
Some try not to notice the child’s speech impairments and ignore doing homework with the child recommended by the speech therapist. Others, on the contrary, show excessive anxiety, presenting increased requirements to the child's speech. This position “slows down” and delays the correctional and developmental process. Therefore, the development of this project has become relevant.
Date: 9 months.
Participants: teacher-speech therapist, older children preschool age, parents.
Objective of the project: increasing the level of parental competence in matters of children's speech development.
Tasks:
Expected results: increasing parental competence in matters of the child’s speech development, assistance in adopting the position of an “active parent.”
The implementation of the project involves work in stages III.
Stage I preparatory (information and analytical).
Activity:
Stage II main (practical).
Activity:
Stage III is final (control and diagnostic).
Activities: analyze the effectiveness of a speech therapist teacher’s work with parents on issues of children’s speech development through a survey, feedback sheets, reviews and suggestions in the guest book of the “Speech” club.
As a result of the implementation of the “Your Home Speech Therapist” project, the desired result: according to the survey, 85% of parents became better versed in issues of children’s speech development, 60% of parents took an active part in parent-child activities, 95% of parents learned to complete tasks from the “Your Home Speech Therapist” file cabinet. Parents who were unable to attend the Rechevichok club were offered event materials on electronic media (disk) and reminders. See Appendix 11, Appendix 12, information sheets, “Rechevaya Polyanka” magazines.
Bibliography:
1. Bogomolova A.I. Speech therapy manual for classes with children. St. Petersburg, 1994.
2. Seliverstov V.I. Speech games with kids. M., 1994.
3. Filicheva T.B., Tumanova T.V. Children with phonetic-phonemic speech underdevelopment: education and training. M., 2000.
Municipal autonomous preschool educational institution
kindergarten No. 29
Long-term speech therapy project
"The Big Speech Man"
on the use of modern health-saving technologies in the correctional work of a speech therapist teacher
with preschool children in the conditions of a speech therapy center of a municipal autonomous preschool educational institution
Murtazina Aisylu Radikovna
teacher speech therapist
MADO kindergarten No. 29
Neftekamsk
Introduction………………………………………………………………………………………...3
The concept of health and health-saving technologies……………………….5
Stages of work on the project………………………………………………………...6
Preparatory
Basic (practical)
Final
Conclusion………………………………………………………………………………….10
References…………………………………………………………………………………11
Introduction
Federal State Educational Standard preschool education puts the problem of protecting and strengthening the physical and mental health of children in first place in the system of priority tasks. In recent decades, a steady trend of deterioration in the health of preschool children dictates the need to search for mechanisms to change this situation. special relevance is acquired by optimizing the preservation and strengthening of the child’s psychophysical health, which requires the introduction of health-saving technologies.
Based on the analysis of theoretical and methodological literature, as well as data from the ascertaining experiment, directions were studied and traditional and non-traditional methods of speech therapy work on the use of health-saving technologies in the correction of speech disorders in children of senior preschool age were selected.
Experimental base of the study: Municipal autonomous preschool educational institution kindergarten No. 29 “Fairy Tale”, Neftekamsk
Project type: long-term
Project participants:
Children of preparatory groups No. 3, No. 4, parents, teachers.
Project implementation time:
Objective of the project: analyze modern health-saving technologies used in the correctional and pedagogical process.
Project objectives:
Consider modern approaches to the preservation and development of the health of preschool children speech therapy classes.
To analyze the principles of preserving the health of preschool children in the correctional and pedagogical process.
Describe the preventive and corrective work of a speech therapist in the classroom.
An object: the process of teaching and upbringing in kindergarten.
Item: health protection of preschool children.
Research hypothesis - the process of correcting speech disorders will be more successful and faster if modern health-saving technologies are used in speech therapy classes.
Novelty research is to implement modern innovative health-saving technologies throughout the entire stay of a preschooler in kindergarten. New approaches and modern innovative technologies are needed to make learning meaningful, interesting, optimize the learning process, and promote the health of children.
Research methods:
literature study and analysis
experiment - ascertaining, formative, control
theoretical analysis (processing and understanding of the data obtained)
diagnostic methods
Expected results:
correct speech breathing in children;
formed finger movements, general motor skills;
positive dynamics in the development of all aspects of the student’s speech;
lack of tension and stiffness in children;
improving the somatic health of children attending a speech therapy center;
use of health-saving technologies by parents and teachers in classes with children.
In the Constitution of the World Health Organization health is defined as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.” Technology is a step-by-step, pre-thought-out sequence of actions aimed at achieving a specific result. Health-saving technologies in the broad sense of the word should be understood as all those technologies, the use of which benefits health. Health-saving technology - This is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at preserving the health of the child at all stages of his learning and development.
The goal of health-saving technologies is to provide a preschooler with the opportunity to maintain health, to develop in him the necessary knowledge, skills and abilities for a healthy lifestyle, and to teach him to use the acquired knowledge in everyday life.
The main tasks of health-saving technologies in preschool education according to the Federal State Educational Standard:
Maintaining the level of health and selecting a step-by-step increase in the level of health of pupils;
Creating an environment for the complex psychophysiological development of the child;
Providing comfortable living conditions throughout the child’s stay in kindergarten.
Health saving technologies:
1. Technologies for preserving and promoting health.
2. Technologies for teaching a healthy lifestyle.
3. Corrective technologies.
Principles of health-saving technologies:
The principle “Do no harm!”;
The principle of consciousness and activity;
The principle of continuity of the health-saving process;
The principle of systematicity and consistency;
The principle of accessibility and individuality;
The principle of comprehensive and harmonious development of personality;
The principle of systematic alternation of loads and rest;
The principle of gradual increase in health-improving effects;
The principle of age-related adequacy of the health-saving process.
Stages of work
Stage 1 - preparatory
Objectives: revealing the meaning of the content of the upcoming work, developing the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Forms of work:
Studying methodological literature and Internet resources.
Identifying the problem.
Determination of a system of measures for project implementation.
Studying the level of competence of parents on the problem - a survey on the topic: “ Healthy image life."
Stage 2 - main (practical)
Objectives: development and testing of a system of methodological activities for children, parents and kindergarten teachers on the issues of preserving and strengthening the health of preschool children.
Form of work:
Conducting consultations for educators “A complex of articulatory gymnastics for each group of sounds”, “Prevention of speech disorders”, “Finger gymnastics in theatrical activities as a means of preventing speech disorders”.
Consultation for the music director “Using logorhythmics in music lessons.”
Instructor Consultation physical culture"Active games for children with speech disorders."
Conducting a master class for educators “Fairytale therapy as a means of developing the speech of preschool children.”
Production of a booklet for teachers and parents “Modern health-saving technologies in the work of a speech therapist with preschool children”
Conducting consultations for parents “Breathing exercises - the basis of correct speech”, “ Articulation gymnastics Houses".
Making card files (sets of exercises) “Development of higher mental functions”, “Breathing gymnastics”, “Finger gymnastics”, “Visual gymnastics”, “Physical exercises”.
The use of traditional and non-traditional health-preserving techniques in speech therapy classes.
Traditional health-saving techniques in the work of a speech therapist
Exercises for the development of higher mental functions (attention, memory, thinking)
In preparation for school, a significant role belongs to the development of higher mental functions, which are closely related to speech activity, therefore the teacher-speech therapist includes exercises to develop attention, memory, and thinking in correctional work.
Breathing exercises
Proper breathing is very important for speech development, as respiratory system- This is the energy base for the speech system. Breathing affects sound pronunciation, articulation and voice development.
Articulation gymnastics
Articulatory gymnastics is a combination special exercises, aimed at strengthening the muscles of the speech apparatus, developing strength, mobility and differentiated movements of organs involved in speech.
Speech therapy and acupressure massage
For children with significant speech disorders, articulation and breathing exercises alone are not enough to correct sound pronunciation. Speech therapy massage is required. Speech therapy massage is an active method of mechanical action that changes the condition of muscles, nerves, blood vessels and tissues of the peripheral speech apparatus. Acupressure is based on the same principle as acupuncture, with the only difference being that biologically active points are impacted with a finger or brush.
5. Finger gymnastics
Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are a powerful means of increasing the performance of the cerebral cortex, affecting the centers of speech development, developing manual skills, and helping to relieve stress.
6. Visual gymnastics
The goal of visual gymnastics is to include in dynamic work the eye muscles that are inactive when performing tasks, and vice versa - to relax those eye muscles that bear the main load.
Physical education minutes
When fatigue manifests itself, performance decreases, or loss of interest and attention occurs, physical education minutes are included in the structure of the lesson. This form of physical activity is a necessary condition for maintaining high performance and maintaining the health of students.
Unconventional health-saving techniques in the work of a speech therapist
Tamarazova Yulia Nikolaevna,
teacher - defectologist
MADO DS KV "Rucheyok"
Yamalo-Nenets Autonomous Okrug, Novy Urengoy
Underestimating timely corrections
speech defects in children leads to
resulting in difficulties in mastering
writing and reading. Such a child will
constantly falling behind in school will suffer
because his efforts do not lead to
positive result.
It's not his fault.
Only the parents are to blame for believing
that the baby will grow up and “speak out”
/L.S.Belinson/
MY MAGICAL LETTER
Teacher-speech therapist project
Without the help of parents, the work of a speech therapist can be very long and even useless.
Everything that we study in class with a speech therapist, we definitely reinforce at home with mom and dad!!!
Analysis of the situation
Nowadays, it is no secret to anyone that every year the issue of educating children with speech pathology becomes more and more pressing. It is obvious that for full-fledged speech therapy work, close cooperation between the speech therapist, teacher and parents is necessary. First of all, it is worth noting the need to create motivation for classes among parents. Many parents have very vague information about who a speech therapist is and how correctional work is carried out. It is necessary to carry out educational work, set up and attract the attention of parents to the child’s problem. In order to overcome these problems, this project was developed.
The relevance and demand of the project lies in the fact that the participation of parents in the correctional and speech therapy process is necessary.
Hypothesis: One of the most difficult problems will be solved - the problem of differences in the positions of teachers and parents on overcoming speech disorders in children. Parents will no longer be removed from the work of correcting speech defects in children. They will overcome certain difficulties that have arisen in organizing interaction with their child.
Objective of the project:
To develop the ability to determine the presence (or absence) of a given sound in a word.
Select the first sound from the beginning of the word, the last sound from the end of the word.
Identify differences in picture names.
Determine the place of a given sound in words.
Select words with the given sound.
Formation and stimulation of a motivated attitude of parents towards correctional work with a child.
Project objectives:
To form phonemic hearing, sound analysis and synthesis skills of children;
Promote adequate inclusion of parents in the correctional process;
To increase the competence of parents in matters of children's speech development;
Involve parents in making books for children based on the sounds they have learned
The practical significance of the project lies in the fact that the proposed system of step-by-step inclusion of parents in the correctional and speech therapy process can be used by speech therapists, group teachers, and parents.
Project type practice-oriented, individual
Duration: long-term (1 year, during the entire period of sound pronunciation correction)
Project participants: teacher-speech therapist, parents of group children, group teachers, group students.
Project results:
Formation of the action of highlighting a sound against the background of a word (whether this sound is present in the word or absent).
Formation of the action of isolating sound from the beginning and end of a word
(for questions: “What is the first sound in a word? What is the last sound in a word?)
Isolating a stressed vowel in a word.
Determining the place of a sound in a word (After which sound the desired sound is heard
sound in a word? Before what sound?)
The ability to determine the presence (or absence) of a given sound in a word.
The ability to isolate the first sound from the beginning of a word, and the last sound from the end of a word.
Increasing the competence of parents in the development of children;
Inclusion of parents in the correction process
Project stages:
Stage 1 – preparatory (informational and analytical)
Disclosure of the meaning and content of the upcoming work, development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Tasks:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the current level of speech development of children of senior preschool age (speech therapy examination of children).
Stage 2 – main (practical)
Making homemade little books for each sound passed, observing certain conditions:
First, we select object pictures for a given sound (the sound is at the beginning of the word);
Then we select pictures in which the position of the sound is determined by the middle of the word;
The following pictures have a sound at the end of the word.
Rules for creation (formation of pages)
The pictures on the pages of the book must correspond to the position of the sound in the word (at the beginning of the word, in the middle or at the end)
Stage 3 – final (compiling a mini library of author’s manuals)
Presentation of each book by all project participants (parents, children, teachers) and design of an exhibition (library) in the kindergarten.
Presentation of experience: preschool teachers, speech therapists, parents, as well as children themselves can use ready-made books when playing various games. For example: “find the sound”, “Where the sound lives”, etc.
The experience can be broadcast at city methodological associations and submitted to competitions at various levels
In modern pedagogy and educational practice, the interaction of teachers and parents is one of the most pressing and pressing problems. Analysis of research by Russian scientists (N.A. Andreeva, E.P. Arnautova, T.I. Babaeva, T.A. Berezina, N.F. Vinogradova, T.A. Danilina, L.V. Zagik, O.L. Zvereva, M.V. Kotyrlo, T.A. Kulikova, O.V. etc.) allows us to consider the interaction of teachers and parents as an important condition for the effectiveness of the upbringing and development of children.
Work with children
- Acquaintance with the organs of articulation through “The Tale of the Merry Tongue”
- Use on individual lessons for correcting sound pronunciation, game techniques for articulation analysis, using the “Articulatory Gymnastics” manual when analyzing the articulation of the sound being studied.
- Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”
Working with family
Speech on the topic: “Results of correctional and developmental work carried out in a compensatory group”
- Consultation for parents “Violation of sound pronunciation and its causes”;
- Making little books together with the child on the completed sound “My Magic Letter”
- Using books in the process of consolidating the sound and determining the position of a given sound in a word.
Working with teachers
- Consultation “Sound pronunciation disorders. Causes. Kinds"
- Design of the exhibition (Library) with children “My magic letter” (for all the sounds covered)
- Using the booklet in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.
Practical result of the project
- Presentation of individual little books “The Magic Letter”, their practical use in the process of reinforcing the correct pronunciation of sounds according to the instructions of the speech therapist
- Replenishment of the mini-library from homemade books.
Conclusion: the inclusion of parents in a joint process between a speech therapist and a teacher will significantly increase efficiency collaboration. There is an understanding that the creation of a unified speech space for the child’s development is possible subject to close cooperation between the teacher, speech therapist and parents.
In the future: search and development of new innovative forms correctional work with children with speech disorders in interaction with all participants in the educational process.
Pictures from the following sites were used to design the work:
File: Smart owl.png
Photos can be printed at the end or beginning of a publication
We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Teaching experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.
Why is it profitable to publish with us?
Speech therapy project “One word, two words...”In recent years, the problems of continuity in work between preschool and school educational institutions have become especially hotly debated. A special problem of such discussions is the essence of the concept of readiness for systematic education, namely: what prerequisites that determine the harmonious development of a child in a preschool institution should be formed? Research in recent years has proven: the earlier you start building readiness for learning (of course, using methods adequate age characteristics child), the more effective it is.
One of the objectives of the 2014 Federal State Educational Standard for Preschool Education is to provide psychological and pedagogical support for families and increase the competence of parents (legal representatives) in matters of child development and education.
According to the Federal State Educational Standard for preschool education, the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age presuppose:
The quality of the educational process in a preschool institution can be ensured by uniform approaches to raising children on the part of parents and teachers, therefore the issue of the pedagogical competence of parents is key today.
One of the most important indicators harmonious development child is the level of his speech development. The number of children with speech disorders in preschool institutions is growing every year. Unfortunately:
Analyzing the current situation, the need to create a project has become ripe “One word, two words...” aimed at interacting with parents of middle school students in order to achieve the child’s full speech development.
The relevance and demand for the project are determined by the real needs of the domestic preschool education system and the existing contradictions between:
Project participants: speech therapist, children of middle preschool age, their parents,
Objective of the project: “Increasing the level of parental competence in matters of children’s speech development” .
Tasks:
Expected results:
Project description: strategy and mechanism for achieving the goal
Project activities carried out in three stages.
Stage 1 - preparatory (information and analytical).
Stage 2 - main (practical).
selection and testing of a system of methodological activities for parents on the speech development of preschool children.
These forms of work make it possible to involve parents in active participation in the correctional process, presuppose the establishment of trusting relationships between teachers and parents, and awareness by parents of the role of the family in the education and upbringing of the child.
Stage 3 - final (analytical).
Bibliography:
Speech Therapy Project
"Naughty Sounds"
The project is aimed at creating conditions for the full speech development of preschool children. This project reflects directions in correctional work with children with speech impairments: production and automation of impaired sounds. This project is presented as a way to organize a correctional process based on the interaction of a speech therapist, a child, educators, and parents.
The project is intended for children 6–7 years old
Project participants: children with speech disorders, speech therapist, educators, parents.
Target: increasing the potential for full speech development of preschool children.
The hypothesis of the project was the assumption that the use of the project method in speech therapy work with preschool children will allow pupils to quickly, easily and more firmly acquire the knowledge and skills that are acquired in the process of practical activities, and will increase the motivation and interest of parents in the speech development of their children.
Project objectives.
1. Arouse in the child a desire to independently participate in the process of speech correction.
2. Develop children's speech and creative abilities.
3. Activate the processes of perception, attention, memory, thinking.
4. Increase motivation and interest in speech therapy classes.
5. Involve children in joint activities.
6. Combine the efforts of the teacher and parents in joint activities to correct speech disorders, making extensive use of parental potential.
Expected Result.
1. The project method in correctional work will contribute to the successful development of communicative and creativity children.
2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development.
3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work.
Effectiveness of these results
For children:
- positive dynamics of speech development;
- development of sustainable motivation for speech self-realization;
Successful social adaptation in preschool educational institutions and family.
For parents:
- readiness and desire to help;
- activation of the pedagogical potential of parents,
- acquisition and use of knowledge on issues of speech development of children;
- a feeling of satisfaction from joint creativity.
- positive assessment of the activities of the preschool educational institution.
For teachers:
- positive psychological climate between speech therapist and teachers;
- teachers’ interest in creativity and innovation;
- satisfaction with one’s own activities;
- improving the professional skills of teachers on issues of speech development and education of preschool children through
various forms and methods of work;
Practical significance of the project
This system of the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders for the prevention of speech development disorders in preschool age.
Project type: practice-oriented, long-term.
Implementation period project – 1 year
Project implementation stages and strategy
I. Preparatory stage(information and analytical):
Development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Tasks:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the level of speech development of children of senior preschool age (speech therapy examination of children).
3. Determination of the system of speech therapy projects, conditions for their implementation.
II. The main stage of the project implementation (practical):
4. Speech therapy project “Naughty Sounds”
Tasks:
Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced.
Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects.
Increasing parents' interest in the correction process.
Increasing the competence of educators in this area.
Implementation period: During the entire period of sound pronunciation correction.
The content of the work.
Work with children.
Introducing the organs of articulation through “The Tale of the Merry Tongue.”
The use of articulation analysis game techniques in individual lessons for correcting sound pronunciation: “Teach an alien to pronounce a sound correctly”, “Explain to a friend the correct location of the organs of articulation...”, etc.
Using the manual “Articulatory patterns of sounds” when analyzing the articulation of the sound being studied.
Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”.
Working with family
Consultation for parents “Sound pronunciation disorders and its causes.”
Maintaining an individual booklet “Difficult Sounds” together with the child.
Using cards and pictures in the process of reinforcing the correct pronunciation of sounds at home on the instructions of a speech therapist.
Working with teachers
Consultation “Sound pronunciation disorders. Causes. Kinds".
Together with the children, compiling a general booklet “Difficult sounds” (for all sounds).
The use of cards and pictures in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.
Practical result of the project
Presentation of individual booklets “Naughty Sounds”, their practical use when doing home exercises.
Together with children, drawing up walking tracks “Naughty sounds” (for all sounds) and using them in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.
III. The final stage of the project:
1. Analysis of project activities and assessment of the results of the effectiveness of the use of speech therapy projects in the correctional process.
2. Final presentation of the results of the project activities of children and parents through exhibitions, presentation of homemade products created jointly by parents, children, and a speech therapist.
The final product of the project will be:
Formed stable motivation of children.
Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process.
Increasing the professional competence of preschool teachers in providing support to children with speech disorders.
Forecast of possible negative consequences.
The following possible difficulties and ways to overcome them are assumed:
1. Weak motivation of project participants.
Ways of correction: introducing additional forms of stimulation and encouragement, using new, more interesting forms of work.
2. High incidence of illness in children, low kindergarten attendance.
Ways of correction: periodically returning to previously covered material.
In perspective: search and development of new innovative forms of correctional work with children with speech disorders in interaction with all participants in the educational process.
In conclusion, I would like to note that the use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities.
List of used literature:
1. Babina E.S. Partnership between a preschool educational institution and family in speech therapy work - Logoped magazine - No. 5, 2005.
2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010
3. Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005
4. Kiseleva L.S. project method in activities preschool. Artie. M., 2005
5. Mironova S.A. Speech development of preschool children in speech therapy classes. -M. 2007.
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