Doctors help you cope with any speech problem children. If your baby is delayed speech development, which means this is a reason to contact a specialist. The task of adults is not only to engage general development, but also pay attention to problems in the child’s speech in a timely manner. After all, subsequent development, both speech and intellectual, will largely depend on this. Consultation with a specialist will help parents and the child understand what is happening with his speech development. Pointing out the individual characteristics of the baby, he will tell you how to properly deal with him. It is the speech therapist who will be able to tell you about age-related differences in speech. Timely identification of hidden defects will help avoid problems in the future.
At what age do children start talking?
On average, at 7-8 months the child begins to pronounce simple words, such as “agu-agu”, “ma-ma”, “ba-ba” and so on. A little later, parents begin to determine what the child wants from them, as speech becomes clearer. It is during this period that it is important to pay attention to the formation of spoken language. The correct approach of parents, the use of different intonations and modulation of the parents’ voice will help the baby pronounce 3-6 words already at 10-12 months. At 1 year and 3 months, another 5-6 words will be added to this vocabulary. By the age of two, the child will try to voice the first word combinations. But at 3 years old, the child has already reached the end of maturity. speech areas brain, and he can speak in full, meaningful sentences.
If this has not happened yet, then the issue urgently needs to be addressed.
Consulting a pediatric speech therapist is the right decision
Most often, the first acquaintance with a speech therapist occurs when the child begins to attend kindergarten. During this period, the number of contacts increases significantly, speech becomes an important communication tool. Any problems or difficulties in communication can lead to serious consequences, such as isolation, increased aggressiveness, and the development of complexes. You need to monitor speech development as soon as your baby begins to pronounce the first sounds.
A speech therapist in a preschool institution performs a large number of important functions. He works not only with children with speech impediments, but also with children whose speech is at a good level. Speech therapy classes are important for all children without exception. And all because a specialist is able not only to identify hidden defects, but also to eliminate speech and psychophysical disorders.
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Functions of a speech therapist in kindergarten:
1. Observing children, analyzing their speech and identifying problems;
2. Correction and prevention of identified violations;
3. Work with children with speech defects (group and individual);
4. Work with children whose speech develops according to norms;
5. Working with parents - explaining problems in the child’s speech, his individual characteristics, assignment of corrective classes at home.
Of course, consultations with a pediatric professional doctor will help correct and correct your child’s speech. However, do not forget that without your help and participation it will be quite difficult for him to achieve success. Remember that psychological problems and family difficulties can also affect the child's speech. In order for a baby to speak, he must be encouraged to do so by communicating with the people around him. The environment should be supportive and safe.
The work of a speech therapist in kindergarten.
Recently in preschool education the issues of providing specialized speech therapy assistance children preschool age. In this regard, there is an increasing need for joint work to prevent speech disorders in preschoolers by a speech therapist and a teacher of non-special type preschool institutions.
Our kindergarten provides the necessary correctional assistance for speech development to children aged 5 to 7 years.
A speech therapist teacher conducts a year-long examination of the speech development of kindergarten children who have reached the age of 4. summer age. Based on the results of the survey, a preliminary list of children for correctional work is formed.
The main tasks of a speech therapist are:
timely detection of speech disorders in preschool children;
development of the baby’s articulatory apparatus – preparation for producing sounds;
correction of disorders of sound perception and sound pronunciation;
prevention of violations of oral and written speech;
development in children of voluntary attention to the sound side of speech;
parallel correction and additional development of others mental functions, such as auditory and verbal attention, visual and verbal memory, verbal and logical thinking;
propaganda speech therapy sessions among teachers of preschool educational institutions, parents of children;
nurturing children's desire to overcome speech deficiencies and maintain emotional well-being in their adaptive environment;
improving the methods of speech therapy work in accordance with the capabilities, needs and interests of the preschooler;
the opportunity to integrate education and training in a regular group with receiving specialized assistance in speech development;
providing advisory assistance to parents and teachers of educational institutions on the prevention and elimination of speech disorders.
Various development games are used in the work. auditory attention in children, finger games, accompanied by chants, guessing riddles and finishing words, pronouncing tongue twisters and tongue twisters, learning poems, nursery rhymes, counting rhymes, drawing up word diagrams, playing with words, tracing and coloring, accompanying speech with movement. Game techniques, drawing, artistic expression and other types of activities and means that encourage cognitive activity child, allowing to avoid rapid fatigue.
Unlike a specialized preschool educational institution, the task of speech correction is additional. This determines some specifics of the work. There is no time in the children's schedule specifically allocated for classes with a speech therapist, so you have to carefully create a schedule and work with the children in such a way as not to interfere with the acquisition of the preschool program.
This is useful to know!The contact of the speech therapist and teachers with parents is important in the work to correct pronunciation deficiencies. Success in speech therapy work also depends on proper upbringing children in the family.
What is needed for this:
1.Create a healthy, calm environment in the family.
2.Normalize the child’s daily routine.
3.Practice the speech therapist’s assignments carefully and repeatedly.
4. It is obligatory to consolidate all assignments received in kindergarten.
5.Keep your notebook for individual lessons in order and bring it to the kindergarten on Monday.
6.Teaching a child at home should be done by someone who speaks well himself.
7. Monitor children’s speech in everyday life and correct mistakes tactfully.
8.You should not repeat mistakes; it is better to say the correct form repeatedly.
When conducting homework, parents should remember:
1. You cannot force a child to study. Classes will be given best result, if carried out in the form of a game and interesting for the child.
2. Classes with the child should be carried out daily or every other day
3. It is necessary to sit the child in front of a mirror so that the child can control the correct movements of the organs of the articulatory apparatus.
4.Perform all exercises naturally, without tension.
5. Some exercises are performed while counting, kept by an adult.
6. A child may not always do well; sometimes this may cause him to refuse further work. In this case, parents should not fix their attention on what is not working, they need to encourage him, return him to a simpler, already worked out, pointing out that this also did not work out once.
Parents need to be patient while working with their child; the tone of speech of parents should be calm and friendly. There will be no effect from the classes if parents shout at the child, push, force.
The speech therapist advises:
develop jaw muscles and tongue muscles. Chewing rough food, rinsing the mouth, puffing out the cheeks, rolling air from one cheek to the other, etc. are effective.
speak to the child only in correct Russian, and under no circumstances use “children’s language.”
read to your child every day short poems and fairy tales.
talk to him more often, patiently answer all his questions, encourage the desire to ask them.
speak clearly, distinctly, repeating a word or phrase several times, interchanging words in it.
perform articulatory gymnastics several times a day. Its goal is to make the muscles involved in pronouncing sounds work, making them more obedient. It includes exercises for training the organs of the articulatory apparatus, practicing the positions of the lips, tongue, and soft palate necessary for correct pronunciation of sounds. The first time you need to work in front of a mirror.
do not overload the child. It is not recommended to conduct classes for more than 15-20 minutes.
use exercises to develop fine motor skills.
when stuttering good results provide musical lessons that promote the development of speech breathing, tempo and rhythm. Classes with your baby should not be a boring lesson; you should try to turn them into exciting game, create a calm, friendly atmosphere, set the child up for positive result, praise him more often.
Despite the fact that most of the day modern child is in kindergarten, the primary influence on the process of his development is still exerted by the family. And the effectiveness of the correction process also largely depends on the position taken by parents.
Dear parents, remember: what you sometimes mistake for “baby speech” can actually be a serious speech defect. We believe that you should know not only positive information about your child, but also negative information. Parents should see the child's problems and help solve them.
Unfortunately, two extreme approaches to this issue are more common:
1. Neglect of the quality of the child’s speech, often bordering on ignoring the activities recommended in kindergarten.
2. Excessive demands on the quality of the child’s speech.
To solve this problem we are taking the following measures:
conducting individual notebooks;
individual consultations.
Dear parents, your participation in the life of your child not only at home, but also in a preschool institution will help you:
overcome authoritarianism and see the world from a child’s perspective;
treat the child as an equal;
know the child’s strengths and weaknesses and take them into account;
show sincere interest in his actions and be ready for emotional support, sharing his joys and sorrows
In modern preschool institutions Not only educators, but also teachers of various specialties work with children. One of the specialists is a speech therapist. Parents often believe that a speech therapist only works with children who do not pronounce or pronounce certain sounds incorrectly. But this is only one aspect of speech therapy. The main goal of correctional work carried out by speech therapists is the development of the child’s speech as a whole, namely: the development articulatory motor skills, development of physical and speech hearing, accumulation and activation of vocabulary, work on grammatical structure speech, teaching word formation and inflection skills, developing coherent speech, developing sound-letter analysis skills, and, of course, pronunciation correction.
Different children need speech therapy help according to various reasons. It depends on the nature of the speech impairment. If a child of 5-6 years old incorrectly pronounces individual sounds, as a rule, [l] or [r], there is no special tragedy in this - now. But later... Will his parents be able to guarantee that such a deviation from the norm will not interfere with him in adolescence or older age? And relearning is many times more difficult. If a child pronounces some sounds incorrectly and, in addition, phonemic (speech) hearing is impaired, which does not allow him to clearly distinguish sounds native language, this can lead to reading (dyslexia) and writing (dysgraphia) impairments in school. You can let everything take its course, ensuring the child has poor performance in the Russian language, stress, etc., or you can try going to a speech therapist with a preschooler, rather than have problems with the schoolchild later.
It is known that all functions of the central nervous system are best trained and educated during the period of their natural formation. If unfavorable conditions are created at this time, then the development of functions is delayed, and at a later age the lag is compensated with difficulty and not completely. For speech, such a “critical” period of development is the first three years of a child’s life: by this period, the anatomical maturation of the speech areas of the brain is basically completed, the child masters the main grammatical forms of his native language, and accumulates a large vocabulary. If in the first three years the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up. That is why systematic correctional classes, with children starting from 3-4 years of age.
There are two types of speech therapy classes: frontal (with a group of children) and individual. The optimal number of children in a frontal lesson is 5-6 people, children of the same age and with the same type of impairment, since speech therapy work is based on the impairment and age of the child.
There are three main types of speech disorders in preschool children: violation of the pronunciation of individual sounds, or dyslalia, - light look, FFN— phonetic-phonemic disorders(pronunciation and speech hearing are impaired), ONR— general underdevelopment of speech(the entire speech system is disrupted: pronunciation, phonemic hearing, syllable structure, grammar, coherent speech). General underdevelopment speech has four levels - from silence and speech at the level of a one-year-old child to the manifestation of elements of OHP (impaired phonemic hearing and syllabic structure of speech).
For children with dyslalia, individual lessons with a speech therapist 1-2 times a week on the development of articulatory motor skills, production and automation of sounds, and homework are sufficient. Classes can last from 3 to 9 months.
Children with FFN can attend individual classes 2-3 times a week or combine frontal classes with individual ones. Classes can last 6-9 months.
For children with ODD, individual lessons alone are not enough; a combination of frontal and individual lessons 3-4 times a week is more effective. In individual lessons, work is carried out mainly on correcting sound pronunciation, and also positions are practiced that the child cannot individually achieve in frontal lessons. The main objectives of frontal classes are, firstly, the accumulation of vocabulary and the development of the lexical and grammatical structure of speech; secondly, the development of phonemic hearing and the syllabic structure of the word; thirdly, the prevention of dysgraphia and dyslexia and, fourthly, the development of coherent speech. Along the way, the speech therapist develops the emotional-volitional sphere and all mental processes. Duration of classes is 1-2 years.
Proper development A child’s speech largely depends on the attention and care of the family. Dyslalia, FFN or OHP - all these disorders can be completely overcome or a significant improvement in speech can be achieved, but for this you need to help the child persistently, with love and faith in success!
Features of the work of a speech therapist in kindergarten
In modern preschool institutions, not only educators, but also teachers of various specialties work with children. One of the specialists is a speech therapist. Parents often believe that a speech therapist only works with children who do not pronounce or pronounce individual sounds incorrectly. But this is only one aspect of speech therapy. The main goal of correctional work carried out by speech therapists is the development of the child’s speech as a whole, namely: the development of articulatory motor skills, the development of physical and speech hearing, the accumulation and activation of vocabulary, work on the grammatical structure of speech, training in word formation and inflection skills, the development of coherent speech, the formation of skills sound-letter analysis, and, of course, pronunciation correction.
Different children need speech therapy for different reasons. It depends on the nature of the speech impairment. If a 5-6 year old child pronounces certain sounds incorrectly, as a rule, [l] or [R], There is no special tragedy in this - now. But later... Will his parents be able to guarantee that such a deviation from the norm will not interfere with him in adolescence or older age? And relearning is many times more difficult. If a child pronounces certain sounds incorrectly and, in addition, has impaired phonemic (speech) hearing, which does not allow him to clearly distinguish the sounds of his native language, this can lead to reading (dyslexia) and writing (dysgraphia) impairments at school. You can let everything take its course, ensuring the child has poor performance in the Russian language, stress, etc., or you can try going to a speech therapist with a preschooler, rather than having problems with the schoolchild later.
ANDit is known that all functions of the central nervous system are best trained and educated during the period of their natural formation. If unfavorable conditions are created at this time, then the development of functions is delayed, and at a later age the lag is compensated with difficulty and not completely. For speech, such a “critical” period of development is the first three years of a child’s life: by this period, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of his native language, and accumulates a large vocabulary. If in the first three years the baby’s speech was not given due attention, then in the future it will take a lot of effort tocatch up. That is why systematic correctional classes are conducted in kindergartens with children starting from 3-4 years of age.
There are two types of speech therapy classes: frontal (with a group of children) and individual. The optimal number of children in a frontal lesson is 5-6 people, children of the same age and with the same type of impairment, since speech therapy work is based on the defect and age of the child.
There are three main types of speech disorders in preschoolers: impaired pronunciation of individual sounds, or dyslalia, - easy look, FFN- phonetic-phonemic disorders(pronunciation and speech hearing are impaired), ONR- general speech underdevelopment(the entire speech system is disrupted: pronunciation, phonemic hearing, syllable structure, grammar, coherent speech). General underdevelopment of speech has four levels - from silence and speech at the level of a one-year-old child to the manifestation of elements of OHP (impaired phonemic hearing and syllabic structure of speech).
For children with dyslalia, 1-2 times a week individual lessons with a speech therapist on the development of articulatory motor skills, production and automation of sounds, and homework are sufficient. Classes can last from 3 to 9 months.
Children with FFN can attend individual classes 2-3 times a week or combine frontal classes with individual ones. Classes can last 6-9 months.
For children with special needs, individual lessons alone are not enough; a combination of frontal and individual lessons 3-4 times a week is more effective. In individual lessons, work is carried out mainly on correcting sound pronunciation, and also positions are practiced that the child cannot do individually in frontal lessons. The main objectives of frontal classes are, firstly, the accumulation of vocabulary and the development of the lexical and grammatical structure of speech; secondly, the development of phonemic hearing and the syllabic structure of words; thirdly, the prevention of dysgraphia and dyslexia and, fourthly, the development of coherent speech. Along the way, the speech therapist develops the emotional-volitional sphere and all mental processes. Duration of classes is 1-2 years.
The correct development of a child’s speech largely depends on the attention and care of the family. Dyslalia, FFN or OHP - all these disorders can be completely overcome or a significant improvement in speech can be achieved, but for this you need to help the child persistently, with love and faith in success!
The purpose of the work of a speech therapist at a preschool educational institution:
Tasks:
Enrolling children in speech therapy classes.
Formation of subgroups.
Advisory assistance to educators and parents of children of speech pathologists.
Articulation gymnastics.
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Speech therapy work in a general education preschool institution.
Speech therapist teacher: Golikova A.V.
The purpose of the work of a speech therapist at a preschool educational institution:providing timely correctional and developmental assistance to preschool children with speech disorders.
Tasks:
Carry out the necessary correction of speech disorders in preschool children;
Prevent violations of oral and written speech in preschool children;
To develop voluntary attention to the sound side of speech in preschool children;
Promote speech therapy classes among teachers of MKDOU, parents of pupils (their substitutes);
To instill in children the desire to overcome speech deficiencies and maintain emotional well-being in their adaptive environment;
Improve the methods of speech therapy work in accordance with the capabilities, needs and interests of the preschooler;
Integrate the upbringing and education of children in the general education group with receiving specialized assistance in speech development.
In practice modern education the gap between the real situation of the increasing need for corrective and preventive action in early age and the existing regulatory framework regulating the activities of the logo preschool educational institution and hindering the provision of timely speech therapy assistance to children.
In middle and older age, deviations in speech acquisition become more complex and progress to various shapes speech disorders. The largest number of children with speech disorders were identified at the age of 4–5 years (91%), 5–6 years (85%). At the same time, only older (preparatory) children receive assistance within the preschool speech center, and with junior work comes down to creating a data bank on speech disorders and counseling parents.
Due to the increase in the number of preschool children with certain speech development disorders, it is impossible to provide them with correctional and pedagogical assistance and only within the framework of speech therapy groups. Moreover, the role and importance of speech therapy centers in preschool educational institutions as one of the most realistic and effective ways to ensure high speech and socio-psychological adaptation of children with speech disorders to the conditions of school education.
The choice of methods and forms of speech therapy assistance is directly related to the determination of the characteristics of children and the educational needs of parents ( legal representatives), the capabilities of the regional education system itself, which together identifies the following forms of organization of speech therapy intervention:
· Groups for children with physical disabilities and special needs;
· Speech therapy centers in preschool educational institutions;
· Intragroup differentiation of individual pedagogical work with children in the course of regulated and unregulated activities (the work comes down to the development of children’s speech, the formation of a coherent, expressive and logical statement in them).
A preschool speech therapy center is the “youngest” form of organizing speech correction assistance for children with speech impairments. Unfortunately, there is still not a single federal level regulatory document on this model of organizing speech therapy care. Publications in a number of publications, especially in the scientific and methodological journal “Logoped”, help to more effectively solve issues of prevention and correction of speech defects. However, speech therapists sometimes have problems that require an extraordinary approach, both to the organization and to the selection of the content of speech correction work.
When analyzing the currently available regulations on preschool speech therapy centers in individual cities and regions of the Russian Federation, many discrepancies and inconsistencies are revealed regarding the specifics of speech therapy work with preschool children. These discrepancies and inconsistencies relate to:
A list of types and forms of speech disabilities with which children are enrolled;
enrollment mechanism;
The number of children studying at the speech center at the same time;
List of documentation for a speech therapist teacher.
Inconsistencies in a number of provisions are caused mainly by the fact that they are based on the letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution.” The wording of the title of the letter makes it possible to assume that it also relates to the activities of the speech therapy center of the preschool educational institution, since kindergartens are also general educational institutions. But this letter entirely determines the procedure for organizing the activities of only the school logo center, which follows from the contents of the letter and its appendices.
It is inappropriate to strictly regulate the work of a speech therapist in these conditions, since strict regulation will lead to formality in the work and will not allow fully taking into account the structure of the speech defect and the psychophysical characteristics of each child; will limit the initiative and creative approach to solving correctional, organizational and methodological problems of a speech therapist.
What are the specifics of working at a preschool speech center?and how does the work of a speech therapist at a speech center differ from the work of a speech therapist in a group for children with speech disorders? There are several main differences.
1) The work of a speech therapist in a mass preschool institution in its structure and functional responsibilities differs significantly from the work of a speech therapist in a speech kindergarten.This is primarily due to the fact that the speech therapist at the speech center is integrated into the general educational process, and does not go along with it in parallel, as is customary in speech kindergartens.The work of a speech therapist is based on the internal schedule of the preschool educational institution. The work schedule and schedule of classes are approved by the head of the preschool educational institution.
Unlike specialized preschool educational institutions (groups), the task of speech correction in a speech center is additional. There is no time in the children’s schedule specifically allocated for classes with a speech therapist, so you have to very carefully draw up a schedule and work with children in such a way as not to interfere with the learning of preschool educational program. A speech therapist at a speech center is like a cook for a teacher; everyone has their own job. Teachers work according to their own plans, have difficulty monitoring the correct pronunciation of sounds, and have no incentive to do this work.
2) B speech therapy group children have the same speech conclusion, which determines the lesson program. At the speech center, children with various speech disorders (FFDD, OHP, logoneurosis, dysarthria, dyslalia, etc.) are simultaneously trained.
3) There is currently no correction program for the work of logopoints; in our work we rely on modern technologies and developments by T.B. Filicheva, O.S. Ushakova, T.A. Tkachenko, O.E. Gribova, O. Gromova E.E., Solomatina G.N., Konovalenko V.V. and S.V. and etc.
4) The speech therapist at the speech center works in a different mode from the speech garden. The main forms of organizing work with children with speech impairments are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week).
5) The speech therapist at the speech center is forced to intervene in the learning process on the day the child attends his classes. Children with speech disorders themselves receive correctional assistance in portions, and not daily, like children in a speech therapy kindergarten.
Enrollment of children in speech therapy classes occurs through the PMPK (psychological-medical-pedagogical commission), which issues a speech report and gives the parents and speech therapist an official document.
By the number of students simultaneously and the total number of children who completed classes at the speech therapy center during school year, it is advisable to determine both the maximum and minimum number of students. If there are a large number of children with severe speech impairments, it is impossible to fit more than 12 children into the speech therapist’s working time frame. At the same time, if only mild speech deficiencies are identified in the majority of children, classes can be conducted with 20 children. The same applies to the timing of correctional work, and the main forms of organization of correctional speech work and the frequency of classes.
The main form of work with preschoolers in the kindergarten speech center is individual and subgroup lessons. This is due to the following reasons:
· The need to adapt to general developmental group classes and regime moments;
· Different structure pronunciation defects in children of the same age group;
· Different levels of development of cognitive processes in children with structurally similar defects;
· Individual pace of learning the material;
· The need to involve several sounds that are disturbed in pronunciation into work at once;
· Somatic weakness of children, entailing numerous absences due to illness, which significantly delay the process of correcting the child’s speech disorders.
These and some other reasons do not allow organizing stable subgroups of children for speech therapy sessions: subgroups of children have a variable composition and are very mobile.
All this leaves a certain imprint on speech therapy work. Therefore, very often we have to resort to forms that are rarely covered in specialized literature, namely, group production of sounds.
Another form used is individual sessions in the presence of other children.While one child is working with a speech therapist, others are playing specially selected games to develop fine motor skills, color perception, sense of rhythm, etc. This form of classes was dictated primarily by the need to save time, but then its other positive aspects emerged: greater emancipation of children in class, increased interest in the speech of their peers, motivation for their own clear speech.
The methods and techniques used during the correction process are traditional, scientifically based. However, despite the fact thatThe main goal of a speech therapist teacher’s work in a speech therapy center is to correct violations of sound pronunciation, while simultaneously solving problems related to the formation of the lexical and grammatical structure of the child’s language.Replenishment of the dictionary occurs not only due to the introduction of new words into it, acting as speech material, clarification of their meaning, but also due to the word-formation skills gradually formed during classes. Figuratively speaking, in addition to correcting violations of sound pronunciation, the child receives a tool for further expanding his vocabulary, which, in turn, increases the possibilities of training exercises.
The overall success of correctional training in a speech therapy center is determined by collaboration speech therapist and parents. Parents become full participants in the educational process. The child receives individual correctional assistance only 2-3 times a week, so its effectiveness depends, among other things, on the degree of interest and participation of parents in speech correction. Newly formed sounds must be supported by all means, and not given to the child the opportunity to pronounce them without reinforcement and control.
The volume of advisory and methodological work of a speech therapist teacher in a speech therapy center is many times greater than the volume of similar work in a compensatory group setting, this is especially noticeable in preschool institutions with a large number of groups. And the distribution of the working time of a speech therapist teacher allocated to direct speech correction work with children, in different positions and methodological recommendations has great variability. From “all 4 hours of his working time, a speech therapist works directly with children” to “the weekly workload of a speech therapist in working conditions at a preschool speech therapy center is 20 hours, of which 15-16 hours are allocated to direct work with children, 4-5 hours - to organizational -methodological and advisory work with preschool teachers and parents.” Since the frequency and volume of advisory work are revealed in the process of speech correction work, then in the speech therapist’s working time for this, of course, there must be time free from classes with children.
Sincerely your teacher-speech therapist: Golikova A.V.
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