Features of the interaction of a speech therapist teacher with educators of a preschool institution at a speech station.
Federal state educational standards indicate the need to integrate educational areas, the educational process as a whole. Naturally, this is also necessary in correctional and developmental work. With regard to the correction of speech disorders, the integration process involves the creation of a subject-developing environment that stimulates the personal and speech development of the child, the professional growth of teachers, their close interaction with parents, and the process of correctional and developmental activities itself.
Currently, almost every preschool educational institution has logopoints. First of all, this is due to a decrease in the level of speech development of preschool children. Modern mastery of correct speech is of great importance for the formation of a full-fledged personality of the child and successful schooling. Most of the authors (R.E. Levina, A.V. Yastrebova and others) associate the poor progress in the Russian language of schoolchildren, first of all, with the level of underdevelopment of speech.
Due to the tendency for the speech of children at preschool age to worsen, the absence of speech therapy kindergartens in our city, children with more severe speech disorders began to get into our preschool institution.
The work of a speech therapist in an educational institution in its structure and functional duties differs significantly from the work of a speech therapist in a speech garden. This is primarily due to the fact that a speech therapist at a speech center is integrated into the general educational process, and does not go along with it, as is customary in speech gardens. The work of a speech therapist is based on the internal schedule of the preschool educational institution.
The main tasks of a speech therapist teacher at a speech center are:
Formation and development of phonemic hearing in children with speech disorders;
Correction of violations of sound perception and sound pronunciation;
Timely prevention and overcoming of difficulties of speech development;
Teaching children communication skills;
Solving problems of social and speech development;
The speech therapist is forced to intervene in the learning process on the day when the child attends his classes. Children with speech disorders themselves receive correctional assistance in portions, and not daily, like children in a speech therapy group. It is also necessary to remember that the child must attend all classes of a preschool institution. From my work experience, I concluded that it is necessary to pick up the child either before the lesson, or towards the end, so that he can learn the group material as well.
Thus, there was a need for close interaction and mutual assistance between a speech therapist and educators of the age group whose children attend speech therapy classes. In this union, the speech therapist acts as the organizer and coordinator of correctional work, it is he who provides the maximum speech therapy assistance. And the educator, in turn, communicating daily and for quite a long time with the children, knows their interests and capabilities, therefore, can determine the optimal forms for including the necessary tasks of corrective and developmental orientation.
To achieve optimal results of corrective work, we have developed
Forms of interaction with educators
1. The search for new forms and methods of working with children with speech pathologies led us to the question of planning and organizing a clear, coordinated work of a speech therapist and educators in the conditions of MBDOU.
2. In the mornings we meet with educators and begin to exchange information on the results of the work done over the past day, discuss the achievements of the children, and identify the difficulties that have arisen.
3. We pay special attention to conducting speech therapy warm-ups developed by speech therapists of our kindergarten, where the teacher exercises children in proper speech breathing, a sense of rhythm and expressiveness of speech, works on the prosodic side of speech, develops the articulatory apparatus and fine motor skills.
4. One of the conditions for improving the quality of correctional work, we consider the educator to conduct a speech hour on the interaction notebook, so we discuss daily tasks developed by a speech therapist for each child, which include:
exercises for automation and differentiation of delivered sounds, and control over them;
lexical and grammatical tasks and exercises for the development of coherent speech.
5. The use of various forms of communication helps to organize joint activities and improve the professional skills of teachers: personal contacts, practical seminars, open viewings, methodological gatherings, business games, joint discussions of new methodological and scientific literature.
It is necessary that all adults surrounding the child clearly understand the goal of their activity, which consists, on the one hand, in the full development of the child with deviations in speech development, and on the other hand, in well-coordinated interaction with each other.
6. The independent activity of the educator is important, where he monitors the state of speech activity of children in each period of the correctional process: conducts a speech hour, organizes mobile and plot-role-playing games, not forgetting to control the correct use of the sounds delivered or corrected by the speech therapist.
I conduct consultations, workshops for educators on:
Rules and conditions for articulation gymnastics
The need for daily activities
Individual work with subgroups of children with the same defects
Automation of already delivered sounds (pronunciation of syllables, words, phrases, memorization of poems)
Controlling the pronunciation of already set sounds by children during regime moments
The work of an educator and the work of a speech therapist are different in correcting and shaping sound pronunciation in terms of organization, methods, and duration. It requires different knowledge, skills and abilities. The main difference is that the speech therapist corrects speech disorders, and the teacher, under the guidance of the speech therapist, actively participates in corrective work.
The teacher actively participates in the correctional process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of consistency and consistency, the principle of an individual approach.
The principle of consistency and consistency involves the adaptation of the content, methods and techniques of the educator's activities to the requirements imposed by the tasks of a particular stage of speech therapy influence. The phasing in the work of a speech therapist is due to the idea of speech as a system, the assimilation of the elements of which proceeds interconnectedly and in a certain sequence.
Taking into account the sequence of mastering these aspects of speech in speech therapy classes, the educator selects for his classes the speech material accessible to children, which contains the sounds they have already mastered and, if possible, those that have not yet been studied are excluded. When automating sounds, we used the leading type of activity of a preschool child - a game, namely a didactic game, which is a multifaceted, complex process; it is a game method of learning, and a form of learning, and independent activity, and a means of comprehensive development of the individual. The educational material that is presented to the child in the game is absorbed faster, easier and gives better results.
The teacher can build individual work in the classroom, taking into account the speech problems of each child. So, knowing that the child has the sound [c], is at the stage of automation, the teacher can include tasks with this sound, even minimally, in all group activities. For example, in a math class, offer an account of objects that have a given sound in their names.
At the lesson in preparation for the development of literacy, each child is invited to make out words with the sounds that they are currently correcting with a speech therapist.
Lexico-grammatical tasks are aimed at repeating the material covered by a speech therapist. This allows the teacher to once again identify the problems of the child and help in overcoming them. In free play time, the teacher offers the child not just to play a didactic game, but a game that corresponds to the lexical speech therapy theme. ("Moms-babies", "On the contrary")
The improvement of a coherent statement takes place in the formation of a complete answer in the classroom for compiling stories and descriptions on a lexical topic. In games and exercises "I am a storyteller", "We will not show, but we will tell."
In the afternoon, the teacher can also offer the children to practice fine motor skills of the hands: “Collect the beads”, “Lay out the picture”, “Caps”, hatching, modeling, cutting. Thus, not only is the group working out the general tasks of preparing the hand for writing, but also corrective work is being carried out on the interaction of fine motor skills and the articulatory apparatus.
The work of an educator and the work of a speech therapist are different in correcting and shaping sound pronunciation in terms of organization, methods, and duration. The main difference is that the speech therapist corrects speech disorders, and the educator, under the guidance of the speech therapist, actively participates in corrective work, consolidates the knowledge gained from children.
The teacher actively participates in the correctional process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole.
The teacher regularly monitors the dynamics of sound pronunciation in all children of the group or in a particular child. Based on the results of his observations, the teacher offers the child only the speech material that he can do. It becomes easier for the educator to pick up poems for the holiday (in case of difficulty, the speech therapist helps). There are fewer problems in the classroom: the teacher knows what answers he can expect from the child and does not seek to demand impossible efforts from the latter. Thus, the child is not provoked by the fear of answering in the classroom; there is no fixation of the incorrect pronunciation of those sounds that he is not yet capable of.
The teacher, when selecting speech material, is called upon to remember the speech problems of each child. But he does not always have the opportunity to track those moments that may interfere with the work on the correct consolidation of speech material. In the mass methodological literature, suitable tongue twisters, tongue twisters, and poems are not always printed. A good example: the tongue-twister "Court - court - court - Larisa washed the dishes." It cannot be used to automate the sound [S] if the child does not have the sounds [L and R]. The educator may not know about this if he focuses only on the sound [C]. In this case, the educator himself or with the help of a speech therapist redoes it ("Court - court - court - I will wash the dishes" or "Court - court - court - mother washes the dishes").
A speech therapist helps the educator select speech material that corresponds to the norm of sound pronunciation of children with speech disorders. Recommends the educator to work with ready-made printed publications, advises using the correct methodological and children's fiction and speech material from a speech therapy position.
All the teacher's classes, didactic games, regime moments are used to exercise children in accessible independent speech. The basis for this work is the skills acquired by children in speech therapy classes. During the day, the teacher organizes such routine moments in the group as washing, dressing, eating, and at the same time exercises the children in short or detailed answers to questions (depending on the stage of correctional and speech therapy work and the individual speech abilities of the child). Morning and evening walks strengthen the physical condition of children, provide good sleep.
The correct organization of the children's team, the clear conduct of regime moments have a positive effect on the physical and mental state of the child and, consequently, on the state of his speech. The ability to correctly approach each specific child, taking into account his individual psychological characteristics, pedagogical tact, calm, friendly tone - these are the qualities that a teacher needs when working with children with speech disorders.
One of the successful forms is a notebook of interaction between a speech therapist and educators. Its use helps to carry out corrective work in the morning and evening hours. The contents of the notebook include: game techniques aimed at developing the articulatory apparatus, speech breathing, coordination of general motor movements and fine motor skills of the fingers; recommendations for automating sounds in children; a list of tasks and exercises aimed at the development of cognitive processes, lexical and grammatical structure and coherent speech in accordance with the lexical topic. At the end of the week, with the educators of the group at the round table, there is a discussion of the results of the work for the week. It is important that the educator and speech therapist simultaneously solve both correctional and educational and general developmental tasks.
Thus, a coordinated approach to the general and speech education of children in the organization of games, classes, recreational activities and other activities, the development of unified pedagogical attitudes in relation to individual children and the group as a whole become the basis of interaction, which is what our team strives for. Only in close cooperation of all participants in the correctional and educational process is it possible to successfully form the personal readiness of children with speech disorders for schooling. Experience shows that graduates of our kindergarten are much easier to adapt to school conditions, are the most sociable, adequately evaluate their activities, are able to overcome difficulties that arise, do not feel fear of public speaking, and are most successful in learning.
The work of a teacher in groups for children with FFN has its own specifics. The task of the educator is to identify the degree to which children lag behind in the assimilation of program material for all types of educational and play activities. This is necessary to eliminate gaps in the development of children and create conditions for successful learning in an environment of normally developing peers. To this end, in the first two weeks, the educator determines the capabilities of children in speech, visual, constructive activities, in mastering counting operations, etc.
Together with a speech therapist, the educator analyzes the features of the speech development of children. The teacher should have an idea of whether the child uses a short or extended form of utterance, whether he owns different types of coherent speech that are accessible to the age of the children of the older group: retelling from a picture, a series of pictures, a description, a story from personal experience, etc.
When assessing the state of skills in these areas, the general educational program requirements for this age group should be taken into account. Based on the heterogeneity of the composition of children in the FFN groups, due to different etiologies of the disorder and sociocultural factors, it is important, as a result of the initial examination, to differentially assess the degree of lag in the assimilation of the educational material offered for the middle and senior groups of the kindergarten of a general developmental type. There are different options for meeting program requirements: fully complies, lags behind, lags far behind. After the examination, the teacher gets an idea of the state of each child's skills in the following areas: elementary mathematical representations, speech, visual activity, constructive activity, game activity, motor skills, musical and rhythmic abilities. This will make it possible to strengthen their corrective orientation during the classes and to implement an individual approach in a targeted manner.
At the pedagogical council, the speech therapist and educator report the results of the examination and collectively discuss the choice of a typical program and options for its implementation, taking into account the capabilities of children. The presented speech material should be correlated with the level of phonetic, phonemic and general speech development of children. Excessive speech loads can adversely affect the correction process.
Classes aimed at developing the correct coherent speech of children (clarification and expansion of vocabulary, improvement of the grammatical structure of speech) are held throughout the year by both the educator and the speech therapist.
The process of education and training in kindergarten provides for a certain range of knowledge about the world around and the corresponding volume of vocabulary, speech skills and abilities that must be mastered by children at this age stage.
It should be noted that a speech therapist and an educator, working on the development of children's speech, do not replace, but complement each other.
The educator focuses on the program material offered for a given age level of children in a preschool educational institution of a general developmental type. He teaches the native language in the classroom and guides the development of children's speech outside of classes in everyday life (in games, at home, on walks), taking into account the peculiarities of the speech development of children. The process of learning the native language has some originality.
At the beginning of training, the educator uses mainly methods and techniques for the development of speech that do not require a detailed statement of children. So, the visual method of teaching is widely used, for example, excursions, acquaintance of children with certain objects, showing pictures and videos. The use of verbal teaching methods comes down mainly to reading works of art to children, the stories of the teacher, and conversations. The teacher pays much attention to the development of dialogic speech. This includes various forms of questions and answers: a short answer, a detailed answer (somewhat later), understanding the various options for a question, the ability to maintain a conversation with an interlocutor. At the same time, in the second half of the year, much attention is paid to the development of the main types of monologue speech.
The content of speech therapy classes, organization and methodological techniques are determined by the goals of correctional education, taking into account specific ideas and speech experience accumulated by children in the process of the teacher's work in sections of the program. The efforts of the speech therapist are aimed at eliminating the gaps that children have in the field of inflection, word formation and insufficient mastery of prepositional case control.
The speech therapist's work on the dictionary is selective, it includes the accumulation and clarification of words (nouns and adjectives) that have a diminutive meaning, understanding and correct use of prefixed verbs in speech; practical accumulation of related words, acquaintance with the most common cases of polysemy of words, practical acquaintance with words that have the opposite meaning.
The main goal of lexical tasks is to teach children to use words correctly and meaningfully in spontaneous speech, to exercise children in compiling phrases and sentences. First, the models offered by the speech therapist are used, and then independently. Much attention is paid to improving the practical skill of using a simple common sentence in speech. For speech therapy classes, certain groups of words and syntactic constructions are selected, in the formation of which children most often make grammatical errors. Exercises are used to change the case forms of a noun depending on the preposition or question; to change the grammatical forms of the number of nouns; number, person and tense of verbs, as well as the correct use of verb forms when combined with personal pronouns. Particular attention is paid to the correct agreement of adjectives with nouns in indirect cases, the agreement of ordinal numbers with nouns. Gradually learned types of speech structures are included by the speech therapist in work on coherent speech, using special methodological techniques. Particular attention is required to the selection and grouping of various visual and verbal material, gaming exercises, didactic games that provide practical mastery of the skills of grammatically correct speech.
To increase the corrective value of vocabulary work, special exercises are widely used that develop a focus on the semantic and sound side of words, the ability to notice common and various morphological elements of the studied lexical units.
The main areas of work of a speech therapist and educator under this program are the formation of a full-fledged phonetic language system in children, the development of phonemic perception and initial sound analysis skills, the automation of auditory pronunciation skills and abilities in various situations, the development of skills to change the prosodic characteristics of independent statements depending on speech intentions.
The formation of the sound side of speech is considered not as an end in itself, but as one of the necessary means of educating sound culture as a whole, developing coherent speech and preparing children for the successful mastery of the written form of speech, and developing the language ability of the child.
The speech therapy work provided for in the program is based on theoretical provisions on the role of full-fledged phonemic processes in the development of speech and the formation of writing and reading (R. E. Levina, A. A. Leontiev, A. R. Luria, N. I. Zhinkin and etc.).
The success of correctional and developmental work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is to integrate speech therapy into the educational process of children's life. The natural way to implement successful correctional work is the relationship, interaction of a speech therapist and educators
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Organization of the correctional and educational process in the speech therapy group.
Interaction in the work of a speech therapist and educator.
1 Principles and tasks of building a correctional educational process.
The success of correctional and developmental work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is to integrate speech therapy into the educational process of children's life.
The natural way to implement speech therapy is the relationship, the interaction of a speech therapist and educators (with different functional tasks and methods of correctional work, which we will talk about later).
The pedagogical process in the speech therapy group is organized in accordance with age needs, functional and individual characteristics, depending on the structure and severity of the defect.
The ultimate goal of the correctional group: the education of a humane personality, a comprehensively and harmoniously happy child; social adaptation and integration of the child into the environment of normally developing peers.
Work is being built in a speech therapy group, taking into account the age, profile of the group and individual manifestations of a speech defect (from the Regulation - the principle of age and differential diagnosis)
When working with children with FFN of speech, the main tasks are:
Staging and fixing sounds in speech, if necessary, differentiation according to similar characteristics.
Development of phonemic processes and skills of full-fledged sound-letter analysis and synthesis.
When working with children with ONR tasks:
Development of lexical and grammatical means of speech.
Formation of the correct sound pronunciation.
The development of phonemic processes and the skill of sound-letter analysis.
The development of coherent speech in accordance with age standards.
Preparing for literacy.
2. Functions of a speech therapist and educator in the process of work.
What are the functions of a speech therapist and educators in the process of working on lexical topics:
The work of the educator and speech therapist in the correction of sound pronunciation
3\ development of fine motor skills (lacing, mosaic, weaving, etc.)
4\ development of graphic skills (stroke, hatching)
5\ formation of spatial representations (right, left, narrow - wide ... ..)
6\ work on the correction of lexical and grammatical categories.
At the end of the academic year, the speech therapist conducts a final lesson. Educator - the final comprehensive lesson with the invitation of parents, administration, colleagues of educators of speech therapy groups or the head of the MO.
memorizing a poem
Peculiarities:
1 \ preliminary vocabulary work (as in a mass group);
2 \ teacher reads by heart with clarity;
3\ conversation;
4 \ reading a poem;
5\ memorization by quatrain and by line;
By the holidays, they work out all the speech material together with the speech therapist. There must be no wrong speech!
In the preparatory speech therapy group, classes are held to prepare children for writing, one lesson per week (from October to April inclusive, 30 lessons)
Each lesson includes:
Letter of certain elements;
Visual or auditory dictations;
A sketch of borders, alternating with a sketch or stroke, followed by hatching of patterns included in the auditory or visual dictation.
For 30 lessons, 6 elements are mastered, 20 visual and 5 auditory dictations are conducted.
The educator first of all has to deal with the age-related features of speech that are natural for the child, in other words, the phonetic (pronunciation of individual sounds and their combinations) and musical (rhythm, tempo, intonation, modulation, strength, purity of voice) originality of children's speech. Overcoming such shortcomings does not present any particular difficulties, since the educator, with the right teaching methods, only helps the natural process of the normal development of children's speech, accelerating it. In this way, he facilitates the child's mastery of such complex activities as speech, and contributes to his earlier mental development.
The teacher's classes are built taking into account the next topic, and their tasks are correlated with the tasks of a speech therapy lesson. The main vocabulary work is carried out by a speech therapist, while the teacher forms the necessary level of knowledge on the vocabulary topic in children during walks, in drawing, modeling and construction lessons.
The teacher teaches children to clearly express their requests, desires, answer questions with a beautiful full sentence.
When observing objects of reality, the educator introduces children to new words, clarifies their meaning, promotes their repetition in different situations, and activates them in the children's own speech. This work is also the main one for conducting speech exercises in speech therapy classes and contributes to the improvement of children's speech skills.
The educator necessarily encourages the child to speak out in the initiative. Children should not be stopped by suppressing their desire to speak out, but on the contrary, support the initiative, expand the content of the conversation with questions, create interest in the topic of conversation among other children.
A speech therapist, in close cooperation with educators, works to familiarize children with new words, clarify their meanings and activate them, and selects lexical material on the topic.
In subgroup classes, the speech therapist reinforces the technical skills and visual skills formed in children by the educator. Classes in visual activity conducted by a speech therapist have the goal of further forming such complex forms of speech as planning speech. Thanks to this, the speech of children in the classroom becomes a regulator of their behavior and activities.
The teacher should conduct classes to clarify the movements of the organs of the articulatory apparatus daily using a set of articulation exercises provided by a speech therapist. The teacher should assist the speech therapist in introducing the sounds set by the speech therapist into the child's speech. This work is carried out with the help of nursery rhymes, tongue twisters prepared by a speech therapist.
The teacher should consolidate skills in coherent speech with the help of poems, etc., prepared by a speech therapist.
The educator with all the content of his work provides a complete practical acquaintance with objects, using them in everyday life as intended. A speech therapist in his classes deepens vocabulary work, the formation of lexical and grammatical categories in children, and during special exercises ensures their conscious use in speech communication.
The joint activities of a speech therapist and educator are organized in accordance with the following goals:
- improving the efficiency of correctional and educational work;
- exclusion of duplication by the educator of the speech therapist's classes;
- optimization of the organizational and content aspects of the correctional and pedagogical activities of a speech therapist and educators, both for the entire group of children and for each child.
In preschool educational institutions of a compensating type and speech therapy groups, there are a number of problems that make it difficult for a speech therapist and educator to work together:
- combining the program "Correctional education and training of children with general underdevelopment of speech (5–6 years)" by T.B. Filicheva, G.V. Chirkina with the main general educational program of MDOU;
- the absence of requirements for the organization of joint activities of a speech therapist and educators in the regulatory documents and methodological literature available today;
- the difficulty in distributing the planned corrective work within the framework of working hours and the requirements of SaNPiN;
- the lack of a clear division of functions between the educator and the speech therapist;
- the impossibility of mutual attendance of classes by a speech therapist and an educator in groups of different ages.
Joint correctional work in a speech group provides for the solution of the following tasks:
– speech therapist forms primary speech skills in speech pathologist children;
- the teacher reinforces the formed speech skills.
The main types of organization of joint activities of a speech therapist and educator: joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan. The educator needs to know the content of not only those sections of the program for which he directly conducts classes, but also those that the speech therapist conducts, since the correct planning of the educator's classes ensures the necessary consolidation of the material in various types of children's activities; discussion of the results of the joint study of children, which was conducted in the classroom and in everyday life; joint preparation for all children's holidays (a speech therapist selects speech material, and the educator fixes it); development of general recommendations for parents.
Based on these tasks, the functions of a speech therapist and educator are divided as follows:
Functions of a speech therapist:
Studying the level of speech, cognitive and individual-typological characteristics of children, determining the main directions and content of work with each of them.
Formation of correct speech breathing, a sense of rhythm and expressiveness of speech, work on the prosodic side of speech.
Work on the correction of sound pronunciation.
Improvement of phonemic perception and skills of sound analysis and synthesis.
Work on the correction of the syllabic structure of the word.
Formation of syllable-by-syllable reading.
Acquaintance and assimilation of new lexical and grammatical categories.
Teaching coherent speech: a detailed semantic statement, consisting of logically combined grammatically correct sentences.
Prevention of violations of writing and reading.
The development of mental functions closely related to speech: verbal-logical thinking, memory, attention, imagination.
Functions of the educator:
Taking into account the lexical topic during all classes in the group during the week.
Replenishment, clarification and activation of the vocabulary of children on the current lexical topic during all regime moments.
Continuous improvement of articulation, fine and general motor skills.
Systemic control over the set sounds and grammatical correctness of children's speech in the process of all regime moments.
Inclusion of worked out grammatical structures in the situation of natural communication in children.
Formation of coherent speech (memorization of poems, nursery rhymes, texts, acquaintance with fiction, work on retelling and compiling all types of storytelling).
Strengthening reading and writing skills.
Consolidation of speech skills in children in individual classes on the instructions of a speech therapist.
Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.
The teacher conducts classes on the development of speech, familiarization with the environment (cognitive development) according to a special system, taking into account lexical topics; replenishes, clarifies and activates the vocabulary of children, using regime moments for this; controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them.
A speech therapist in frontal classes formulates topics and works out material with children on pronunciation, sound analysis, teaches the elements of literacy, and at the same time introduces children to certain lexical and grammatical categories. The speech therapist directs the work of the educator to expand, clarify and activate vocabulary, assimilate grammatical categories, and develop coherent speech. When planning classes for writing and developing graphic skills, the teacher is also guided by the methodological instructions of the speech therapist.
Teachers should be reminded to:
rules and conditions for articulation gymnastics
the need for daily exercise
individual work with subgroups of children with the same defects
automation of already delivered sounds (pronunciation of syllables, words, phrases, memorization of poems)
control of pronunciation by children of already set sounds during regime moments
The work of an educator and the work of a speech therapist are different in correcting and shaping sound pronunciation in terms of organization, methods, and duration. It requires different knowledge, skills and abilities. The main difference is that the speech therapist corrects speech disorders, and the teacher, under the guidance of the speech therapist, actively participates in corrective work.
The teacher actively participates in the correctional process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of consistency and consistency, the principle of an individual approach.
The principle of consistency and consistency involves the adaptation of the content, methods and techniques of the educator's activities to the requirements imposed by the tasks of a particular stage of speech therapy influence. The phasing in the work of a speech therapist is due to the idea of speech as a system, the assimilation of the elements of which proceeds interconnectedly and in a certain sequence.
Taking into account the sequence of mastering these aspects of speech in speech therapy classes, the educator selects for his classes the speech material accessible to children, which contains the sounds they have already mastered and, if possible, those that have not yet been studied are excluded.
In connection with the correctional requirements, the methods and techniques of the work of the educator also change. So, at the initial stage, visual and practical methods and techniques come to the fore, as the most accessible to children with impaired speech. Verbal methods (story, conversation) are introduced later.
The principle of an individual approach involves taking into account the individual speech characteristics of children. This is due to the presence of speech disorders of different structure and severity in children and the non-simultaneity of their overcoming in speech therapy classes. In such an interpretation, the principle of approach requires the educator to: deep awareness of the initial state of speech of each child and the level of his actual speech development; use this knowledge in their work.
A distinctive feature of the frontal lessons of the educator in the speech therapy group is that, in addition to teaching, developing, educational tasks, he also faces correctional tasks.
The teacher must be present at all frontal sessions of the speech therapist, makes notes; he includes individual elements of a speech therapy lesson in his classes on the development of speech and in evening work.
The speech therapist takes into account the characteristics and abilities of children. If the child is doing well in certain types of classes, then the speech therapist can, in agreement with the teacher, take him to an individual speech therapy lesson.
In the same way, a speech therapist tries to take children from a walk without compromising the health of the child for 15 to 20 minutes for individual work.
In the afternoon, the teacher works, in accordance with his schedule of classes, to consolidate the spoken skills and develop speech. It is advisable to plan frontal classes on the development of speech and cognitive development in the afternoon.
During routine moments, self-service, on a walk, excursion, in games and entertainment, the educator also carries out correctional work, the significance of which is that it provides an opportunity to practice children's speech communication and consolidate speech skills in their life.
Educators should create conditions for the development of speech activity and speech communication of children: organize and support speech communication of children in the classroom, outside of class, encourage attentively, listen to other children and listen to the content of statements; create a situation of communication; to form the skills of self-control and critical attitude to speech; organize games for the development of sound culture of speech;
draw attention to the duration of the sound of the word, the sequence and place of sounds in the word; carry out work on the development of auditory and speech attention, auditory-speech memory, auditory control, verbal memory; draw attention to the intonation side of speech.
The work of an educator in the development of speech in many cases precedes speech therapy classes, creating the necessary cognitive and motivational base for the formation of speech skills. For example, if the topic “Wild Animals” is planned, then the teacher conducts an educational lesson, modeling or drawing on this topic, didactic, board, role-playing, outdoor games, conversations, observations, introduces children to works of fiction on this topic.
Special studies have established that the level of development of children's speech is directly dependent on the degree of formation of fine differentiated hand movements. Therefore, it is recommended to stimulate speech development by training the movements of the fingers, especially in children with speech pathology. Interesting forms of work in this direction are carried out by a specialist in folklore. After all, folk games with fingers and teaching children manual labor (embroidery, beading, making simple toys, etc.) provide good finger training and create a favorable emotional background. Ethnology classes contribute to the development of the ability to listen and understand the content of nursery rhymes, to catch their rhythm, and increase the speech activity of children. In addition, children's knowledge of folklore (rhymes, Russian folk tales) can be used in individual lessons to reinforce the correct pronunciation of sounds. For example: "Ladushki - ladushki" - to fix the sound [w], Kolobok's song from the fairy tale of the same name - to fix the sound [l].
The educator thinks in advance which of the correctional speech tasks can be solved: in the course of specially organized training for children in the form of classes; in joint activities of an adult with children; in the free independent activity of children.
Aesthetic cycle classes (sculpting, drawing, designing and appliqué) create conditions for the development of communication skills: when doing some crafts, images, etc. together. lively dialogues usually occur, which is especially valuable for children with reduced speech initiative. But sometimes educators do not realize the pedagogical significance of the current situation and, for disciplinary purposes, forbid children to communicate. The task of a professional, on the contrary, is to support and encourage in every possible way the speech activity of preschoolers, direct it in the right direction and use it to solve correctional and developmental problems.
Even greater potential in terms of speech correction has an unregulated scope of classes and the predominant in duration (up to 5/6 of the entire time spent in a preschool educational institution) activities of children (under the guidance of a teacher or independent). Here, individual and subgroup correctional-oriented forms of interaction between the teacher and pupils can be organized: special didactic and educational games; entertaining exercises; conversations; joint practical actions; observations; excursions; methodically thought-out assignments and labor assignments, etc.
A speech therapist works with children daily from 9.00 to 13.00. Frontal speech therapy classes are organized from 9.00 to 9.20, individual and subgroup speech therapy classes - from 9.30 to 12.30, teacher classes from 9.30 to 9.50. From 10.10 to 12.30 children are on a walk. After an afternoon snack, the teacher works with children for 30 minutes on the instructions of a speech therapist and conducts evening classes in one of the types of educational activities.
Together with the teacher, he arranges a parent's corner, prepares and conducts a pedagogical council and parent meetings. The speech therapist discusses with the teacher the approximate daily routine of the children and the approximate list of activities for the week. Speech therapist and educator, each in their class, solve the following correctional tasks: education of perseverance, attention, imitation; learning to follow the rules of the game; education of smoothness, duration of exhalation, soft voice delivery, a feeling of relaxation of the muscles of the limbs, neck, torso, face; teaching the elements of logopedic rhythm; - correction of violations of sound pronunciation, development of the lexical and grammatical side of speech, phonemic processes.
Requirements for the organization of the work of the educator: Constant stimulation for verbal communication. All employees of the nursery / kindergarten and parents are required to constantly demand that children observe speech breathing and correct pronunciation; Kindergarten teachers should know the scheme of the normal development of the child's speech (A. Gvozdev) and draw up a memo for parents; Educators of speech therapy groups should have a speech profile of children - speech pathologists, know their speech therapy conclusion and the state of speech development; Educators of speech therapy groups should conduct speech therapy work in front of a mirror, complete the task. speech therapist on individual notebooks and albums, notebooks for classes.
The teacher of the speech therapy group should not: rush the child with the answer; interrupt speech and rudely pull, but tactfully give a sample of correct speech; to force the child to pronounce a phrase saturated with sounds not yet delivered to him; give to memorize texts and verses that the child cannot yet pronounce; to let out on stage (matinee) a child with incorrect speech.
The work of a speech therapist in a mass preschool institution differs significantly in its structure and functional duties from the work of a speech therapist in a speech garden. This is primarily due to the fact that a speech therapist at a speech center is integrated into the general educational process, and does not go along with it, as is customary in speech gardens. The work of a speech therapist is based on the internal schedule of the preschool educational institution. The schedule of work and the schedule of classes is approved by the head of the preschool educational institution. Since at present there is no correctional program for the work of speech centers, a speech therapist in his work must rely on and master modern technologies. In connection with the tendency for the speech of children at preschool age to deteriorate, with a lack of places in speech therapy kindergartens, children with more complex speech defects began to get into mass preschool institutions, which are difficult to overcome in the conditions of a speech center. Educators are deprived of a specialized correctional hour for working with "difficult" children, and must find time in their work or include components of correctional assistance in the general educational process of their group.
The educator, together with the speech therapist, plan classes for the development of speech, discuss the goals, objectives and desired results of each lesson for the development of speech.
Natalya Boldova
Interaction between a speech therapist teacher and an educator in a preschool educational institution
In the conditions of a logopoint in a preschool educational institution, it is very important interaction of a teacher - speech therapist with educators, for the speedy elimination of speech disorders.
Joint activities of a speech therapist and educator organized in accordance with the following goals:
1. Improving the efficiency of correctional and educational work.
2. Elimination of duplication speech pathologist.
The speech therapist supports close relationship with caregivers preparatory and senior groups, whose children attend remedial classes. He constantly informs them about what sounds are set in a particular child, asks them to correct children in groups in order to automate the set sounds in speech. Each group has a folder "Tips of a speech therapist", which the speech therapist replenishes with didactic speech material, speech games for the development of phonemic hearing and perception, to caregivers whenever possible used this material in their work.
caregiver conducts classes on the development of speech, familiarization with others according to a special system, taking into account lexical topics, replenishes, clarifies and activates the vocabulary of children, using sensitive moments for this, controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them.
A speech therapist in his classes works out material with children on pronunciation, sound analysis, and at the same time introduces children to certain lexical and grammatical categories.
When correcting and shaping sound pronunciation, work educator and the work of a speech therapist differs in organization, methodological techniques, and duration. Main difference: a speech therapist corrects speech disorders, and educator under the guidance of a speech therapist, he actively participates in the correctional process, helping to eliminate the speech defect. In their work, they are guided by general didactic principles: principles of consistency and consistency; principle of individual approach.
The principle of consistency and consistency involves the adaptation of the content, methods and techniques of work educator to the requirements presented by the tasks of a particular stage of speech therapy work. The phasing in the work of a speech therapist is due to the fact that the assimilation of the elements of the speech system proceeds interconnected and in a certain order. Considering this sequence, educator selects for his studies speech material accessible to children, which contains sounds already learned by them and, if possible, those that have not yet been studied are excluded.
The principle of an individual approach involves taking into account the speech characteristics of children. This is due to the fact that children have speech disorders of different severity and structure, as well as the non-simultaneity of their correction in speech therapy classes. This principle requires educator knowledge about the initial state of speech of each child and the level of his actual speech development, and therefore the use of this knowledge in his work.
caregiver plans its work taking into account program requirements and speech abilities of children. caregiver is obliged to know individual deviations in the formation of the child's speech, hear its defects, pay attention to the purity of pronunciation, and also include components of correctional assistance in the general educational process of his group.
In its turn, teacher-speech therapist in the classroom focuses on the correction of sound pronunciation. But if the child’s grammatical structure, vocabulary, coherent speech are not sufficiently developed, then the improvement of these aspects of speech educator also included in their work plan.
Teacher- the speech therapist recommends educators to carry out complexes of articulation and finger exercises in the morning and evening hours and include in the work the reading of poems, tongue twisters and riddles, the selection of words with a given sound from the text. Speech therapist informs educators, whose children are enrolled in a speech therapy center, about the results of corrective work at a certain stage. In its turn caregivers share with the speech therapist their observations of the speech of the child in the group (outside of speech therapy classes).
Summing up, we can say that the work educator and a speech therapist coordinated by the following way:
1) Teacher- a speech therapist, a speech therapist, forms primary speech skills in children, selects material for his classes that is as close as possible to the topics studied by children in classes with caregivers;
2) caregiver, when conducting classes, takes into account the stages of speech therapy work carried out with the child, the levels of development of the phonetic-phonemic and lexical-grammatical aspects of speech, thus reinforcing the formed speech skills.
Thus, only close contact in the work of a speech therapist and educator, can contribute to the elimination of various speech problems at preschool age, and hence to further full-fledged education at school.
Related publications:
Interaction of a speech therapist teacher and educators of the preparatory group. Evening work slips Methodical development "Interaction of a speech therapist teacher by educators of the preparatory group. Forms of evening work" Date.
Interaction between a speech therapist teacher and a music director I present to your attention a jointly developed article about our joint work with a speech therapist teacher. The article has already been published.
Interaction between a teacher-speech therapist and a music director in correctional and educational work If speaking is difficult for you, music will always help! In corrective work with children suffering from various speech defects, positive.
Interaction between a speech therapist teacher and parents of children with speech disorders In recent years, the problems of speech correction have become particularly relevant. As a result of many adverse environmental factors.
Interaction of a teacher-speech therapist and educator in the correction of OHP in children of preschool age The success of correctional and educational work in a speech therapy group is determined by a strictly thought-out system of close interaction between a speech therapist.
