As already indicated, impermanence manifestations of stuttering gives rise to the hope of specialists to find a means or a way to retain, consolidate and expand the possibilities of free speech that every stutter has: whether it be with a certain form of speech activity or with a certain speech situation. Hence, the goal is to find techniques, methods, means that would make it possible to translate the rudiments of free speech in stuttering from the area of narrow, special conditions for them into an environment of natural communication with people around them. This explains the attempts to create different systems of gradual, sequentially more complicated speech exercises that would serve as a bridge from easy for stuttering speech conditions to more difficult ones. Therefore, combining different techniques speech therapy classes with stutters, we can consider a common desire to put into practice the principles of systematicity and consistency. A different approach to the choice of speech activity and speech situations, the use of different aids or techniques; different age of stuttering is what distinguishes different methods of speech therapy influence on stuttering.
Authors of the first Russian technique speech therapy work with stuttering children of pre-preschool and preschool age- N.A. Vlasova and E.F. Rau built an increase in the complications of speech exercises depending on the varying degrees of speech independence of children. Hence the sequence recommended by them: 1) reflected speech; 2) learned phrases; 3) retelling from the picture; 4) answers to questions; 5) spontaneous speech. At the same time, the authors recommend compulsory rhythmic and musical lessons with children and conducting explanatory work with parents.
N.A. Vlasova distinguishes 7 "types of speech", which, in the order of gradualness, must be applied in the classroom with preschool children: 1) conjugate speech; 2) reflected speech; 3) answers to questions on a familiar picture; 4) self-description of familiar pictures; 5) retelling of the listened to a small story; 6) spontaneous speech (story based on unfamiliar pictures); 7) normal speech (conversation, requests), etc.
EF Rau sees the task of speech therapy work in “to free the speech of stuttering children from tension through systematic planned exercises, to make it free, rhythmic, smooth and expressive, as well as to eliminate incorrect pronunciation and to bring up clear, correct articulation”. All speech reeducation classes stuttering children distributed according to the degree of increasing complexity into 3 stages.
The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases, rhymes. Recitation is widely used.
The second stage - exercises are carried out in the oral description of pictures in questions and answers, in compiling an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale that was read by a speech therapist.
The third stage is the final one, children are given the opportunity to consolidate the acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, classes, conversations and at other moments of children's life.
The methods of N.A. Vlasova and E.F. Rau are characterized by a certain similarity - the basis is a different degree of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence speech exercises in working with young children, we have developed guidelines for the individual stages of a sequential system for correcting the speech of stuttering preschoolers.
Over the years, the proposed technique has been one of the most popular in practical work with stuttering children. And currently, many of its elements and modifications are used by speech therapists.
A peculiar system of corrective work with stuttering preschoolers in the process of manual activity was once proposed by N.A. Cheveleva. The author proceeds from the psychological concept that the development of child's connected speech proceeds from situational speech (directly related to practical activity, with a visual situation) to contextual (generalized, related to past events, with missing objects, with future actions). Therefore the sequence speech exercises seen in a gradual transition from visual, lightweight forms of speech to abstract, contextual statements. This transition is achieved in a child, according to the author, in a sequence that provides for a different relationship between the child's speech and his activity in time. Hence, the "main line of increasing the complexity of independent speech" includes its following forms: accompanying, final, anticipatory.
On the other hand, the system of sequential complication of speech goes along the line of "gradual complication of the objects of activity" through the complication of the number of "separate elements of work into which the entire labor process is split up in the manufacture of this craft."
This system overcoming stuttering in children it includes 5 periods.
1) Propedeutical (4 lessons). The main goal is to instill in children the skills of organized behavior. At the same time, children learn to hear the laconic, but logically clear speech of a speech therapist, its normal rhythm. The children themselves have a temporary restriction of speech.
2) Accompanying speech (16 lessons). In this period, children are allowed their own active speech, but only about the actions they simultaneously perform. At the same time, constant visual support provides the greatest situational speech. At the same time, there is a constant complication of children's speech due to a change in the nature of the speech therapist's questions and the appropriate selection of handicrafts (identical, repeatedly spoken answers, children's variant answers; monosyllabic, short and complete, detailed answers).
3) Closing speech (12 lessons). In all lessons of this period, children use an accompanying and final speech (in the latter case, they describe the work already completed or part of it). By adjusting (gradually increasing) the intervals between the child's activity and his response to what has been done, a different complexity of the final speech is achieved. At the same time, gradually reducing the visual support for the work performed, it becomes possible to make a gradual transition to contextual speech.
4) Preliminary speech (8 lessons). Here, along with the accompanying and final speech, a more complex form of speech is activated - the one that precedes when the child tells what he intends to do. The ability of children to use speech outside of visual support develops. Children learn to plan their work, name and explain in advance every action that they still have to do. Phrasal speech becomes more complex: children learn to pronounce several phrases related in meaning, use complex phrases, and build a story on their own. In this period, they are required to be able to think logically, to express their thoughts consistently and grammatically correctly, to use words in their exact meaning.
5) Consolidation of independent speech skills (5 lessons). During this period, it is envisaged to consolidate the previously acquired skills of independent, detailed, concrete speech. Children talk about the whole process of making this or that craft, ask questions, answer questions, express themselves of their own free will, etc.
Thus, in the methodology proposed by N.A. Cheveleva, the principle of sequential complication of speech exercises in the process of one of the activities of a preschool child is realized. The author has methodically substantiated and described the stages of this sequential work. Here, the possibilities are well shown of how, in one section of the "Programs of education and training in kindergarten" (namely, in the process of manual activity), it is possible to carry out corrective work to overcome stuttering in children.
S.A. Mironova suggested stuttering coping system in preschoolers in the process of passing the program as a whole in the middle, senior and preparatory groups of kindergarten. Corrective influence on stuttering children is carried out in the classroom (as the main form of educational work in kindergarten) according to the accepted sections: "Acquaintance with the surrounding nature", "Development of speech", "Development of elementary mathematical concepts", "Drawing, modeling, application, design" ...
Work with children in all sections of the "Program" is subject to the goal of re-education stuttering speeches... Therefore, the author sets two tasks for the speech therapist: program and correctional ones, which are distributed among academic quarters (or, respectively, in four stages of successively complicated correctional work).
When running the program with stuttering children in a mass kindergarten, some of its changes are proposed, related to the speech abilities of children. These include: use at the beginning school year material of the previous age group, rearrangement of some program tasks and topics, lengthening the terms of studying more difficult classes, etc.
Correctional tasks of the first quarter consist in teaching the skills of using the simplest situational speech in all classes. A significant place is occupied by vocabulary work: expanding the vocabulary, clarifying the meanings of words, activating a passive vocabulary. It is assumed that the speech therapist himself is particularly demanding: specific questions, speech in short, precise phrases in different versions, the story is accompanied by a show, the pace is unhurried.
The corrective tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech in teaching telling about speech therapist and without questions. A large place is occupied by work on a phrase: a simple phrase, a common phrase, constructing phrase variants, grammatical design of phrases, building complex structures, moving on to composing stories. The selection of program material and the sequence in its study are also changing. If in the first quarter in all classes the children come into contact with the same objects, then in the second quarter the objects are not repeated, although objects are selected that are similar in terms of the generality of the topic and purpose.
Correctional tasks of the third quarter consist in consolidating the skills of using previously mastered forms of speech and in mastering independent contextual speech. A significant place is given to work on the compilation of stories: on visual support and on questions of a speech therapist, independent storytelling, retelling. The speech practice of children in complex contextual speech is increasing. In the third quarter, the need for the slow learning of the curriculum, characteristic of the first stages of education, disappears, and the topics of classes are approaching the level of a mass kindergarten.
Correctional tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. Work on creative stories takes an important place. Along with this, the vocabulary work and work on the phrase, begun at the previous stages of training, continue. In speech, children rely on specific and general questions of a speech therapist, on their own ideas, make judgments, draw conclusions. Visual material is almost never used. The speech therapist questions relate to the process of the upcoming work, conceived by the children themselves. During this period, correctional training is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional provisions, clarifications.
All correctional work with stuttering children during the year it is carried out by a speech therapist and educator.
As you can see, the methods of N.A. Cheveleva and S.A. Mironova are based on teaching stuttering children to gradually master the skills of free speech from its simplest situational form to its contextual (the idea was proposed by Professor R.E. Levina). Only N.A. Cheveleva does this in the process of developing the manual activities of children, and S.A. Mironova - in the process of developing the speech of children during the passage of various sections of the kindergarten program. The very principle of the necessary combination of the tasks of correctional and educational work with stuttering children should be considered completely correct in speech therapy practice.
Methodology Seliverstov V.I. mainly designed for speech therapy work with children in medical institutions (in outpatient and inpatient settings). In fact, it is a complex system of speech therapy classes with children, as it involves the modification and simultaneous use of different (known and new) techniques speech therapy work with them. The author proceeds from the basic position - the work of a speech therapist should always be creative, searching. There can be no rigid deadlines and the same tasks for all stuttering people without exception. The manifestations of stuttering are different for each child, his abilities in speech therapy classes are also different, and therefore a different approach is needed in each specific case in the search for the most effective methods of overcoming stuttering.
In the scheme proposed by the author of sequentially complicated speech therapy classes with children there are three periods (preparatory, training, reinforcing), during which speech exercises become more complicated depending, on the one hand, on different degrees of independence of speech, its readiness, the structure of complexity, loudness and rhythm; and, on the other hand, from the different complexity of speech situations: from the situation and social environment, from the types of child's activities, in the process of which his speech communication takes place.
Depending on the level of fluency and characteristics manifestations of stuttering in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with groups of children.
A prerequisite for speech therapy classes is their connection with all sections of the "Education and training program in kindergarten" and, above all, with play as the main activity of a preschooler. Speech therapy classes are based on the active consciousness and participation of children in the process of working on their speech and behavior. In the classroom, visual aids and technical teaching aids (in particular, a tape recorder) are widely used. The child's parents are placed in the conditions of obligatory and active speech therapist assistants in the classes.
In modern techniques speech therapy sessions with stuttering children in recent years, more and more attention is paid to the possibility of using various games for correctional purposes. Games known in the practice of preschool education, modified or even invented by speech therapists.
In particular, G.A. Volkova developed a system for using games (didactic, with singing, outdoor games, dramatization games, creative games) with stuttering children 4-5, 5-6, 6-7 years at different stages of sequential speech therapy classes: at the stage of silence (4-6 days) and whispering (10 days); conjugate (4-5 weeks) and reflected speech (4-5 weeks); question-and-answer speech (8-10 weeks); independent speech (8-14 weeks) and at the stage of consolidating active behavior and free communication of children.
In the proposed system of various games, according to the author, “children learn the rules of behavior in playful, imaginary situations, but reflecting real, life phenomena and people's attitudes. And the learned forms of relationships contribute to the restructuring of the behavior and speech of stuttering children and the elimination of the defect. "
Interesting games and game techniques are also proposed for speech therapy classes with stuttering children I.G. Vygodskaya, E.L. Pellinger, L.P. Uspenskaya. Games and game techniques in accordance with the tasks of the sequential stages of speech therapy sessions with children contribute here to carrying out relaxing exercises (relaxation), a mode of relative silence; education of correct speech breathing; communication in short phrases; activation of a detailed phrase (individual phrases, story, retelling); staging; free speech communication.
The manual proposes a system of purposeful game techniques and situations, which, according to the authors, "form the skills of independent speech in children, helping them to move from communicating with words at the first stage of work to detailed statements at the end of the course".
IN AND. Seliverstov "Stuttering in children"
Most of those who stutter in the process of verbal communication experience a feeling of anxiety, insecurity, fear. They are characterized by a violation of balance and mobility between the processes of excitation and inhibition, increased emotionality. Any, even minor, stressful situations become excessive for their nervous system, cause nervous tension and increase the external manifestations of stuttering. Many stutters are known to speak fluently when they are calm. And the state of calm is mainly provided by general muscle relaxation. Conversely, the more the muscles are relaxed, the deeper the state of general rest. Emotional arousal weakens when the muscles are completely relaxed.
Good diction is essential for clarity and intelligibility. The clarity and purity of pronunciation depend on the active and correct operation of the articulatory (speech) apparatus, especially on its movable parts - the tongue, lips, palate, lower jaw and pharynx. To achieve clear pronunciation, it is necessary to develop the articulatory apparatus with the help of special exercises (articulatory gymnastics). These exercises help to create a neuromuscular background for the development of precise and coordinated movements necessary for sounding a full voice, clear and precise diction, prevent pathological development of articulation movements, as well as relieve excessive tension in the articulatory and facial muscles, develop the necessary muscle movements for fluency and control of parts of the articulation apparatus.
Stuttering is a very heterogeneous disorder in its manifestations. It is naive to believe that it concerns only the speech function. In the manifestations of stuttering, attention is drawn to disorders of the nervous system of stuttering, their physical health, general and speech motor skills, speech function proper, the presence of psychological characteristics. The listed deviations in the psychophysical state of stuttering children manifest themselves in different ways in different cases. Nevertheless, one thing is closely related to the other, feeds each other, the complication of one of the listed deviations inevitably aggravates the other. Therefore, when eliminating stuttering, it is necessary to influence not only the speech of the stutter, but also his personality and motor skills, the nervous system and the body as a whole. The impact on different aspects of the body, speech and personality of the stutter and by various means has received in our country the name of an integrated medical and pedagogical approach to overcoming stuttering.
According to R.E. Levina, there is no speech disorder in itself, it always presupposes the personality and psyche of a particular individual with all its inherent features. The role of the lack of speech in the development and fate of the child depends on the nature of the defect, on its degree, as well as on how the child relates to his defect.
Understanding of their speech deficiency, unsuccessful attempts to get rid of it on their own, or at least to disguise it, often give rise to certain psychological characteristics in stuttering: shyness to the point of shyness, a desire for solitude, language phobia, a feeling of oppression and constant worries about their speech. Sometimes, and vice versa, disinhibition, ostentatious looseness and harshness.
Individual synopsis speech therapy classes on the correction of stuttering preparatory group.
Phonemic theme: "Differentiation of the sounds Ж and Ш in words".
Target :
- to learn to distinguish between consonants Ж and Ш in words.
Tasks:
- To teach the auditory-pronunciation differentiation of Zh and Sh.
- continue to learn to determine the sequence of sounds in a word, improve the skills of sound-syllabic analysis.
- continue to introduce the term "sound"
- to teach expressively, perform a poem, intonationally convey the diversity of its sound, use natural pauses, accents, convey your attitude to the content.
- to form the ability to understand the educational task and perform it independently.
- to form the skill of self-control and self-esteem.
Equipment:
- Object pictures on the sound of Zh and Sh.
- Notebook for speech therapy work
Course of the lesson:
1. The speech therapist invites the child to listen carefully to the poem:
The rain poured out of the cloud
I washed the thorns for the hedgehog
The hedgehog is happy, well fed, washed,
She sleeps sweetly on the crib.
Where did the rain come from?
What did the rain do7
What happened to the hedgehog?
Make sure that the child responds with lines from the poem.
Pay attention to the fact that the child singled out intonationally the sound Ж in the poem. Read the poem again with a memorization mindset.
2. Exercise for relaxation, removal, muscle tone "Trees are rustling"
Yura now you and I will do a very interesting exercise. Repeat after me:
Trees "make noise" - raise your hands above your head and wave them in both directions.
(to the music)
3. Development of phonemic hearing. Comparison of articulation (general and difference)
Didactic exercise "Recognize by description" The speech therapist asks the child to guess by articulation what kind of sound it is.
The speech therapist shows in front of the mirror and explains the articulation of the sound.
- the neck is silent.
Please repeat and make a sound.
What is this sound?
What is he?
Child: -sh-sh-sh is the sound Sh, a consonant, always solid, deaf.
The speech therapist shows the articulation of the sound J.
- the lips are rounded and slightly extended forward,
- wide tongue at the top, forms a "cup"
- warm air jet in the center of the tongue
- the neck works.
Repeat for mine and say.
What is this sound?
Child: -zh-zh-zh sound w, consonant, always solid, sonorous
4. Differentiation of sounds Zh and Sh.
Didactic exercise "clap your hands".
Yura, I will pronounce the words, and you listen. When you hear the sound F, clap your hands.
- W, w, w, w ...,
- Zha, sha, jo ...,
- Zhora, fur coat, cat, hedgehog ...,
Game "On the contrary".
I will pronounce words with the sound Ш, and you, on the contrary, with the sound Ж
- Sha ——— Zha
- JA ——— Sha
- Zhi ———- Shi
- Shi ——— Zhi ...
Repetition of a series of syllables:
- Zha-sha-zha,
- Zha-zha-sha,
- Sha-Ms-Ms,
End the word with a suitable syllable:
- SHI (zhi)
- GRU .... (shi)
- Lou .... (well).,
- Skis),
- Ears),
- Do ... (well),
- Er ... (shi),
- Crew)
- Kamy ... (w)
A couple of words.
What are the sounds in word pairs that the words differ from each other:
- HEAT - BALL
- SORRY - SHAWL
- Fry - Fry
Lay out the pictures.
Divide the pictures into two piles:
Objects with the sound Ш in their names and the sounds Ж in their names.
The speech therapist names the whole word, and the child calls it by the sounds.
- CAT
- SKIS…
Pure phrases.
Pure phrases for the sounds Ш and Ж.
To teach, when pronouncing the last syllable, intonationally highlight the sound Ш and Ж.
- Shi - shi - shi that the reeds whisper.
- Sha - sha - sha, this is a duck, come out of the reeds.
- She - she - she, there is no duck in the reeds.
- Ms - Ms - Ms, the hedgehog has needles.
- Zhu - zhu - zhu, somehow I came to the hedgehog.
- Live - live - live, show me a hedgehog ...
Paste pictures with images of objects in the notebook, in the name of which there is the sound Ш and Ж.
Didactic exercise "Give Jeanne a gift."
Yura, let's give Jeanne with you gifts for the sound Ж at the beginning of the word, and for the sound Ш in the middle of the word.
I will give Jeanne:
- acorn
- lark
Recall the letters that denote the sounds Ж and Ш in the letter.
Synopsis of an individual lesson with a child suffering from stuttering (5-6 years old)
Plan
I. Introductory part.
1. Speech exercise - "Forest exercise".
II. Main part.
1. Learning the new dialogue "Fox and black grouse".
2. Finger gymnastics - "Bunny".
3. Poem with a ball - "Ball in a circle".
4. Retelling of the fairy tale "Teremok".
III. Final part.
2. Assignment at home.
Course of the lesson
I. Introductory part.
1. Speech exercise "Forest exercise".
Purpose: Development of a sense of tempo and rhythm.
Speech therapist: Hello, Milyausha! How are you? Let's start our lesson by learning a new speech exercise. I will read the speech, and you repeat the movements after me:
One squat, two - jump,
And squatting again.
And then jump again-
The bird flaps its wings.
And takes off without looking back.
This is a birdie exercise.
And the cubs, as they wake up,
They love to stretch very much.
Deftly wave your tail.
Well, the bear is clubfoot
Spreads wide with his paw,
Now one, then both in place.
Treading water for a long time.
And when charging is not enough
He starts all over again.
II. Main part.
1. Learning a new dialogue.
Purpose: Development of fluency, fusion of speech, development of the vocal range.
Speech therapist: Well done! Now let's try to learn a new dialogue. I will read in phrases, and you repeat after me:
- Terenty, Terenty! I was in the city.
- Boo-boo-boo, boo-boo-boo! It was like that.
- Terenty, Terenty! I got the decree.
- Boo-boo-boo, boo-boo-boo! I got it so I got it.
- So that you, black grouse, do not sit in the trees, but all walk in the green meadows.
- Boo-boo-boo, boo-boo-boo! Walk like that.
- Terenty, Terenty! Who's going there?
- Boo-boo-boo, boo-boo-boo! Man.
- Terenty, Terenty! And who is running after the man?
- Boo-boo-boo, boo-boo-boo! Foal.
- Terenty, Terenty! And what is his tail?
- Well, goodbye, Terenty, I have no time at home!
2. Finger gymnastics.
Goal: the development of fine motor skills of the hands.
Speech therapist: Now, let's play with our fingers. I'll show you first, and then we'll try together.
In one house (fingers turned downwards descend on the table) with a large roof ("Roof")
There lived a bunny ("Hare")
In the morning he launched a boat in the river ("Korablik")
And in the evening he closed the door in his house ("The Door") and went to bed ("Sleep").
3. A poem with a ball.
Purpose: Coordination of speech with movement. Consolidation of the rhythm of movement and words.
Speech therapist: Now let's play with the ball.
Once! Once! Once! Once!
Like this! Like this!
4. Retelling of the fairy tale "Teremok"
Purpose: Development of correct, calm, continuous pronunciation, highlighting intonations, controlling the volume and timbre of the voice.
Speech therapist: Now let’s try to retell the fairy tale "Teremok". First, I will read in phrases, and you repeat after me, and then I will ask you questions, and then I will try to retell the tale myself.
Flying through the forest, I saw a teremok fly. I knocked, but there is no one there. And she began to live there. A mouse ran past. Knocked:
- This, I, fluttering fly, and who are you?
- It's me, little mouse, let me live with you.
A frog-frog knocked on them, too, and they let her live with them. A jumping bunny ran past and decided to knock:
- Terem-teremok, who lives in the terem?
- This is us - a fly - a clatter, a mouse, a frog, a frog, come on and you live with us.
Soon the five of them began to live: a fly - a clatter, a mouse, a frog, a frog, a jumping bunny, and a cock - a golden comb.
Once a bear passed by - a clubfoot. He also knocked on the teremok.
- Terem-teremok, who lives in the terem?
- This is us - a fly - a clatter, a mouse-louse, a frog-frog, a bunny-bunny, a cock-a-golden comb.
- Let me live with you too.
They let him live too. A club-footed bear climbed onto the roof, could not stand the tower, but fell apart. Then they built a new teremok: big and beautiful. They began to live, live, and make good money.
III. Final part.
Purpose: Development of the lexical and grammatical structure of the language, fusion, fluency, expressiveness of speech.
Repeat the new dialogue at home.
Characteristics of a stuttering child.
I began to stutter half a year ago. Parents complain of rapid fatigue, distraction of attention, anxiety. Low degree of fixation on its defect. A child without much clinical identity, with a mild form of clonic stuttering.
kokarevala.narod.ru
Outline of a speech therapy lesson (senior group) on the topic:
Synopsis of speech therapy classes for older preschool children
Preview:
OUTLINE OF LOGOPEDIC SUBGROUP LESSON
FOR STUNTING CHILDREN
SENIOR PRESCHOOL
BY METHOD
SUSTAINABLE NORMALIZATION OF SPEECH.
(first year of study)
Compiled by the teacher - speech therapist
Smirnova Tatiana Valentinovna
MDOU No. 13 Rybinsk
- Strengthen the skills of fluent speech with the movements of the fingers of the leading hand in its various forms.
- Expand the capabilities of the diaphragmatic-costal
10. Foster bold speech behavior
EQUIPMENT: inflation allowance for each child,
pictures with different sounds,
a table with exercises by Peter Guberin,
hats for staging a poem.
Learning the poem "Joke" by V. Viktorov
Dima - watch out for a soft and smooth entry into speech
Vika - prolonged speech exhalation
Katya - observe speech pauses
Vika - convey various emotional states using intonation
1. Organizational moment:
I'm glad to see you.
Maybe to each other
We will reach out our hands.
The sun is in the palm of your hand
It happens in childhood
Because in childhood
There is a lot of sun in the heart.
Today in class we will go on a magical journey along the river of "beautiful speech". You will be sailors and I will be your captain. Listen to me carefully, memorize everything and repeat after me.
2. Development of coordination and rhythmization of movements.
Recite verses with your hands.
I stand on the bridge and hold binoculars in my hands
Waves are lapping slightly rolling quiet for now.
The waves suddenly became strong
And everyone fell from the pitching.
I hold on to the rope
Suddenly the cap was blown off by the wind.
I began to catch with my hand
I almost fell off the bridge.
Sailors repeat my commands.
Gymnastics by Peter Guberin.
I - HOP - TA - NA - SA
In order to inflate the sails on a ship, air and wind are needed. So we need air for speech.
White snowflake flies
So pure, so bold. Children blow on snowflakes: calmly and
What fresh air on the river. Let's breathe.
"Reach to the toe" Tilt down - a sharp exhalation fff
To ride on the back Pull your legs to your chest - exhale with
We must turn into a ball. sound fff
Pedaling is not easy, exhale for every foot movement
If you go far. with fff sound
Lying and standing, put your hands on your stomach.
Here we inflate the balloon, Take a deep breath through your nose
And we check it by hand. (belly forward), exhale freely
The ball burst - exhale, (belly back).
We relax our muscles.
Beetle, beetle, buzz. Hands to the sides - inhale
Where are you hiding? Going down - exhale
Tell. With the sound "f"
Geese, you geese Slow forward bend -
Red legs on exhalation "ha", straighten -
- Guys, real sailors have a smooth and continuous speech.
"Your speech flows smoothly, together, so water can flow."
Rub and warm up the handles
And we wash our face with warmth.
The rake rakes up all the bad thoughts.
- We tap the forehead with our fingers from the middle to the temples. We pull the sound "m"
- We knock from the back of the nose to the ears. We pull the sound "m" or "n"
We knead the sponges to smile.
- Tap the lip space with your fingertips. We pull the sound "v" on the exhale.
- Tap under the lower lip. We pull the sound "z".
We will knock on the breast.
- Tap the upper chest. We pull the sounds "m" or "zh" as we exhale.
And we flow down the neck down to the shoulders.
Exercise to relieve tension from facial and articulatory muscles.
Fingers press behind the ears and open the mouth.
"Daom", "gaom", "baom", "maize".
Guys, we received letters, but they are not written, but drawn.
The first letter contains a lullaby. Let's sing it ah-ah-ah.
The next letter shows a boat, let's give a signal
Quiet ooh, loud ooh. Shortly at y, long at ____________.
Now let's send greetings to everyone.
Singing sounds with gestures, thread, hand. (together)
Singing sounds with different intonations. (one by one)
Exercises with plugs.
Pronunciation at a different pace, with a different voice strength: quietly, loudly; with permutation of logical stress.
"Senya and Sanya have catfish with a mustache in their nets."
6. Work on the skill of fluent speech. Poetic speech.
Elements of auto-training. Music sounds.
“We sat down comfortably and calmly, our eyes were closed. We listen to the sounds of music.
We felt our heels, tummies, heavy hands. I am calm / 5, my whole body is calm. Breathing is even and calm. / 5
I breathe in peace and breathe out peace / 5.
- Sailors love to joke too. Let's remember and tell the poem "Joke" (telling with gestures, with a hand in roles). I want to remind you of the rule: when talking, you must look at the person you are talking to.
"The boy goes to the doctor:
- I have a stomach ache.
- I ate a peach, it is green not ripe.
The doctor gave drops for the eyes:
- Let it be ten times a day,
Maybe you can figure it out better
What are you putting in your mouth. "
So our journey has come to an end. Did you enjoy traveling on the river of beautiful speech? Think and tell us in full what you liked in the lesson.
The speech therapist notes the positive aspects in the work of each child.
1.Leonova S.V. Psychological and pedagogical correction of stuttering in preschoolers / Ed. V.I.Seliverstov. - M., 2004.
2.Andronova L.Z. How to treat stuttering. - M., 1993.
3. Bakhmatova Z.N., Fridrikh I.A. Smoothly, slowly, beautifully ... - M., 2010
Outline of a speech therapy lesson (middle group) on the topic:
Synopsis of integrated GCD for children with neurotic stuttering
Synopsis of speech therapy classes for preschool children with stuttering
Middle group, neurotic form of stuttering
Topic: the development of an accompanying form of speech in the process of manual activity (application of a flag)
Equipment: balls, light objects (fluff), pictures for articulatory gymnastics, red rectangular leaves, glue, scissors, wooden sticks.
Hello guys! Let's start our lesson!
Now I will recite poetry to you, and you will close your eyes. The "Magic Dream" begins. You will not really fall asleep, you will hear everything, but you will not move and open your eyes until I give you permission. Listen carefully and repeat to yourself my words, you do not need to whisper, calmly rest with your eyes closed. The “magic dream” is over when I say, “Open your eyes! Stand up! "
Attention comes "magic dream" ...
We are resting calmly ...
Our hands are resting ...
Legs are resting too ...
The neck is not tense And relaxed ...
The lips are slightly parted ...
Breathing easily ... evenly ... deeply ...
Everyone open their eyes and stand up!
2. General motor charging
Relaxation exercises:
Stand in a circle, lower your arms along your torso:
- raise the right shoulder to the right ear, "throw" (lower to the starting position), the left shoulder to the left ear, throw, raise both shoulders, and then throw.
- lower the head to the chest, then slowly counting from 1-4.
- raise your arms up, relax your hands, elbows, throw along the body (all at the expense of 1-4)
- with relaxed hands, simulate movements as when rinsing clothes
- raise the leg, knees on the hip damage, left - right alternately
- bend the torso, arms hung like whips, slowly rise
- Inflate and deflate balloons
- Blowing and deflating light objects
3. Speech charging
Formation of lower diaphragmatic breathing
With the training of diaphragmatic breathing, voice exercises are simultaneously carried out:
Exercises to develop the mobility of the articulatory apparatus, and switchability from one movement to another:
Tongue on the sports field
Open your mouth. Stick your tongue out of your mouth as much as possible and pull it to the right and left.
Although it's not easy
Open the mouth and do not close. Reach your tongue towards your nose.
Close to the chin.
Open your mouth. Reach out with your tongue out to your chin.
Deftly made a bridge
Hid his tail down.
Open your mouth. Hide the tip of the tongue behind the lower teeth. Bend the back of the tongue.
And now the Language is like a ball,
Jumps for the teeth from above.
Keep your mouth wide open. Tap the tip of your tongue on the inner surface of the upper incisors.
Hastened to the hippodrome
He sat astride a horse.
Open your mouth wide and smile. Slowly click your tongue, sucking it to the palate. Stretch the hyoid ligament.
It turned into a mushroom on a leg.
Keep your mouth wide open, smile. Suck the tongue to the palate and hold it in this position for 10 seconds. Pull the hyoid ligament.
The tongue is now a gymnast.
Spun up with us.
Open your mouth. Raise the tongue by the upper teeth. Screw it up. Hold with your teeth.
And now he turned around
He lay down and curled up into a tube.
Open your mouth. Stick out a wide tongue. Fold the edges of the tongue inward.
The tongue is a little tired.
He lay quietly.
Stick out a wide tongue. Relax the muscles of the tongue. Hold it in this position for 10 seconds.
Fighting difficult sounds
AND - Glue - Glue - Glue - Glue
I - RIGHT - RECTANGLE - RECTANGLE-RECTANGLE
E - THREE - TRIANGLE - TRIANGLE - TRIANGLE
4. Coordination of speech with movements
Into a bottle of water
And a cherry twig
I'm quiet at night
And in a jar of water
What if with brushes
Suddenly the banner will rise
But mom saw
Came and said:
- Will not grow! No! -
You, son, do not be sad!
You are better yourself
Now you will become like dad, -
And the banner is big
You will carry it in your hands.
A poem is read and the rhythm is beaten, with a pencil on the table, or with claps from the palm of your hand.
5. Speech work
Now we will make a paper flag on a stick. I will distribute red rectangular leaflets. In the previous lesson, we learned to fold the pieces of paper in half. Do it now (in the process of work, the speech therapist asks each child questions):
Katya, what are you doing now? (fold the paper in half)
What color is the paper? (red)
What is the shape of the leaf? (rectangular)
Now let's glue both halves. Look, children, I put glue on one half. I spread the glue gently, little by little. Now you do the same.
Tanya, what are you doing? (I smear glue on one half)
And now, Andrei, tell me what you are doing, but without repeating Tanya's words? (I smear glue here)
- and you Ilya (I smear half of the leaf with glue)
Now I will show you how to glue a flag to a stick. Look carefully. Now do the same with your checkbox.
What are you doing with your flag now? (I attach it to the stick), (I attach my flag to the stick)
Well done, show your flags to each other.
Now place your hands on the desks, inhale deeply and exhale.
6. Homework
Guys, at home you will do this work again, and teach your parents how to create the same flags. And also think, find at home what other flags are there, and tell us about them.
Everyone was doing well today, the flags turned out to be beautiful. We will continue to study carefully, do crafts, and help each other.
On the subject: methodological developments, presentations and notes
Objectives: To activate vocabulary.
This summary of an individual speech therapy lesson contains, in addition to material directly on the automation of sounds [s] and [l], material on the use of various games in speech work with D.
Synopsis of an individual lesson for preschool children with CRA on the topic "Winter has come to visit us."
Formation of readiness for school is one of the main tasks in the work of preschool teachers.
Synopsis of an open lesson for preschool children with disabilities: "Friendly guys".
Activation and updating of the dictionary on the topic "Insects". Improving the skill of drawing up stories-descriptions about objects according to a previously drawn up plan. Improving grammar.
Activation and updating of the dictionary on the topic "Red Summer". Consolidation of ideas about summer and its signs. Improving the grammatical structure of speech. Improving the skill of the syllabic.
Synopsis of an individual speech therapy lesson to correct stuttering on the topic: "Flower - seven-flower"
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Abstract of an individual speech therapy lesson
on the correction of stuttering on the topic: "Flower - seven-flower"
to acquaint V.P. Kataeva "Seven-color flower"
train speech breathing;
develop skills for recognizing the color of objects; develops attention to recognize the color of objects;
develop attention, thinking, imagination, expand vocabulary;
contribute to the education of a sense of kindness and responsiveness;
to consolidate the skill of speech-free speech at the stage of the question-answer form of speech;
work on the fluency of speech, tempo, rhythm;
develop phonemic hearing;
develop coordination of general and fine motor skills;
reinforce the relaxation skill in contrast to tension;
develop skills of independent speech.
Mirror, mock-up flower - seven-color, images of clouds, a candle, an image of the outline of a candle on a sheet of paper, colored rectangles, multi-colored circles with numbers, a toy - a piano, paper butterflies on strings.
Speech therapist: Look at the interesting clouds above us. An unusual cloud has descended to us.
A speech therapist reads a poem:
Mimic exercises are performed with the child in front of mirrors according to the text and pictures (clouds).
V 
from a cloud of fun
Laughs at me:
- Why are you squinting your eyes like that?
How funny you are!
A 
here is another cloud 
It's a breeze from mom
Suddenly carried away far.
And suddenly across the sky a formidable
And with a huge fist
It threatens me angrily.
A small cloud
N 
hell floats like a lake
And a surprised cloud
Speech therapist: Before you and I, before the main part of the lesson, we need to relax and therefore we will now play with you the game "Magic Dream". Closing your eyes, listen carefully and silently repeat my words and follow my instructions.
We are resting calmly ... (Twice)
We fall asleep magically ...
Our hands are resting ...
Legs are resting too ...
Neck is not tense
The lips are slightly parted ...
Everything relaxes wonderfully. (Twice)
Long pause. The child is taken out of the "Magic Dream":
We rested quietly.
Sleep magically fell asleep ...
Louder. Faster. More energetic:
It's good for us to rest!
But it's time to get up!
We squeeze the fists tighter,
We raise them higher.
Open your eyes and stand up!
Speech therapist: The game is over. You rested a little, calmed down, relaxed your arms, legs, whole body. Lips and lower jaw also relaxed.
Speech therapist: Today, I will tell you a wonderful tale by Valentin Petrovich Kataev "The Seven-Flower Flower".
So the tale begins. Once upon a time there was a girl named Zhenya. One day, my mother sent her to the store for steering wheels. The girl bought the bagels and went home. But on the way, unnoticed, an unfamiliar dog stuck to her. And while Zhenya was yawning at the sides, reading the signs, the dog ate all the bagels.
- Ah, a mischievous dog! - Zhenya shouted and rushed to catch up with her.
The dog did not catch up, but she herself got lost. The girl got scared and cried. All of a sudden. Out of nowhere, an old woman appeared. She took pity on Zhenya, brought her to her garden and plucked a very beautiful flower from the garden - a seven-flower, about the same as this one. (Showing a flower) The old woman gave the girl a flower - seven-flowered and said that he can fulfill any of her wishes, one has only to pick one of the petals, throw it and say:
Fly, fly petal
Through west to east
Come back to the circle again.
As soon as you touch the ground
Command to do this or that. And this one will be done immediately.
Zhenya politely thanked the old woman, who suddenly disappeared somewhere, then tore off the yellow petal, threw it and said: (Words)
Tell me to be at home with bagels!
Speech therapist: And starting from this place, I will allow myself to make changes in the tale.
But our flower - seven-flower will not immediately fulfill the girl's wishes, but only after we complete the task written on the back of the petal.
Speech therapist: And so we begin our journey through the fairy tale.
The child tears off the petal from the flower and says the words:
Through the north, through the south
To be, in my opinion, led.
Speech therapist: Now turn the petal over and read what is written on it. Mysterious.
This means that you have to guess the subject from the description of the color combination.
Round, not a month, yellow, not butter, with a tail, not a mouse. ( Turnip)
The very scarlet, sugar, green, velvet caftan. ( Watermelon)
White carrots grow in winter. ( Icicle)
Speech therapist: Well done. I have guessed all the riddles.
And at the same moment Zhenya found herself at home, and in her hands - a bunch of steering wheels!
The girl wanted to put such a wonderful flower in her mother's favorite vase. But she accidentally broke it into small pieces.
Zhenya quickly tore off the red petal, threw it and whispered.
Speech therapist: And so tear off the red petal. And read its title. Rainbow.
This means that you need to name all the colors of the rainbow in order. (I remember the sentence hint "Every hunter wants to know where the pheasant is sitting")
(Lays out rectangles by color).
Before she had time to say the cherished words, the shards crawled to each other by themselves and began to grow together.
Zhenya went into the yard. And there the boys play: they imagine that they are at the North Pole, on pieces of ice. The girl asked the boys to take her into the game, but they did not agree and drove Zhenya away.
- And it is not necessary. I will be at the North Pole without you. Only not on one like yours. And on vsemodstvenny. - tore off the blue petal and said.
Speech therapist: Take off the blue petal. Read what it is called Computing.
Exercise:"Decipher and solve an example." Using the code, you need to replace the colored circles with the corresponding numbers and solve the resulting examples.
And the girl ended up at the North Pole. As I was, in a summer dress, with bare legs, and there was a hundred degrees of frost! And then seven polar bears came out from behind the ice! Zhenya was scared. She cried, but the tears turned into icicles and hung on my nose. Like a downpipe.
Not remembering from fear. The girl grabbed a flower, icy with her fingers - seven flowers, and pulled out a green petal and screamed as best she could ... (Pronunciation)
Veli. So that I was back in my yard!
Speech therapist: Take off the green petal and read what is written on it. Air.
Exercise:- Draw a pencil outline along the points, and you will find out which object is depicted.
The child draws a pencil over the points.
The speech therapist along the way asks questions:
What color is your pencil?
In which direction do you connect the dots?
Which way did you curl the pencil? Etc.
What item did you get? (Candle)
Speech therapist: This candle is drawn on a sheet, and with the help of magic words we can turn it into a real one. Close your eyes and say the magic words:
At this time, the speech therapist puts a lighted candle on the table.
Speech therapist: Open your eyes and see what happened. Let's blow on the light to make it dance. Let us blow harder - the flame will waltz, blow weaker - the flame will dance softly.
(Child does the exercise)
Speech therapist: And with our help, Zhenya again found herself in the yard. The boys didn't believe it. That she was at the real North Pole. The girl took offense at them and went to play in the neighboring yard.
She came and saw that the girls had different toys. Who has a stroller. Someone has a ball, someone has a jump rope, someone has a bicycle. Then Zhenya took on such annoyance. That she tore off an orange petal and said ... (the words) led to all the toys. what there are in the world were mine!
Speech therapist: And you take off the orange petal. And read what it is called. Musical.
Now we are going to compose short melodies. I play and you repeat. Let's start with the key marked with the letter ... (the child names the letter on the key. The task is performed 5 times.)
Here are some unusual melodies we got.
Speech therapist: Toys were poured to Zhenya from all over the world. There were so many of them. Traffic in the city has stopped. The guards climbed onto the lanterns and did not know what to do.
- Enough, enough! And she screamed in horror. Zhenya, clutching his head.
- I was joking! I don't need so many toys at all. I'm afraid..
- And then the girl tore off the purple petal. She threw it and quickly said ...
Tell all toys to go back to the shops!
Speech therapist: Pick the purple petal. Read what it is called. Respiratory.
Exercise: Blow on the butterflies and say on the exhale another name for the flowers that we did not name for the lesson today (For example: cornflower blue, turquoise, raspberry, etc.)
And immediately all the toys disappeared.
Zhenya looked at her flower and saw that there was only one petal left.
- That's a thing! Six petals, it turns out, wasted, and no pleasure. Well nothing! From now on I will be smarter.
Speech therapist: What would you spend the last petal on?
Probably, Zhenya would have wasted the last petal too. If I had not met one boy. The boy was very handsome. He had big blue eyes, and it was immediately obvious that he was not a fighter. His name was Vitya. And he was lame, so he couldn't play with the other kids. “This is for life,” said Vitya.
- Oh, what nonsense you are talking about! - Zhenya exclaimed and tore off the last blue petal, pressed it to her eyes for a minute, then unclenched her fingers and sang in a thin voice trembling with happiness ... (words)
Tell Vitya to be healthy!
Speech therapist: Take off the last petal and read what is written on it Fairy.
Assignment: "Name fairy tales, in the title of which there is a color, and show the corresponding rectangle." ("Ivan - Tsarevich and the Gray Wolf", "Little Red Riding Hood", "Gray Neck", "Blue Beard! The Scarlet Flower", "Cockerel - a Golden Comb", "The Wizard of the Emerald City".)
And at that very moment the boy jumped up from the bench, began to play tag with Zhenya and ran so well that the girl could not catch up with him, no matter how hard she tried.
Speech therapist: Tell me what does this tale teach? (To do good good people much nicer than thinking only of yourself. You need to learn to be empathetic and responsive.)
Speech therapist: So our journey is over, You did a very good job with all the tasks. Please share your impressions.
Stuttering is not a disease, but a manifestation of the disease, one of its symptoms. Accordingly, in order to talk about the tactics of treating stuttering, it is necessary to establish exactly what kind of disorder it is ...
A large number of techniques have been developed to get rid of stuttering. It is difficult to say which technique is suitable in each specific case. Today we bring to your attention the technique described in the book by V. M. Lykov "Stuttering in preschoolers" (M., 1978).
The essence of stuttering
Stuttering is quite common. However, everyday observations show that adults do not have a clear understanding of stuttering, a clear understanding of the psychology of stuttering, knowledge of evidence-based ways of prevention and treatment.
Stuttering is not only a complex speech disorder, but also a disease of the whole organism. And therefore, along with pedagogical measures, stuttering children need special restorative treatment.
Polls of parents have shown that for the most part they understand stuttering as a kind of "mechanical breakdown" of sound pronunciation, do not associate it with complex mental processes. Hence the purely formal approach to the education and training of stuttering.
How does modern science interpret this phenomenon? Based on the teachings of I.P. Pavlov, stuttering is considered as a particular type of neurosis - logoneurosis (speech neurosis), resulting from functional disorders of higher nervous activity.
It is known that in the cerebral cortex two interrelated and interdependent processes continuously proceed - excitation and inhibition. Normally, balancing each other, they create peace and well-being for the whole organism, the so-called state of comfort. But when the mutual balance of these processes is violated, a phenomenon arises, which IP Pavlov figuratively called "collision".
The diseased focus formed as a result of such a "collision" changes the interaction between the cortex and the subcortex. Coming out of the control of the cortex, the subcortical formations begin to send out random impulses to the cortex, including the speech reproduction zone, causing the appearance of seizures in various parts of the speech apparatus (larynx, pharynx, tongue, lips). As a result, some of its components are triggered earlier, others later. The tempo and smoothness of speech movements are disturbed - the vocal cords are tightly closed or open, the voice suddenly disappears, the words are pronounced in a whisper and prolonged (elongated) - pp-field, bbb-be-birch, which makes the thought vague, not brought to the end, becomes incomprehensible for others.
In this regard, the question arises: "What factors negatively affect the normal course of excitation and inhibition?"
There are several reasons. But the main one is the weakness of the nervous system, most often due to infectious diseases (complications after measles, encephalitis), a sluggish current chronic pathology - rheumatism, pneumonia, etc.
Sometimes children are born with a weakened nervous system, which is the result of an unfavorable course of pregnancy.
We have named a group of causes of a disease-causing nature, but there is another group - defects in upbringing. Abnormal living conditions, quarrels between parents in the presence of a child, an uneven attitude towards him (shouting, intimidation, punishment), finally, different requirements in the family hurt the child's psyche and entail a speech disorder.
Many other factors are known to science and practice, for example, left-handedness, imitation, stumbling in speech, impaired pronunciation, speech underdevelopment, etc. By the way, both lagging and excessively rapid development of speech, encouraging children to master complex words and sentences are undesirable. ... It also happens that a child, imitating the sloppy speech of others, seeks to express his thoughts as soon as possible, gets confused, gets confused in sounds and begins to stutter.
However, the listed factors are not enough for the manifestation of stuttering. A kind of impetus, a trigger for stuttering, are stimuli such as fear, conflict situations, difficult emotional experiences. From this it becomes clear why children often begin to stutter after suffering illnesses: a weakened nervous system reacts sharply to strong stimuli, to a rude shout, etc.
In most cases, stuttering is associated with fear (attack by animals, collisions with cars, fires, drowning, rooster crowing, punishment, emotional stress). Indeed, about 70 percent of stuttering cases are trauma-related.
Some might argue: "Many children are scared, but not all of them stutter." What's true is true. To be or not to be stuttering entirely depends, as we have noted, on a number of attendant circumstances - the state of the nervous system at the time of mental injury, the strength of the traumatic stimulus, etc.
Stuttering usually develops in children from two to five years old, that is, in the most turbulent period of the formation of speech. In the system of other mental processes, speech is the most fragile and vulnerable due to its "youth", and therefore the load on the nervous system directly or indirectly affects speech activity. Young children lack strong inhibitory responses. Babies are easily excited, and excitement can lead to seizures, including convulsions of the vocal apparatus - stuttering. Stuttering occurs three times more often in boys than in girls. Scientists attribute this phenomenon to the fact that boys, due to their more active lifestyle, are exposed to more frequent traumatic opportunities. Rural schoolchildren are less likely to stutter than urban ones. In rural areas, there are fewer traumatic factors, there is a calmer and more measured rhythm of life.
Stuttering symptoms
Stuttering proceeds in different ways, but identifying the disease is not difficult. It manifests itself either in the obsessive repetition of sounds and syllables, or in involuntary stops, delays, often accompanied by convulsions of the speech organs. Convulsions affect the vocal cords, muscles of the pharynx, tongue, lips. The presence of seizures in the speech stream is the main phenomenon of stuttering. They vary in frequency, location, and duration. The severity of stuttering depends on the nature of the seizures. The tension of the pronunciation organs does not allow the stutter to conduct a conversation accurately, clearly, rhythmically. The voice is also upset - for those who stutter, it is insecure, hoarse, weak.
It is believed that stuttering is based on blocking (turning off) voice formation. Indeed, a number of experiments confirm this idea. Stuttering, the child spends great physical strength. When talking, his face becomes covered with red spots, sticky cold sweat, and after speaking, he often feels tired.
Individual sounds, syllables, words become so difficult that children avoid using them, from which speech becomes impoverished, simplified, becomes inaccurate, incomprehensible. Especially great difficulties arise when reproducing coherent stories. And, in order to alleviate their situation, kids begin to use sounds, words, or even whole phrases that have nothing to do with the subject of the statement. These "foreign" sounds and words are called gimmicks. As speech tricks, "a", "e", "here", "well", "and" are used.
In addition to speech, motor tricks are also formed in stuttering children: children clench their fists, shift from foot to foot, wave their hands, shrug their shoulders, sniff, etc. speech act. Excessive movements discord coordinated motor skills, load the psyche with additional work.
Some preschoolers develop a fear of speech. Before starting a conversation, the child begins to worry about the fact that he will stutter, that he will not be understood, poorly appreciated. Uncertainty in speech, alertness, suspiciousness appears.
Children are painfully aware of the difference between themselves and their peers. If, in addition, comrades laugh at them, mimic, and adults scold them for incorrect speech, stuttering children withdraw into themselves, become irritable, fearful, they have a feeling of their own inferiority, which further depressing the psyche, exacerbates stuttering.
Psychological layers are so pronounced that, first of all, you have to direct efforts to streamline behavior, and only then to combat stuttering.
Stuttering has impaired coordination in movements. Some have motor restlessness and disinhibition, while others have angularity and stiffness. This is why people who stutter tend to avoid crafts that require delicate finger movements. But the signs of stuttering are not limited to this. Undesirable traits of character are formed in stuttering - irritability, tearfulness, resentment, reticence, distrust, negativism, stubbornness and even aggressiveness.
Stuttering preschoolers are more prone to colds than ordinary children, their sleep and appetite are more often disturbed. If we talk about the dynamics of stuttering, then it strikes with a number of characteristic features - the inconstancy of the clinical picture, adaptability and mutability. Often, a more complex form of speech is pronounced more freely than a lighter one.
In the spring-summer period, stuttering is smoothed out, in the autumn-winter period - it intensifies. In an unfamiliar environment, it manifests itself more strongly than in a familiar one. The severity of stuttering is also influenced by the situation in which the child is. In kindergarten, it is aggravated, in the circle of friends and family the child feels freer. In labor-related classes, speech is much more confident than in native language classes.
Stuttering gets worse as fatigue increases. At the beginning of the day, the defect is less severe than at the end. Hence the conclusion that it is necessary to conduct classes with stuttering in the morning.
When a child is alone, he does not stutter. Children do not stutter when singing, reading poetry, reciting memorized stories. From the above, we can conclude that in order to correct the defect, it is necessary to influence not only the speech of the stutter, but also the personality as a whole.
Overcoming stuttering
Before moving on to specific recommendations for overcoming stuttering, it is useful to recall some general provisions. The first thing that parents should do is to consult with a neuropsychiatric doctor and speech therapist, together with them, based on the characteristics of the child's personality, outline and implement a program of medical and pedagogical influence.
Currently, a comprehensive method of overcoming stuttering has become widespread, in which a prominent role is assigned to parents. What is its essence?
Structurally, it consists of two interrelated parts - health and fitness and correctional and educational. Each of them, complementing each other, pursues its own goals and objectives: health-improving is aimed at normalizing neuropsychic processes, at improving the nervous system; correctional and educational - for the development and consolidation of correct speech skills.
To improve the health of the child, various activities are carried out, sedatives, calcium preparations, and various vitamins are prescribed. Drug therapy is combined with physical and climatotherapy, sleep, etc.
It is extremely important for parents to create a favorable, calm environment for the baby, instill in him cheerfulness, and distract him from unpleasant thoughts. The speech of adults should be friendly, unhurried, simple. Tugging, shouting, punishment are not allowed.
Since the body of a stuttering child is in most cases weakened, he really needs a correct and firm, rational alternation of work and rest. The measured rhythm of life contributes to the normalization of the body's work and, in particular, the higher nervous activity. In this case, sleep plays an important role. Children who stutter should sleep 10-12 hours at night and 2-3 hours during the day.
During the day, they provide time for games, walks. Moreover, it is important for mobile children to choose calm games, for inert ones - cheerful, mobile ones.
Parents should pay close attention to the child's nutrition - to make it varied, high in calories, well fortified. For those who stutter, we recommend four meals a day with constant meal times.
Hardening procedures - wiping, dousing, bathing - have an exceptionally beneficial effect on the health of the child. Walking, sledding and skiing are mandatory. Do not forget about morning exercises and physical exercise, which contribute to the development of coordination of movements, improve the work of the cardiovascular and respiratory systems. Elements of child labor should also be included in the daily routine: the child can bring dishes, remove spoons, slices of bread from the table, tidy up the children's corner, prepare items for the game. The child is entrusted with caring for the plants, etc.
Medical and recreational activities create a physiological foundation for conducting special speech classes. Correctional and educational measures are aimed at normalizing the tempo, fluency and rhythm of speech, at developing the ability to work purposefully, activating verbal communication, and also at eliminating defects in sound pronunciation.
The program of correctional and educational measures is implemented in the process of the child's daily activities, as close as possible to his needs, interests, hobbies, in a word, speech correction should take place in natural conditions. In no case should a child be forced to perform certain tasks. He must do everything without much coercion.
Speech lessons
Speech classes are built in the form of conversations, viewing didactic materials, filmstrips, work on crafts. In the classroom, you need to use books, toys, board games. At the same time, parents should monitor the speech of children, help them express their thoughts correctly, without focusing on the speech defect.
Speech classes should be conducted regularly and in accordance with the principle from simple to complex, from familiar to unfamiliar. From the simplest situational forms to a detailed statement - this is the way to overcome stuttering. This is a very difficult task, and success here accompanies those parents who are not stopped by the first setbacks.
It usually takes 3-4 months to overcome stuttering in preschoolers at home. All this time you need to be close to the child and "live" with him all the stages of speech re-education. Never lose hope of a stutter fix. Remember: stuttering is a removable disease.
The course of overcoming stuttering is conventionally divided into three periods: preparatory, training, reinforcement.
Preparation period
This period includes medical and health-improving and protective measures: visiting a doctor, speech therapist, organizing work and rest. At this time, it is necessary to limit the speech communication of the stuttering child with other children. Family members must be careful to ensure that their own speech is intelligible, expressive, and leisurely. It is necessary for each day to draw up a plan of work with the child and make notes on its implementation. They have easy conversations with the child about the fact that together (with mom, dad) he will learn to speak correctly and beautifully, tell interesting tales or stories. At the same time, play a child's disc for the child or let him listen to the tape recording of the fairy tales "Teremok", "Kolobok", "Three Bears" and others. Games, drawing, modeling help to tune it for the upcoming speech work. Engage in the education of correct speech while walking and playing in the fresh air.
In the preparatory period, simple speech classes are organized - three to four times a day, each lasting 10-15 minutes. It is better to start classes with speech exercises. The child is asked to count to five, to ten, and then, following the parents, say short phrases: "I am learning to speak slowly." "I am learning to speak loudly."
Excerpts from children's poems can serve as material for speech charging. The purpose of speech charging is to set up the child for the upcoming lesson, to make him feel that he can speak correctly. At the same time, it is important that in a conversation the child does not strain, does not raise his shoulders, breathes quietly, calmly.
After charging, speech classes begin, which consist of special exercises that normalize speech. Speech exercises are built in a certain sequence - from a simple form of speech to a complex one.
Conjugate speech is the easiest for stuttering children. The child with his parents simultaneously names the objects depicted in the pictures, the letters of the alphabet, speaks short phrases (from the pictures), recites poetry. The teaching method is quite simple. Looking at the picture, at the same time with the child, smoothly, leisurely say: "This is the Bear. The bear is swimming. The bear has big paws."
You can take any toy and tell what parts it consists of: "This is Lena's doll. Lena has eyes, mouth, nose. Lena has a new dress and white shoes." Seeing objects in front of him, the child more easily and more confidently expresses his thought.
You can end the lesson with a game of lotto with pictures or reading a poem. As soon as the child is fluent in the conjugate speech, move on to the next form of speech.
Reflected speech is a more complex form that allows storytelling based on objects, pictures, toys. Parents say the phrase, the child repeats: "I have a pencil." "I'm drawing". "Once upon a time there was a goat, and she had seven kids." With children it is advisable to pronounce "Teremok", "Kolobok", M. Prishvin's story "The Brave Hedgehog", A. Barto's poems "Bunny", "Bear". With older preschoolers, you need to learn the alphabet, and you should also teach them to read and write "ABC".
During this period, exercises are introduced to coordinate the word with movement. Together with the child, march in a circle: "We have learned to count: one, two, three, four, five." And so three times. Or another exercise. Give the child a ball and follow each throw of the ball on the floor with a score. The lesson ends with a speech board game... For example, you can make any subject loto. Show your child the picture and say calmly: "I have a squirrel." Then you just show the picture and the child calls it.
This is a schematic lesson plan for the education of the reflected form of speech, based on which you can make up subsequent lessons yourself.
During this period, learn the poem "Spring" by N. Naydenova with your child. Use the days of the week, months, seasons as voice charging. If a child reads, select folk tales and interesting poems for him.
After two or three sessions, the child himself begins to be active and confidently repeats the text, plays willingly, throws the ball up, hits the floor, wall. The movement is accompanied by words. Especially convenient for such exercises are counting rhymes, jokes, riddles (they can be found in the magazines "Funny Pictures", "Murzilka").
This is where the preparatory period ends. Its duration can be different depending on the success of mastering the conjugate-reflected form of speech. Fluency in them gives rise to the transition to the next period - training. There are frequent cases when, at the initial stage, certain forms of stuttering (especially mild ones) are successfully overcome. For preventive purposes, classes should be continued. However, the daily routine, the gentle regimen should remain the same. After a month, the child can be taken to a regular Kindergarten.
Training period
The training period is the main period in the work to eliminate stuttering. Its goal is to master the most complex forms of speech based on the skills acquired in the preparatory period. The child felt that he could speak freely, confidently, and therefore the subsequent activities would not seem overly difficult to him.
The training period begins with mastering the question-answer form of speech. Classes are built in the form of conversation, games, work. Pictures, toys, etc. are used as didactic material. The main thing for parents is to be able to correctly pose the question. Unlike exercises with reflected speech, the child, when answering a question, independently pronounces one word. In the future, the answers become more complicated, and the child speaks 3-4 words independently.
Here's an example of a one-day lesson. Based on this composition, you can build similar activities for the following days.
In the morning
Speech charging for the coordination of words with movement. Stand in front of the child two meters away with the ball.
- Zhenya, what do I have in my hands?
- Ball.
- Catch! (Zhenya catches).
- Zhenya, what have you done?
- I caught the ball.
- Throw to me (Throw).
- What did you do?
- I threw the ball.
- What kind of ball is it?
- Rubber ball (round, small). (The child throws a ball at the word "rubber"). The next exercise is squatting and straightening with an emphasis on the socks.
- What will you do?
- I will go up on tiptoes and squat.
The exercise is performed as follows: At the expense of times - squat.
- Zhenya, what have you done?
- I squatted down. On the count of two - straightening.
- Zhenya, what have you done?
- I stood on tiptoes.
Answers to questions about familiar pictures. Prepare a set of subject and plot pictures. Show them to your child one at a time:
- Who is this?
- It's a girl.
- What is the girl doing?
- The girl is playing with a doll. Next picture:
- Who is this?
- Boy.
- What's in the boy's hands?
- The boy is holding a fishing rod.
- What is the boy doing?
- The boy is fishing.
In this vein, sort out a few more pictures with the child. Do not rush the kid, make sure that he answers smoothly, without mistakes. In case of difficulty, let him repeat after you.
From subject pictures, go to work with plot pictures cut from children's magazines. Children willingly study the painting by K. Uspenskaya "They did not take on a fishing trip."
First, the child carefully examines the picture, and then answers the questions:
- Zhenya, what is shown in the picture?
- In the picture there is a boy, a chicken, an uncle and another boy.
- Where does the boy live? In the city or in the countryside?
- The boy lives in the village.
Where do you think your father and older brother went?
- They went fishing.
- What do they have in their hands?
- In the hands of a fishing rod.
- Who else wanted to fish?
- This Boy.
- Did they take him or not?
- They didn’t take it, and he is crying.
- And what does the little sister do?
- Smiling.
As we analyze the picture, the questions become more complicated.
For children 4-5 years of age, select pictures with images of animals, heroes of your favorite fairy tales. Finish the lesson by cutting out the letter "a". Draw the letter "a" on a piece of paper and have your child cut it out. During the operation, ask:
- Zhenya, what are you doing?
- I cut out the letter "a".
Say "ah-ah-ah" loudly together.
V. M. Lykov
The article is provided by the site Kindergarten.Ru
V. Lykov
Abstract of a speech therapy lesson with stuttering older preschool children at the stage of question-and-answer speech.
"Journey to the magic forest" Lexical topic: "Wild animals"
Gichko Olga Mikhailovna.
Teacher-speech therapist GBDOU kindergarten No. 2 of the compensating type of the Kirovsky district of St. Petersburg.
Correctional and educational goals:
1. Consolidation of the idea of wild animals.
2. Activation of the vocabulary on the topic: wild animals,
3. Construction of a sentence with prepositions: in, from, on, with, for, because of, the formation of possessive adjectives and coordination with nouns, the use of the prepositional case of a noun, the selection of a verb to a noun, the coordination of numerals with a noun.
4. Consolidation of the skill of sound analysis of words.
5. Consolidation of knowledge about the image of the letter.
6. Strengthening the ability to correctly ask and answer questions with a complete answer.
Correctional and developmental goals :
1. Development of prolonged speech breathing, Development of prosodic components of speech.
2. Development of auditory and visual attention, perception, memory.
3. Development of optical-spatial representations
4. Development of personal qualities: activity, curiosity, independence, the ability to apply the knowledge gained in independent activity, to develop the ability to self-esteem.
5. Development of universal prerequisites for educational activity: Ability to listen to an adult and follow his instructions.
6. Development of the emotional sphere of children, imagination.
7. Development of muscle tone, facial muscles.
Correctional and educational goals:
1.Creating a steady interest in the occupation, initiative, striving for vigorous activity,
2. Fostering a sense of fellowship-collectivism.
3. Education of a humane attitude towards wild animals.
Equipment:
Magnetic board, computer, flanneligrapher with a set of parts on the topic: "Winter" (snowflake, tree, snow falling, snowdrift, woodpecker, titmouse)
Audio recording "Winter" "Relaxation melody",
Suit of the Old Man-Lesovichka.
Modules - hemp, snowballs, track with footprints,
Object pictures depicting wild animals
Pictures depicting animal dwellings (hole, den, hollow, bush.)
Pictures depicting emotions: sadness, discontent, surprise, joy.
Pictures depicting a hare: on a stump, jumped from a hemp, into a snowdrift, climbed out of a snowdrift, behind a tree, from behind a tree. (For individual work according to the number of children)
A colored envelope contains 5 pictures of a wild animal (wolf, fox, hare, squirrel,)
Preliminary work:
Acquaintance with emotions. Work on the duration of speech exhalation. Strengthening the skill to use the computer correctly. Reading fiction on the topic: "Wild animals".
Course of the lesson:
Organizing time.
Speech therapist: Guys, let's say hello to the guests. Hello.
And now let's remember how to speak correctly and beautifully:
1. Be attentive, do not bother others, first listen then answer.
We pronounce it conjugally. Disperse to the place. We sat down on the chairs.
2 .Relaxation to music.
Speech therapist: Children, look and imagine that we are in a winter forest. (Turn on the music)
Close our eyes and listen to music.
Turn off the music. We open our eyes.
Speech therapist: - What was the music?
Children: The music sounded gentle. The music sounded beautiful. Music sounded
calm.
Speech therapist: What did you imagine to the sound of this music?
Image of pictures on the board.
Children: Snow is falling, snowflakes are spinning, frost crackles, trees rustle,
a bird flew somewhere, etc.
3. Speech with movements: "We have come to the winter forest."
Speech therapist: In order not to freeze in the winter forest, we will warm ourselves .
We have come to the winter forest! How many miracles are around here!
On the right, a birch tree in a fur coat stands, On the left, a tree looks at us.
Snowflakes in the sky are spinning. And they quietly lay down on the ground.
So the bunny galloped over. He ran away from the fox.
This gray wolf prowls, He is looking for his prey.
We will all hide now! Then he will not find us!
Only the bear sleeps in its den, So it sleeps all winter.
4 riddles about wild animals
From behind the tree comes a forestry.
I am an old man, a forest man, I go through the woods for order, I look.
Hello guys, am I glad you came to my property?
Lesovichok: - Do you know who lives in my forest? Children: - Yes!
Lesovichok: I'll ask you riddles.
We will answer one at a time, to whom I will point.
Sit on the stumps and listen.
1.Look at what it is - Everything burns like gold,
He walks in an expensive fur coat, The tail is fluffy and large. (Fox)
2. Day and night prowling through the forest, Day and night looking for prey.
He walks - he wanders silently, Ears are gray upright. (Wolf)
3. A fungus hangs on a knot. Who could hang it?
I will spread a small spruce forest, I will hide - I will see ... (squirrel).
4. The scythe has no den, he does not need a burrow.
Legs save from enemies, And bark from hunger. (Hare)
5. He is big and clubfoot. They say he sucks his paw.
Loud can he roar, What is this beast? (Bear). - together.
Children guess riddles.
Well done. You are good at solving riddles.
Lesovichok: What should you call these animals? Children: Wild animals.
Lesovichok: Why are they called that? Children- They live in the forest.
Lesovichok: Oh, I’ve been too late, I’ll run away with you, I’ll visit my property and come back, and you’ll take a walk.
5.Breathing exercise Speech therapist: And we will breathe fresh, frosty air.
Oh! What air! Children shrug and breathe deeply.
Oh! What frosty air.
What transparent and clean air! How to breathe well.
It is very beautiful in the winter forest. Everything is covered with white, fluffy snow.
6. Psycho-gymnastics The goal is to teach how to regulate muscle tone, facial muscles.(cards with faces on the board)
Speech therapist: What happened? What's around? Noise and din from all sides is a bunny galloping up.
He ran away from his mother. The bunny is small, does not always obey, and there is a mother
he is scolded or punished. And when he is obedient, his mother praises him, caresses him.
And from this the bunny has a different mood. I will call you zaikino
mood, and you choose the desired card.
Speech therapist: A bunny is sitting on a stump and is sad:
Lower the corners of the lips down. To convey a sad look.
Children show facial expressions of sad mood
Speech therapist: lost in the forest and cannot find his mother, angry with himself.
The child takes the desired picture with a muzzle.
Children show facial expressions of an angry mood
Speech therapist: the bunny saw a familiar squirrel.
The child takes the desired picture with a muzzle.
Children show facial expressions of surprise.
Speech therapist: do not be sad, we will play with you and look for mom.
The child takes the desired picture with a muzzle.
Children show a smile. Well done!
7. Snowball game "We will have a little rest and go to play snowballs"
Speech therapist offers a box of snowballs.
Speech therapist: Children take a snowball. Let's make a lump and throw it. Shake off the snow from our hands.
Children perform movements.
eight. " Where is the bunny hiding? " (Building a sentence with prepositions: to, from, to, from, behind, from behind,) (with pictures)
Bunny ran to look for his mother, and we will sit down at the table. Choose pictures for yourself, consider. I remind you. I will ask, and you will answer with a full sentence.
The speech therapist asks children questions:
Where did your bunny jump? - My bunny jumped into a snowdrift.
Where did your bunny come from? My bunny got out of a snowdrift.
Where is your bunny? - My bunny is on a tree stump.
Where did your bunny jump from? - My bunny jumped off a hemp
Where did the bunny hide? - The bunny hid behind a tree.
Where did the bunny look out of? - The bunny looked out from behind the tree. Clever girl!
9. Game "Whose Footprints" (formation of possessive adjectives and agreement with nouns)
Lesovichok: I'm back, I need your help. The animals have traced all over the forest and confused me. I don't know where, whose footprints? I can't find anyone.
Lesovik: Choose your footprints. Children choose and stand near the tracks.
Lesovichok: Whose tracks did you choose?
Child - I chose rabbit tracks.
Lesovichok: Whose tracks did you choose?
Child - I chose squirrel footprints.
Lesovik: Stas, whose tracks did you choose?
Child - I chose the wolf tracks.
Lesovichok: Sasha, whose tracks did you choose?
Child - I chose the fox tracks.
Guys, follow the tracks that you have chosen, and we will see where these tracks lead you.
The children followed in the footsteps and each stopped at their place.
Lesovichok: Where did the fox tracks lead you?
Child: Fox tracks led me to a fox hole.
Lesovichok: Where did the squirrel tracks lead you?
Child: Squirrel footprints led me to a tree with a hollow squirrel.
Lesovichok: Where did the hare tracks lead you?
Child: the rabbit footprints led me to the bush.
Lesovichok: Where did the wolf tracks lead you?
Child: The wolf tracks led me to the wolf den.
10. Game "Where does anyone live?" (use of the prepositional case of a noun)(Cross-poll.)
Speech therapist: Guys, now you will ask each other questions about your animal and answer them.
Children ask questions to each other.
Sasha: where does the wolf live?
Child: The wolf lives in a den.
Stasik: Where does the fox live?
Child: The fox lives in a burrow.
Mouths: Where does the squirrel live?
Child: Squirrel lives in a hollow
Kirill: Where is the bunny hiding?
Child: A bunny is hiding under a bush.
Bogdan: Where does the bear winter?
Child: A bear hibernates in a den.
11. "Who is performing these actions?"(matching a verb to a noun)
Lesovik: How great you were at asking and answering questions. And now I’m asking you around.
Speech therapist: Then go to the board.
The child answers and puts the picture on the board with the picture of the animal.
Lesovik: Tracks, runs, howls ... a child ... a wolf
Lesovik: Sneaks, runs, cheats ... ... child ... .. fox
Lesovik: Jumping, frightened, trembling ... ... child ... hare
Lesovik: jumps, jumps, hides in a hollow…. child ... squirrel.
12."Count the animals » 1,2,3,4.5. (Agreement of numerals with a noun
Child - One wolf, two wolves, three wolves, four wolves, five wolves.
Child: one hare, two hares, three hares, four hares, five hares.
Child: one fox, two foxes, three foxes, four foxes, five foxes
Child: one squirrel, two squirrels, three squirrels, four squirrels, five squirrels.
13 ". Highlight the sound in the word."
Speech therapist: Lesovichok, do you have a school in the forest?
Lesovichok: Yes! I will go to it soon.
Speech therapist: We are also preparing for school. We already know how to distinguish sounds in a word.
Let's remember what vowel sounds you know. Children answer: Ah, oh, y, and, uh, s.
Look at the board. Speech therapist: Who is this? The child is a wolf.
Speech therapist: What is the vowel sound in the word: wolf.
Child: The word wolf has one vowel o
Speech therapist: Who is this? The child is a fox.
Speech therapist: What are the vowel sounds in the word: fox.
Child: The word fox has two vowels and, a.
Speech therapist: Who is this? The child is a bear.
Speech therapist: How many vowels are in the word: bear.
Child: There are two vowel sounds in the word bear: and, a
Speech therapist: Who is this? The child is a bunny.
Speech therapist: How many vowels are in a word: bunny.
Child: The word bunny has two vowel sounds a, a.
14. Computer game "Collect a word from letters »
Lesovik: Guys, let's find out how they study at the forestry school. The school has a crocodile teacher, his name is Croco. He is smart and kind.
Let's split into two teams.
Speech therapist: Collect from the letters, the word chanterelle. Will Lesovichok see whose team will cope faster?
The child clicks on the correct letter. Well done! We played with the word chanterelle.
15. "Make a sentence with a word" : l little bird, hare, wolf, squirrel, bear.
Speech therapist: Lesovichok, we know how to come up with our own sentences with the word chanterelle.
Children: The chanterelle is catching up with the hare. The bunny is hiding from the fox. Squirrel on a branch
gnaws nuts. The wolf hunts down its prey.
Speech therapist: What proposal did you like the most?
16. Relaxation to music. " Magical dream"
Speech therapist: We will go to the magic meadow. Lie down, close your eyes and
Listen to the music. Children lie down on the carpet, close their eyes and relax to the music.
Speech therapist: Imagine you are lying on warm sand. You feel good and pleasant.
Breathing is even, calm; you feel the warm rays of the sun. Rays
warm your hands, feet, face. One of the rays touched your lips and
painted you a smile. You are pleased with these touches. Do you feel
part of nature. You will carry this smile and present to your friends.
Stretch your arms up, inhale, and open your eyes for a count of three. Your walk
was wonderful. They sat down. Stretched out. We got up. 16. Where have you been? What did you like? Well done! You did well. The forester left gifts for you under the tree.
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