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Prepared by teacher Nevolina Ekaterina Igorevna

Features of the formation of coherent speech in children with ODD.

PREFACE... The first meaningful words appear in children by the end of the first year of life (10-12 words); at the end of the second year of life, the lexical composition is 300-400 words; by three years - 1500 words; by four - 1900; at five years - up to 2000 - 2500, at six seven years - up to 3500 - 4000 words.

Every child must learn to express their thoughts meaningfully, grammatically correct, coherently and consistently. At the same time, the child’s speech should be lively, spontaneous, and expressive. Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the child’s logic, thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech.

A different picture is observed with OHP. General underdevelopment of speech can be expressed to varying degrees: from the complete inability to combine words into phrases or from pronouncing individual onomatopoeic complexes instead of words to extensive speech with elements of phonetic-phonemic and lexical imperfection. Hence the name of the defect - general speech underdevelopment.

The relevance of this problem is that in children with general speech underdevelopment, coherent speech is always impaired. This is due to the deterioration of the environmental situation, an increase in mental trauma and the influence of various harmful factors.

General underdevelopment of speech is a systemic violation of the acquisition of all levels of language (sound side (phonetics) and semantic side (vocabulary, grammar), requiring long-term and systematic speech therapy intervention

The main signs of general speech underdevelopment: late onset of speech development; slow rate of speech development; limited, age-inappropriate vocabulary; violation of the formation of the grammatical structure of speech; violation of sound pronunciation and phonemic perception.

R. E. Levina, L. N. Efimenkova, T. A. Tkacheva studied the general underdevelopment of speech as a systemic disorder and identified the characteristics of coherent speech in children with ODD. Issues of the formation of coherent speech were studied by E. I. Tikheyeva, A. A. Leontiev, L. S. Vygotsky. The problem of the development of coherent speech in children with ODD is reflected in the works of V. P. Glukhov, T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova and others.

Features of the grammatical structure in children with speech underdevelopment are presented in the works of V.K. Vorobyova, B.M. Grinshpuna, V.A. Kovshikova, R.E. Levina, V.K. Orfinskaya, E.F. Sobotovich, S.N Shakhovskoy, etc. Initially, the features of the grammatical structure of speech were analyzed from the standpoint of a psychological and pedagogical approach in order to identify, study and analyze existing violations. Morphological disorders were identified, manifested in violations of inflection and word formation. Agrammatisms in the speech of children with speech underdevelopment increase as their vocabulary expands. However, according to E.F. Sobotovich, the structure of grammatical errors is heterogeneous, while there are both morphological, manifested at the level of phrases and sentences in the inability to coordinate words, and syntactic violations, manifested in structural and semantic agrammatism. Children do not develop the operations of programming, selection, and synthesis of linguistic material in the process of generating a speech utterance.

The term “general speech underdevelopment” was first introduced by R.E. Levina in the 50-60s of the 20th century, level 1 - complete absence of speech, elements of speech. Level 2 – the rudiments of common speech, in addition to gestures and babbling words, although distorted, fairly constant common words appear. Level 3 – speech is more developed, there are no gross deviations in the development of phonetic-phonemic and lexical-grammatical aspects of speech

Children with general speech underdevelopment are characterized by a low level of development of the basic properties of attention. Some of them have insufficient stability of attention and limited possibilities for its distribution.

Speech retardation also negatively affects memory development. With relatively intact semantic and logical memory, such children have a noticeable decrease in verbal memory and memorization productivity compared to their normally speaking peers. Children often forget complex instructions (three to four steps), omit some of their elements, and change the sequence of the proposed tasks. There are frequent duplication errors when describing objects and pictures.

Having complete prerequisites for mastering mental operations accessible to their age, children lag behind in the visual and figurative sphere of thinking, without special training they have difficulty mastering analysis, synthesis, and comparison.

Children with speech underdevelopment, along with general somatic weakness, also have some lag in the development of the motor sphere. In a significant proportion of children, motor impairment is expressed in the form of poor coordination of complex movements, uncertainty in reproducing precise movements, and a decrease in the speed and dexterity of their execution. The greatest difficulty is in performing movements following verbal and especially multi-step instructions.

The mental development of children with special needs development, as a rule, is ahead of their speech development. They are critical of their own speech insufficiency. Primary speech pathology, of course, inhibits the formation of initially intact mental abilities, however, as verbal speech is corrected, intellectual processes level out.

Currently, preschoolers with speech impairments constitute the largest group of children with developmental disorders. Based on studies of the patterns of speech development of children with various speech pathologies, ways to overcome speech insufficiency were developed, the content and methods of correctional training and education were determined.

ONR is a complex problem that requires the following methods for the formation of coherent speech in children. 1. Learning to retell. 2. Learning to tell stories from pictures. 3. Narration through a series of plot pictures that depict in sufficient detail the development of the plot action. 4. Teaching storytelling based on a separate plot picture with children inventing previous and subsequent events (on supporting issues). 5.Description of a landscape painting. 6. Learning to describe objects. 7. Teaching storytelling with elements of creativity.

And in conclusion: Having studied the theoretical literature on the problem raised, we became familiar with the state of the problem and studied the symptoms of general speech underdevelopment. Speech disorders complicate communication, negatively affect mental activity, lead to changes in the emotional sphere of the child, limit the acquisition of conceptual meanings and speech patterns, and interfere with the acquisition of literacy. Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.

The effectiveness of the process of forming coherent speech depends, first of all, on its timely start and the effectiveness of the chosen method of correctional influence, taking into account the identified disorders and characteristics of the child. Also, having studied the theoretical literature, we came to the conclusion: speech therapy work with children lagging behind in speech development should begin at an early age. Identifying deviations in speech development, their correct classification and overcoming them at an early age, when the child’s language development is far from complete, seems very difficult, but important.

Literature. 1. Speech therapy reference book by speech therapist N.N. Polushkin. – M.: AST:Astrel 2010. 2. Fundamentals of the theory and practice of speech therapy, edited by R. E. Levina Enlightenment – ​​M – 1968 3. Fundamentals of speech therapy T. B. Filicheva, A. N. Cheveleva, G. V. Chirkina, Enlightenment M - 1989. 4. Experience of linguistic analysis of the dictionary of children's speech A. V. Zakharova Novsibirsk -1975. 5. Overcoming general underdevelopment of speech in preschool children N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva Enlightenment M 1998. 6. Speech as a conductor of information N. I. Zhinkin -m -1982.

Filicheva T.B., Tumanova T.V. Children with general speech underdevelopment. Education and training. Educational and methodological manual. M.: Publishing House GNOM and D, 2000. 128 p. (Correctional work in special preschool institutions) The manual presents the psychological and pedagogical characteristics of children, the program of correctional education and upbringing of children, approximate lesson notes on the development of speech understanding, the formation of lexical and grammatical structure and the development of coherent speech in children with ODD in I, II and III periods of study. For classes with children with level 1 OHP Dateshidze T. A. System of correctional work with young children with delayed speech development. St. Petersburg: Speech, 2004 The book outlines a system of correctional work with children aged two to three years who suffer from delayed speech development of various origins, using all types of activities available to children of this age.

Speech therapy. Overcoming general speech underdevelopment in preschool children: Book. for a speech therapist / Zhukova N.S., Mastyukova E.M., Filicheva, 1999. The work on overcoming OHP from levels 1 to 3 is described here in detail. In comparative terms, the process of a child’s acquisition of the Russian language in normal and pathological conditions is considered. Efimenkova L.N. Formation of speech in preschoolers: (Children with general speech underdevelopment). Book for a speech therapist. 2nd ed., revised. M.: Education, 1985 Descriptions of game techniques for the development of the lexical and grammatical structure of speech are given. Tkachenko T.A. We learn to speak correctly. System for correction of general speech underdevelopment in children 5 years old., Moscow, 2002. Tkachenko T.A. We learn to speak correctly. A system for correcting general speech underdevelopment in 6-year-old children. Moscow, 2002. The manual is part of an educational and methodological set widely used by modern practicing speech therapists. It presents the planning of correctional speech therapy work in specialized groups for children with special needs development disorders, and provides the most interesting lesson notes and game techniques.

Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment. SPb.:, 2004 The manual includes three sections devoted to speech therapy work in different age groups - middle (1st year of study), senior (2nd year of study) and preparatory school (3rd year of study) Each section consists of long-term work plan for the speech therapy group for the year and applications. Long-term plans are drawn up based on the standard program of preschool institutions and include elements of the “Childhood” program (the special development of children with speech impairments is taken into account). The appendix contains extensive didactic material for speech therapy classes (poems, outdoor games, finger gymnastics exercises, etc.)

Thank you for your attention

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CHARACTERISTICS OF CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT Municipal preschool educational institution "Kindergarten of a combined type No. 1 "Fairy Tale"

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The formation of all components of the speech system is disrupted: - sound pronunciation is disrupted - the lexico-grammatical structure is disrupted - the vocabulary is poor - there are violations of the syllabic structure of the word - coherent speech is not developed

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MEMORY MOTOR SKILLS ATTENTION THINKING VISUAL PERCEPTION SPATIAL and TEMPORAL REPRESENTATIONS COMMUNICATION General speech underdevelopment affects the formation of the intellectual, sensory and volitional spheres in children. All children with general speech underdevelopment are characterized by general motor awkwardness and impaired optical-spatial gnosis.

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All children with general speech underdevelopment are characterized by a reduced level of development of the basic properties of attention. A number of children show insufficient stability, difficulty in switching on, difficulty in distribution and switching. A study of the function of attention shows that children with OPD - get tired quickly, - need encouragement from an adult, - find it difficult to choose productive tactics, - make mistakes throughout their work. ATTENTION

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MEMORY With relatively intact semantic, logical memory in children, verbal (VERBAL) memory is noticeably reduced, memorization productivity suffers; a number of children have low recall activity, which is combined with limited opportunities for the development of cognitive activity (repeated naming of objects, pictures). children forget complex instructions (three or four steps), omit some of their elements, change the sequence of the proposed tasks

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THINKING The connection between speech disorders in children and other aspects of their mental development determines the specific features of their thinking. Possessing, in general, complete prerequisites for mastering mental operations accessible to their age, children lag behind in the development of visual-figurative, verbal-logical thinking, without special training they have difficulty mastering analysis and synthesis, comparison, and generalization. Some children are characterized by rigid thinking.

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PERCEPTION (visual) When visually recognizing an object in complicated conditions, children with general underdevelopment perceive the image of an object with certain difficulties: they need more time to make a decision when answering, they show uncertainty, and make individual mistakes in identification. When performing the task of “equating to a standard,” they use elementary forms of orientation.

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Spatial and temporal representations Children with OHP find it difficult - in determining the right, left side - confuse the concepts of up, down, front, behind, far, close, day, night, morning, evening, today, tomorrow - in performing actions that change the position of one or the other another object in relation to another (to the right of the closet is a chair)

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MOTOR SKILLS (large) A significant proportion of preschoolers with OHP have poor coordination: children look motorically awkward when walking, running, moving to music, - have increased motor exhaustion, - decreased motor memory and attention.

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MOTOR SKILLS (fine) Many children are characterized by insufficient coordination of fingers, hands, and fine motor skills. Coordination of movements is difficult (when unbuttoning and fastening buttons, tying and untying shoelaces, when working with scissors, etc.).

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MOTORICS (facial) Features of the development of facial motor skills are also characteristic. The accuracy and completeness of movements suffers. With intact involuntary movements, the appearance of friendly movements is noted when trying to perform voluntary movements (participation of the muscles of the forehead, cheek or lips when winking with one eye).

Correction of violations of lexical and grammatical structures in children with SLD, OHP

General speech underdevelopment

OSD are various complex speech disorders in which the formation of all components of the speech system related to its sound and semantic side is impaired in children with normal hearing and intelligence.

Main features:

Impaired sound pronunciation, speech that is difficult to understand for others;

Phonemic hearing impairment;

Poor active vocabulary that does not meet age standards;

Agrammatic, insufficiently phonetically designed phrasal speech;

Great difficulty in compiling oral histories;

Associated disorders:

Unstable attention;

Weak memory;

Limited opportunities for the development of cognitive activity;

Violation of verbal and logical thinking;

Difficulties in mastering analysis and synthesis, comparison and generalization;

Lag in the development of the motor sphere (poor coordination of movements, switchability, speed, etc.)

The following features are distinguished in the grammatical structure of the speech of children with ODD:

Incorrect gender agreement: two berries- two berries, two chairs- two chairs, two ears- two ears, red bucket- red bucket, dog leaves his home- the dog leaves his home

Incorrect use of verb: let the princess please me(will love) stopped crying(cry), the girl looks from home(looks out of the house).

Violation of agreements including: red flags(little red ones), mushrooms growing(grow) there are desks(standing)

Incorrect use of case endings: with socket- from the nest, on the way- on the way to, girl walking with briefcase- the girl walks with a briefcase, a lot of houses- Many houses, a lot of people- Many people.

Incorrect use of prepositions and conjunctions: The dog leaves his home - the dog leaves the kennel, the cow leaves the barn - the cow leaves the barn.

Omission of sentence parts, incorrect word order, lack of complex constructions.

Vocabulary impairment in children with general speech underdevelopment (GSD)

The most pronounced speech features in children with ODD are:

Discrepancy in the volume of passive and active vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties.

Poor vocabulary in children with SEN is manifested in the fact that preschoolers, even 6 years of age, do not know many words: the names of berries (cranberry, blackberry, strawberry, lingonberry), fish, flowers (forget-me-not, violet, iris, aster), wild animals (boar, leopard), birds (stork, eagle owl), tools (plane, chisel), professions (painter, mason, welder, worker, weaver, seamstress)” body parts and parts of an object (thigh, foot, hand, elbow; cuff, headlight, body) and etc. Many children find it difficult to actualize words such as sheep, elk, donkey, rook, heron, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser.

Particularly large differences between children with normal and impaired speech development are observed when updating the predicative dictionary(verbs, adjectives). Preschoolers with ODD have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.). The verbal dictionary of preschoolers with ODD is dominated by words denoting actions that the child performs or observes every day (sleeping, washing, bathing, dressing, walking, running, eating, drinking, cleaning, etc.).

It is much more difficult to assimilate words of generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.

Impaired vocabulary formation in these children is expressed both in ignorance of many words, as well as in difficulties in finding a known word, and in impaired updating of the passive vocabulary.

Violation of the lexico-grammatical structure of speech leads to the fact that the child does not correctly master his own speech and incorrectly formulate his own speech statements. Incorrect assimilation of the laws of language leads to violations of the morphological structure of the word and the syntactic structure of the sentence.

Correction of violations of lexical and grammatical structures

One of the leading directions of correctional and speech therapy to correct general speech underdevelopment in preschool children is the formation of lexical and grammatical means of language. The implementation of this direction is carried out on speech therapy, music classes, in classes with a teacher and other specialists of a preschool educational institution.

Corrective speech therapy is carried out

in the following areas:

• expansion of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity (thinking, perception, memory, etc.);
• clarifying the meanings of words;
• activation of the dictionary, translation of a word from a passive to an active dictionary;
• clarification of the lexical meaning of a word
• clarification of the grammatical meaning of a word;
• formation of inflection;
• formation of word formation;
• developing the ability to identify related words and perform morphological analysis of words;
• development of language analysis and synthesis.

Didactic games for the formation of lexical and grammatical structure of speech

“One-many” (I option) (from 4 years old)

Target: education plural nouns I. p.

Progress of the game: the teacher names the noun in the singular, and the child in the plural, for example: apple-apples, bag-bags, tree-trees, etc.

Complication: phrases are used - adjective + noun, for example: beautiful flower - beautiful flowers, bright butterfly - bright butterflies, juicy apple - juicy apples, etc.

“One-many” (II option) (from 5 years old)

Goal: formation of plural nouns R. p.

Progress of the game: the teacher throws the ball to the child and says: “I have one ball,” the child replies: “And I have many balls”; “I have one apple” - “And I have many apples”, etc.

“Call me affectionately” (from 4 years old)

Goal: formation of nouns of diminutive meaning.

Progress of the game (the game can be played with a ball):

baby doll

fox fox

Cock-cock, etc.

“Count” (from 5 years old)

Goal: agreement of nouns and numerals

Progress of the game: the teacher puts the numbers 1, 2, 5 on the board and tells the child a word, the child counts, for example: one car, two cars, five cars; one elephant, two elephants, five elephants, etc.

“What is it made of? "(from 5 years old)

Purpose: formation of relative adjectives.

Progress of the game:

Strawberry jam - what kind of jam is it? Strawberry jam

Orange juice - what kind of juice is it? Orange juice

Apple compote – what kind of compote is this? Apple compote, etc.

“Whose, whose, whose? "(from 5-6 years old)

Purpose: formation of possessive adjectives

Progress of the game:

Teacher Child

Whose tail is the fox's tail? Fox's tail

Whose ears are the hare's ears? Rabbit ears, etc.

“Which one happens? "(from 4 years old)

Goal: selection of attributes for the subject, enrichment of the dictionary with adjectives

Progress of the game: the teacher asks: “What is an apple like? “, children name the signs of the named object: “round, red, sweet, sour, smooth, hard”; “What kind of kitten is there? "- "Small, fluffy, affectionate, kind"

“What happens like this? "(from 4-5 years old)

Goal: selection of objects to match its attribute

Progress of the game: the teacher asks the children: “What is sweet? " Children answer: “Candy, ice cream, jam, cake, juice, etc.” “Who is furry? " - "Cat, hare, fox, etc. "

“Say it in one word” (from 4 years old)

Goal: development of verbal and logical thinking

Progress of the game: the teacher names 3-4 words, the child calls them a general concept: “pear, apple, banana” - “fruit”; “dog, cat, cow” “pets”, etc.

Complication: the teacher names a generalizing word, and the children select objects related to it: “Furniture” - “Table, chair, bed, sofa ...”, etc.

Vocabulary development

“Pick a picture” (classification of objects: vegetables - fruits; clothes - shoes).

“Find the extra object.”

“Compare objects” (explain how objects differ: a cup and a glass; a tomato and a pumpkin; an airplane and a bird, etc.).

“Name in one word” (after reproducing the generalizing word, it is proposed to name other objects that belong to the same thematic group).

“Name the parts”:

Shirt: sleeves, collar, cuffs, fastener, pocket;

House: foundation, wall, roof, window, door: porch.

“Match the corresponding pictures to the following words”:

Tall, thin, spotted... (giraffe);

Small, fast, agile... (squirrel);

“Opposites” (development of antonymy).

Formation of polysemy of words (words that sound the same, but have different meanings, for example, the words “nose”, “needle”, etc.).

“Pick up as many names of objects as possible” (nouns) to the name of the actions (verb) goes (who?) - girl, bear...; (what?) - time, rain... etc.

“Who eats what?” (from pictures):

The cat laps the milk;

The dog chews on a bone;

Choose the right one

What's wrong with the drawing?

Thank you for your attention!

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The content of correctional work is aimed at ensuring the correction of the general underdevelopment of pupils’ speech. The main goal of direct educational activities in groups for children with general speech underdevelopment is the correction and compensation of psycho-speech deficiencies, the integration of children with speech disorders into the environment of normally developing peers.

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The content of correctional work in preschool educational institutions is ensured by the following activities: Identification of the special educational needs of children with general speech underdevelopment, caused by deficiencies in speech and mental development. A comprehensive examination of speech and non-speech processes, sensorimotor sphere, intellectual development, personality characteristics and social environment. This examination is carried out by a speech therapist, psychologist, music director, physical education instructor, and teacher. The information obtained from collecting anamnestic data and questioning parents is also analyzed. Implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission).

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During the examination, the volume of speech skills in children with speech disorders is revealed, compared with age standards, with the level of mental development, the ratio of the speech defect and the compensatory background, speech and communication activity is determined. The interaction between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure is analyzed. Speech therapy examinations are carried out in September, January and May. The data from the speech therapy examination are entered into speech cards. Based on the primary diagnosis, the following were built: planning educational and correctional work with children; setting corrective goals and objectives for the academic year; creating a correctional and developmental environment in the group; organization of subgroup and individual work in a group; recruitment of subgroups; determination of the temporary load for each child.

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At the mixed preschool educational institution there are five speech therapy groups for children with general speech underdevelopment. Correctional work includes time allocated for direct educational activities carried out in the process of organizing various types of children's activities (play, communication, work, cognitive-research, productive, musical-artistic, etc.) with qualified correction of general speech underdevelopment. Educational activities with qualified correction of general speech underdevelopment of children are carried out: - during routine moments; - independent activities of children; - during interaction with children’s families on the implementation of the basic educational program.

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Educational correctional work is based on the following programs: “Program of education and training in kindergarten”, edited by M.A. Vasilyeva. Information about correctional programs used in working with children with speech disorders Name of the program Author Purpose Age of children Program of correctional and developmental work in the junior speech therapy group of kindergarten. – SPb.: DETSVO-PRESS: 2006. N.V. Nishcheva Alignment of speech and psycho-physiological development of children with general speech underdevelopment. Junior group (3-4 years old) Program for the education and training of preschool children with speech underdevelopment (3-5 years old) M.P. 1984 T.B. Filicheva G.V. Chirkina Elimination and compensation of defects and secondary manifestations caused by speech underdevelopment. Middle group (4-5 years old) Training of children with special needs in a special kindergarten M. 1993 Alpha T.B. Filicheva G.V. Chirkina Education, development, correction and compensation of speech disorders, preparation of children with special needs for school Senior group (5-6 years old) Preparation of children with special needs in a special kindergarten M. 1993 Alpha T.B. Filicheva G.V. Chirkina Education, development, correction and compensation of speech disorders, preparing ONR children for school Preparatory group for school (6-7 years old)

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Based on the results of the examination, the speech therapist fills out individual plans for correctional work, and in the presence of secondary mental retardation caused by underdevelopment of speech, individual programs that are filled out jointly by the speech therapist, psychologist, educators, physical education instructor and head nurse in accordance with the recommendations of the psychological and medical pedagogical commission.

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The correctional work of speech therapists, educators, music directors and physical education instructors is based on the following principles: - etiopathogenetic principle, taking into account the etiology and mechanisms of speech disorders; - the principle of consistency and taking into account the structure of speech disorders, - the principle of complexity; - early impact on speech activity in order to prevent secondary deviations; - development and reliance on ontogenesis (taking into account the patterns of normal development of children's speech) - interconnected formation of phonetic-phonemic and lexical-grammatical components of the language; - a differentiated approach in speech therapy work to children with ODD who have a different structure of speech defect; - the principle of the relationship between sensory, mental and speech development of children; - the principle of a communicative-active approach to speech development; - the principle of forming elementary awareness of language phenomena; - the principle of enriching the motivation of speech activity.

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The fulfillment of tasks for the correction of speech disorders, hearing impairments and the formation of correct speech in preschool children, which fully performs the communicative function, is ensured thanks to an integrated approach to the correction of developmental deficiencies, and the close relationship of specialists in pedagogical and medical profiles. The head of the kindergarten enrolls children in speech therapy groups and sends students from speech therapy groups to the City Psychological, Medical and Pedagogical Center. The senior teacher ensures the organization of the educational process in the MBDOU, ensures the organization of specialists accompanying the child with disabilities, ensures the improvement of the professional competence of specialists, and also organizes interaction with the family of the child with disabilities and various social partners. A speech therapist teacher works to correct speech deficiencies during direct educational activities (communicative, correctional and perception of fiction), joint activities of a teacher with a child with disabilities, and during the verbalization of routine moments. The teacher, physical education instructor and music director plan their classes in accordance with the recommendations received from the speech therapist or speech pathologist and based on general thematic planning.

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The teacher develops fine motor skills of pupils during construction, drawing, sculpting and appliqué, and general motor skills during walks; consolidates speech skills during routine moments, when performing speech therapist tasks in the afternoon. A physical education instructor works to develop gross and fine motor skills, establish proper breathing, and develop coordination of speech and movement. The musical director ensures the development of tempo, rhythm, melody of speech and non-speech sounds, the development of auditory perception, and the development of voice strength. A teacher-psychologist supervises the work on sensory development and the development of mental functions, promotes the adaptation and socialization of children with disabilities in a kindergarten. The head nurse provides medical support for the development of a child with disabilities, and also develops a set of health-improving and preventive measures. Parents of students interact with teachers on the implementation of the basic general education program and issues of correction of speech and hearing impairments.

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The teacher must remember: only the correct form of presenting comments and recommendations for correcting speech errors has a positive effect on the development of the child’s speech; when correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means he must repeat the correct word or sentence after the teacher.

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Techniques for working with children The opportunity to enrich children’s vocabulary is provided by the teacher’s daily communication with children. It is necessary to ask children questions: what are you doing? What are you playing? What are you building? What do you put on the doll? What dress did they buy you? What do you wash your hands with? What do you wipe with? Etc. The teacher instructs one of the children to explain to the child where in the group he can get toys, pencils, books, board games, and tell him about the rules for using them.

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Role-playing games are always accompanied by speech: children agree on the terms of the game, argue, conduct dialogues on behalf of the characters; The teacher must introduce active games into children’s everyday life, which are accompanied by nursery rhymes, dialogues, and onomatopoeia; in classes on the formation of coherent speech, it is good to use various graphic diagrams to help build phrases (a similar gaming technique can be used in didactic games)

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Game "Shop". Its goal is to reinforce the names of items of clothing and teach them to use a simple sentence with a direct object in speech. The teacher plays the role of a seller, the children play the role of buyers. Cards are used depicting children and actions Girl Boy Buy Children choose a purchase, approach the teacher and compose a phrase based on symbolic images I am buying a shirt I am buying a skirt At the end of the game, the teacher invites the children to consider each purchase, laying out the children’s “records” on a flannelgraph.

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An approximate daily routine for a middle group, combined with speech development tasks that the teacher solves.

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Reception of children. The teacher meets the children, talks with parents (depending on weather conditions, children may be received outside), organizes undressing and washing, conducts morning exercises, and monitors the work of the canteen attendants.

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Undressing, dressing During the day, children take off and put on outerwear at least five times (this takes a lot of time in winter). Indoors, children change clothes for music and physical education classes, as well as getting ready for bed. Part of this time can be devoted to clarifying and expanding vocabulary on the topic “Clothing”: the teacher attracts children’s attention to the names of items of clothing, enriching the vocabulary with adjectives and verbs.

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Vocabulary Nouns: jacket, coat, dress, trousers, sweater, T-shirt, panties, tights, socks, leggings, apron, skirt, blouse, shirt, shorts, fur coat, scarf, mittens, hat, gloves, sleeves, belt, buttons, collar , pockets. Verbs: put on, take off, hang, tie, tuck in, unbutton, untie, clean, wash, iron, rinse, dry, put away, knit, sew on. Adjectives: beautiful, comfortable, warm, light, soft, new, clean, old, elegant, festive, cold, leather, knitted, wool, fur.

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Preparation for breakfast, breakfast (for lunch, lunch; for afternoon tea, afternoon tea; for dinner, dinner) The teacher invites children to the table, teaches them how to sit at the table correctly, use cutlery, and improves self-service skills. During meals, he clarifies the names of dishes, draws children's attention to the aroma and taste of food, to the methods of its preparation.

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Dictionary Nouns: soup, cabbage soup, borscht, salad, omelet, compote, jelly, puree, porridge, solyanka, tea, coffee, milk, juice. butter, sausage, egg, etc. Adjectives: appetizing, aromatic, tasty, hot, warm, salty, sweet, fragrant, juicy, vegetable, dairy, rice, buckwheat. Verbs: cook, fry, peel, cut, pour, spread, boil.

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Vocabulary work Nouns: deep plate, spoon, fork, knife, shallow plate, teaspoon, cup, saucer, glass, saucepan, frying pan, bowl, ladle. Verbs: wash, put, cut, break, serve, bring, put, hold, take care of, drop, dry, wipe. Adjectives: glass, plastic, wood, metal, clay, clean, dirty, shiny, fragile, shallow, deep, beautiful, painted, transparent.

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Games, preparation for classes, activities The teacher makes sure that the children who leave the table are busy with games that do not require a long time. Preparing for classes with children. Involves children in preparing equipment for the lesson (arrange jars for water, distribute paints, brushes, paper, etc.). They are conducted in subgroups, alternating with speech therapist classes.

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Preparing for a walk, a walk Selects toys for a walk with the children, organizing dressing, and continues to develop relevant skills. In groups for children with ODD, classes on familiarization with fiction in the warm season are recommended to be carried out during a walk. During the period of studying lexical topics, it is advisable to use the walking time to conduct excursions on similar topics: “Autumn”, “Plants”, “Insects”, “Transport”, etc. When preparing for a walk, the teacher selects games with speech accompaniment, in which children quickly memorize short poems and willingly recite them in chorus. When choosing an outdoor game, it is necessary to take into account the lexical topic being studied during this period - for example, when studying the topic “Pets”, the games “Shaggy Dog”, “Cat and Mice” are played; when studying the topic “Wild Animals” - the games “Bunny”, “Fox and Geese”, “At the Bear in the Forest”. While walking, he watches children play.