Speech development- one of the main conditions for the full formation of a child’s personality. A speech therapist plays an important role in correcting speech deficiencies. Its task is to differentiate the diagnosis of speech disorders and carry out corrective measures in order to improve the child’s speech skills.
Research shows that most preschoolers have poor communication skills or have a very poor vocabulary. Due to this modern speech therapist teacher's office must be equipped with everything necessary to create a favorable speech environment that promotes the successful development of monologue speech.
Purpose of classes in a speech therapy room
- Improving facial muscles. Helps normalize the performance of facial muscle tissue.
- Improving speech skills. Helps stabilize the functioning of the respiratory and vocal speech apparatus and their coordination.
- Removing psychological barriers. Helps improve cognitive mental processes aimed at improving speech in a child.
In modern children's private and public educational institutions, the speech therapy room plays an important role in the formation and improvement of the lexical and grammatical basis of speech. Classes with a specialist help consolidate and expand the vocabulary in lexical areas, intensify the use of proposed constructions and word formation skills.
Leading areas of the speech therapist's office in a preschool educational institution
- Consulting teachers and psychologists on the most effective teaching of children who have any difficulties with pronunciation.
- Analysis of speech defects in children for the purpose of selecting an individual training program.
- Creation of a correctional development base to correct existing violations.
The design of a speech therapist's office in a kindergarten, in accordance with the Federal State Educational Standard, should include a diagnostic area, sound correction and play therapy. The main task- help children acquire coherent speech skills with the help of various teaching aids and well-chosen games.
Important requirements for a speech therapist's office
- Availability of advanced technical devices. Implementation modern interactive devices is the most important condition for organizing the educational process. After all, it ensures prompt processing of the issued information without wasting time.
- No distractions. The office should look strict, but at the same time beautiful and cozy, nothing should distract from classes or cause discomfort. Everything around should create a positive, working mood in the child.
- Time spending. The specialist is prohibited from independently extending the duration of classes with children and making various reductions between them.
The school speech therapist's office must also comply with approved sanitary and epidemiological requirements.
Manuals and devices for a speech therapist’s office according to the Federal State Educational Standard
- To form sound pronunciation. A set of publications for working with speech breathing, various inflatable toys, special albums for differentiating sounds.
- To study literacy. Various alphabets, diagrams and images for studying sentences, interactive sensory complex "Wunderkind" for mastering computer literacy.
- For the development of phonemic awareness and sound. Signal circles for learning sounds, aids for establishing the sound in certain words, special pictures, modern interactive whiteboards, for example, speech therapy complex it-YAGA.
- To form coherent speech. Colorful plot images, sets of texts for retelling and various modern devices.
- For the development of visual attention and memory. This includes a variety of game elements, prefabricated pictures and puzzles, as well as cut pictures of various configurations.
A modern speech therapist's office, in addition to visual teaching aids, should be equipped with furniture and specialized equipment, gaming devices, interactive whiteboards and screen-sound teaching aids.
Properly equipped specialist office- This is a cross between a classroom and a children's playroom. Professionally equipped speech therapist's office will create the most productive atmosphere for individual and group classes in kindergartens and schools.
Items for children's development
- Mirrors. They help the child observe his own articulatory and facial movements, and promote the development of speech skills.
- Tables with various items. All kinds of toys, differing in color, shape and weight, help develop tactile sensations.
- Various pinwheels, soap bubbles. Various means can be used here to develop speech breathing.
- Modern interactive devices. Many software systems include games for logic, attention, coherent speech, sound pronunciation, and grammatical structure.
Modern interactive complexes and electronic devices have recently become an integral part of the speech therapist’s office at school. They, in comparison with conventional subjects, help to significantly increase children’s interest in remedial classes and facilitate classes in lexical-grammatical structure and coherent speech.
Speech therapists will appreciate the convenience and usefulness of using such modern speech therapy complexes as "Prodigy" And IT-YAGA from ANRO technology, complete with a huge set of specialized speech therapy games and tasks: from breathing and air flow exercises to games on the surrounding world and learning to read.
The developing subject-spatial environment plays a big role in the speech and mental development of preschool children. The proposed material talks about how to organize a correctional and developmental environment in a speech therapy room.
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Preview:
“A rationally organized speech therapist’s workplace is
factor for optimizing correctional work"
(slide No. 1) In times of innovation and implementation of Federal state educational standards for preschool education, in the context of the humanization of the entire education system, the main goal is the inclusion of every child in the educational space, regardless of the level of his development and the severity of the disorder, the development of a free creative personality, creative thinking , creative imagination of children. In the structure of the preschool education standard, the teacher is required to have a conscious understanding of the role and place of both the student and his own in the educational process. How can a developing subject-spatial environment help a teacher with this, i.e. teacher's workplace?
(slide No. 2) Developing subject-spatial environment - part of the educational environment, represented by specially organized space, materials, equipment and inventoryfor the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of deficiencies in their development.
The correctional and developmental environment plays a very important role in the speech and mental development of children with severe speech impairment. In a compensatory group, conditions should be created for developmental work with children, taking into account their characteristics. The group should have sufficiently wide opportunities for children to move and for their physical activity (slide No. 3). There should be games and manuals for the development of fine motor skills and constructive praxis (slide No. 4), subject and subject pictures and printed board educational games to clarify the pronunciation of vowels and consonants, automation and differentiation of delivered sounds (slide No. 5), a selection of games to improve the grammatical structure of speech, pictures and toys to accumulate vocabulary on all lexical topics (slide No. 6). It is necessary to ensure that the group has a sufficient number of toys and aids for working on breathing and the formation of coherent speech (slide number 7).
When organizing a subject-development environment in a speech therapy room, one must strive to create all the conditions for consciously regulated activities of children, which would carry the direction of a corrective impact on speech and mental development.
The speech therapy room is a specially equipped room for subgroup and individual lessons with children. It should be equipped with visual and methodological material, furniture, and a fire alarm.
When organizing the subject environment of the classroom, you need to be guided by the following principles (slide No. 8):
1. Availability. Material for independent play of children should be located on the lower shelves, material and documentation of the speech therapist - on the upper shelves (slide No. 9).
2. Systematic . All material should be systematized by topic; a cabinet passport has been compiled listing all available equipment (slide No. 10).
3. Health saving. The office must have sufficient natural and artificial lighting, additional lighting above the mirror, a fire alarm must be installed, and furniture for children must be adjustable in height. The walls of the office should have a light color, the color of the furniture and carpet should be light in color (slide No. 11).
4 . Natural conformity, Taking into account the age characteristics of children. The dimensions of the furniture, visual and methodological material and games should be selected taking into account the age of the children (slide No. 12).
5. Mobility. Teaching aids should be easily transported (to other classrooms) during games, children's tables and flannelgraph should be moved away during classes (slide No. 13).
6. Variability . Visual and methodological material and many aids should be multivariate (depending on the age of the children, tasks and goals of correction), should be added and removed using devices made of Velcro, magnets, and loops. One game can be used in several ways (slide No. 14, 15, 16).
7. Aesthetics . Visual teaching aids and games should be made from modern, bright, easily processed materials, and aesthetically designed (slide No. 17).
According to equipment and use, the cabinet should be divided into corners (slide No. 18).
1. Individual work corner (slide No. 19).
It must be in a lit place. The workplace should be equipped with a mirror with additional lighting and a table for individual work. The container can store instruments for producing sounds: speech therapy probes, spatulas, cotton wool, sterile wipes, alcohol. At the child’s eye level, there may be aids for performing articulation gymnastics.
2. Study corner (slide number 20).
3. Storage corner for visual aids and documentation (slide No. 21).
All material can be systematized into sections: manuals for the development of the lexical-grammatical structure of speech, manuals for the development of the syllabic structure of a word, manuals for the development of the phonetic-phonemic system of the language, manuals for the development of coherent speech, manuals for the development of correct sound pronunciation. Visual and methodological material can be stored in folders organized by lexical topics. Documentation can be stored in separate folders, organized by sections.
4. Sensorimotor corner (slide No. 22).
Must be in a place accessible to children (on the lower shelves of the cabinet). May contain material for independent games to develop: - fine motor skills (massage balls, lacing, stencils, coloring books, clothespins, etc.);
Breathing (pinwheels, soap bubbles, various light objects: feathers, “snowflakes”, cotton balls, leaves, inflating balloons);
Lexico-grammatical structure of speech (board-printed didactic games, pictures, etc.).
5. Corner “Coherent Speech” (slide No. 23).
It may include a set of subject and plot pictures, series of pictures on lexical topics, various schemes for composing stories, fairy tales, retellings, pictures - symbols of prepositions, sense organs, etc.
When selecting the subject content of the developmental environment of the group and the speech therapy room, you need to focus on the “zone of proximal development,” that is, on the future capabilities of children. In a beautiful, cozy, attractive room, a child undergoes qualitative changes. The environment stimulates the development of independence, sociability, and goodwill. The office environment calms, balances the emotional background, and has a positive effect on the child’s nervous system. The created environment performs correctional, educational, developmental, nurturing, stimulating, organizational, communicative functions, which is the optimal condition for correctional work with preschoolers with severe speech impairment (slide No. 24).
Preview:
Aids for the development of coherent speech
Speech therapy room Principles of organizing a subject-development environment
Availability
Systematicity
Health saving
Natural conformity
Mobility
Variability Game “Whose house?” Option 1. Goal: consolidate knowledge about animal habitats. Game "Whose house?" Option 2. Purpose: differentiation of animals (insects, birds, wild animals, domestic animals). Game "Whose house?" Option 3. Purpose: dividing words into syllables.
Game "Whose house?" Option 4. Goal: laying out sound patterns of words. Game "Whose house?" Option 5. Goal: compose sentences with a given word, lay out sentence diagrams. Game "Whose house?" Option 6. Goal: deciphering the word based on the first sounds.
Game "Whose house?" Option 7. Goal: compose a story with the given words. Game "Whose house?" Option 8. Goal: development of fine motor skills. Game "Whose house?" Option 9. Purpose: differentiation of hard and soft consonant sounds.
Aesthetics
Structure of the speech therapy room
Individual work corner
Study corner
Storage corner for visual aids and documentation
Sensorimotor area
Corner of coherent speech
Thank you for your attention!
Margarita Andreeva
The only way to get to the top of a ladder is to take it one step at a time. And in the process of this ascent, you will suddenly discover in yourself all the necessary qualities, skills and abilities needed to achieve success, which you seemingly never possessed.
Margaret Thatcher
Greetings, dear colleagues!
It is with great pleasure that I present my work speech therapist's office in MBDOU d/s"Berry" With. Alexandrovsky, Tomsk region. Speech therapist This is only my second year working. In my work I use innovative technologies:
I am working on developing auditory attention;
Speech and phonemic hearing;
Physiological and speech breathing;
Formation of correct sound pronunciation, automation and differentiation of various sounds;
Development of the grammatical structure of speech;
Development of coherent speech (dialogues, retellings, stories).
I pay special attention to the formation of phonetic-phonemic perception.
I introduce children to sounds, develop sound skills syllabic analysis, synthesis.
I am working to prevent dysgraphia and dyslexia.
This is what I managed to do with my own hands, the hands of my children and parents during this period.
Welcome!
On the front door cabinet sign« Speech therapist» , work schedule speech therapy
office and« The secret from the speech therapist» :
How to speak both clearly and understandably -
Qualified master - SPEECH THERAPIST.
He teaches verbal communication,
Grammar and vocabulary are his subject.
Breathing, phonation, articulation
He will teach you knowledgeably SPEECH THERAPIST.
He is an educator, teacher and psychologist,
He is a philologist, and he is a linguist,
He is a teacher, doctor, defectologist,
Actor, speaker is SPEECH THERAPIST.
Researcher, methodologist, innovator,
He is a diagnostician, corrector and expert,
Both consultant and observer -
A versatile specialist - SPEECH THERAPIST.
Speech therapist's office.
Card files of games and exercises, as well as other material for classes.
1. Workplace speech therapist.
2. Located under the shelf "Clue speech therapist» : Schedule of individual work with children; Schedule speech therapist(general); Reminders "Vowel sounds and letters", “Classification of consonant speech sounds”, "Structure of the dental system".
3. On the same wall there are wall mirrors and "Cobweb"(a place to attach demonstration material for repetition with children, as well as tips for speech therapist for classes).
4. To the left is the area for breathing development "Carousel" and hand motor skills "Colorful braids".
5. There is a small one here "Shop for finger development", where a child in free activity can take the following benefits and games:
5.2. Didactic games, insert games, lacing.
5.3. Massage balls (Sujok therapy).
5.4. Collection of shells, animals of the seas and oceans.
5.5. Fruits and vegetables.
5.6. A game "Guess what's making noise in the egg?"
5.8. Breezes; "Snake Repeat"; "Talking Frog".
5.9. Dry pool for hands from kinder eggs.
6. « Speech therapy assistants» - massage balls (soft and hard to the touch).
7. And on the shelf are our favorites « Speech therapy assistants» (in special jars): pebbles, shells, beads, colored strings, balloons, whistles, small toys from Kinder surprises, magnets, magnetic letters of different colors for a magnetic board, crumbs, buttons, puzzles and much more.
9. In the closet are « speech therapy keys» - probes and probe substitutes; aromatherapy oils; spatulas; alcohol; cotton buds; cotton pads; napkins; tubes; cotton wool
10. On the closet there are children’s toys and containers for developing breathing. "Snowfall".
11, 12. In the closet there are teaching materials, “Treasury of methodological material speech therapist» , as well as literature and other teaching aids.
13. B there is a computer in the office(I actively use modern ICT tools in my work with children).
14. Next to the training area there is a place for individual speech therapy work with children(equipped with various games, exercises).
15. Study area speech therapy room: board, magnetic board, place for attaching visual aids.
16. Handouts for literacy classes for preparatory speech therapy group(card chips for drawing up a sentence diagram, counting sticks, chips for stress and games "Traffic lights", colored woolen threads for laying out letters on velvet paper).
Speech therapy a corner for parents located in the hallway of the group.
A separate room is allocated for the speech therapy center, which meets sanitary and hygienic standards.
It is necessary to hang a sign on the office door with the speech therapist’s work schedule, his last name, first name and patronymic.
The speech therapy room should be aesthetically designed and decorated with indoor plants. It is not recommended to hang paintings, prints, drawings and tables on the walls that are not related to the correctional process, as they distract the attention of students during classes and create an unnecessary diversity of the environment.
Speech therapy room areas
1. Individual work area. Designed for individual speech therapy sessions. Equipment: shelf, chairs, wall mirror for individual work on sound pronunciation.
2. Group work area. Designed for group lessons with students. Equipment: desks, student chairs, chalkboard, individual mirrors.
3. Zone of educational and methodological and educational and didactic material. Designed for placement of educational and methodological literature, visual and illustrative material, games. Equipment: manual cabinet.
4. Workplace of a speech therapist teacher. Designed to organize the work of a teacher. Equipment: desk, chair, computer, printer
The speech therapy room should have the following equipment:
1. Desks according to the number of students studying. Stands for pencils and pens.
2. A chalkboard located at a height corresponding to the height of primary school students. It is advisable to line part of the board as a writing notebook for 1st grade students, in order to demonstrate the correct writing of letters, connections and to practice calligraphy for children.
3. Sufficient cabinets for visual aids, educational material and teaching literature.
4. Wall mirror 50X100 cm for individual work on sound pronunciation, which it is advisable to hang near the window. If this is not possible, then it can be hung on any other wall, but with special lighting.
5. Mirrors 9 X12 cm according to the number of students involved in sound pronunciation correction.
6. A table near the wall mirror with local lighting for individual work with students, several chairs for children and a speech therapist.
7. A set of speech therapy probes, ethyl alcohol for processing the probes, cotton wool, bandage.
8. Flannelgraph, typesetting canvas, set of paintings.
9. Filmoscope with a set of filmstrips and transparencies for speech development for kindergartens and primary schools in the native language and the subject “Acquaintance with the outside world”, the development of mathematical concepts.
10. Screen for displaying filmstrips and transparencies, located in a folded form above the board.
11. Wall-mounted cash register letters.
12. Wall syllabic table.
13. Individual registers of letters and syllables for each student, representation schemes, sound and syllable schemes of words.
14. Standard table of upper and lower case letters attached above the board.
15. Visual material used in examining students’ oral and written speech, placed in a separate box or envelopes, arranged by lexical topics and phonetic groups.
16. Visual and illustrative material on speech development, systematized by topic.
17. Teaching aids in the form of symbol cards (for example, with graphic images of sounds, words, sentences), cards with individual tasks, albums for working on sound pronunciation.
18. Various speech games, lotto.
19. Sets of colored ballpoint pens (blue, green and red) for each child.
20. Methodological and educational literature.
21. Towel, soap and paper napkins.
In the process of carrying out correctional and developmental activities, the teacher-speech therapist solves typical professional tasks required for the corresponding types of activities.
Educational activities:
— implementation of the learning process in accordance with the educational program;
— planning and conducting training sessions taking into account the specifics of topics and sections of the program and in accordance with the curriculum;
— use of modern scientifically based and most adequate techniques, methods and teaching aids, including technical means, information and computer technologies;
— use of modern means of assessing learning outcomes;
— formation of spiritual, moral values and patriotic beliefs based on an individual approach;
— application of modern pedagogical technologies.
Diagnostic and analytical activities:
— carrying out differential diagnostics to determine the type of disorder;
— conducting a psychological and pedagogical examination to determine the level of mental development and its compliance with age standards.
Correctional and developmentalactivity:
— implementation of correctional education for children with speech disorders;
— implementation of a person-centered approach to the education, upbringing and development of children with speech disorders;
— implementation of prevention of speech disorders.
Social and pedagogical activities:
— planning and carrying out social prevention activities in the process of training and education;
— establishing contact with the parents of students, providing them with assistance in family education;
— assistance in the socialization of children.
Scientific and methodological activities:
— carrying out scientific and methodological work, participating in the work of scientific and methodological associations;
— analysis of one’s own activities in order to improve them and improve one’s qualifications.
Advisory activities:
— consulting parents of children with speech development disorders, teachers on learning and development problems;
— carrying out psychoprophylactic work aimed at creating a favorable psychological climate in an educational institution and family.
Cultural and educational activities:
— formation of a common culture for students.
Organizational and managerial activities:
— rational organization of the educational and correctional process in order to strengthen and preserve the health of preschool children;
— ensuring the protection of the life and health of children during the educational process;
— maintaining the necessary documentation, voice cards;
— organizing control over the results of training and education;
— management of the teaching staff in order to ensure the implementation of educational programs;
— compliance with the rules and regulations of labor protection, safety and fire protection.
To implement professional tasks and organize more effective work with preschool children to overcome speech disorders, a speech therapist teacher needs a specially equipped workplace - a speech therapy room.
The speech therapy room is intended for:
1. Conducting a diagnostic examination of the speech development of preschool children.
2. Conducting subgroup and individual classes of a speech therapist with children.
Tasks of correctional work:
1) Development of general voluntary movements. Improving the static and dynamic organization of movements, speed and smoothness of switching from one movement to another.
2) Development of fine differentiated movements of the hand and fingers.
3) Formation of the psychological basis of speech. Development of cognitive mental processes: attention, perception and memory of different modalities, thinking, imagination.
4) Development of the speech apparatus. Improving the static and dynamic organization of movements of the articulatory, respiratory and vocal sections of the speech apparatus, coordinating their work.
5) Development of facial muscles. Normalization of muscle tone, formation of expressive facial expressions.
6) Formation of correct sound pronunciation. Production, automation of sounds, their differentiation.
7) Development of phonemic processes. Learning to recognize, distinguish, isolate sounds and syllables in speech, determine the place, number and sequence of sounds and syllables in a word.
8) Formation of the syllabic structure of a word. Training in pronunciation and analysis of words of various syllable structures.
9) Development and improvement of the lexical and grammatical aspects of speech. Forming the ability to understand sentences, logical and grammatical constructions of varying degrees of complexity, clarifying, consolidating, expanding the vocabulary on lexical topics, intensifying the use of prepositional constructions, word formation skills, inflection, composing sentences and stories.
10) Preparing for literacy. Formation of the ability to establish a connection between sound and letter, skills of sound-letter analysis, continuous reading with an understanding of the meaning of what is read.
3. Consultative work of the speech therapist with parents (conversations, demonstration of techniques for individual correctional work with the child).
4. Consultative work of the speech therapist with teachers.
Speech therapy room equipment
1. Cabinet equipment:
Wall mirror (50-100 cm) with additional lighting lamp;
Mirrors for individual work (6 pcs.);
Floor carpet;
Cabinets for storing manuals;
Tables for children;
Children's chairs;
Table, chairs for speech therapist work with documentation.
2. Teaching aids:
a) for correctional speech therapy work:
by sound pronunciation(speech profiles of sounds, cards with images of sound symbols, picture material for automating the delivered sounds, workbooks for consolidating sounds, speech dominoes, speech therapy lotto, speech houses);
by phonemic awareness(sets of pictures, notebooks for the development of phonemic hearing);
by vocabulary(didactic games, sets of pictures);
in coherent speech (sets of subject, plot pictures and series of pictures for composing stories of varying complexity, texts for retelling, algorithms, reference diagrams for composing descriptive stories);
methodological literature by section
b) for examination of intelligence, development of memory, attention, thinking:
counting material;
pyramids;
cut-out pictures of different configurations;
set of pictures “The Fourth Wheel”;
a set of cards on generalizing topics;
sets of pictures for the games “Whose Silhouette”, “What First, What Then”, “Confusion”, “Nonsense”.
c) card indexes:
articulation gymnastics in pictures;
finger games;
breathing exercises and games;
sets of subject pictures on lexical topics;
riddles, tongue twisters, tongue twisters;
relaxation exercises
d) manuals and materials:
- for the development of breathing:
Balloons
turntables
bubble.
- for the development of fine motor skills:
nesting dolls
lacing
pyramids
stencils
- literacy training:
wall alphabet
boxes of letters and syllables
subject pictures for each letter
stencil
sound articulation patterns
material for sound-letter analysis and synthesis
3. Pedagogical documentation:
- Speech therapy cards for each child;
- Annual work plan;
- List of children from the compensatory group;
- Timetable of classes;
- Cyclogram of working hours;
- Calendar and thematic planning;
- Notes of frontal classes;
- Plans for individual and subgroup lessons;
- Notebook for interaction with teachers;
- Report on the results of work;
- Passport of the speech therapy office
Safety instructions for speech therapist teachers
Introductory part:
1. A speech therapist teacher must know and follow instructions on protecting the life and health of children, safety precautions, and strictly observe labor and production discipline.
2. Study and improve safe work practices.
3. To strive for the fastest elimination of deficiencies in work that cause accidents.
4. Strictly follow the instructions on the rules for the safe use of electrical equipment, sanitary rules, fire safety rules and personal hygiene rules.
Before starting work you must:
- wash your hands thoroughly;
- prepare everything necessary for work;
— sterilize speech therapy probes by boiling in a sterilizer or treating with ethyl alcohol.
During work you must:
1. Comply with the doctor’s requirements related to the protection and promotion of children’s health.
3. Use disposable wooden spatulas.
4. Inform the doctor about your observations of the children’s health.
5. Maintain the necessary documentation.
6. Make sure that during classes, children do not have sharp metal objects in their hands.
7. Store medicines, disinfectants, matches in a closed cabinet, out of the reach of children.