A cycle of speech therapy speeches at parent meetings in groups for children with general n. Kindergarten "spring" - parent meeting Parent meeting for children of the senior speech therapy group

The last year of the child before school - important year, especially for a graduate of a speech therapy group. The interaction between speech therapist and parents is necessary condition effective preparation for school, the psychologist of the preschool educational institution will also help to reveal the topic of school readiness, and the teacher will give practical advice doing tasks with children. which in front of the school is becoming more and more.

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Abstract of the parent meeting

"Cooperation between a speech therapist and parents."

Target: enrichment of educational experience, knowledge of parents on the development of the child's speech and readiness for schooling.

Tasks:

To acquaint parents with the characteristics of psychological and pedagogical readiness;

To promote mutual emotional disposition between the participants; to unite all participants of successive communication;

Contribute to the optimization of parent-child relations, the development of the psychological culture of parents;

Provide parents with practical experience of playing partnership with children.

Members: parents of children preparatory groups, group educators, teacher-psychologist, teacher-speech therapist, teachers primary school schools

Materials and manuals: multimedia projector, ball, matches, tasks for the game, memos with recommendations for parents

Meeting progress:

Speech therapist: Hello, we are glad to see you in our garden! We would like to congratulate you, dear parents, on the transition to the preparatory group for school. This year will fly by very quickly, and your kids, as it seems, will go to first grade. And our task is to help the children prepare for school. We will try to figure out how to do this today (representation of the present teachers and educators).

Exercise - visualization "First time in first grade": on the screen, a slide show - photos of parents in the first grade to the music.

Giving the floor to the kindergarten psychologist.

Psychologist: Try to close your eyes and imagine the following events that I will tell you about. Where does it all begin? From the excitement of parents, which is transmitted to the child long before September 1. From the expectation of something, perhaps still incomprehensible to him, but pleasant, because he already has a portfolio, school supplies are collected, he is waiting in the wings on a hanger Nice dress or an ironed shirt. And it pulls at the child's heart, instilling curiosity and anxiety in it. And then the long-awaited day came, when he tried on his shoulders a briefcase, not yet filled with books, in his hands a bouquet, beside him confident native person whom he trusts. But what is this - a school yard, where there are a lot of unfamiliar faces, someone smiles at him, but these are strangers ... Confusion appears in the eyes, it's good that a loved one is holding his hand! Building on a ruler, you have to go somewhere, mom says that everything will be fine ... Aunt, she is with me now. This is a teacher. Here are the huge walls of the school, some room is my class, I now have a place at the desk, a neighbor, and what is his name, and that girl over there ... Now open your eyes, you are here again in this room, and we are with you Now we are approximately, but far from such a situation. Many of us are strangers, perhaps experiencing different feelings from being here and now. And to become closer friend friend, I suggest we all get to know each other, because the name of a person is the sweetest and most important sound for him in any language.

Exercise "Names"

Purpose: Establishing contact between participants. Creating a friendly atmosphere

Psychologist: We met. And now we invite you to play a little more and rally our team.

Exercise "Match".

Purpose: team building.

Content: “Stand shoulder to shoulder (two teams). Now we will give you matches that can be held with only one finger. Your task is to reach the finish line together without dropping the match. If at least one match falls, then the whole team returns to the start. You need to make a circle around each chair. How exactly to hold the matches is up to you. The main condition is to hold with one finger. Well done, take your seats."

Answer the questions:

Was this exercise easy to complete?

What prevented you from reaching the finish line?

This exercise is aimed at uniting our team.

Exercise "Parade of opinions".

Purpose: To activate the meeting participants in the discussion of the proposed topic.

The speech therapist teacher asks the question: "What do you think, what is the manifestation of unpreparedness for schooling?" (the statements of the parents are written on the board)

Sample answers:

Unpreparedness for schooling most often manifests itself in the fact that:

The child cannot concentrate, is often distracted, cannot be included in the general mode of work;

The child has poor development of coherent speech and mental abilities, does not know how to ask questions, compare objects, highlight the main thing;

The child shows little initiative; gravitates toward stereotyped actions and decisions, has difficulty communicating with peers and adults.

We have school teachers present, do you agree with these statements?

Presentation by school teachers.

Speech by a speech therapist: see "Appendix 1".

The speech of the teacher - psychologist: see "Appendix 2".

Educator's speech: see "Appendix 3". (recommendations in the form of memos are distributed to parents).

Reflection:

We ask you to express your opinion about the event.

Preview:

Appendix 1

Speech by a speech pathologist.

The widespread belief that speech therapists only "put" sounds, i.e., correct incorrect pronunciation. This is not entirely true.

The global goal of speech therapy impact isDEVELOPMENT OF THE WHOLE SPEECH SYSTEM as a whole, namely:

development of general speech activity,
vocabulary accumulation,
development of physical and speech hearing,
development of the grammatical side of speech,
training in word formation and inflection skills,
development of articulatory motor skills,
development of coherent speech and, finally,
pronunciation correction.

In the course of work along the way, a number of additional tasks are solved:

development mental processes(attention, memory, perception, thinking),
the formation of elementary learning skills (to be able to listen carefully to the teacher, purposefully and diligently perform the task, adequately assess the result of one’s work and correct mistakes),
the formation of the prerequisites for teaching literacy (teaching the sound analysis of words, familiarity with the concepts of “sound, word, sentence”, etc., development fine motor skills and spatial orientation)
prevention of writing and reading disorders.

Children attending our group experience difficulties in mastering speech. More often it happens in children weakened by constant illnesses. Such children, as a rule, need additional work on sound pronunciation, general speech development. The timely formation of the correct pronunciation is important for the general culture of speech and, therefore, for normal speech communication, for the successful acquisition of literacy, and when entering school, for mastering the school curriculum.

Correcting a child's speech can only be done through joint efforts.

Do not hope and do not rely only on a speech therapist, and even more so on your child - it is not possible to correct his speech without your help.

Set the correct daily routine for the child at home so that he has time to take a walk and prepare speech therapy tasks.

Regularly attend consultations with a speech therapist, because without knowing the essence of the work, you will not be able to do your homework.

On weekends, work with your child on the instructions of a speech therapist.

Do not entrust this work to relatives, as they will not be able to replace you in such a difficult matter.

Remember that constant exercise will help you learn correct, rhythmic speech and develop speech muscles.

Speech can be corrected regardless of the degree of its impairment,

but subject to the implementation of speech therapy rules

and systematic studies

A child's mastery of speech proceeds successfully when they are engaged with him not only in preschool but also in the family

parents should attend consultations with a speech therapist, where he talks about the prevention and correction of deficiencies in the development of speech in children;
view stands for parents, where recommendations are given for consistent work with the child on sound pronunciation and speech development;
attend parent-teacher meetings, where teachers and parents jointly solve the current issues of the group;
in everyday communication, exercise children in a clear pronunciation of words, in the correct use of intonation, learn to speak loudly enough, slowly;
use materials from special literature recommended by a speech therapist in working with a child.

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Annex 2

Presentation by a kindergarten psychologist.

Readiness to study at school is the most important result of education and training in a preschool institution and in the family. Entering school is a turning point in a child's life, associated with a change in the usual daily routine, relationships with others, when learning activities take center stage. modern school requires from children not so much any knowledge and skills as more complex forms of mental activity, greater ability to control their behavior, greater efficiency. Parents need to know that there are two concepts: pedagogical readiness and psychological readiness. Pedagogical readiness for schooling refers to the initial skills of counting, writing and reading. Parents are mainly guided by these parameters of readiness for school, which is not entirely correct. There are other aspects that cannot be ignored. It often happens that a child can write, count, read, but does not know how to be in a large team for a long time or does not know how to follow the requirements of a new adult (teacher). Parents in this case are perplexed: “How so ?!” It seemed to them that the child came to school prepared, and then suddenly - the teacher's complaints. Or, after some time, the child refuses to go to school, saying that he is tired there, does not like it, it is boring, difficult, etc. This is the other side of school readiness - psychological.

The psychological readiness of a child for school includes the following components:

1. physical readiness.

2. intellectual readiness.

3. social and personal.

4. motivational.

Physical readiness implies the maturity of the body, its functional systems. Schooling involves quite a lot of workloads. Therefore, in order to avoid unwanted deviations, the appearance various kinds diseases and determine this type of readiness. Intellectual readiness includes the child's knowledge base, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signaling system, in other words, speech perception)

Mental skills can also be expressed in the ability to read, count. However, experts say that a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler a competent retelling, the ability to reason and think logically. Social and personal readiness. It refers to the attitude of the child to us work and cooperation with other people, in particular adults who have taken on the role of teachers-mentors. Having this component of readiness, the child can be attentive for 30-40 minutes, can work in a team. Having become accustomed to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.

Motivational readiness implies a reasonable desire to go to school. In psychology, there are different motives readiness of the child for school: - game, - cognitive, - social. A child with a play motive ("There are a lot of guys, and you can play with them") is not ready for school.

The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. According to experts, this is the most optimal motive, having which, the child will be successful in the first grade and during the period of study in elementary school.

The social motive is characterized by the fact that the child wants to acquire a new social status: to become a schoolboy, to have a portfolio, textbooks, school supplies, your workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. By the way, teachers elementary school are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.

Parents also need to pay attention to the following point. At the initial stage of schooling, the most weak link in mental regulation is the control of the fulfillment of the task assigned to him, distractibility to extraneous stimuli. "The science of controlling oneself" often seems to be an impossible task for a child, since the anatomical and functional readiness of the frontal parts of the brain, which are responsible for this activity, is just taking shape by the age of seven.

The ability to slow down high motor activity, so characteristic of children, and the ability to maintain the necessary working posture are also very important. And for the development of writing and drawing, the development of small muscles of the hand and coordination of the movements of the fingers are necessary. "Immature" children often become underachievers. And often this failure in school stretches for several years. But if "school maturity" only caused children to lag behind in their studies, then this problem would remain pedagogical. Meanwhile, these children, especially those who, at the cost of excessive effort, try to fulfill the requirements of the school, suffer from health: they get sick more often, many develop neurosis, fear of school and unwillingness to study. To prevent such situations, it is necessary to predict the child's readiness for learning even before entering school and systemic teamwork teachers and parents on the formation of children's readiness for schooling, which includes the following components.

1. Development of the concept of classes as an important activity for the acquisition of knowledge. Based on this idea, the child actively behaves in the classroom (carefully performs tasks, pays attention to the words of the teacher)

2. Development of perseverance, responsibility, independence, diligence.

The formation of these qualities is manifested in the desire to acquire knowledge, skills, to make sufficient efforts for this.

3. Raising the experience of working in a team and a positive attitude towards peers; mastering ways to actively influence peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peer work, tactfully note shortcomings).

4. Formation of skills of organized behavior, learning activities in a team setting. These skills have a significant impact on general process moral formation of the child's personality, makes him more independent in the choice of activities, games, activities of interest.

So, let's summarize: What does the concept of "Child ready for school" include:

physical health;

The presence of a motive for learning (cognitive and social);

Formation of voluntary behavior: the ability to consciously subordinate one's actions to the rule, the requirement of an adult, the ability to listen carefully, and independently accurately perform tasks, the ability to cooperate with peers and adults);

The formation of the intellectual sphere (the ability to analyze, generalize, compare, highlight essential features; the ability to reason; a sufficient level of development of speech perception);

What can parents do to prepare their child for school?

First of all, create the conditions: to play, communicate with the child, make certain requirements that are common in the family and achieve their fulfillment, form an objective image of the school in children, instill in the child an emotionally calm, positive attitude towards school, arouse interest in educational activities: visit the museum, buy illustrated encyclopedias, etc., to develop a child's self-confidence.

Preview:

Application3

Presentation by the teacher of the group.

Be patient, don't rush. If an exercise doesn't work out, take a break and come back to it later.

Do not show undue anxiety about insufficient progress and insufficient progress or even some regression.

Do not force a child to do exercises if he is fidgeting, tired, upset; do something else. Try to determine the limits of the child's endurance and increase the duration of classes each time for a very small time.

Avoid disapproving assessments, find words of support, praise the child more often for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his self-confidence.

Provide conditions for the child to play with peers. A game for a child is his work, just as teaching will become his work later.

Teach: the ability to be polite in dealing with peers and adults, the ability to follow the rules and customs adopted at school, the ability to be disciplined.

And most importantly, try not to perceive classes with a child as hard work, rejoice and enjoy the process of communication, never lose your sense of humor. Remember that you have a great opportunity to communicate more with your child.

"Man is not born to

to disappear without a trace as a speck of dust unknown to anyone ....

Man leaves himself first of all in man.

This is the highest happiness and the meaning of life.

If you want to remain in the human heart, raise your children.” .

V. A. Sukhomlinsky

Dear Parents!

At the beginning of the meeting, I want to remind you that we are now the senior speech therapy group. We have changed the mode of the day, the time of holding and the number of classes per day. There was also an additional lesson - choreography, circle activities. In circle activities, children get acquainted with new technologies, consolidate the ability to work with scissors, plasticine, paper.

In order for the educational process to be properly organized, in our work we rely on the main legal documents that regulate the activities of the preschool educational institution:

Federal Law "On Education";

Project - Federal State Educational Standard for Preschool Education;

FGT to create a PRS;

FGT to the structure of the social educational program.;

SanPin 2.4.1.2660-10.

International convention on the rights of the child.

Today we are working on the program of preschool education "From birth to school" edited by Veraksa N.E., Vasilyeva T.S., Komarova M.A.

Your children have grown older, in connection with this, their responsibilities increase. And I would really like you parents to take the educational process seriously.

According to Article 18 of the Law of the Russian Federation on Education,

item 1: “Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in early childhood.

item 2: “For the upbringing of preschool children, the protection and strengthening of their physical and mental health, the development of individual abilities and the necessary correction of developmental disorders of these children to help the family there is a network of preschool institutions.

Let me remind you once again that our group is now called the senior speech therapy group. We prepare children for school, develop perseverance, curiosity, attention, memory. In all classes, the speech therapist and educators will work to correct the speech of your children; at the same time, each child is provided with an individual approach.

And it is the joint work of teachers and you, parents, that can give a positive result.

At home, you should not treat them like babies, but rather involve them in helping around the house. Take into account the recommendations that teachers give you in terms of classes. To consolidate the skills of children in modeling, drawing, the ability to use scissors. Develop their motor skills, taste, interest in creativity.

I ask you to pay great attention to reading fiction. It develops hearing, enriches vocabulary, develops speech, the ability to coordinate adjectives with nouns, the ability to correctly compose a sentence. After reading the work, be sure to discuss what you read with your child. So that the child learns to listen and hear.educators speech group and the speech therapist maintain a close relationship.

In classes for the development of speech and familiarization with others, for drawing, modeling, applications, mathematics, they reinforce the lexical topics covered by children in frontal and subgroup speech therapy classes, monitor the correct sound pronunciation throughout the day.

In the evening classes, educators, on the instructions of a speech therapist, work with children.

The main task at the initial stages of work is the active attitude of your parents to corrective work with your children.

I want to draw your attention to the fact that speech and intellect are closely interconnected: If we improve speech, it means that the level of development of thinking rises. Speech defects have an inhibitory effect on the development of speech itself, and on the development of the child's thinking, on his preparation for mastering literacy.

Incorrect pronunciation brings children a lot of grief and difficulties: they are embarrassed by their speech, feel insecure, become shy, withdraw, make poor contact with others, and painfully endure ridicule. Of course, this will affect the child's interest in learning, his character, interfere with the assimilation of the school curriculum, and cause poor academic performance.

It is important that you monitor the correct speech of your children. As soon as we fix the corrected sound in words and move on to the phrase, it is necessary to constantly remind the child: “You know how to speak correctly! »; to correct his speech in order to eliminate the wrong stereotype of pronunciation, to introduce a clear sound into speech. In more detail on this topic, at the end of the meeting, the speech therapist of our group Mizina Marina Alexandrovna will speak.

Now we will talk about the age characteristics of your children.

In a five-six-year-old child, self-service skills acquired earlier are being improved. At this age, the child is already able to independently and neatly dress, eat, use a fork, a knife.
Thus, older preschoolers should be assigned self-service responsibilities and parents should remind children to check the quality of work and its results.
When teaching children to self-service, adults must be demanding. It is unacceptable if educators teach children to be independent, and parents do not support it. Such disagreements complicate the process of education and undermine the authority of educators in the eyes of children.
To raise children's interest in self-care, it is advisable to use rewards. When accustoming a child to work, it is necessary to constantly check him, encourage his successes, inform other family members about them, and show in every possible way that self-service work is useful not only for him, but for everyone.

Clothes for children should be comfortable, so that the process of dressing does not cause difficulties and discomfort in the child.

Between the ages of 5 and 6, changes occur in the child's self-image. These representations begin to include not only the characteristics with which the child endows himself in the present at a given period of time, but also the qualities that he would like or, conversely, would not like to possess in the future, and so far exist as images. real people or fairy-tale characters (“I want to be like Spider-Man”, “I will be like a princess”, etc.). They show the ethical norms learned by children.

At the age of 5-6, a child develops a system of primary gender identity. Preschoolers evaluate their actions in accordance with gender, predict possible options for resolving various situations of communication with children of their own and the opposite sex. When justifying the choice of peers of the opposite sex, boys rely on such qualities of girls as beauty, tenderness, affection, and girls - on such qualities as strength, the ability to stand up for another.

Children of the sixth year of life can already distribute roles before the start of the game and build their behavior, adhering to the role. Children begin to master social relations and understand the subordination of positions in various types activities of adults, some roles are more attractive to them than others. When distributing roles, conflicts may arise related to the subordination of role behavior.

Visual activity develops .This is the age of the most active drawing. During the year, children are able to create up to 2000 drawings. Drawings are very diverse in content, these are life impressions, and imaginary situations and illustrations for films, cartoons.

Design is characterized the ability to analyze the conditions in which the activity takes place. Children use and name various details. Constructive activities can be carried out on the basis of a scheme, by design and by conditions. Design appears in the course of joint activity. Children can construct from paper, folding it several times, from natural material. However, children may have difficulty analyzing the spatial position of an object.

Development of the imagination at this age allows children to compose quite original and consistently unfolding stories.

But I want to note that the imagination will actively develop only if special work is carried out to activate it.

Speech continues to improve , including its sonic side. Children can correctly reproduce hissing, whistling and sonorous sounds. Phonetic hearing, intonational expressiveness of speech develop when reading poetry, in everyday life.

Connected speech develops. Children can retell, tell from the picture, convey not only the main thing, but also the details.

Here are the main features of children 5-6 years old.

I also bring your information that our kindergarten now has a website: a website, in the tab group No. 8 "Yagodka" will be placed helpful information by group, best work your children.

Speech by speech therapist Mizina M.A.

Parent Meeting #1 .

Subject: “The specifics of teaching and educating children in a speech therapy group. The role of the family in overcoming speech defects.

Time spending : I period of study, September 17, 2013.

Implementation plan :

1. What is "speech therapy"? What is a speech pathologist?
2. Features of speech therapy work:
- the content of speech therapy work;
- forms of speech therapy.
3. Familiarization of parents with the results of examination of the speech of children of the senior speech therapy group.
4. The role of the family in overcoming speech disorders in children.
5. Positive sides teaching and educating children in speech therapy groups.

Content.

1. Speech therapy is the science of speech disorders, their correction through special training and education.
The term "speech therapy" is derived from the Greek words "logos" (speech, word), "peideo" (educate, teach). What does it mean "education of speech" in translation. Accordingly, a specialist engaged in speech correction (or “speech education”) is called a speech therapist.

2. How does the work of teachers of speech therapy groups differ from work in mass groups of a kindergarten?
In speech therapy groups, specialized work is carried out with children in the following areas:

Formation of the correct sound pronunciation;
- development of articulatory movements, movements of the organs of speech (lips, cheeks, tongue);
- improvement of phonemic processes, i.e. the ability to distinguish by ear the sounds of speech, syllables, words in speech, similar in sound, articulation;
- improvement of the grammatical structure of speech;
- enrichment, activation of the vocabulary of speech;
- development of fine motor skills of the hands, i.e. finger movements (scientists have proven that the development of small finger movements is interconnected with the development of speech areas of the brain); preparation of the hand for writing;
- the development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs;
- improvement of the prosodic side of speech, including the development of diction, expressiveness of speech, correct breathing, work on the correct stress, tempo of speech.

All of the above work is carried out in speech therapy groups in the form of classes with all children, in subgroup classes, in individual work. In addition, educators work on the development of speech every day, using regime moments, walks, free activities of children and everyday communication with them.

3. Work in speech therapy groups is divided into 3 periods depending on the time and correctional tasks. At the moment, the first period of training lasts. One of the main tasks of this period is the examination of children's speech, which is carried out in September. The examination of speech was carried out with each child separately, the results of the examination and questioning of parents were entered into the children's speech cards. You can get acquainted with speech cards on an individual basis. What did the examination reveal?
Of course, violations of sound pronunciation (whistling, hissing sounds, sounds L and R). But, in addition, common to all children of the group is a violation called General Underdevelopment of Speech III level. This violation is characterized by such features as the lack of formation of the grammatical structure of speech, a poor vocabulary, the inability to compose a complete story with detailed sentences, and the imperfection of grammatical processes. Of course, within the framework of this disorder, the level of speech development of all children is different. You can learn more about the results of the survey on an individual basis after the meeting.

4. What is the role of the family, parents in overcoming speech disorders in children?
Do not think that speech defects will disappear by themselves over time. To overcome them, a systematic, long-term corrective work, in which parents play a significant role, since the child spends more time at home with people close to him. Parents should form the correct attitude towards a speech disorder in a child:

Do not scold the child for incorrect speech;
- unobtrusively correct incorrect pronunciation;
- do not focus on hesitations and repetitions of syllables and words;
- to carry out a positive attitude of the child to classes with teachers.

In addition, parents themselves must learn how to perform and show the child simple articulation exercises to prepare the speech apparatus for the correct sound pronunciation. Parents should pay special attention to homework. The speech therapist writes down advice, comments and recommendations on an individual basis.
I note that there are certain rules for working in home notebooks:

Notebooks are picked up every day;
- tasks for the development of fine motor skills of hands (drawing, shading, etc.) are performed with pencils;
- all speech material must be worked out, i.e. parents should achieve the correct and clear performance of the task by the child, even by memorization;
- assignments should be read to the child;
- all tasks are completed.

It is necessary to take into account the importance of the child's speech environment. Parents should monitor the correctness of their own speech. Speech should be clear, concise, literate, expressive. Read poems, fairy tales, riddles more often at home, sing songs. On the street, watch birds, trees, people, natural phenomena, discuss what you see with your children. Avoid frequent TV viewing, especially adult content. Play with your child, establish verbal, emotional contact.

5. What are the advantages of your child attending a speech therapy group? This is:

Correction of sound pronunciation;
- formation of competent, expressive speech;
- teaching reading and writing in the preparatory group;
- development of fine motor skills of the hands, preparation of the hand for writing at school;
- enhanced preparation for school through additional classes on the development of speech, reading and writing, graphics;
- individual approach to the child;
- improvement of mental processes of perception, attention, memory, imagination and thinking.

I would like to note that only in close cooperation of the family and teachers, it is possible to achieve a good, high-quality and relatively quick result in the correction and development of the child's speech. Continuity in the work of the family and kindergarten is carried out through individual consultations, visual information for parents and in classes that parents can attend by agreement with teachers.

Training for parents "Articulation gymnastics ” will be held at individual consultations.

Thank you for your attention.

Speech therapist Mizina Marina Alexandrovna.

Summary of the parent meeting in senior group on the topic:

"Welcome to the speech therapy group!"

Target:

To acquaint parents with the appointment of a speech therapy group.

Meeting progress:

Why do we need a speech therapist and a speech therapy group?

A child is not born with established speech. Gradually, step by step, he learns to correctly and clearly pronounce sounds, link words together, build sentences, clearly and consistently express his thoughts. But unfortunately sometimes speech development occurs late or with developmental features. In this case, a speech therapist, a specialist who corrects speech disorders, will help.

The most fertile period for overcoming speech disorders is preschool age. It is important not to miss it, contact a speech therapist in time! Remember that as a child grows up, the habit of speaking incorrectly in a child is fixed and is less susceptible to correction. Correct, beautiful, coherent speech is the key to a child’s successful education at school, foreign languages.

Contrary to popular belief, a speech therapist does not only “put” sounds. After all, our speech is not only sound pronunciation (the ability to correctly pronounce the sounds of the native language), but also develops:

vocabulary;

phonemic perception (the ability to perceive and distinguish sounds by ear);

grammatical structure (the ability to form new words, connect words in a sentence, use the endings of words correctly, etc.);

coherent speech (the ability to speak coherently, make up stories from pictures, from your own experience, and finally, compose fairy tales, fantasize).

And now, let's greet the children of the preparatory speech therapy group, who have already learned a lot and have prepared a little surprise for you:

(children enter, perform ditties)

Chastushki.

1. In didactic games

We loved to play.

They are great help

Let's remember the letters!

2. A speech therapist came to us,

She taught us all to speak.

Opens, looks into the mouth -

Will understand nothing.

3. For lessons with a speech therapist

I'm running as fast as I can:

After all, the teacher is strict

I can show my tongue!

4. We play machine gun,

We growl like a walkie-talkie.

Don't scold us, it's coming

Automation!

5. And yesterday I explained

Mom and dad vowels.

To train these adults -

The idea is oh in vain!

6. They wrote to me in a notebook

Difficult task.

Even grandma said:

What a punishment!

7. I decided on Sunday

Repeat all tasks.

Even our cat Murka

Learned to speak!

8. While we sang ditties,

Tongues intertwined.

You clap louder

We tried our best,

How could!

(children say goodbye, leave)

The work of a speech therapist in a correctional group begins with the development of children's attention, visual and auditory perception (recognition and discrimination), memory and thinking. This is a necessary basis for the development of all aspects of speech.

The keys to successful remedial work are:

drug treatment(according to the doctor's indications);

regular attendance at the kindergarten (lack of passes for disrespectful reasons);

control over the child's speech.

A lot of effort is required not only from a speech therapist, educators, but also from you, dear parents!

Presentation "Welcome to the speech therapy group

In order for the child to be enrolled in a speech therapy group, it is necessary to undergo an examination at the RMPK. Based on the results of the survey, the PMPK gives a referral, on the basis of which the child is enrolled in a logo group and attends frontal, subgroup and individual classes with a speech therapist of a preschool educational institution.

Why is it necessary to undergo a PMPK examination?

Pedagogical diagnostics is necessary in order to assist in choosing for each child the optimal, favorable conditions for learning and development. Diagnostic examination of preschoolers is important for every child, teachers try to prevent possible problems in the child's education, because early diagnosis and correctly selected corrective work give good results. positive results.

For a preschool child, the examination is carried out in game form, in a friendly environment in the presence of parents, within 30 minutes.

The PMPK commission includes: speech therapist, psychologist, psychiatrist. During the examination, you and your child may be offered to be examined by additional specialists: a neurologist, psychiatrist, ENT, orthodontist. Why is it necessary to contact these specialists? Let's try to answer this question:

Speech therapist - examines the child's speech (sound pronunciation, phonemic hearing, vocabulary, grammatical structure of speech, coherent speech)

Psychologist - examines the emotional-volitional sphere of the child, the development (in accordance with age) of the processes of attention, thinking, memory.

Psychiatrist - individual age characteristics of children, causes of disorders and deviations in their mental state.

Based on the results of the diagnosis, you and your child may be offered further examination by specialists:

Neurologist - The main task of a specialist is to see in time, correctly diagnose a neurological disease (if any) and prescribe competently individual treatment. (in our case, consultation with a neurologist is necessary primarily for children with stuttering). Today, completely different programs are taught in schools, children must be in time, more material is “laid” in them. Children with a weakened nervous system will simply not be ready for the perception of such a volume of information. If mothers neglected the advice of a pediatric neurologist, then their children simply will not have time to absorb the necessary amount of information, not because they are stupid, but simply because their attention is quickly depleted, they do not keep up with the general pace of work in the classroom, which is why sometimes become aggressive, quick-tempered, do not sleep well. Such children already require pedagogical correction, and sometimes correction child psychologist. And it happens that mothers are simply afraid to hear some kind of diagnosis, they believe that this is some kind of sentence. Nervous system the child is very plastic, so timely treatment always gives good results.

Orthodontist - it is desirable to show the child to the orthodontist for the first time at the age of 3-4 years, when the milk bite is fully formed. The doctor will determine whether there are problems or not, explain when and why they need to be addressed, and give the necessary recommendations. I also consider it necessary to note the fact that modern methods treatments allow for high-quality alignment of teeth and occlusion at any age, if the child needs it - this is confirmed by many years of experience of most orthodontists. Orthodontic treatment is necessary not only to gain beauty and self-confidence, but also to reduce the risks of periodontal disease, caries and diseases of the oral mucosa, to improve the functions of breathing, chewing, digestion, as well as for rational, competent prosthetics.

This concludes the parent meeting.

I wish you and your children success in their future work on mastering their native language. We will be glad to see you in our speech therapy group!

Topic: "The relationship between the work of the family and the speech therapist"

Material prepared by: Kuregesheva L.P., speech therapist

Speech therapist:Hello dear parents! I am very glad to see you at the parent meeting.I want to start my speech with questions: What is speech therapy? What is a speech pathologist? Speech therapy is the science of speech disorders, their correction through special training and education.
The term "speech therapy" is derived from the Greek words "logos" (speech, word), "peideo" (educate, teach). What does it mean "education of speech" in translation. Accordingly, a specialist engaged in speech correction (or “speech education”) is called a speech therapist.

Speech therapist:Today I will introduce you to the following questions:

1. The structure of speech therapy work.

2. Features of working with homework in children's notebooks.

3. The results of speech therapy work at this stage.
4. Questions from parents.

Speech therapy work with children is carried out daily:

4 days a week speech therapy classes with all children;

Subgroup and individual lessons are held daily.

Work in speech therapy groups is divided into 3 periods:

The first period is from September to November.

The second period is from December to March.

The third period is April, May.

In the second period, frontal (speech therapy) classes are held.
A certain lexical topic is taken for a week, within the framework of which work is carried out to assimilate lexical and grammatical categories. for example, Lexical theme "Golden Autumn".

1. Vocabulary enrichment through didactic game: "What tree is the leaf from?" (If an oak has an oak leaf, then a maple ..., a mountain ash ..., a birch ..., a poplar ..., an aspen.

2. Repetition of the names of the autumn months.

The purpose of frontal speech therapy classes is:

Expansion and activation of children's vocabulary;
- practicing the correct use of grammatical categories, such as:

(-changing nouns by gender, number, case;

The use of verbs in different tenses;

Agreement of nouns with adjectives and numerals in gender, number, case)

Learn to answer questions in full sentences.

The development of grammatical categories is carried out through the games: “PICK UP AN ACTION OR SIGN”, “CALL AWESOMELY”, “ONE-MANY”, “COUNT THE SUBJECT” and others.

Lessons for the development of coherent speech include:

Teaching children to retell;

Storytelling from a picture or a series of pictures,

According to the plan;

memorization of poems;

Guessing and memorizing riddles.

Game with parents "Call it affectionately." Distribute cards with items on lexical topic"Clothes and shoes".

Compared to the first period, pronunciation classes have been added, in which children learn sounds and letters. There is a difference between the concepts of sound and letters: "We hear and speak the sound, but we see and write the letter." Sounds are vowels and consonants. In the classroom, children learn to distinguish between vowels and consonants. In addition, the concepts of a word and a syllable are introduced (a word is a part of speech that has a semantic meaning; a syllable is a part of a word that has a vowel sound, but does not have a semantic meaning).

In such classes, the development of phonemic hearing is carried out (i.e. children learn to distinguish sound by ear, isolate it from speech) in the form of exercises. For example. “Say a word”, “Repeat a series of sounds, words in the same order.”

Speech therapist:The development of fine motor skills of the hands occurs in frontal classes and in individual work, in the form finger gymnastics, in the classroom for artistic creativity and in productive activities.

Game with parents. I present to you one of finger games: palms are pressed to each other, then we make movements in the text:

Inflate the balloon quickly.

He's getting big!

Suddenly the balloon burst, the air came out -

He became thin and thin!

Speech therapist:Another goal of speech therapy work is the development of speech motor skills in children, which are carried out in the form of logarithmic exercises and dynamic pauses. I present to your attention a dynamic pause on the topic “Wild Animals of Our Forests”:

We run like bunnies
Like foxes we will run
And like a lynx on soft paws,
And like a big horned elk.

Moving in a circle, children imitate the movements of animals, necessarily accompanying them with speech. This contributes to the effective development of speech, the consolidation of words in the active dictionary of children.
Individual work.

As for individual work, it is carried out in the following areas:

Checking, working out homework;
- fixing the materials of frontal classes;
- development of mental processes of perception, memory, imagination, thinking, attention;
- articulation exercises;
- correction of sound pronunciation, including staging, automation of sound, its distinction.

Work in home notebooks .

I note that there are certain rules for working in home notebooks:

Notebooks are picked up for the weekend, returned on Monday;
- tasks for the development of fine motor skills of hands (drawing, shading, etc.) are performed with pencils;
- all speech material must be worked out, i.e. parents should achieve the correct and clear performance of the task by the child, even by memorization;
- assignments should be read to the child;
- all tasks are completed.

Once again, I would like to emphasize that the child must draw, hatch, cut, paste in notebooks with his own hand. An adult can show, explain how to complete the task. Do not try to make an exemplary notebook out of a notebook, the main thing is that the child trains his hand, develops fine motor skills, and prepares his hand for writing.

As for sound pronunciation, the more often you practice, the faster the corrected sound will be fixed in speech. Exercise should ideally be daily.

The task of a speech therapist- set the sound. Automate it in syllables, words.

A game with parents to automate sounds with tongue twisters.

Learn to distinguish sounds in speech.

But if there is no homework, then there may not be noticeable progress. The work of automating corrected sounds can be compared to sports: the result depends on training.

All of the above work is carried out in speech therapy groups in the form of classes with all children, in subgroup classes, in individual work. In addition, educators and specialists work on the development of speech every day, using regime moments, walks, free activities of children and everyday communication with them.

I would like to note that only in close cooperation between the family and the kindergarten, it is possible to achieve a good, high-quality and relatively quick result in the correction and development of the child's speech. Continuity in the work of the family and preschool institutions is carried out through individual consultations, visual information for parents.

Based on the monitoring made in early September (this is the primary monitoring) and intermediate (in early January), I, as a speech therapist, see the result in the speech development of children.

Questions:

Do you think the language development of children has changed? How is it shown?

Questions from parents to a speech therapist.

Speech therapist:Thank you for taking the time to come to the parent meeting. It was very nice to see you all. I look forward to further cooperation and mutual understanding.

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.

Target: Introduce parents to each other, speech therapist and speech group educators; to form parents' motivation to solve the problems of remedial education; arouse a desire to cooperate with a speech therapist and educators.

Equipment: Tables and chairs arranged in a semicircle voice recorder for children, paper, pens, colored pencils.

Proceedings of the meeting

Speech therapist: Good evening, dear parents! You may not all know each other yet. I suggest you get acquainted. Now each in turn will name his first name and patronymic, the name and surname of the child. For example: “I, Elena Alexandrovna, Ivanov Vanya’s mother.”

We met. Now, dear parents, I suggest you complete a small task: trace the outline of your hand with a pencil, write the name of your child one letter on each finger, and then decipher the letters, noting the qualities of his character. In the center of the palm, draw a symbol - who is the child in the family for you (sun, flower, bunny, bell).

After coming home, talk to the child, show your creativity and tell about your feelings for him. They need it! Now let's all talk about the feelings we have for our children. (Answers of parents on assignment).

Children are the most precious thing in our lives. These are our bunnies, suns, flowers. You have such a treasure - one and only. And you trust us with your sun. And it turns out that we have the best, most beloved and only 20. You and I have one goal - to make the life of your children more interesting and richer and to help develop all the qualities necessary for a child for school. Dear parents of our students! We are very glad to see you at the parent meeting of our group, because we understand that this common goal of ours cannot be achieved without an alliance with you, without your support and help. What should be our union? What can we, adults, do for children so that their life in kindergarten is joyful, rich and interesting? These are the questions we will answer today.

Our group is called speech or speech therapy.

Speech therapy is the science of speech disorders, their correction through special training and education.

The term "speech therapy" is derived from the Greek words "logos" (speech, word), "peideo" (educate, teach). What does it mean "education of speech" in translation. A specialist in speech correction (or “speech education”) is called a speech therapist. In our group, in addition to educators, a speech therapist deals with children.

Which children are included in the speech therapy group? These are children who have problems with the development of speech. According to the results of the psychological-medical-pedagogical commission, our pupils have the conclusion of the ONR. ONR is a speech disorder in which the formation of various components of speech is disrupted in children: sound pronunciation, vocabulary, grammatical structure, coherent speech. Therefore, all the work of the teachers of our group differs from the work in the mass groups of the kindergarten in that it is aimed at overcoming these disorders.

Namely, work with children is carried out in the following areas:

Formation of the correct sound pronunciation;

Development of articulatory movements - movements of the organs of speech (lips, cheeks, tongue);

Improvement of phonemic processes, i.e. the ability to distinguish by ear the sounds of speech, syllables, words in speech, similar in sound, articulation;

Improving the grammatical structure of speech;

Enrichment, activation of the vocabulary of speech;

The development of fine motor skills of the hands, i.e. finger movements (scientists have proven that the development of small finger movements is interconnected with the development of speech areas of the brain); preparation of the hand for writing;

The development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs;

Improving the prosodic side of speech, including the development of diction, expressiveness of speech, proper breathing, work on the correct stress, tempo of speech.

All of the above work is carried out in a group in the form of classes with all children, in subgroup classes, in individual work. In addition, educators work on the development of speech every day, using regime moments, walks, free activities of children and everyday communication with them.

Work in speech therapy groups is divided into 3 periods depending on the time and correctional tasks. At the moment, the first period of training lasts. One of the main tasks of this period is the examination of children's speech, which is carried out in September. The examination of speech was carried out with each child separately, the results of the examination and questioning of parents were entered into the children's speech cards.

Now I'll tell you a little about the classes. Subgroup classes are divided into:

Classes on the formation of the lexical and grammatical structure;

Classes on the formation of coherent speech;

Literacy preparation classes.

Classes on the formation of the lexical and grammatical structure of speech are built on topics. Each week of the school year has its own theme, for example, clothes, shoes, autumn, animals. All week, children with educators expand their ideas on the topic, and with a speech therapist on the material of this topic they expand the dictionary, perform grammar exercises.

To consolidate the material at home, you will be given notebooks. Here, too, the entire notebook is built according to the thematic principle. How to work with notebooks, let's stop further.

In the classes on the development of coherent speech, we will learn to compose descriptive stories, stories based on plot pictures, stories based on a series of plot pictures, we will learn to compose retellings. Our children now do not know how to tell, they do not know how to retell. We will study.

In the preparatory classes for literacy, we will get acquainted with sounds and letters, sound-letter analysis of words, analysis of sentences.

To consolidate the material, we will study in notebooks.

On the individual lessons work is being done mainly to correct the incorrect sound pronunciation. It includes the formation of correct speech breathing, articulatory gymnastics, the production of sounds and the automation of the delivered sounds in speech. To do this, we will need to have common notebooks. They will record articulatory gymnastics exercises for disturbed sounds and exercises to automate delivered sounds.

For the correct pronunciation of the sounds of our language, proper speech breathing is necessary. Various exercises are used to form it, for example, you can blow a piece of cotton from your palm.

Articulatory gymnastics are exercises aimed at developing the muscles of the articulatory apparatus, that is, the tongue, lips, cheeks.

Automation of delivered sounds occurs on syllables. Words, phrases and sentences.

Everything I told you about our work in kindergarten. But please don't think that all this is enough for the child to start speaking correctly. It all depends on you, dear parents, on your attitude. After all, all the main work on automating sounds and consolidating new knowledge falls on you at home. What we will do here is not enough, it will be necessary to do a lot at home. If you are interested in your child's speech to improve significantly, you need to deal with him daily. It won't take long. On the way home from kindergarten, ask your kid: what did he do in kindergarten? Listening to his story, pay attention to the correct pronunciation of the corrected sounds. At home, read the task in a speech therapy notebook, practice articulation gymnastics in front of a mirror, work on speech material for at least 10-15 minutes. Do not forget to bring speech therapy notebooks with completed assignments to kindergarten every Monday. Please keep notebooks clean, do not complete tasks for the child. Do everything together.

What are the advantages of having your child attend a speech therapy group?

Correction of sound pronunciation;

Formation of competent, expressive speech;

Development of fine motor skills of hands, preparation of a hand for writing at school;

Enhanced preparation for school through additional classes in the development of speech, reading and writing, graphics;

Individual approach to the child;

Improving the mental processes of perception, attention, memory, imagination and thinking.

In the end, I would like to note that only in close cooperation between the family and teachers, it is possible to achieve a good, high-quality and relatively quick result in the correction and development of the child's speech.