1. An important and integral part of the work to eliminate speech disorders in children is close interaction between the speech therapist and parents. The low awareness of parents in matters of pathology and speech correction, their underestimation of the early detection of speech defects and timely intervention on them, false and sometimes harmful attitudes towards children’s speech, indicate the need for joint work at all stages of correction. Therefore, in my work I pay great attention to cooperation with parents. Parents' help is mandatory and extremely valuable. Because, firstly, parental opinion is the most authoritative for the child, and, secondly, only parents have the opportunity to daily consolidate the skills they are developing in the process of live, direct communication with their child. Therefore, it is important for parents to consciously participate in this process.

2. Based on this, I set goal of collaboration: formation of an active position of parents, attracting their attention to the process of correctional and educational work with children with speech disorders.

Tasks, which I put when working with parents during the school year:

• Establish partnerships with the family of each student, create an atmosphere of common interests and emotional mutual support.
• To increase the psychological and pedagogical competence of parents in matters of speech development, to awaken in them interest and desire to participate in the upbringing and development of their child.
• To develop in parents the skills of observing the child and the ability to draw the right conclusions from these observations.
• Help parents develop a confident and calm parenting style in order to create comfort and security for the child in the family.
• Train parents in specific speech therapy techniques.

For children of senior preschool age, the most significant subjects are parents. However, not every parent is able to exert the required influence on their child. This depends on his position in relation to a child with a speech impediment. Therefore, the speech therapist teacher must work with parents in the following directions:

• Studying the characteristics of parents of pupils, the level of their pedagogical observation.
• Determining the characteristics of intrafamily relationships that influence the child’s personal characteristics.
• Involving parents to participate in the correctional and speech therapy process.

The participation of parents in the upbringing and development of the child not only at home, but also in kindergarten will help them:

• Overcome authoritarianism and see the world from the perspective of a child.
• Treat your child as an equal.
• Understand that it is unacceptable to compare him with other children, always rejoice at his successes and support him in case of failure.
• Know the child's strengths and weaknesses and take them into account.
• Show sincere interest in his actions and be ready for emotional support, sharing his joys and sorrows.
• Establish a good, trusting relationship with the child.

3. Let's consider the components of successful interaction between a speech therapist and parents.

The first factor is awareness.

This refers to the theoretical training of a speech therapist who can give a clear answer to any parent’s question about speech impairment and its correction in general and about a specific child. The competence of a specialist will, of course, inspire the trust of parents. Equally important is the parent’s awareness of the speech therapist as a specialist and the areas of his work. This is facilitated by mobile folders with articles about various speech disorders, health activities recommended for children with speech disorders and, of course, a schedule of speech therapist consultations. I change the contents of the folders once a month / articles from specialists from magazines, books, specific tips on speech development, relevant for parents, recommendations on the development of articulatory motor skills, fine motor skills.

If we talk about the information that is conveyed during the consultation, it is perceived better by parents if it is concise and lacks an abundance of terms.

I also inform parents of the estimated duration of the correction process - six months, a year, two. If classes with children are already underway, I tell them about the next stage of work. Parents show great interest if they understand why they are making a “spatula” and “blowing on a butterfly.”

I am organizing an exhibition of books and methodological developments, the study of which could help parents become more informed about this problem, and I am developing booklets for parents.

The next factor is time.

The basis of the relationship between the speech therapist and parents is laid during the meeting at the first organizational meeting in September. At this meeting, I outline the goals and objectives of our joint work, talk about the system of speech therapy classes with children (daily, individual, subgroup, frontal), and the possibility of personal consultation, where parents can get answers to all their questions. I focus on the importance of family participation in speech therapy work and the significance of their assistance in this matter. I am bringing the results of the speech therapy examination, which was carried out at the beginning of the month, to the attention of the parents. I am conducting a workshop on familiarization with the organs of articulation. In it, parents in front of a mirror try to perform several basic exercises for the lips and tongue, making sure that this is not easy, especially for a child. Therefore, they (parents) will need enormous patience when doing homework with their child, and the child will need help and praise for his work. At the end of the first meeting, parents fill out a short questionnaire, including speech map questions, which characterizes the early psychomotor and speech development of their child.

I hold similar meetings 3 times during the school year: in September, January and May. In each subsequent session, I sum up the results of the work; I make sure to note not only the successes of the children, but also the activity of those parents who work with their child. In May I give parents recommendations for the summer period. Conducting parent-teacher meetings with parents saves energy, time, and the speech therapist and parents /they do not have to go to an individual consultation, they can ask all the questions/.

But this is not enough for the time factor to become a component of successful interaction with parents. It is important that the speech therapist adheres to the position: whenever the parent comes, this is the best time to work with him. The speech therapist’s task is to inform parents about consultation hours and the need for speech therapy assistance for their child. But the parent himself makes the choice whether to come for a consultation or not. If a parent comes for a consultation, it means that he is ready to listen to a specialist, he is motivated. This is a positive thing in working with parents, regardless of when it happened and how much the speech problem worsened.

One more factor in the successful interaction between speech therapist and parents can be identified: positive emotional attitude of the speech therapist.

It is obvious that parents will be more willing to interact with an open, friendly, optimistic specialist. Of course, this does not require embellishing the true state of affairs - the dynamics of the correction process. It must be remembered that the child is not competing with other children, but with himself “yesterday”, and you can always find a reason to praise the child and approve the efforts of the parents.

Another aspect of this factor is the positive attitude of the speech therapist towards problems that arise during the work. The occurrence of professional problems and difficult situations is completely normal. If we consider a specific example, this may be a situation where correctional work with a child does not give positive dynamics, or it is absent altogether. We all know that this phenomenon occurs more often than we would like. An honest analysis of the reasons for the problem will be more constructive than blaming yourself or someone else (for example, a parent) for the failure. Interaction with parents will remain positive if the speech therapist warns about changing the method of influencing a speech problem, about the need for more time for correction than previously expected, refers the child for consultation to another specialist, or, in the end, openly admits that he has done everything for the child , that I could. Professional integrity, honesty, respect for oneself and others will become the basis for a positive emotional attitude of a speech therapist.

The listed factors of interaction between a speech therapist and parents are not the only ones, but the main ones. Due attention to these factors can make a significant contribution to the successful interaction between the speech therapist and parents, and, therefore, contribute to the correction process as a whole.

In order for parents to help a child care institution, they must be “letted” into it. Guided by this principle and the motto “A parent is not a guest, but a full member of the preschool educational institution team,” the speech therapist teacher must build his communication with parents. Now there is no strict regulation of work with parents, so each speech therapist can independently choose problems that interest parents and cover them in a form convenient for him. However, the work of a speech therapist with parents of children is defined as mandatory and is an integral part of the training and education programs for children with speech development disorders.

In order to plan better, it is necessary to know the child’s family better. During the school year, I work with parents constantly. At the beginning of the school year, I draw up a plan for working with parents. /show/

The joint work of a speech therapist with parents is an integral part of the entire pedagogical process and is carried out in the following traditional and non-traditional forms and methods:

• Questioning.
• Design of speech corners in the senior and preparatory groups “Rechetsvetik”.
• Design of moving folders with consultations.
• Individual consultations, conversations /on a regular basis, weekly/. In individual conversations, I draw the attention of parents to the successes and small achievements of their children, both in overcoming speech problems and their relationship with success in other classes.
• Conducting workshops.
• Speech at parent meetings.
• Keeping a notebook of relationships with parents is a joint work of the speech therapist, child and parents. Having your child complete assignments allows parents to monitor their child's development throughout the school year. I offer tasks for automating the delivered sound, as well as exercises for the development of fine motor skills, auditory and visual attention, logical thinking, and others. I select tasks differentially, taking into account the capabilities of each child. Completing assignments allows you to consolidate the knowledge your child has acquired in class.
• Conducting open classes.
• Joint preparation for the holidays.

Since working with parents significantly influences the success of correctional and educational work, I decided to consider and analyze in more detail some of its features.

At the beginning of the school year, I examine children's speech. A speech therapy examination is based on general principles and methods of pedagogical study: it must be comprehensive and holistic. I begin the speech therapy examination by studying medical and pedagogical documentation and information about the child’s parents. I get to know the parents of the children who will be studying. When planning a forecast for correctional work, I take into account:

• The role of all family members in raising a child.
• Type of family upbringing.

From the first conversation, I find out the conditions for raising a child in a family, the child’s characteristics, hobbies, interests. I am interested in the complaints and concerns of parents, their opinions and wishes regarding the development of the child’s speech. This meeting is very important for both the speech therapist and the parents. Further cooperation depends on its atmosphere.

I try to involve parents in joint work, explain what kind of help I expect from them in education and training, in order to achieve success in correctional work.

I show parents fragments of classes with children, I invite them to open individual and subgroup classes, so that parents get acquainted with the requirements, techniques and content of my work, and observe their child during educational activities in the form of speech therapy classes.

Often parents have no idea about the enormous work a speech therapist does, what tasks of the educational process he solves.

An inadequate attitude of parents towards a child arises as a result of a lack of understanding of the cause of a speech disorder. The main task of a speech therapist is to focus on the child, his interests, and help parents perceive their child correctly.

In practice, we have to deal with families of different social status and requirements. It is necessary to find contact with everyone. For some, full explanation, participation and encouragement are needed. For others - firmness, the ability to insist on certain requirements, failure to comply with which will complicate or delay the achievement of the desired results.

I aim each parent at systematic, long-term work with the child. Let me remind you that a child needs clear and correct speech throughout his life, and it is preferable to correct deficiencies in childhood - everything has its time.

At consultations and workshops, I show parents speech therapy techniques (articulation gymnastics, breathing exercises, finger exercises, etc.) that are as clear as possible for subsequent reproduction. At the stage of automation of sounds, I draw special attention of parents to the need for constant control over the supplied sounds, because The tone of the articulatory muscles is still weakened, and it can be very difficult to “break” the old stereotype.

Parents listen to my advice and recommendations, share their opinions and impressions. By the end of the year, parents began to take an active part and interest in correctional work, and began to make fair demands on their children.

Thus, we can conclude that the role of parents in the process of child speech development is undeniable. Combining the efforts of a speech therapist and parents in correctional work is not an easy task in organizational and psychological-pedagogical terms.

Family and educational institution are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.

Thus, a properly organized system of interaction between a speech therapist and parents allows them to become more competent in matters of speech development, and to consciously and effectively participate in the process of correcting the speech of children and their upbringing.

The article outlines my experience of introducing innovative technologies in my own practical activities of a preschool speech center in the light of the implementation of the Federal State Educational Standard for Education with priority areas: strengthening the physical and mental health of children, their emotional well-being; creating favorable conditions for the development of children in accordance with their age characteristics; correction of speech disorders in preschool children; formation of prerequisites for educational activities; formation and development of intellectual and communicative competence of preschool children with speech disorders.

A good speech therapist teacher must learn constantly!

Innovative experience, in my understanding, is “keeping your finger on the pulse” of modern pedagogy, and my preschool children, who attend classes at the speech center of our preschool educational institution, have special educational needs.

Mastery of innovative pedagogical technologies is a requirement for the professional qualifications of a teacher of the 21st century!

In the work of a speech therapist, modern technologies are becoming increasingly important. They contribute to achieving the greatest possible success in overcoming speech disorders in children, serve to create a favorable emotional background, and contribute to the inclusion of intact mental functions in work and the activation of impaired mental functions. Being on the border of contact between pedagogy, psychology and medicine, speech therapists use in their practice, adapting to their needs, the most effective, innovative technologies that help optimize the work of a speech therapist teacher.

Relevance

Children with speech disorders are often mentally unstable; they have an unstable psycho-emotional state, decreased performance, and rapid fatigue. Speech therapy classes for such preschool children are hard work. The use of innovative technologies in speech therapy practice serves as an effective addition to the generally accepted most popular classical technologies and techniques developed in the mid-late 20th century.

Significance

By creatively varying the compatibility of different teaching technologies, systematically and purposefully using them in practice, in accordance with the individual physical capabilities of each child, the correctional and developmental process becomes more effective and efficient.

Innovative technologies in modern speech therapy practice at a preschool speech center with the introduction of the Federal State Educational Standard for Preschool Education

“Create ideas and develop them. And then you can be called a modern teacher,” notes Doctor of Pedagogical Sciences, Professor E.N. Smirnov.

It’s nice when children go to classes with a “speech therapist” with joy and desire, in anticipation of what awaits them today. What could be waiting for them? Attractive environment of the speech therapist's workspace, aesthetic design, game teaching aids. This is the only way to interest a child and invite him to dialogue. And, of course, a smile! A smile encourages the desire to communicate, trust, and creates a friendly emotional background.

Implementing the priority directions of the Federal State Educational Standard for Preschool Education, I, as a representative of the younger generation of Modern Speech Therapy, have to constantly look for ways to improve and optimize the process of learning and development of children. Thus, the process of correctional and developmental work with children with speech disorders in the speech center of a preschool institution is aimed at:

• strengthening the physical and mental health of children, their emotional well-being;
• creating favorable conditions for the development of children in accordance with their age characteristics;
• correction of speech disorders in preschool children;
• formation of prerequisites for educational activities;
• formation and development of intellectual and communicative competence of preschool children with speech disorders.

The innovative technologies that I use in my own speech therapy practice are based on the priority areas of the Federal State Educational Standard for Education:

• Palming;
• Technology of finger and hand massage (with elements of self-massage);
• “Su-Jok” - therapy;
• Body-oriented technologies.
• Gaming technologies;
• Visual modeling technology;
• Mnemonics;
• Information Technology.

The above types of technologies cannot be considered in speech therapy as independent; they become part of generally accepted time-tested technologies, and bring into them the spirit of the times, new ways of interaction between teacher and child, and new incentives for the speech therapist teacher.

Health-saving technologies:

To maintain performance throughout the entire speech therapy session (individual-subgroup or subgroup) and relieve muscle tension in children-speech therapists, I use body-oriented technologies: relaxation techniques in contrast to tension in combination with exercises for the prevention of visual impairment, relieving tension in the eye muscles - Palming . This exercise is ancient, it belongs to yogis. The use of kinesiological exercises (a set of movements) allows you to activate interhemispheric interaction in children with speech disorders, increase their resistance to stress, improve mental activity, help improve memory and attention, mood and well-being. Technologies of finger and hand massage, “Su-Jok” therapy, expand the ideas of a modern specialist in the development of fine motor skills.

Gaming technologies:

Game technologies are an integral part of pedagogical (educational) technologies: task-based, gaming, computer, dialogue, training. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. However, in the Russian education system, gaming technologies to this day remain an “innovative technology.” Play is the leading activity of preschool children; on its basis, readiness for learning at school is formed. The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase the effectiveness of correctional and developmental work, and develop higher mental functions.

A toy, like a hero, helps create motivation, a game situation, a surprise moment. One of children's favorite toys is a ball. Children with speech disorders have difficulty in such movements as passing the ball from a short distance (throwing it, hitting the target with their palms, trying to catch the ball), rolling and grabbing the ball. Verbal games with a ball are an excellent solution to problems of consolidating speech skills in a mental sense based on ideas and without relying on visuals, developing general motor skills, and self-control skills when performing a task.

Construction in the preschool period is a game on the basis of which productive activities are formed. They contribute to the formation of cognitive processes, speech, emotional, creative development, independence and arbitrariness of processes. Children's construction refers to an activity in which children create various play crafts from various materials (paper, cardboard, wood, etc.). In my speech therapy work, I successfully use the Tangram puzzle game. The game promotes the development of attention, imagination, thinking, combinatorial abilities, and fine motor skills.

Visual modeling technology:

The processes of development of the phonemic aspect of speech (perception, ideas, skills of sound analysis and synthesis) require children to become familiar with the structure of words. Traditional visual modeling technology allows children to “see” sounds and words, carry out complex types of work to determine the position of a sound in a word, and visually present the qualitative characteristics of a sound. Correctional and developmental work on the development of the grammatical side of speech (forms of inflection and word formation, prepositional-case constructions) with the use of special schemes and modules of word games in the process of correcting sound pronunciation develops in children imagination and an intuitive form of word transformation.

Mnemonics:

Correction of sound pronunciation is impossible without working on the expressiveness of speech, its meaningful duplication in activities such as retelling, memorizing poetry, tongue twisters. The essence of mnemonics is that for each word or small phrase a picture (image) is created. The use of symbolic analogy techniques facilitates the process of memorization for children. Mnemonics uses the natural mechanisms (visual-figurative memory) of the brain and allows you to fully control the process of memorizing, storing and recalling information.

Information Technology:

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for the design of stands, groups, offices (scanning, Internet, printer, presentation).

2. Selection of additional educational material for classes, familiarization with event scenarios.

3. Familiarity with periodicals and the work of other teachers.

4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

5. Creating presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent meetings, master classes, and “Round tables”.

6. Exchange of experience: creating your own mini-sites on popular portals, publishing materials on teaching activities on various sites.

Experience as a teacher-speech therapist has shown that when correcting defects in oral and written speech, speech therapy techniques alone are not enough; a complex effect on the mental functions, hearing, vision, motor and speech activity of the child is necessary.

I am working on the problem: “Complex corrective effects on mental functions, hearing, vision, motor and speech activity, accompanied by music and colors.”

Part of this complex should include exercises that allow children to calm down after a working day, relieve them of excessive motor restlessness, muscle and emotional tension, and this so that the child can work fruitfully with a speech therapist.

Why is relaxation so necessary when correcting speech?

Children are known to speak freely when they are calm. And this needs to be explained to children how free we feel when our muscles are not tense, relaxed and we can freely perform any speech exercise. While working with children, we see difficulties in those children who do not know how to relax, feel confident and calm. And my task is to teach children to relax and constantly remind them how pleasant a state of calm is. You can compare a relaxed body to a ball from which the air has escaped.

Such exercises captivate children; they make it possible to influence the will and consciousness of children only with words. When, at the moment of relaxation, students have their eyes closed, they become disconnected from surrounding problems.

I use the “Rest Pose” - we sit on chairs, our back touches the back of the chair, our palms rest on our knees, our eyes are closed. Here, at this stage of work, I use classical music, which has a beneficial effect on all human organs (music by P.I. Tchaikovsky - “The Seasons”).

This exercise is called the Rest Station. Here's an exercise:

1. “Magic dream.”
- Our hands are resting, our legs are also resting
They rest, fall asleep, fall asleep...
The tension has flown away and the whole body is relaxed,
And our tongue is obedient and accustomed to being relaxed.
We breathe easily, evenly and we feel calm.
It’s good to rest like this, but it’s time to get up.
They stretched and smiled.

2. “Forest clearing.” Our legs and arms are resting, the back is relaxed, the head is slightly tilted forward.

We are lying in a green clearing, the grass is soft as feathers. We feel pleasant, cozy, warm. The sun strokes our arms, legs, and hair with its long fingers. We breathe evenly and calmly through our nose. And on a tree branch a nightingale sings a song for us. We are comfortable and warm. It’s good to rest like this, but it’s time to get up.
They stretched and smiled.
Inhale through the nose, exhale through the nose.

Children should know that muscle relaxation and calmness are a necessary condition for speech correction. Before work I say: “We are always calm,” “Calm down, relax.” “We know how and can do anything.” The children and I perform these exercises at the beginning of the lesson, I call the children a rest station, and they themselves come up with a continuation.

When working on the problem of complex correctional intervention, I pay great attention to the development of fine motor skills, which are interconnected and interdependent on speech development.

In my classes I use a complex of Japanese finger gymnastics, which includes working with plasticine, appliqué, shading, coloring ready-made pictures, magic wands, sewing, and I also use the “Let’s Help Ourselves” fine motor skills massage in my work. During massage and finger exercises, exercises to relieve tension from the organs of vision, classical calm music is played; at the beginning of the lesson and during physical exercises, you can listen to cheerful, dynamic music, which will relieve fatigue, raise the general vitality of the children, and will activate the mental abilities of children. Such targeted use of music will increase the effectiveness of speech therapy sessions. And also at the end of the classes there is a funny children's song that helps and gives confidence to the children.

I use Chinese sound therapy in my classes. It not only develops phonemic hearing, but also sound pronunciation, articulatory motor skills, develops the mental functions of children, heals all internal organs and activates the activity of the brain, increases the immunity of children. So, according to Russian scientists, chronic diseases worsen among schoolchildren during their 11th year of study; we simply must reduce the percentage of diseases in different ways.

Indian, Chinese, and Russian scientists believe that “singing” vowels helps prevent diseases, for example:

“U” - promotes lung ventilation, “M-POM” - reduces painful spasms, has a positive effect on the blood vessels of the brain. And another very important exercise that improves immunity is to form a ring with your thumb and index fingers and press firmly on the pads of your fingers. Do this with all your fingers while listening to calm music.

When studying soft and hard consonants, at this stage it is advisable to use a color scheme; with its help, you can study the primary colors and perform a sound-letter analysis of words, since visual-figurative thinking predominates in younger schoolchildren.

The color scheme in classes is selected based on the psychophysical state of each student. Green - calms the nervous system, yellow - stimulates brain activity. I put a certain colored piece of paper on the child’s table.

For several years, I have been using complex exercises in my classes to develop fine motor skills, auditory and visual attention, breathing exercises, to develop mental functions, music, color schemes in group and individual lessons, and this whole complex helps the children and me when working with them.

To work productively and see the results of your work, I think you need to constantly improve your knowledge. And in this I am helped by cooperation with colleagues - speech therapists of preschool and school institutions, with primary school teachers, with educators, and parents. This includes constant work with methodological literature, advanced training courses, working with a computer, access to the Internet, where you can find interesting developments and new things in speech therapy. And I remember the Eastern wisdom, which says: “Not everyone knows how much you need to know in order to know how little we know.” And therefore, only constant movement forward towards self-improvement and self-development will give positive results.

Municipal preschool educational autonomous institution

“Kindergarten No. 18 “Nest” of a combined type in Orsk”

Year of birth: 1972

Education: 1. Pedagogical College

2. Moscow Non-state educational institution of higher professional education Capital Financial and Humanitarian Academy. Qualification as a teacher-speech therapist with a specialty in Speech Therapy.

Total work experience: 24 years, including teaching experience: 24 years

Work experience as a teacher-speech therapist at MDAU d/s 18 – 3.6 years

2. Conditions for the formation of experience.

I selected and studied the following literature on this topic:

1. Bystrova G. A., Sizova E. A., Shuiskaya T. A. Logostales [Text]: St. Petersburg: “Karo”, 2005

2. Gavryuchina L.V. Health-saving technologies in preschool educational institutions. – M., 2007.

3. Glukhov V.P. Formation of coherent speech in preschool children with special needs development. - M. 2004.

4. Zinkevich - Evstigneeva T.D. Games in fairy tale therapy; Developmental Fairytale Therapy – St. Petersburg. 2006. Fundamentals of fairy tale therapy; Training on fairy tale therapy. - St. Petersburg. 2010.

5. Law of the Russian Federation “On Education”. – M., 2007.

6. Convention on the Rights of the Child.

7. Literary encyclopedic dictionary. Edited by Kozhevnikov V.M. 1987.

8. Makunina E. We come up with stories and fairy tales.J. Child in kindergarten 6-2005 p.35.

9. Nishcheva N.V. Educational fairy tales [Text]: A series of classes on developing the lexical composition of the language, improving the grammatical structure of speech, developing coherent speech in preschool children - an educational and methodological manual-summary. - St. Petersburg: Childhood-press, 2007

10. Novikovskaya O.A. Notes of complex classes on fairy tales. Introductory article. - Saint Petersburg. 2007.

11. Sakovich N.A. Practice of fairy tale therapy. Saint Petersburg. 2005

12. Stishenok I.V. Fairy tale in training. Saint Petersburg. 2009

Shorokhova O.A. Let's play a fairy tale. - M.2006.

13. Shorokhova Playing a fairy tale [Text]: Fairytale therapy and classes on the development of coherent speech in preschoolers. - M.: Sphere shopping center, 2008

14.

3. Theoretical basis of experience.

The educational process is carried out in accordance with the regulatory documents “Convention on the Rights of the Child”, the Law of the Russian Federation “On Education”, “The Basic General Educational Program of the Kindergarten”, on the basis of a personality-oriented model of training and education. Conditions are created (general educational programs, developmental environment, personal professionalism) that ensure the readiness of children with special needs for the next stage of education, the full development of personality: the emotional sphere, creativity, interests, motives, self-esteem and self-awareness of the child, taking into account age and individual characteristics.

Due to the fact that the nature of speech pathologies in preschool children has become more complex, there is a need to search for new forms and methods of work, and to use innovative technologies in the field of correctional and developmental education and upbringing. What is the task of the Federal Program for the Development of Education in Russia.

After analyzing this situation, I identified a pedagogical problem: identifying methods and techniques for the effective work of a teacher-speech therapist in a preschool educational institution to improve all components of the speech system, increase interest in performing speech correction exercises, develop cognitive mental processes, namely, imaginative thinking, attention, memory , imagination, development of empathy, formation of models for expressing basic emotions and feelings, mastering the skills of managing one’s behavior, creative activity, and moral education.

Having studied the psychological and pedagogical literature, I identified for myself the method of fairy tale therapy, which is a health-saving technology, namely a complex system aimed at correcting speech disorders, the personal development of a child and preserving his health, and allows solving educational, correctional, and educational tasks within the framework of a fairy tale.

4.Relevance and prospects.

A fairy tale is an effective developmental and correctional tool for the development of coherent speech when working with children with general speech underdevelopment.

Improving the quality of education for children with speech disorders is one of the important areas of modernization of preschool education. The prevalence of speech defects in preschool children and the need for their correction requires the teacher-speech therapist to be proficient in the use of modern educational technologies.

The fairy tale therapy method is a health-saving technology, a comprehensive system aimed at correcting speech disorders, the personal development of a child and preserving his health, and allows, within the framework of a fairy tale, to solve educational, correctional, and educational problems.

Goal: using effective methods and techniques of fairy tale therapy for speech correction, motivating children to the correction process and related mental processes, developing the emotional-expressive sphere of preschool children.

All work is based on general didactic principles (the principle of systematicity and consistency; the principle of consciousness and activity), the principles of special pedagogy (the principle of developmental education; the principle of clarity; the principle of correctional orientation) and the principles of speech therapy (the principle of differential approach; the principle of the formation of speech skills in natural conditions speech communication; ontogenetic principle).

5.Novelty of experience

Fairytale therapy is a method that has been known since ancient times, but has recently gained popularity in correctional pedagogy. Coherent speech is the most difficult section in the work of a speech therapist, especially with children with general speech underdevelopment. The development of coherent speech in classes using the fairytale therapy method should occupy one of the central places, since no other type of activity can provide such a complex impact on the child’s speech sphere.

The educational and educational properties of fairy tales as a pedagogical tool have been known since ancient times. The fairy tale is used in various areas of work with preschool children with speech disorders, including in work on coherent speech. Coherent speech, being an independent type of speech-cognitive activity, at the same time plays an important role in the process of raising and educating children, since it acts as a means of acquiring knowledge and a means of monitoring this knowledge.

6. Targeting of experience.

The material can be used in kindergartens, speech centers, speech therapy groups by speech therapists, educators, students of pedagogical colleges and pedagogical universities.

7.Technology experience

Methods: targeted observation of text; description by reading the text; “interior” of a fairy tale; creating illustrations for individual episodes; modeling of fairy-tale characters; making carnival masks; magical attributes; selection of illustrations for previously read books; acting out scenes from fairy tales; literary theaters: dramatization, literary reading, demonstration of drawings and crafts; listening to music; exhibition of books by writers; writing stories on behalf of one of the heroes of the work; speculating on the fate of the heroes; telling about your favorite fairy tale; thematic conversations about what you read, about the author, about the genre; a conversation about literary heroes whose task is to develop artistic associations; conversation about genre; experiment with artistic image; games “Heroes Among Us”.

When working with fairy tales, I use mnemonics and computer technology (mnemonic tables and computer presentations have been compiled for fairy tales).

In my work I use teaching aids that present cycles of speech therapy didactic fairy tales with elements of fairy tale therapy. Cycles are sections of the program: Phonetics. Sound pronunciation. Literacy training. Grammar. Vocabulary. Each cycle of fairy tales has its own character, its own fairy-tale land with its laws, its own tests (that is, tasks for a specific section of the program).

Techniques of fairy tale therapy in the formation of coherent speech: verbal director's play; retelling from the perspective of a literary hero; word drawing; “what then”; joint solution of a problematic issue to a fairy tale; changing the situation in familiar fairy tales; inventing short stories; modeling; fairy tales about yourself; twisting a fairy tale; fantasy binomial; fairy tales in a new way; tracing tale; fairy tale word

In my speech therapy practice I use the following forms of complex fairy tale therapy:

Analysis of fairy tales (solving “open” fairy tale problems).

Telling fairy tales (group: inventing “in a circle”, telling “in a circle” a famous fairy tale; individual: from the 3rd person, from the 1st person).

Production of fairy tales (dramatization games).

Writing fairy tales (interpretation, rewriting, adding, composing new fairy tales and stories).

Meditation on a fairy tale (immersion in any process - static, psychodynamic)

Puppet therapy (finger puppets, puppets, paper puppets, glove puppets, riding puppets, flannelgraph, shadow, magnetic, stand).

Fairytale image therapy (instant transformation with the help of costumes).

Drawing fairy tales (spontaneous “magical” drawing).

A fairy tale can be made from fabric.

Comparison. Comparison game: “Who is like who?” “What does it look like?”

Fairy tales have smells. Living a fairy tale through the sense of smell, that is, with the help of smells.

Fairy tales sound. To help children better feel the peculiarity of a particular fairy tale, we use the sounds made by bells, tambourines, as well as plastic jars with different objects inside, which “make noise” when shaken.

8. Effectiveness of experience.

Fairytale therapy in the system of speech therapy classes for the development of coherent speech pursues the following goals: - creating a communicative orientation of speech utterances; - improvement of lexical and grammatical means of language, the sound side of speech; - development of the prosodic side of speech; - development of dialogic and monologue speech; - introducing children to the origins of folk culture. Lessons on fairy tales are structured according to the following algorithm: listen, tell, live and compose a fairy tale.

In my speech therapy practice I use the following forms of complex fairy tale therapy.

A fairy tale can be made from fabric . Together with the children, I began to depict on the table the place where the fairy tale takes place, using pieces of fabric that differ in shape, size, and color. For example, Tsarevich Ivan went out into a wide field - rags with daisies and cornflowers were spread on the table; long blue chiffon ribbon - a stream.

Games - conversations with fairy tale characters . After conducting a conversation with children in the group, which makes it possible to assess how well the content of a work of art is understood, I sometimes continue the discussion of the book, but in the form of a game-conversation with its characters (theater dolls, soft toys). The goal is to teach how to maintain a conversation, speak out proactively, ask questions, and summarize your knowledge in speech.

The funniest fairy tale. The funniest episode (“What other funny books do you remember?”). I conduct the same conversation about the most terrible, saddest book - in any case, the child’s thinking develops and a certain taxonomy of what he read arises: according to the similarities and differences of characters, authors, according to the similarity of the impressions received from the books. Along with this, the ability to highlight a specific episode in a fairy tale is developed. The goal is the ability to build interaction between speech parts

Game - dramatization of Who is like whom

The next stage in work in the second half of the senior group is a game - dramatization, a game - staging. It is this feature of a genuine work of art that I use in further work on it.

Puppet show

Fairy tale and music.

Selection of the most suitable music for the fairy tale (individual fragments). Music can heal - this has been proven many times by medical scientists around the world. Music is the basis for the harmonious development of personality.

You can dress up as heroes and dance. Creativity and imagination also develop in the process of inventing and putting together a costume for a fairy-tale hero. We do not sew them, but rather we compose them from the collection of fabrics we have. Children love to dress up. When the children “dress” like fairy-tale characters and admire themselves and each other, we select music.

Experiment with the artistic image of the game “Heroes Among Us”

Showing illustrations

Acting out scenes from fairy tales

Drawing and application of fairy-tale characters

I strive to live a fairy tale with my children, using all their senses. When I started doing fairy tale therapy with children, I realized that simply told fairy tales do not leave a deep mark in the child’s soul. For example, they “do not see” either the forest through which Ivan Tsarevich makes his way, or the place where the mighty magic oak tree grows. In this case, illustrations help, but not every book has them. Therefore, after reading the fairy tales, together with the children they began to draw, make appliqués, recalling various episodes in their memory. I saw that each child perceives a fairy tale in his own way, and drawing and applique helps to understand the moral aspects, facilitates the process of retelling the fairy tale itself, its plot.

Different types of theaters

Quiz - relay race

based on Russian folk tales

Kindergarten No. 18 “Nest”, Orsk

senior speech therapy group

teacher - speech therapist Goncharova O.P.

Goals:

Expand preschoolers’ knowledge about fairy tales;

Promote the development of physical qualities: speed, coordination, agility;

Develop preschoolers’ speech, reading interest, memory;

Foster a sense of collectivism, mutual assistance, and camaraderie.

Equipment: exhibition of books with fairy tales, illustrations of Russian folk tales, illustrations for fairy tales made with errors, sheets of Whatman paper and felt-tip pens, two buckets, two brooms, medals.

Quiz progress

A recording sounds.

So, friends, let's start the program,

We have a large supply of ideas.

And who are they for? For you.

We know you love games

Songs, riddles and dances.

But there is nothing more interesting

Than our fairy tales.

– Why are they magical?

– Yes, because in them animals can talk, there are non-existent heroes

(Koschei the Immortal, Baba Yaga, the goblin), miracles happen - a frog turns into a princess, brother Ivanushka into a little goat, buckets move on their own.)

– And today we have gathered to hold a quiz on Russian folk tales between two teams. Let's greet team..., team...

– Each team will receive its own task. If a team fails to complete the task, the question moves to another team.

– So, let's begin!

Competition 1. “Name the fairy tale from the picture”

(Based on the illustrations, participants name the fairy tales: Kolobok, Ryaba the Hen, Geese and Swans, The Frog Princess, Teremok, The Wolf and the Little Goats, According to the Pike's Order, The Fox and the Wolf.)

– Well done!

Competition 2. “Ears on top of your head”

(Teams listen carefully to excerpts from fairy tales and determine the name.)

There is no river or pond. Where can I get some water? Very tasty water. In the hole from the hoof. (Sister Alyonushka and brother Ivanushka)

The beautiful maiden is sad, She doesn’t like spring. It’s hard for her in the sun, the poor thing sheds tears. (Snow Maiden).

A woman rides on a broom in heaven and on earth, Scary, evil, who is she? (Baba Yaga).

An arrow flew and fell into a swamp, and in this swamp someone caught it. Who said goodbye to green skin. She became sweet, beautiful, and pretty. (Princess Frog).

Her grandfather planted it in the field. It grew throughout the summer. The whole family pulled her, she was very large. (Turnip).

It was mixed with sour cream. Baked in a Russian oven. I met animals in the forest and quickly left them (Kolobok)

The little goats opened the door. And everyone disappeared somewhere. (Wolf and kids)

He was chilling at the window. Then he took it and rolled away to be devoured by the fox. (Kolobok)

What a miracle, what a wonder a sleigh rides without horses? (By magic)

My sister started playing. The birds took my brother away. (Swan geese)

Competition 3. Relay race “Young Artist”

– We made sure that you know the fairy tales. Do you know how to draw the heroes of your favorite fairy tales? You will find out who you will draw from the riddle:

Mixed with sour cream, chilled on the window

Round side, ruddy side

Rolled…….. (bun)

– That's right, you will draw Kolobok. But you will draw with the whole team. Listen to how. Teams are lined up in 2 columns. The first participant runs and draws a head, the 2nd participant - one leg, the 3rd participant - another leg, the 4th participant - one arm, the 5th participant - another arm, the 6th participant - eyes, the 7th participant - a mouth, the 8th participant - the path along which the bun is running .

(Drawing sheets are attached to the board, and the first team members receive a felt-tip pen.)

Competition 4. “Guess it”

1 – What song did Kolobok sing?

2 – What did the goat sing to her kids?

3 – What did Mashenka say to the bear while sitting in the box?

4 – What did the hen Ryaba say to the grandfather and woman?

5 – What words did the wolf use to help himself catch fish on his tail?

6 – What did the fox say at that time?

7 – What did the animals ask in the fairy tale “Teremok” before entering there?

8 – What words did Emelya say so that everything would be done by itself?

Competition 5. Relay “Flight of Baba Yaga”

– The indispensable attributes of Baba Yaga were a mortar and a broom. In the relay race, a simple bucket is used as a mortar, and a broom is used as a broom. The participant stands with one foot in the bucket, with his hand he holds the bucket by the handle, and in the other hand he holds a broom. And now in this position it is necessary to go the entire distance and pass the “mortar” and “broom” to the next one.

Competition 6. “Find the artist’s mistakes”

(Children look at illustrations for fairy tales and find the artist’s mistakes.)

Competition 7. Telegrams arrived at our d/s. Help me guess who they are from?

“Save us, we were eaten by a gray wolf” (kids)

“ Very upset. Accidentally broke an egg” (mouse)

“Everything ended well, only my tail remained in the hole” (wolf)

“Help, our house is broken, but we ourselves are safe” (animals)

“Dear grandparents, don't worry. I figured out how to trick the bear. I’ll be home soon” (Masha)

“Help, my brother has turned into a little goat” (Alyonushka)

“It’s a disgrace, someone ate my porridge and broke my chair” (bear cub)

“ Dad, my arrow is in the swamp. I’ll marry a frog” (Ivan Tsarevich)

Competition 8. “Guess the fairy tale”

"Ivan Tsarevich and the Green Wolf"

"Sister Alyonushka and brother Nikitushka"

"Daryushka's hut"

"Floating Ship"

"Axe noodles."

Well done boys

The game is over

It's time for us to part ways. And for an interesting game I give you medals.

Lesson summary using fairy tale therapy and

Logorhythmics “Travel with a Kolobok through the Forest”

Teacher speech therapist

Goncharova O.P.

Goal: Development of the communicative function of speech. Correction of the emotional-volitional sphere using elements of fairy tale therapy and logorhythmics.

Correctional educational objectives: Introducing children to oral folk art, Russian life, expanding and activating the vocabulary based on the fairy tale “Kolobok”, “Vegetables - Fruits”. Improving the grammatical structure of speech.

Correctional and developmental tasks: Activation of speech activity, improvement of dialogic speech, development of coherent speech, phonemic representations. Development of visual gnosis and constructive praxis, general, fine and articulatory motor skills, general speech skills, creative imagination, fantasy.

Correctional and educational tasks: Formation of skills of cooperation, interaction, independence, overcoming indecision before public speaking and the ability to evaluate actions. Fostering love and respect for nature.

Methodological techniques: Organizing children, asking riddles, asking questions, conversation, logorhythmic exercises, physical education, outdoor games, using musical compositions, showing demonstration material, using handouts, using physical equipment, surprise moment, encouragement.

Material: Caps of fairy tale characters, two baskets, models of vegetables and fruits, three hoops, pictures with Wolf songs, pictures with sounds (A), (U), (I), parts of the whole picture “Kolobok”.

Audio recordings: Musical compositions “Visiting a Fairy Tale”, “Song about a Kolobok”, “Dance with Musical Instruments”, “Sounds of Nature”.

Preliminary work with children: Reading the Russian folk tale “Kolobok”, distributing roles, learning poems and songs.

Didactic material “Vegetables”, “Fruits”.

Progress of the lesson

1 part. Introductory.

The musical composition “Visiting a Fairy Tale” is playing

Speech therapist: Hello children. Do you like fairy tales? Today we will play with you our fairy tale about Kolobok. In the meantime, I will turn you into fairy-tale heroes (children wear hats of characters from the fairy tale Kolobok)

Speech therapist:

Today is an unusual day,

I want to surprise you.

On a big journey,

We'll leave now.

But we will not go alone, but with a fairy-tale character, and which one you must guess with.

(speech therapist asks a riddle)

It is shaped like a ball.

He was once hot.

Jumped off the table onto the floor

And he left his grandmother.

He has a ruddy side...

Did you find out? (Kolobok).

(Kolobok appears to the music from the cartoon “Kolobok”)

Kolobok: Hello, children, I am Kolobok (the children greet the Kolobok).

Speech therapist: Guys, what geometric figure does our bun resemble? What colour? How many eyes does he have? (Children's answers)

Kolobok: You guys are great, smart, quick-witted, I want to invite you to the spring forest, in order to get there, you need to complete all my tasks.

Guys, let's form a circle of "Kindness"

(Logoritmics “Circle of Kindness”)

We will build a circle with you

On the left is a friend and on the right is a friend

Don't go anywhere

You are from the circle of “Kindness!”

We'll go to the forest today

It's full of miracles

Ears, eyes alert

Don't miss a thing.

So that we don't go astray,

My friend and I should go!

(Movements are performed to music)

The legs began to walk

Along the spring path,

We'll walk through the forest

And contemplate nature. (children are walking)

Keep your heads up, friends, we are watching the sky. (raise their head)

Sun, clouds and warmth, can we guess the weather?

What's the weather like? (gloomy, cold, stormy, sunny, hot)

Clouds are moving quickly across the sky, who is driving them away? (wind)

I am a wind. You are my clouds.

Wind, wind, you are powerful,

You are chasing flocks of clouds. (children run in a circle)

The sun rose and dispersed the clouds.

(I. p.)

The sun extended its rays to us

(restore breathing inhale-exhale)

Close your eyes. (Music sounds) We found ourselves in the forest. How beautiful it is here!

Part 2. Main.

Kolobok: Oh, who is this? (a child dressed as a Hare comes out from behind a bush)

Hare: Kolobok, Kolobok, I will eat you!

Kolobok: But you won’t eat it! Hares do not eat koloboks, but love fruits and vegetables.

Speech therapist: Children, collect a basket of fruits and a basket of vegetables for the bunny.

(Game “Help the Bunny”)

Kolobok: To keep your teeth strong, chew vegetables, all the kids!

Speech therapist: And Kolobok rolled on. (the guys follow Kolobok like a snake)

He ran along the road, at the feet of the gray wolf.

(in a clearing, a child in a Wolf costume is sitting on a stump)

Wolf: Kolobok, Kolobok, I will eat you!

Speech therapist: Wait, Wolf, don’t eat Kolobok, do you want the children to sing your songs? We can sing them loudly or quietly.

(According to silent articulation, children sing the sounds A, U, I quietly and loudly).

Kolobok: and the guys and I can also lay out pictures with words under these letters. (Game “Arrange the pictures in the houses.” (pictures with the vowels A, U, I at the beginning of the words: stork, needles, apricot, fishing rod, orange, toy, dill, bus, duck, pineapple, iron, snail, turkey, watermelon. )

Well, why don't you eat me? Will you let me go?

Wolf: I won’t touch you, I really enjoyed playing with you.

Bear: Kolobok, Kolobok, I will eat you!

Kolobok: Don’t rush, you’ll have time to eat.

Do you want to listen to a counting rhyme?

Bear: Well, come on, why not listen.

Kolobok: (Logorhythmic “Bear”)

Behind glass doors (clap rhythmically)

There is a bear with pies. (stretch both hands forward)

Hello, Mishenka, my friend, (bow)

How much does a pie cost?

A pie costs three, (moves three fingers - show three fingers)

And you will drive (pointing gesture)

(The bear growls and runs after the children. The children run away)

Speech therapist:

Kolobok rolled away, his ruddy side flashing.

And the bear ran after him, but he didn’t catch up with him.

And towards, oh, oh, oh, a fox walked along a forest path.

(a child appears in a Fox costume)

Fox:

How handsome you are, Kolobok, how rosy and cheerful!

They say that you, my friend, know a lot of songs.

I want to be friends with you, to receive you as a gift.

Speech therapist: We all really liked the bun too. Let's all make a portrait of Kolobok together.

(Children use parts of the whole picture to make a portrait of Kolobok)

Speech therapist: How did our Kolobok turn out?

Children: Handsome, cheerful, rosy.

Speech therapist: And now I propose to dance with our kolobok, to the accompaniment of noise musical instruments.

(to the song about Kolobok, the guys perform movements with musical instruments)

Part 3. Final.

Speech therapist: Well done! You've succeeded. But the time of our journey today has come to an end, it’s time for us to say goodbye, and for Kolobok to return home to his grandparents (the children say goodbye to Kolobok).

Answer me, friends, did you like our trip?

What did you like and remember most?

Was it difficult?

We will definitely go traveling again.

And now let’s say goodbye to our guests and say to everyone “See you again!”

Used Books:

Magazine "Speech therapist", No. 12013.

Book “Logoritmics in kindergarten”, author Kartushina M. Yu., M-2007.

The book “System of correctional work in a speech therapy group for children with general speech underdevelopment”, author Nishcheva N.V., St. Petersburg - 2003.

Natalia Popova

Slide number 1

Popova Natalya Valerievna, teacher speech therapist, kindergarten No. 40 "Brigantine", city o. Balashikha.

Slide number 2

Dear jury, dear colleagues, I would like to present to your attention experience on the topic: « Innovative methods and techniques in the work of a speech therapist teacher».

Slide number 3

Relevance.

Currently, one of the urgent tasks of correctional pedagogy is to increase the efficiency of the correctional educational process in kindergarten.

Innovative methods, without requiring much effort, optimize the process of correcting children’s speech, contribute to the improvement of the whole body, which is confirmed by my pedagogical experience.

Slide number 4

Beautiful, clear speech is the most important condition for the comprehensive development of preschool children, which is the goal of my work.

Slide number 5

Through use innovative methods and techniques I solve the following problems. A exactly:

developing: linguistic components of speech (phonetic, lexical, morphological, syntactic) and the ability to apply them in practice;

Articulatory, fine and gross motor skills;

VPF (speech, imagination, thinking, memory);

Activity, independence, creativity;

Mimic and pantomimic skills;

Non-verbal communication skill;

Formation of a positive psycho-emotional state of the child;

Reducing possible fatigue, relieving muscle tension.

Slide number 6

In my practice I use the following innovative methods and techniques:

Creative play therapy (peskoterpiya);

Marbles Pebbles;

Vocal therapy;

Fairytale therapy;

Puppet therapy;

Speech therapy massage;

Rhythmic declamation;

Kinesiotherapy;

Su-jok therapy;

Information technology of education.

Slide number 7

But today I want to focus on the brighter ones methods and techniques which I use in my practice.

Slide number 8

In individual lessons, each speech therapist teaches classical methodology and techniques for the development of articulatory motor skills. I developed an author's manual"Live" mirror" where method demonstration and explanation is most effective, since the child concentrates his attention on clearly performing the articulation exercise.

Here you are, here I am

Look at me!

This is a mirror

It is your reflection!

Let's play fun

Repeat the exercises!

And in order to arouse interest, the desire to practice, the desire to perform the exercise correctly, I use magic figures as a surprise moment.

Slide number 9

Vocal therapy.

Children love to sing. I believe that when singing pure sayings and nursery rhymes to musical accompaniment, the general psychophysical condition of children improves. The method develops rhythm, expressiveness, stimulates speech functions, normalizes the prosodic side of speech.

Nursery rhyme "Bug" (E. Zheleznova).

Bug, bug, buzz.

Show me how you fly.

Zhu-zhu-zhu.

- I fly and buzz:

“Zhu-zhu-zhu”.

Slide number 10

Rhythmic declamation.

I use rhythm declamation in combination with vocal therapy. IN work With children I use wooden sticks and texts for speech games. I choose simple texts so that they are easy to remember. Most often these are examples of oral folk art - songs, nursery rhymes, lullabies, jokes.

The simplicity of the selected text allows you to devote more time not to memorizing it, but to developing rhythm, diction, clear articulation, and correct sound pronunciation.

Legs, legs, did you walk?

We walked, we walked.

Legs, legs, were you running?

We ran, we ran.

Legs, legs, are you tired?

We are tired... We are tired...

Slide number 11

One of the most effective methods for speech development I use syncwine method.

Sinkwine helps to find the most significant element in a large information material. Draw conclusions and formulate them briefly. It develops speech, thinking, memory, and interest in the world around us.

Cinquain is a small verse of five lines, without rhyme.

Now let's play cinquain.

The time of year is winter. Let's make a cinquain about winter.

1. Let's start with the subject. What? Winter.

2. What kind of winter is it? (Fierce, crackling).

3. What does winter do? (Circles, howls, sweeps).

4. Now let’s draw a conclusion and briefly formulate it in one sentence. (Fluffy snowflakes are falling).

5. The word is an association. (Magic).

"Winter".

1. Winter. 2. Fierce, crackling.

3. Circling, howling, sweeping. 4. Fluffy snowflakes are falling.

5. Magic!

Slide number 12

And to develop coherent speech, I use Marbles pebbles. They help you plunge into the world of games, fairy tales, miracles and magic.

They form the correct grip of a pebble with their fingers, develop mental function, orientation on a plane, in space, and develop imagination.

We talk and relax

We sort through the stones,

Different - different:

Blue, red,

Yellow, green,

Light, heavy.

I use an artistic word on a lexical topic, the children use magic pebbles to lay out the plot of a fairy tale. This helps them construct their story.

I want to demonstrate to you the use of this method in practice.

Story "Bullfinches".

End of winter. The most difficult time has come for birds. All the berries, all the grains in the forest have already been eaten! And the birds fly closer to the person. Kind people. They will take pity on the unfortunate birds and feed them their: some with crumbs, some with grains, and some with lard and butter.

Now the bullfinches have come to you. Beautiful birds bullfinches: there is a black cap on the head and a red chest.

Bullfinches love berries. But there were almost none left on the branches. The bullfinches ask you to help them - fill these branches with berries.

Slide number 13

My practice is not limited to working with children. I include parents in the correctional and developmental process. I act as a partner, mentor, consultant.

Optimism, patience and determination help me establish emotional contact, unite parents into a team, and relieve communication tension. For this I use master classes, consultations, and surveys.

Slide number 14

I am happy to share my professional experience at seminars, methodological associations, round tables.

My articles are published on various Internet resources and magazines.

I strive to ensure that in my communication and interaction with colleagues there is always joy, creativity, a constant desire to change something, to move forward, to look for new approaches to solving difficult problems of teaching practice.

Slide number 15

Innovative methods and techniques which I use in my work efficiently, because I see positive results.

Thank you for your attention. All the best!

Publications on the topic:

Consultation for teachers “The use of non-traditional methods in the work of a preschool teacher-speech therapist” Municipal preschool educational institution "Kindergarten No. 176" Consultation for teachers ""Use of non-traditional.

Non-traditional methods and techniques in the work of a speech therapist at a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist at a preschool educational institution. Non-traditional methods and techniques in the work of a speech therapist at a preschool educational institution. Methodological.

Generalized pedagogical experience of a speech therapist teacher Generalized pedagogical experience Theme of the experience: “Development of fine motor skills as one of the areas of work on the prevention of written speech in.

Long-term plan for the work of a preschool teacher-speech therapist with teachers for 2016–2017 Long-term plan for the work of a preschool teacher-speech therapist with teachers for 2016-2017. The goal is to create a pedagogical environment aimed at timely.

Long-term plan for the work of a preschool teacher-speech therapist with teachers for the 2016–2017 school year. G. Long-term plan for the work of a preschool teacher-speech therapist with teachers for the 2016-2017 school year. d. The goal is to create a pedagogical environment aimed at correction.

Long-term plan for the work of a preschool teacher-speech therapist with parents for 2016–2017. The goal is to attract families of pupils to active cooperation in terms of finding common approaches to correcting speech disorders of pupils.

Long-term plan for the work of a preschool teacher-speech therapist with parents for the 2016–2017 school year. year Long-term plan for the work of a preschool teacher-speech therapist with parents for the 2016-2017 school year. year The goal of working with parents is to activate parents, to create.

Continuity of activities of a speech therapist and a speech pathologist in working with children with mental retardation The problem of educating and training preschool children with developmental disabilities is one of the most important and pressing correctional problems.

Report from work experience “Interaction between a speech therapist and a teacher in working with children in a speech therapy group” I work as a teacher in a speech therapy group, the work of our group is based on close contact with the teacher - speech therapist. In my work.

Using an activity approach in the work of a speech therapist teacher with the family of preschool children March 30, 2016 a regional scientific and practical conference "Modern education in the island region: experience, problems and prospects" was held.

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