Creating an interactive laptop folder for speech therapy work. Didactic manual for speech therapist
“Use of Lapbook technology in the work of a speech therapist at an MDOU”
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Project topic:
Innovation and information technologies
Subject:
Innovation
- Education
Municipality:
Elektrostal g.o.
Brief description of the project:
Project Information Card
Type of project: social, developmental. educational, creative.
Project duration: long-term (2 years).
Project participants: children, teacher - speech therapist, educators, parents.
Children's age: 5 -6 years.
Number of children: 20.
Relevance of the problem:
Speech formation is one of the main tasks of speech education of a preschooler, because plays a big role in the formation of personality. To develop a child’s speech, it is necessary to use various games, activities, manuals, and innovative technologies. In connection with the implementation of the Federal State Educational Standard for preschool educational institutions, teachers are looking for new approaches, ideas, and teaching methods in order to meet modern requirements for the education and upbringing of preschool children. One of such teaching aids for today's preschoolers is a lapbook or, in other words, a thematic or interactive folder. This folder collects material on a specific topic.
The laptop meets the requirements of the Federal State Educational Standard for preschool education for a spatial subject-development environment: it is informative (in one folder you can place a lot of information on a certain topic, rather than selecting various didactic materials), multifunctional: it promotes the development of creativity, imagination, it is possible to use it with a subgroup children and individually; has didactic properties, is a means of artistic and aesthetic development of the child, introduces him to the world of art; variable (there are several options for using each part); its structure and content are accessible to preschool children and ensure playful, cognitive, research and creative activity for all pupils.
Problem: In recent years, there has been a sharp decline in the level of speech development of preschoolers. One of the reasons for the decline in the level of speech development is the passivity and ignorance of parents in matters of children's speech development. The participation of parents in the speech development of the child plays a colossal role.
The goal of the project: to develop children's speech with the help of a lapbook, to create conditions for its active use in speech activity.
Project objectives:
For children:
1. Contribute to the formation of interest in learning.
2. Develop children’s speech activity, teach them to reason, and enrich their vocabulary.
3. Develop in children emotional responsiveness, attention, curiosity, communication;
4. Develop gross and fine motor skills.
5. Develop speech breathing.
For teachers:
1. Increase the teacher’s competence on this topic through the introduction of project activities.
2. Replenish the developmental subject-spatial environment for children’s independent activities.
For parents:
1. Give parents knowledge about the influence of a lapbook on a child’s speech.
4. Project product: laptop on lexical topics.
5. Name and form of the final event: final lessons on the laptop.
Dates for final events: May 2017, 2018.
Expected results for the project:
For children:
1. In the process of work, the dictionary is activated, coherent speech develops, and correct pronunciation is practiced. Children tell good stories, poems, proverbs, nursery rhymes, proverbs, sayings, Russian folk tales, retell texts.
2. The child shows interest in playing with rhyme and words; children's word creativity develops;
3. Familiarization with lapbook work contributes to the development of productive activities, creating favorable conditions for the child’s self-development; Children will develop an interest in games and dramatizations.
For teachers:
1. The competence of teachers on this topic is increased through the introduction of project activities;
2. The developing subject-spatial environment is replenished.
For parents:
1. Joint creativity between parents and children develops.
appears parents with the influence of fairy tales on the speech and health of the child.
2. Developing in parents the ability to see the child as an individual, respect his opinion, and discuss upcoming work with him
3. Interest of parents in the life of the group, evoking a desire to participate in it;
4. Involving parents and children of other groups of our preschool educational institution in the fascinating world of the lapbook.
Project implementation stages
Stages of the Event
1 . Preparatory
Studying literature on the topic
Explore best practices
Clarification of the formulation of the problem, topic, goals and objectives
Selection of visual teaching aids, purchase of waste materials
Making a lapbook together with parents (sewing, making the contents of the pocket - didactic material, designing the lapbook with lexical topics)
2. Main
Conversation with children: “The laptop is a friend to the children”;
Introduction to the lapbook;
Conducting educational activities on lexical topics;
Joint preparation with children for GCD on lexical topics;
Individual and subgroup individual work to consolidate lexical and grammatical categories using a laptop;
compilation of various types of gymnastics;
telling fairy tales and stories using mnemonic diagrams;
Assignment for parents:
Introduction to lapbook technology;
Printing and laminating material on lexical topics
3. Final
The final event is a demonstration of open GCDs to children of junior groups; parents
Preparation of reporting documentation, photo report.
Report on GMO teachers on the topic “Use of lapbook technology in preschool educational institutions” (Lapbook on lexical topics) (2017)
Open comprehensive ECD in the ONR group (first year of study) on coherent speech on the topic for teachers - speech therapists and teachers of speech therapy groups (May 2017)
The purpose of pedagogical influence through working with a laptop is aimed at aligning the speech and psychophysical development of children and ensuring their comprehensive harmonious development.
According to the Federal State Educational Standard, working with a laptop is based on the following principles:
the principle of individualization, taking into account the capabilities, developmental characteristics and needs of each child;
the principle of recognizing each child as a full participant in the educational process;
the principle of supporting children's initiative and shaping the cognitive interests of each child;
the principle of integrating the efforts of specialists;
the principle of specificity and accessibility of educational material,
compliance of requirements, methods, techniques and conditions of education with the individual and age characteristics of children;
the principle of systematicity and interconnection of educational material;
the principle of gradual presentation of educational material;
the principle of concentric growth of information in each of the subsequent age groups in all five educational areas.
So for children of senior preschool age (first year of schooling) it includes the following tasks: DEVELOPMENT OF DICTIONARY:
To clarify and expand the stock of ideas based on observation and comprehension of objects and phenomena of the surrounding reality, to create a sufficient stock of vocabulary images.
To ensure a transition from accumulated ideas and passive speech reserve to the active use of speech means.
Expand the scope of correctly pronounced nouns - names of objects, objects, their parts on all lexical topics being studied.
Learn to group objects based on their correlation and, on this basis, develop an understanding of the general meaning of words, form accessible generic and specific general concepts.
Expand the verbal dictionary based on work on mastering the understanding of actions expressed by prefixed verbs; work on mastering the understanding of actions expressed by personal and reflexive verbs.
Learn to distinguish and highlight the names of features in phrases
objects according to their purpose and what questions? which? what?, enrich the active vocabulary with relative adjectives with the meaning of correlation with food, plants, materials; possessive adjectives, adjectives with an affectionate meaning.
Learn to compare objects and phenomena and, on this basis, ensure understanding and use of synonymous words in speech.
Expand your understanding of the meaning of simple prepositions and intensify their use in speech.
Ensure the assimilation of possessive pronouns, attributive pronouns, demonstrative adverbs, cardinal and ordinal numbers and their use in expressive speech.
Reinforce the concept of a word and the ability to operate with it.
FORMATION AND IMPROVEMENT OF GRAMMAR
SPEECH STRUCTURE:
To ensure further assimilation and use of certain forms of inflection in expressive speech: endings of nouns in the singular and plural in the nominative case, in indirect cases without a preposition and with simple prepositions; endings of present tense verbs, masculine and feminine verbs in the past tense.
To ensure practical mastery of some methods of word formation and, on this basis, the use in expressive speech of nouns and adjectives with diminutive suffixes, nouns with the suffixes -onok, -enok, -at, -yat, verbs with various prefixes.
Learn to form and use relative and possessive adjectives in expressive speech.
Improve the skill of agreeing adjectives and numerals with nouns in gender, number, and case.
Improve the ability to compose simple sentences on questions, on a picture and on a demonstration of an action, and distribute them among homogeneous members.
Develop the ability to compose simple sentences with adversative conjunctions, compound and complex sentences.
To form the concept of a sentence and the ability to operate with it, as well as the skill of analyzing a simple two-part sentence of two or three words (without a preposition).
DEVELOPMENT OF THE PHONETIC-PHONEMATIC SYSTEM OF LANGUAGE Development of the prosodic aspect of speech
Form correct speech breathing and long oral exhalation.
Strengthen the skill of soft voice speaking.
Cultivate a moderate rate of speech by imitation of the teacher and in exercises for coordinating speech with movement.
Develop the rhythm of speech, its intonation expressiveness, and voice modulation.
Working on the syllable structure of a word
Improve the ability to distinguish between long and short words by ear.
To ensure further assimilation and use in speech of words of different sound-syllable structures.
DEVELOPMENT OF CONNECTED SPEECH AND SPEECH COMMUNICATION:
Cultivate active voluntary attention to speech, improve the ability to listen attentively to spoken speech, understand its content, and hear mistakes in someone else’s and one’s own speech.
Improve the ability to answer questions briefly and completely, ask questions, conduct a dialogue, listen to each other to the end.
Learn to compose descriptive stories, and then riddles-descriptions about
objects and objects according to the model proposed by the plan; talk coherently about the content of a series of plot pictures and a plot picture according to the plan proposed by the teacher or a collectively drawn up plan.
Improve the skill of retelling well-known fairy tales and short texts.
Improve the ability to “speak” a game situation and, on this basis, develop the communicative function of speech.
COGNITIVE DEVELOPMENT
Sensory development:
Develop color perception and color discrimination, the ability to distinguish colors
by saturation; learn to name shades of colors. Form an idea of the arrangement of colors in a rainbow.
Continue to introduce geometric shapes and figures; learn
use planar and
volumetric figures.
DEVELOPMENT OF MENTAL FUNCTIONS:
Develop auditory attention and memory when perceiving non-speech sounds. Learn to distinguish the sounds of several toys or children's musical instruments, substitute objects; loud and quiet, high and low sounds.
Develop visual attention and memory by working with cut-out pictures (4–8 parts, all types of cuts) and puzzles on all lexical topics being studied.
Continue to develop thinking in grouping exercises and
classification of objects according to one or more characteristics (color,
shape, size, material).
Develop imagination and on this basis form creative abilities.
FORMATION OF A COMPLETE PICTURE OF THE WORLD. INFORMATIVE-
RESEARCH ACTIVITIES:
Expand ideas about your home country as a multinational state, public holidays, your home city and its attractions.
To form an idea of the Russian army and military professions, of the honorable duty to defend the Motherland.
Improve the ability to navigate in kindergarten and in the kindergarten area. To consolidate and expand ideas about the professions of kindergarten workers.
Form an idea of your family's ancestry. Attract to
preparing family holidays. Involve in participation in joint activities with parents, leisure evenings, and holidays.
Expand ideas about objects in the immediate environment, their
purpose, details and parts of which they consist; the materials from which they are made. Learn to independently characterize the properties and qualities of objects, determine color, size, shape.
Expand ideas about professions and work activities of adults.
Form ideas about the tools and tools needed by representatives of different professions; about household appliances.
Learn to compare and classify objects according to different criteria.
Form primary environmental knowledge. Teach children to observe
zone changes in nature and establish cause-and-effect relationships
between natural phenomena. Deepen your understanding of plants and animals. Expand your understanding of the inhabitants of a corner of nature and how to care for them. Develop responsibility for them.
Systematize knowledge about the seasons and parts of the day.
ARTISTIC AND AESTHETIC DEVELOPMENT:
Perception of fiction
Develop an interest in fiction, the skill of listening to works of fiction, and form an emotional attitude to what you read and to the actions of the characters; learn to express your attitude to what you read.
To introduce the genre features of fairy tales, stories, and poems.
Learn to read poetry expressively and participate in dramatizations.
To develop an interest in the artistic design of books, to improve the skill of looking at illustrations. Learn to compare illustrations by different artists for one work.
Create conditions for the development of abilities and talents inherent in
nature. Promote emotional expression.
Constructive modeling activities:
Improve constructive praxis in working with cut-out pictures (4-12 parts with all types of cuts), puzzles, cubes with pictures on all lexical topics being studied.
Develop constructive praxis and fine finger motor skills when working with educational toys, games, and finger gymnastics.
Improve skills in constructing buildings according to a model, diagram,
description - from parts of various shapes and sizes (cubes, timber-
kovs, cylinders, cones, plates), highlight and name parts of buildings,
determine their purpose and spatial location, replace some
details are different.
SOCIAL-COMMUNICATION DEVELOPMENT
Board and printed games:
Improve skills in playing board-printed educational games
(paired pictures, lotto, dominoes, walking games, puzzles), teach how to set and follow the rules of the game. Enrich knowledge and ideas about the world around you through the game. Develop intellectual thinking, develop skills in abstract concepts. Develop friendliness and discipline.
Theatrical games:
Develop the ability to dramatize poems, songs, and act out scenes based on familiar fairy tales.
Improve creativity, performing skills, and the ability to interact with other characters.
Nurture artistry, aesthetic feelings, develop emotions, imagination, fantasy, the ability to transform, spiritual potential.
For children in the preparatory group for school (second year of study), correctional-educational and correctional-developmental tasks become more complicated:
EXPANDING YOUR VOCABULARY
Developing word formation skills:
words with magnifying connotations (wolf, bear, knives, boots, hands, etc.);
verbs with shades of meaning (to pour, pour out, hem, cut, reshape, cut out, etc.);
complex words (farmer, gardener, leaf fall), the use of words with an emotional connotation (cunning fox, butter head, silk beard, soft paws). Explanation of the figurative meaning of the words: golden autumn, golden carpet, golden leaves;
Introduction into speech of words denoting the moral qualities of people, assessment of their actions, shades of meaning (brave, courageous, cowardly, fearful, kind, smart, greedy, capricious, cunning, savvy);
Formation of the comparative degree of adjectives (wider, narrower, dirtier, lighter, cleaner).
Formation of nouns from verbs: teach (teacher, student), educate (educator), clean (cleaner), regulate (regulator), build (builder), etc.
Reinforcing the correct use of grammatical categories:
The use of verbs in speech in different tense forms that answer the questions: what to do? what is he doing? What did you do? what will it do? (dig potatoes, bake pies, fry pancakes);
Coordination in speech of adjectives denoting color (shades), shape, size, taste (sour apple, long dress, blue saucer, triangular roof).
Selection of homogeneous adjectives for a noun, practical use of possessive adjectives (bear's den, fox's hole, squirrel's hollow);
The use in speech of verbs in the form of the future simple and complex tense with and without the particle -sya (I will ride - I will ride; I will swim - I will swim; I will study - I will learn).
Independent use of prepositions to indicate the compatibility of actions and the spatial arrangement of objects. The use of complex prepositions because of, from under. Practical assimilation in speech of prepositions above, between, because of, from under, expressing the spatial arrangement of objects.
Development of independent coherent speech:
Drawing up proposals for questions, demonstrations of actions, a picture.
Dissemination of proposals by peer members. Compiling stories based on the picture (5 - 7 sentences).
Retelling by changing the time of actions, the ability to tell on behalf of another character.
Telling dramatized tales.
Compiling stories and descriptions of animals, birds, describing their habits;
Introduction into independent speech of the names of professions and actions associated with them. Formation of independent statements in the form of short stories about people of different professions.
The use in speech of simple and complex sentences with the meaning of opposition (a, but), separation (or). For example, trees are bare in winter, but leaves appear in spring; our family is big, and Tanina’s is small; athletes will go out into the square or onto the street.
The use of target, temporary, causal constructions in speech in accordance with the questions when? Why? For what?
All correctional and developmental individual, subgroup (individual) and subgroup classes in accordance with the Program are of a playful nature, filled with a variety of games and developmental play exercises.
This laptop consists of 3 blocks and contains many pockets and windows for placing didactic material.
1 block (central part) serves for the development of vocabulary, higher mental functions - memory, attention, thinking and the development of fine motor skills. It is presented with games and didactic material:
subject and plot pictures on a given lexical topic;
the “This is interesting” section, which may include additional information for children, for example, the evolution of the development of transport (from horse to car...);
d / games “Labyrinths”, “4 extra”, “Continue the row”, etc.;
d / exercises “Assemble, lay out a picture from matches”, “Stroke, shading”.
Block 2 serves for the development of lexical and grammatical categories. It includes games such as:
“1 – a lot”;
"Big small;
“Which one, which one, which one?”;
“My – my – mine”;
“Educate correctly”, etc.
Block 3 is aimed at developing coherent speech using finger exercises, breathing exercises with pronunciation of speech material, mnemonic tables and diagrams for children to compose stories and fairy tales. It is presented in sections:
"Riddles, proverbs, sayings"
“Tell me” with a set of poems, dialogues, short tales and stories on the topic;
Various types of finger gymnastics (with objects - with su-joku balls, pencils, natural materials, etc., without objects);
Physical training using general developmental exercises; speech with movement (elements of logorhythmics); techniques “Tell poems with your hands”; relaxation exercises with elements of psycho-gymnastics; breathing exercises;
“We honor” (fiction and scientific literature).
As children master this material, didactic games change and become more complex. For example, after 2-3 months of training, children learned the diminutive forms of nouns (the game “Big - Small”). Then I replace this game, for example, with the game “Related Words”.
A laptop promotes the development of creative thinking, develops cognitive interest, and promotes the development of fine and gross motor skills in children. The child learns to independently collect and organize information. A laptop helps bring parents and children together while making it together during the implementation of a specific project.
It helps the child organize information on the topic being studied at will and better understand and remember the material (especially if the child is visual). The child will return to the thematic folder more than once to leaf through it, play the games located in it, and unnoticed to repeat the material covered.
Results of working with a laptop:
children master oral speech well, can express their thoughts and desires, show initiative in communication, know how to ask questions, make conclusions, know and are able to retell fairy tales, recite poems, compose stories based on a series of plot pictures, based on a plot picture, using mnemonics;
children become more inquisitive; inclined to observe, experiment; have basic knowledge about themselves, the natural and social world;
children are proactive, independent in various activities, able to choose their own activities and partners for joint activities;
children are active and interact successfully with peers and adults;
they are able to adequately express their feelings, know how to enjoy successes and empathize with the failures of others, negotiate, try;
children have self-esteem, a sense of self-confidence;
children have a developed imagination, which it realizes in different types of activities;
They have developed gross and fine motor skills.
Development prospects: accumulation and replenishment of the laptop with didactic material for the second year of study for more successful preparation of children for school.
Thus, in addition to information and communication technologies, which are actively being introduced into the educational process and replacing the live emotional communication of children with adults, with parents, and children with each other, there is a wonderful modern accessible learning tool that facilitates the interaction of all participants in the educational process - the lapbook. It promotes the creative development of all participants in the pedagogical process.
2. Enrich parental experience with techniques of interaction and cooperation with the child in the family.
3. Invite parents to actively participate in the project.
Results achieved over the past year:
2. Exchange of experience in the form of a presentation within the framework of the GMO speech therapists on the topic “The use of modern educational resources in correctional work with preschool children” dated 12/09/2016, Municipal Educational Institution Secondary School No. 19. Elektrostal
Social significance of the project:
Speech formation is one of the main tasks of speech education of a preschooler, because plays a big role in the formation of personality. To develop a child’s speech, it is necessary to use various games, activities, manuals, and innovative technologies. In connection with the implementation of the Federal State Educational Standard for preschool educational institutions, teachers are looking for new approaches, ideas, and teaching methods in order to meet modern requirements for the education and upbringing of preschool children. One of such teaching aids for today's preschoolers is a lapbook or, in other words, a thematic or interactive folder. This folder collects material on a specific topic. The laptop meets the requirements of the Federal State Educational Standard for preschool education for a spatial subject-development environment: informative (in one folder you can place a lot of information on a specific topic, rather than selecting various didactic materials), multifunctional: promotes the development of creativity, imagination, it is possible to use it both with a subgroup of children and individually; has didactic properties, is a means of artistic and aesthetic development of the child, introduces him to the world of art; variable (there are several options for using each part); its structure and content are accessible to preschool children and ensure playful, cognitive, research and creative activity for all pupils.
Activities carried out within the framework of the project:
1. Participation in the All-Russian laptop competition for teachers and educators “From idea to implementation” (Winner, 2nd degree diploma) (June 2016);
2. Exchange of experience in the form of a presentation within the framework of the GMO speech therapists on the topic “The use of modern educational resources in correctional work with preschool children” dated 12/09/2016, Municipal Educational Institution Secondary School No. 19. Elektrostal
3. Participation in the regional competition for young teachers and their mentors “Opening” as part of the Festival of Pedagogical Ideas 2017 at the State Technical University Orekhovo-Zuevo, March 2017 (Winners (3rd degree diploma - mentor)
4. Exchange of experience in the form of a report within the framework of GMO teachers on the topic: “Use of Lapbook technology in developmental work with preschoolers” 04/07/2017 MDOU “Kindergarten No. 17 of a combined type” g. Elektrostal
5. An open comprehensive educational activity in the ONR group (first year of study) on coherent speech on the topic “Spring” (generalization) for teachers - speech therapists and teachers of speech therapy groups at the MDOU “Kindergarten No. 17 of a combined type” in the city. Elektrostal
Project scope:
Children of speech therapy groups, their parents, teachers of preschool educational institutions, GMO teachers - speech therapists and educators, participation in the regional competition for young teachers and their mentors "Opening" as part of the Festival of Pedagogical Ideas 2017 at the State Technical University Orekhovo-Zuevo, mentor)
Lapbook – teacher and friend
or
"Miracle folder"
In connection with the introduction of the Federal State Educational Standard for preschool education and the increase in the number of children with speech pathologies, I, as a teacher-speech therapist, have to look for new approaches, ideas, forms and methods in my teaching activities that would be interesting to preschoolers and would be appropriate for their age, and would be most effective solved educational, educational and correctional problems.
The standard defines new requirements for the competence of a speech therapist teacher.
Modern requirements for a teacher-speech therapist in kindergarten imply that he needs to constantly engage in self-education, improve his level of professional competence and master the latest educational technologies.
A laptop is a game, creativity, learning and researching new things, repeating and consolidating what has been learned, systematizing knowledge and simply an interesting type of joint activity between a teacher, a speech therapist, parents and a child.
What is a lapbook, why is it needed?
Lapbook – VLiterally translated from English, lapbook means “book on your lap.” It is a folder or other durable cardboard base on which small books are glued (mini books - simple and curly, in the form of pockets, accordions, squirrels, arrows, etc.), in which the material being studied is organized and recorded. It would be even more correct to define a laptop not as a learning tool, but asa special form of organizing educational material .
Of course, the Americans did not invent the wheel - there have always been similar educational books or toy books, but still, thanks to them, lapbooking has emerged as a separate genre. And, like other useful innovations from the West, this genre has been successfully picked up and developed by domestic teachers and mothers.
In children with speech pathologies, speech does not develop independently. The process of accumulating words and using them in speech activity suffers. The path to correcting sound pronunciation is difficult and lengthy. As a rule, preschoolers in this category also suffer from cognitive processes: memory, attention, perception, thinking.
Solving these problems is one of the tasks of using a laptop in speech correction work.
This interactive folder allows you to:
replenish children’s vocabulary and expand the “semantic fields” of word meanings;
speed up and make the process of automation and differentiation of sounds more attractive;
form grammatical categories;
develop coherent speech;
form the psychological basis of speech;
improve fine motor skills.
In my work, I use lapbooks in individual and subgroup lessons on correcting sound pronunciation, forming lexical and grammatical categories and developing coherent speech. I also suggest that children use cards and games from laptops in free activities to automate the sounds.
A laptop is also an effective tool for attracting parents to cooperate.
In my opinion, a lapbook is a modern, effective teaching technology and an excellent assistant in the work of a teacher or speech therapist.
Working with lapbooks has brought many positive aspects to the general and speech development of our students.
Teacher-speech therapist MBDOU No. 157
Tikhomirova Ekaterina Vitalievna.
Svetlana Kostina
The purpose of this benefits:
Automation sound(L) in words, phrases, sentences;
Improving phonemic awareness.
1. On the first spread there are letters and “tracks” from materials that feel different to the touch for reading forwards and backwards syllables.
3. Next games "Labyrinths". The child “moves” in the direction indicated by the arrows, naming the pictures. For this game, I specially selected pictures with verbs, because it is in past tense verbs sound(l) better to automate.
4. "Cut picture". I cut up the plot picture "Blue Scarf" ( allowance T. A. Tkachenko "Phonetic stories with pictures"). The child draws a picture and then listens, answers questions and retells the text.
5. "Come up with a proposal." The pocket contains pictures, mainly with verbs. The child composes sentences, in some cases, a story will turn out.
Publications on the topic:
Didactic game for preschoolers 3-6 years old on the topic: “Transport” The purpose of the game: to consolidate and generalize children’s knowledge on the topic “Transport”. Educational.
I would like to present to your attention the teaching aid “Street of Sounds”. The purpose of its use in the classroom is to reinforce correct sound pronunciation.
This didactic manual is a developmental teaching tool and contains material for organization as a collective creative one.
While working on the project: “Krasnodar Region”, I decided to tell the children about tea, because the northernmost tea grows in Kuban. And for the children.
The didactic manual “Lapbook “Walk in the Park”” is intended for children 4-5 years old. If the content of the laptop is expanded and complicated, it can be used.
I bring to your attention a lapbook for the sound R. The size of the lapbook is A3, the base is illustrated from the “Image Designer-2” website of Mersibo and laminated.
…. “To learn to speak, you must speak.” -M. R. Lvov. Older children, already almost big in themselves, everything seems interesting to them.
Speech development project "Use of a laptop in the work of a speech therapist in the formation and improvement of the lexical and grammatical structure of speech"
Relevance
Today everything old takes on new forms. With the introduction of the Federal State Educational Standard
teachers are looking for new approaches, ideas, forms and methods in their correctional activities that would be interesting to preschoolers and would be appropriate for their age, and would most effectively solve educational, educational and correctional problems. The main principle of the Federal State Educational Standard for preschool education: the child’s activities should be as varied as possible. And it is possible to involve a child in activities only when he is interested, when he is passionate and plays.
Play is the main activity of preschoolers. Nowadays, children and adults have a wide variety of games at their disposal. Didactic games, especially verbal ones, occupy a special place among them.
In didactic games with grammatical content, the tasks of activating and clarifying one or another grammatical form or grammatical phenomenon are solved. Such games have been developed to help children master difficult forms of inflection (plural genitive, imperative mood of the verb, gender agreement of words, etc.), methods of forming words (names of baby animals, people of different professions, cognate words) . It should be emphasized (A.G. Arushanova) that a child will not have enough life to “play” all the grammatical forms of the language through didactic games and exercises. They have a different meaning: to stimulate children’s search activity in the field of grammar, to cultivate in children a linguistic sense, a linguistic attitude to the word and elementary forms of awareness of linguistic reality.
The use of special didactic games and exercises makes it possible to most successfully solve the issues of developing the grammatical structure of speech.
In addition, the perception of material in children is of a different nature, but it is known that the majority remembers 5% of what they hear and 20% of what they see.
All this prompted me to create a laptop: “Fun Grammar” (Games and exercises for the formation and improvement of the lexical and grammatical structure of speech).
Target: development of children's speech with the help of a laptop, creating conditions for its active use in speech activity.
Project objectives:
1. Contribute to the formation of interest in learning.
2. To form and improve the lexical and grammatical structure of speech in children of senior preschool age.
3. Develop emotional responsiveness, attention, and curiosity in children.
4. Replenishment of the developing subject-spatial environment of the teacher-speech therapist.
Lapbook– literally translated from English means “book on lap.” It is a folder or folding book with thematic content, with different pockets and moving parts.
Project implementation timeline: September 2017 – April 2018
Project participants: teacher-speech therapist, pupils of the speech therapy center (children of senior and preparatory groups).
Project type: medium term
Project implementation stages
1. Preparatory stage.Studying literature on the topic.
Familiarization with best practices.
Clarification of the formulation of the problem, topic, goals and objectives.
Selection of visual teaching aids, purchase of waste materials.
Search and selection of subject pictures, which were carefully selected based on the lexical topics provided for by the program at the preschool educational institution.
Printing and laminating pictures.
Making a laptop.
2. Main stage.
Introducing children to lapbooks;
Individual work to consolidate basic lexical and grammatical categories using a laptop;
3. Final stage.
Preparation of reporting documentation, photo report.
Report at the regional medical training of speech therapists of the Zavyalovsky district.
Speech at a parent meeting on the use of individual lapbooks for correcting sound pronunciation. Enrich parental experience with techniques of interaction and cooperation with the child in the family.
The purpose of pedagogical influence Using a laptop, it is aimed at aligning the speech and psychophysical development of children and ensuring their all-round harmonious development.
Expected results for the project:
Attracting parents and children of our preschool educational institution into the fascinating world of lapbooks.
In the process of working with a lapbook, the level of development of the lexical and grammatical structure of the speech of children of senior preschool age successfully increased.
Games and tasks contained in the laptop
“What is it made of?”(Formation of relative adjectives)
“Whose, whose, whose?”
(Formation of possessive adjectives)
Formation of relative adjectives
“Which one happens?”
(Selection of characteristics for a subject, object, enrichment of the dictionary with adjectives)
Game "One - Many"
(Differentiation of nouns in the nominative case, conversion from singular to plural)
Game “Tell Dunno”
(Reinforcing forms of the instrumental case)
Game "Count"
(practice in agreeing nouns with numerals one, two, five)
Game “Name it kindly”
(To consolidate the ability to correctly use words with a diminutive suffix)
"Selecting rhymes"
(Form nouns in the genitive case)
"Correct use of prepositions"
“Thinking about who, what?”
(Reinforcement of prepositional case forms)
Conclusion
Lapbook- this is not just a method that helps to consolidate and practice acquired knowledge, it is a flight of fantasy and research that, once started, will continue. The teacher’s task is only to give children confidence in their abilities and properly motivate them to open new horizons.In the future, it is planned to work on the production of individual lapbooks, based on the interests of the children, when each child makes his own book for a certain time, and then presents it to the children of the group or, for example, at a parent-teacher meeting. The result will be a whole exhibition of lapbooks. A laptop can become a creative product of children's research or design activities. This approach will contribute to the implementation of the principle of individualization, which is what the standard of preschool education guides us towards. Lapbook –
allows you to consolidate and systematize the studied material, and also helps to quickly refresh your memory of covered topics.
A laptop can also be used as a material for examining the lexical and grammatical structure of speech.
Tasks by region:
Speech development:
Cognitive development:
Physical development:
"Labyrinth" page.
Butterfly page. According to the instructions of the speech therapist, the child determines the place of the sound “R” in a word using cards, moving the butterfly to the corresponding flower. (I flower is the beginning of the word, II flower is the middle, III flower is the end of the word).
Romashina Svetlana Arkadyevna, 11.10.2017
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Development content
Using a laptop in the work of a speech therapist
in an individual correctional lesson.
In individual correctional classes, a universal folder - a lapbook - has proven itself well, which allows you to consolidate and systematize the material studied, and also helps to quickly refresh your memory of the topics covered. Its structure and content are accessible to the child and provide play, research and creative activity.
I would like to present to your attention the joint work of speech therapists at our preschool educational institution - the lapbook “Rex learns to growl”.
Tasks using the LAPBUK “Rex learns to growl” in correctional work by region:
Speech development:
Fix the correct articulatory pattern of sound, kinesthetic sensations for this pattern;
Automate the sound “R” in various phonetic conditions;
To develop the ability to carry out phonemic analysis of words and the ability to determine the location of the sound “R” in words;
To consolidate the ability to draw up a graphic diagram of the word “CANCER” when determining the sequence and number of sounds in a word;
Develop the skill of making sentences based on a plot puzzle picture.
Social and communicative development:
Activate the child’s speech activity, improve dialogical, grammatically correct speech;
Develop interaction with adults by strictly following the instructions of the speech therapist;
Cognitive development:
Develop the ability to create a graphic image of a letter using puzzles; and also using pantomime.
Be able to assemble a plot picture from puzzles.
Physical development:
Improve the development of constructive praxis and fine motor skills of the hands;
Develop visual-figurative thinking, observation, imagination.
The “Rex Learns to Roar” LAPTOP consists of several pages. The child is asked to help Rex pass all the tests.
"Rex Learns to Growl" and "Start the Engine" pages. The child takes the correct articulatory posture when pronouncing the isolated sound “R”, moving the machine along the path to the house. At the same time, the sound “R” is pronounced loudly and quietly, drawn out.
Page “Syllabic levers” helps the child pronounce syllables correctly by turning over the “syllable strips”, as well as pronounce simple phrases on cards that need to be taken out of the pocket.
"Labyrinth" page. The child names words using picture cards, clearly pronouncing the sound “R” in the words. (takes the cards out of the pocket, unfastens the button, the words are pronounced according to the indicated arrows).
“Snail” - name the words clockwise and counterclockwise.
Butterfly page. According to the instructions of the speech therapist, the child determines the place of the sound “R” in a word using cards, moving the butterfly to the corresponding flower. (I flower is the beginning of the word, II flower is the middle, III flower is the end of the word).
“Rex the poet” - turning over cards with mnemonic tables, the child recites poems encrypted in the drawings.
"Let's play with the letter" page.
The child “opens the flower” and assembles a plot picture from the puzzles. In accordance with the level of development of coherent speech, the child composes a story based on the resulting picture or answers the speech therapist’s questions based on the picture.
Envelope "Make the letter yourself." The child collects puzzles with the hidden letter “P” by pronouncing the words depicted on each piece of the puzzle.
3. “Pink envelope” with tasks
Determines the number of letters in the picture;
Finds the hidden letter “P” in pictures;
- “Live letter”: depict a letter using pantomime.
This didactic manual on the development of all components of the speech system may be useful:
For parents and children, as an excellent way to consolidate what has been learned;
For pupils in various game situations after studying lexical and phonetic topics;
Preschool teachers, speech therapists in the production and automation of sounds, the development of the functions of phonemic analysis and synthesis, and the syllabic structure of words.