Section I: Information part
Project passport
Section II: Content of the project
1. Project summary
This project is expected to be implemented in four stages:
Stage II – organizational and design second week of September 2016
A child’s readiness to learn to read and write consists of many components, among which initial importance is given to such speech characteristics as developed speech hearing, clear articulation of sounds native language, knowledge of visual images of letters and the ability to correlate sounds with letters. Also, literacy training is of a general developmental nature, promoting the development of active mental activity, performance, moral-volitional and aesthetic qualities of the individual.
This project is aimed at providing correctional and developmental speech therapy assistance to children. The project is designed for children from 6 to 7 years old attending preschool.
Children of the compensatory preparatory group, their parents and teachers were invited to participate in the project preschool. This project is long-term and is designed for one year of study.
Preschoolers are little dreamers and discoverers. They create the world around them. Their findings and discoveries in terms of the nature of their search and manifestation of initiative are quite comparable with the creative achievements of adults. Our project involves the disclosure of creative potential and the manifestation of initiative and cognitive activity of not only children, but also parents.
The material presented in the project has a general educational orientation, which allows it to be used in teaching children both with speech disorders and with normal speech development.
2. The relevance of the topic and the problem that the project is aimed at solving
In recent years, the number of children with various learning difficulties in primary school. The problem of impaired written language in schoolchildren is one of the most pressing for school education, since writing and reading from learning goals turns for students into a means of further acquiring knowledge.
Therefore, targeted work to prevent reading and writing disorders should be carried out in older preschool age. Prevention of written language disorders is one of the current trends correctional work in the special preschool education.
Children with General speech underdevelopment are at risk of developing dysgraphia and dyslexia. Writing and reading disorders are the most common cause of school failure and maladjustment.
Psychophysiological prerequisites for mastering writing and reading in ontogenesis are formed long before the start of literacy learning
The relevance of the prevention of dysgraphia in preschoolers with ODD lies in the earliest, targeted correction of speech and mental development preschoolers, ensuring children's readiness for learning to read and write and school adaptation in general, preventing secondary deviations in the development of an abnormal child. Considering that in children with OSD the formation of all components of the speech system is complexly impaired: sound pronunciation, sound-syllable structure of words, phonemic processes, language analysis and synthesis, lack of formation of monologue connected speech, lexico-grammatical structure of speech, visual gnosis, optical-spatial praxis, memory, attention, motor function, thinking. There is underdevelopment cognitive activity and, accordingly, the speech and non-speech prerequisites for mastering writing have not been formed. In this regard, speech therapy work on the prevention of dysgraphia in the speech therapy group of a kindergarten should be aimed at the formation of both speech and non-speech mental functions and processes that determine the normal process of mastering writing.
3. Goals and objectives of the project.
Objective of the project- creation and organization of correctional directly organized activities(hereinafter referred to as KNOD) based on a compensatory group, providing an individual approach to a child with speech pathology and subsequent equal starting opportunities when studying at school.
Project objectives:
- to develop an organizational basis for the creation and functioning of a compensatory group of non-commercial educational activities, to test the organizational, substantive and methodological conditions of individual non-commercial educational activities in the presence of parents.
- ensure continuity between preschool and primary school education;
- introduce the rules of school life;
- develop the skills and abilities necessary for school activities;
- introduce terms (sound, letter, syllable, sentence, stress);
- enrich lexicon and develop speech;
- formation of the grammatical structure of the child’s speech;
- take the first steps towards reflection.
Project value:
- creating conditions for the provision of timely correctional and developmental speech therapy assistance in the conditions of a compensatory group of preschool educational institutions and changes in the material, technical and didactic equipment of the correctional and educational process of preschool educational institutions.
- providing assistance to parents of children with disabilities.
- the implementation of innovative activities under the project will allow us to summarize the long-term teaching experience speech therapist teacher, which in turn will contribute to changing the socio-pedagogical image of the preschool educational institution.
Preparatory (research) part of the project.
The success of building a mechanism for project implementation based on the formulated relevance requires defining the object and subject of the work.
Object of the project are children with disabilities attending preparatory group compensating.
Subject of the project- a set of organizational and developmental activities aimed at increasing the speech capabilities of preschool children and preventing reading and writing disorders.
Research methods– analysis of the environmental space, questioning, monitoring the needs and capabilities of society, studying the conceptual approaches of the policy of the Moscow Department of Education in the field of preschool education.
A survey of parents of junior and middle groups showed that 100% of parents consider the problem of developing the child’s speech functions to be important. Of these they noted that:
- speech disorders make it difficult to communicate with peers in preschool educational institutions - 21%;
- are the cause of future problems when studying at school - 35% of families;
- will interfere with full communication with people in the future - 44% of respondents.
To overcome difficulties: 72% - consider consultation and classes with a preschool educational institution specialist to be advisable; 47% - see problems in the development of their child; at the same time, 40% do not attach importance to speech development deficiencies at this age.
4. Possible risks and ways to overcome them.
During our research, we calculated possible risks and provided ways to overcome them.
| Factors presenting opportunities
(favorable factors) external environment: |
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Factors posing threats to the OS: |
Low competence of parents in matters of development and education of an early and preschool age leads to a shift in priorities in raising a child towards early learning rather than child development. |
Strengths of the op amp: |
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Weaknesses of the op-amp: |
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Determination of a possible project implementation strategy:
Usage strengths to take advantage of new opportunities:
- Organize and conduct Parent meeting with the provision of examination data of children, identify problems and priority areas for overcoming them.
- Introduce parents and teachers of the institution to the project and invite them to cooperate.
- Conduct a survey of parents of junior and secondary groups of preschool educational institutions through a survey to identify the demand for services within the project.
Compensation weaknesses due to good opportunities:
- KNOD in the presence of parents is provided in the evening from 15.00 to 19.00.
- Conduct consultations for teachers on the implementation of a speech therapy program in preschool educational institutions
- Use the Internet in the development and selection of methodological support for KNOD in the presence of parents.
Using Strengths to Mitigate Threats:
- Study experience on this issue.
- Organize a consultation center for parents on the basis of the institution for the purpose of their pedagogical education
5. Planning work to implement the project.
Step-by-step project implementation schedule
The project is expected to be implemented in four stages:
Stage I – preparatory: first week of September 2016.
Stage II – organizational and design: second week of September 2016.
(Stages I and II are carried out in an accelerated manner due to the prepared methodological and practical base).
Stage III – practical: 09/15/2016 – 05/30/2017
Stage IV – analytical: September 2017.
Project duration– 8 months.
Directions |
Actions to implement tasks |
Expected results |
Implementation participants |
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Stage I – preparatory: first week of September 2016 |
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Study of the regulatory framework at the regional and federal levels |
Ranking of the legislative framework for the implementation of activities in the context of the implementation of the Federal State Educational Standard |
Design of the folder “Regulatory and legal support for preschool children with disabilities |
Teacher speech therapist |
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Stage II – organizational and design: second week of September 2016 |
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Regulatory support |
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Teacher speech therapist, educational psychologist and teachers working with children |
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Designing a model of the complex correctional classes in the compensatory group for teaching literacy to children with disabilities |
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Complex of correctional classes |
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Software and methodological support |
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Package of documents for each direction: Individual educational route. Promising- scheduling Methodological support Diagnostic materials |
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Creating conditions for project implementation |
Equipment of material and technical base; purchase of materials and equipment in accordance with SanPiN requirements |
Comfortable subject-development environment in all areas. |
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Stage III – practical: 09/15/2016 – 05/30/2017 |
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Play activity |
Role-playing games: “Library”, Letter’s birthday” |
Teacher speech therapist, |
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Speech and speech development |
Compiling stories on the topic: “My favorite letter”, “Journey to Zvukograd, Bukvograd”, “How we made the letter”. |
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Fiction |
Reading: E. Charushin “How the boy Zhenya learned to say the letter “r”; V. Krupin “The First Primer”; V. Dragunsky “The Enchanted Letter”. |
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Visual activities |
Drawing on the theme: “Trip to the Library”, |
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Educational activities |
Cognitive activities.
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Learning songs: “ABC”, “Lesson” (game - comic). |
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Interaction with parents |
Questionnaire “Is your child ready for school” |
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Stage IV – analytical: September 2017 |
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Interim monitoring |
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Teacher speech therapist |
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Forms of work:
- classes: preparation for literacy
- excursions(library, school)
- games: verbal, role-playing, didactic.
- competitions: family design competition “Hello, letter!”, “Clever and smart girls”, competition of mini-museums in preschool educational institutions.
- speech holidays.
- mini-museum presentation"My favorite letter"
- working with parents: workshops, consultations, surveys, KVN
6. Image of the final result, criteria for its evaluation.
Project result– a model for organizing correctional and developmental work with children in a compensatory group at a preschool educational institution.
Expected results of the project:
Quality
- Reducing the number of children with written language problems;
- Creation of a bank teaching materials(evaluation criterion is the presence of a description of the experience of the teaching team).
- Enriched spatial and subject-development environment of preschool educational institutions groups.
- Availability of a speech therapy program for psychological and pedagogical support of families of pupils (evaluation criterion – availability of a description of the experience of the teaching staff).
- Satisfaction of parents and teachers (evaluation criterion – results of consumer surveys).
- Planning the work of a consultation center for parents (trainings, seminars, consultations).
Quantitative
- Implementation of the Federal State Educational Standard to improve the quality of education and provide equal opportunities for children with disabilities when entering school.
- Involving parents in the preschool education system as equal partners in carrying out correctional and developmental work with children.
- High and regular attendance of the child in the group, reduction in morbidity
- Increasing the proportion of children with normal speech development at the start of school
- Active participation of parents in the educational process
Project result:
- The level of parental competence in matters of speech development has increased, contact has been established with family members, and educational and corrective influences on the child have been agreed upon.
- A system of correctional classes for children aged 6-7 years with severe speech impairments has been developed and tested.
- Prevention of dysgraphia was carried out, the result of which is the absence of the optical form of dysgraphia in children
- A collection of methodological, practical and electronic manuals and card files has been created.
- Uniform requirements for parents and children in matters of approach to education have been developed and adopted.
Opportunities for further development of the project:
- Based on the experience gained in implementing the “On the Road to the ABC” project: conduct speech therapy GCD for 5 to 6 years.
- Publications of work experience.
- Speeches at seminars and conferences at various levels.
teacher-speech therapist MKDOU Pavlovsk kindergarten No. 8
A practice-oriented project aimed at increasing the potential for full speech development of preschool children.
Tell me - and I will forget, show me - and I will remember,
let me try and I’ll understand. (Eastern wisdom)
Relevance of the project.
In modern conditions, when the rate of information obsolescence is very high, the reorientation of the educational process from methods that facilitate the assimilation of a large amount of information to methods aimed at developing the ability to think, analyze, independently find and generalize information, and draw conclusions is becoming increasingly important.
Such an approach to the learning process is an educational process when the child becomes the subject of the activity, and active activity forms in him a sense of personal involvement, involvement, and increases interest in acquiring new knowledge.
According to American educators W.H. Kilpatrick, John Dewey, a child should acquire experience and knowledge through “doing”, during the study of a problematic learning environment, making various projects, diagrams, conducting experiments, finding answers to controversial questions. In their opinion, the project involves “energetic, heartfelt activity.”
The method of project activity allows introducing new content into education, developing the mental and cognitive activity of a preschool child, changing motivation, acquiring knowledge through independent search, planning and carrying out consistent systematic work. The child learns to argue his position, pose a problem or task, find solutions, plan, predict, work independently with information, and be a responsible partner, which creates a unique atmosphere of creative exploration and favorable conditions for the optimal development of preschool children.
Project method in kindergarten has become one of the most important components in the organization of direct educational activities. Its most important advantage is the independent “acquisition” of knowledge by children. “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand,” says Eastern wisdom. Indeed, only by acting independently, through trial and error, does a child acquire—“appropriate”—knowledge and experience.
Design is an important area of children's cognitive activity, which is not compensated by the development of other forms of activity in preschoolers. Project activities have a number of characteristics that have a positive impact on the development of a preschool child.
First of all, during project activities, children’s knowledge about the world around them expands. This is primarily due to the implementation of research and creative projects.
In addition, children’s general abilities develop – cognitive, communicative and regulatory. Already at preschool age, a child acquires the skill of publicly expressing his thoughts.
During project activities, preschoolers acquire the necessary social skills - they become more attentive to each other, and begin to be guided not so much by their own motives as by established norms.
Project activity also affects the content of children’s play activities - it becomes more diverse, more complexly structured, and preschoolers themselves become interesting to each other.
It is impossible not to say about the influence of project activities on the teacher. Design forces the teacher to constantly be in the space of possibilities, which changes his worldview and does not allow the use of standard, template actions, and requires daily creative, personal growth.
During the project activities, parent-child relationships also develop. The child turns out to be interesting to parents because he puts forward various ideas, discovering new things in already familiar situations. The life of the child and parents is filled with rich content. Children's potential for full development, including speech, increases.
But it’s worth thinking about, is it possible for a speech therapist teacher to use the project method in his work with children with special educational needs? Is it worth starting such complex work with those who have problems in speech development? My own experience allows me to answer unequivocally - yes! On the contrary, such children, perhaps even more than others, need to use the project method, since it allows them to increase interest, motivation, and cognitive activity, which, as a rule, are reduced in children with speech disorders. Having understood the subject in detail, it is easier for such children to understand, “accept” new information, and master a new skill.
The only difference is that the speech therapist must study in advance the capabilities of children with speech problems, determine for himself the main goals and directions of work, distribute responsibilities in working on the project, carefully monitor all the children’s actions, but on the other hand, give them the opportunity to independently evaluate their activities, use self-control techniques.
Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in different educational conditions, which are typical for children with speech disorders.
Experience and modern research show that the pedagogical process can only increase the capabilities and quality of development of a child with speech underdevelopment to the extent that the teacher knows how to competently manage it. Success is determined by the methods and techniques of a student’s education.
The use, along with traditional ones, of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers with speech impairments, and the project method has become one of the most effective today.
This method is relevant and effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby preparing him for successful learning at school. The knowledge and skills that a child acquires in the process of practical activity are acquired faster, easier and give better results; Complex and sometimes uninteresting speech therapy exercises become an exciting activity for the child.
“In productive activities, the development of perception and awareness of speech by children occurs much faster, since speech acquires a truly practical orientation and is of great importance for the performance of a particular activity,” writes S.A. Mironova about the importance of practical experience for preschoolers with speech disorders.
By solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment motivatedly enrich and activate their vocabulary, learn to speak publicly, and communicate adequately with others.
Of course, the project method cannot be considered as independent in speech therapy; it becomes part of generally accepted time-tested technologies, and introduces into them the spirit of modernity, new ways of interaction between the speech therapist and the child, new incentives, serves to create a favorable emotional background, promotes the inclusion of intact and activation of impaired mental functions.
Many years of experience in speech therapy work have made it possible to identify some difficulties and contradictions that may arise in the process of implementing this issue.
Firstly, there is a steady trend towards an increase in the number of children with speech disorders. Solving speech correction problems is hot topic in preschool age.
Secondly, the information density of the preschool stage of children’s education and their preparation for school requires the speech therapist to decide complex tasks search effective forms and working methods. To increase children's interest in speech therapy classes, we need a variety of creative tasks and new approaches to correctional work.
Thirdly, the child’s weak motivation for cognitive activity, lack of full speech activity on the one hand and low level parents' interest and competence in matters of children's speech development.
Fourthly, the degree of development of the problem. Everything appears in modern literature more articles, publications that in one way or another touch on the topic of using the project method in working with preschoolers. But the area of application of this method in speech therapy practice remains poorly developed.
I was faced with the problem of organizing a system of work using project methods in solving problems of preventing and correcting speech disorders with preschool children.
One of the ways to solve this problem was the development of the Speech Therapy Paths project. The project is aimed at creating conditions for the full speech development of preschool children.
Speech therapy paths are various directions in correctional work with a child with speech impairments, “paths” leading the child to fully developed speech: the formation of articulatory motor skills, the development of correct speech breathing, phonemic processes, the acquisition of correct sound pronunciation, the development of the lexical and grammatical aspects of speech, coherent statement. And each such path the child must “pass” consciously, understanding and accepting, appropriating the knowledge and experience of this activity as much as possible, and, as expected, one of the most effective methods In solving this problem, the method of projects in speech therapy practice becomes available. This method of speech therapy projects is presented as a way of organizing the correction process, based on the interaction of the speech therapist teacher, child, parents and educators.
The project is intended for children 5 – 7 years old
Project participants: children with speech disorders, speech therapist, educators, parents.
Target: increasing the potential for full speech development of preschool children.
The hypothesis of the project was the assumption that the use of the project method in speech therapy work with preschool children will allow pupils to quickly, easily and more firmly “appropriate” the knowledge and skills that the child acquires in the process of practical activities, will increase the child’s motivation and the interest of parents in their speech development children.
Project objectives
1. Awaken in the child the desire to actively participate in the process of speech correction.
2. Develop children's speech and creative abilities.
3. Activate the processes of perception, attention, memory.
4. Increase the volume of corrective action,
5. Increase motivation and interest in speech therapy classes, and involve children in the process of active learning.
6. Encourage children to collaborate.
7. Unite the efforts of teachers and parents in joint activities to correct speech disorders, and make wide use of parental potential.
8. Encourage collaboration productive activity children and parents.
Expected Result:
1. Using the project method in correctional work will contribute to the successful development of communicative and creativity children.
2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development.
3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work.
Effectiveness of these results
For children:
- positive dynamics of speech development;
- successful social adaptation in preschool educational institutions and family;
- development of sustainable motivation for speech self-realization.
For parents:
- positive assessment activities of preschool educational institutions;
- readiness and desire to help;
- activation of the pedagogical potential of parents,
- acquisition and use of knowledge on issues of speech development of children;
- parents mastering regular reflection of the child’s achievements;
- a feeling of satisfaction from joint creativity.
For teachers
- positive psychological climate between the speech therapist and teachers;
- teachers’ interest in creativity and innovation;
- satisfaction with one’s own activities;
- increase professional excellence teachers on speech development and education of preschool children through
various forms and methods of work;
For preschool educational institutions
- favorable conditions for the professional growth of teachers;
Practical significance of the project
The practical significance of the project lies in the fact that the proposed system for applying the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders, as a prevention of speech development disorders in preschool age, as well as dysgraphia and dyslexia at school age.
Project type: practice-oriented, long-term.
Project implementation period- 1 year
Project implementation stages and strategy
I. Preparatory stage(information and analytical):
Disclosure of the meaning and content of the upcoming work, development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Tasks:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the current level of speech development of children of senior preschool age (speech therapy examination of children).
3. Determination of the system of speech therapy projects, conditions for their implementation.
II. The main stage of the project implementation (practical):
1. Speech therapy project “Obedient Breeze”
Tasks:
Formation in children of the concept of healthy life and correct breathing; teaching children the technique of diaphragmatic relaxation breathing
Children's acquisition of skills in differentiating nasal and oral breathing and the effectiveness of using speech breathing
Formation of strength, smoothness and direction of the exhaled air stream;
Attracting the attention of parents to joint work on the development of correct speech breathing in children.
Project type: Practice-oriented, short-term, collective
Implementation period: September-October
The content of the work:
Work with children
Development of the strength and focus of the air stream in
children in speech therapy classes, when performing gymnastics
exercises and games during morning exercises and physical education classes.
Game exercises for the development of physiological (lower diaphragmatic) and speech breathing using multimedia presentations, colorful illustrations, and special manuals;
Lesson with children on the topic “Health”
Inventing and making a breathing exercises manual
Working with family
Consultations for parents on the topics “Formation of correct speech breathing”, “Breathing and unity of speech”, “Breathing exercises”
Memos for parents “The obedient breeze”, “Let’s breathe correctly. Game exercises for breathing development"
Together with children, inventing and producing manuals for breathing exercises
Working with teachers
Consultation with the workshop “Games for the development of speech breathing in children”;
Production of special aids for conducting breathing exercises with children;
Design of the exhibition “Obedient Breeze”
2. Speech therapy project “The Tale of the Merry Tongue”
Tasks:
Formation of ideas about the organs of speech, their importance for correct sound pronunciation,
Development of subtle differentiated movements of the articulatory apparatus using non-traditional complexes
Increasing the competence of educators in this area.
Project type: Information-practice-oriented, short-term, collective
Implementation period: October
The content of the work:
Work with children
Introduction to the structure of the speech organs through a speech therapy fairy tale
Subgroup/individual learning of sets of articulation exercises using colorful illustrations, multimedia presentations “Tales of the Merry Tongue”, didactic dolls
Collective invention of the fairy tale about the Merry Tongue
Drawing illustrations for the fairy tale about the Merry Tongue
Working with family
Reminders “Structure of the articulatory apparatus”
Practical lesson “Performing basic articulation exercises”
Individual demonstration of performing exercises aimed at developing the articulatory structure of a specific group of sounds.
Making a page or articulation cube “The Tale of the Merry Tongue” together with your child
Working with teachers
Workshop “Place articulatory gymnastics in group mode. Methodology for performing articulation exercises"
Practical use results of child-parent creativity in the morning correctional gymnast
Practical result of the project
Final lesson– “Presentation of articulation cubes, a collective homemade book “Tales of the Merry Tongue”
Practical application of project products in morning corrective gymnast
3. Speech therapy project “Rhymes”
Tasks:
Attracting the child's interest and attention to the sounding word
Development of phonemic hearing and perception in children.
Development of the ability to select a paired word for a word that differs from the given word by one sound.
Attracting the attention of parents to joint work on the development of phonemic processes in children.
Project type: Practice-oriented, short-term, individual
Implementation date: November
The content of the work:
Work with children
Development of phonemic hearing and perception of children in speech therapy classes.
Children acquire the ability to find words that are similar in sound content, establish how they differ, select paronymic words, replacing one sound in a word, and highlight the sound that changes the word.
Designing the cover of your own little book “Rhymes”, coming up with pairs of paronyms and drawing corresponding illustrations
Working with family
Consultation-workshop for parents “First steps in literacy. Formation of phonemic processes in children"
Questioning parents on the topic “Phonemic processes in children” in order to identify ideas about phonemic processes and the need for their development, in order to attract the attention of parents to this problem.
Memo for parents " Magic world sounds" (games for the development of phonemic concepts)
Making a baby book “Rhymes” together with your child
Working with teachers
Consultation-workshop for teachers “Recommendations for teachers on the development of phonemic processes in children”
Consultation for teachers “Formation of skills sound analysis in children with speech disorders"
Consultation-workshop for music directors “Recommendations for the development of phonemic processes in the process of music correction work with preschoolers”
Practical result of the project
Presentation and exhibition of baby books “Rhymes” made by children’s hands,
Creating a mini-library of homemade books
4. Speech therapy project “Difficult sounds”
Tasks:
Identification of organs involved in the formation of human speech sounds
Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced
Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects.
Increasing parents' interest in the correction process
Increasing the competence of educators in this area
Project type: Research, practice-oriented, long-term, individual
Implementation period: During the entire period of sound pronunciation correction
The content of the work:
Work with children
Getting to know the organs of articulation through “The Tale of the Merry Tongue”
The use of articulation analysis game techniques in individual lessons for correcting sound pronunciation: “Teach an alien to pronounce a sound correctly”, “Explain to a friend the correct location of the organs of articulation...”, etc.
Using the manual “Articulatory patterns of sounds” when analyzing the articulation of the sound being studied
Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”
Working with family
Consultation for parents “Sound pronunciation disorders and its causes”;
Maintaining an individual booklet “Difficult Sounds” together with the child
Using the booklet during the pinning process correct pronunciation sounds at home according to the instructions of the speech therapist.
Working with teachers
Consultation “Sound pronunciation disorders. Causes. Kinds"
Compiling together with the children a general booklet “Difficult sounds” (for all sounds)
Using the booklet in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.
Practical result of the project
Presentation of individual booklets “Difficult sounds”, their practical use when doing home exercises.
Compiling, together with the children, a general booklet “Difficult Sounds” (for all sounds) and using it in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist.
5. Speech therapy project “Everything in order”
Tasks:
Forming in children the skills of constructing a coherent and holistic descriptive story;
Development of logical and figurative thinking and observation in children;
Formation in preschoolers of the ability to operate with generic concepts ("animals", "insects", "dishes", etc.);
Deepening children's knowledge about the environment;
Improving children's communication skills
Increasing parents' interest in the correction process
Increasing the competence of educators in this area
The content of the work:
Work with children
Using visual support diagrams to compose descriptive stories on various lexical topics;
Formation of an album of descriptive stories developed independently by children and compiled together with the teacher;
Working with family
Lecture for parents “And speech flows like a river” (development of a holistic, consistent, coherent utterance of children)
Working with teachers
Pedagogical piggy bank “Development of a full-fledged coherent statement of a senior preschooler.”
Helping children create their own descriptive story plans to form a collective album “Everything in Order”
Its practical use;
Practical result of the project
Design of the collective album “Everything in Order”, its presentation in classes,
Practical use
Replenishing a mini-library of homemade books
6. Speech therapy project “Very important words”
Tasks:
Development of grammatical structure of speech
Formation in children of the idea of prepositions as separate independent words;
Developing children's interest in their native language
Increasing parents' interest in the correction process
Increasing the competence of educators in this area
Project type: Information-practice-oriented, long-term, collective
Implementation period: Within school year
The content of the work:
Work with children
Introducing children to prepositions in classes and in specially organized games,
Using preposition patterns
Making sentences with a given preposition
Observation of prepositions in Russian
Participation in the creation of pages for the “Very Important Words” piggy bank
Working with family
Lecture for parents “Formation of literate speech of a preschooler”
Periodically filling out the “Very Important Words” page in the child’s individual folder with drawings of models of the prepositions being studied.
Working with teachers
Organization of special games and exercises to develop the ability to use prepositions in speech;
Together with the children, replenish the “Very Important Words” piggy bank for each pretext practiced by the speech therapist teacher in special classes.
Practical use of this manual.
Practical result of the project
Creating a piggy bank “Very Important Words”
Practical use
7. Speech therapy project “Such different words”
Tasks:
Observation of linguistic reality, words of various categories;
Formation of initial ideas about the variety of words in the Russian language;
Development of linguistic sense.
Involving parents in children's search activities
Forming children's interest in their native language.
Project type: Information-practice-oriented, long-term, collective/individual
Implementation period: During the academic year
The content of the work:
Work with children
Introducing children to some synonyms, antonyms, paronyms, unchangeable words in classes and in didactic games;
Selection of material and illustration of pages for the collection of dictionaries.
Working with family
Creating pages for a dictionary collection together with children
Lecture for parents “Development and enrichment of a preschooler’s vocabulary”
Memo for parents “Give me a word” (games to enrich a child’s vocabulary)
Working with teachers
Pedagogical piggy bank “Games and exercises to enrich the vocabulary of preschool children”;
Practical use of a collectively produced collection of dictionaries, assistance in its periodic replenishment
Practical result of the project
Creating a collective collection of dictionaries:
- “Stubborn words” (unchangeable)
- “Words-friends” (synonyms)
- “Words in reverse” (antonyms)
- “Twin words” (paronyms)
Replenishing a mini-library of homemade books
Familiarization of children and parents with the results of the project at the final presentation
8. Speech therapy project “Treasury of “difficult” words”
Tasks:
Formation of the syllabic structure of words
Development of phonemic processes
Project type: Practice-oriented, long-term, individual
Implementation period: During the entire period of correctional work
The content of the work:
Work with children
Games and exercises to prevent violations of the syllabic structure of words;
Direct correction of defects in the syllabic structure of words in a particular child. (careful and consistent development of each type of syllable structure, first on the material of words, then on the material of phrasal speech)
Design of the cover of a piggy bank book of “difficult” words, gradual accumulation of pictures with the corresponding syllabic patterns under them as difficult words and phrases are practiced
Working with family
Lecture for parents “Oh, these “difficult” words” (prevention of violations and development of the correct syllabic structure of the word)
Memo for parents “Oh, these difficult words”
Helping the child in designing a piggy bank book of “difficult” words, gradually accumulating pictures with the corresponding syllable patterns underneath them as they practice difficult words and phrases.
Using this manual to reinforce speech material during homework.
Working with teachers
Diagnostic tools to help kindergarten teachers of various age groups to monitor the level of development of the syllabic structure of words in children
Pedagogical piggy bank “Formation of the syllabic structure of words in ontogenesis. Recommendations for the prevention of disorders and the development of syllable structure in preschool children"
Practical result of the project
Design of a piggy bank book for “difficult” words.
Replenishing a mini-library of homemade books
Familiarization of children and parents with the results of the project in individual lessons
9. Speech therapy project “ABVGDEYKA”
Tasks:
Mastering the image of a letter;
Involving each child in an active educational creative project to create a “Fun ABC”
Training in selecting tools and materials to implement your creative ideas, presenting the results of your work in the form of a presentation.
Fostering children's interest in creative interaction when working together.
Attracting the attention of parents and teachers to joint work on the development of the syllabic structure of words in children.
Type of project: Research and creative, long-term, collective
Implementation period: During the academic year
The content of the work:
Work with children
Preliminary work: Games and exercises for mastering the image of letters.
Analysis of existing ABCs.
Illustrating each letter as you learn it,
Presentation (story about the letter, examination of the collage), placement of a page with the letter at the exhibition “Fun Alphabet”
Preparation and participation in the holiday “ABVGDEYKA”
Working with family
Help in making a page with a letter (drawing, making from various waste material…),
Creating a collage for a given letter (selecting words based on the sounds that the letter stands for, determining the position of the sound in a word)
Working with teachers
Conducting games and exercises to master the image of letters.
Coordination of the creative process research activities,
Helping children find sources of information,
Supporting and encouraging children to be active
Practical result of the project
Final exhibition-presentation “Fun ABC”
Speech holiday "ABVGDEYKA"
III. The final stage of the project:
Tasks:
1. Analysis of project activities and assessment of the results of the effectiveness of the use of speech therapy projects in the correctional process.
2. Final presentation of the results of project activities of children and parents through exhibitions, presentation of a mini-library of homemade books, collectively created albums, organization of the ABVGDEYKA holiday.
3. Presentation of the project “Speech therapy paths” for speech therapists and teachers of the Moscow Academy of Preparatory Educational Institutions and the city.
The final product of the project will be:
Formed stable motivation of children for speech self-realization.
Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process
Increasing the professional competence of teachers of the Moscow Preschool Educational Institution in providing support to children with speech disorders
Forecast of possible negative consequences.
The following possible difficulties and ways to overcome them are assumed:
1. Weak motivation of project participants.
Ways of correction: introducing additional forms of stimulation and encouragement, using new, more interesting forms of work.
2. High morbidity among children, low kindergarten attendance.
Ways of correction: periodic return to the material already covered.
3. Lack of conditions for carrying out any planned event.
Ways of correction: carrying out another event that contributes to the achievement of the intended goals and implementation of the assigned tasks.
In perspective: search and development of new innovative forms of correctional work with children with speech disorders in interaction with all participants in the educational process.
In conclusion, I would like to note that the use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities.
But this activity should have a correctional focus, that is, by solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment should exercise their speech abilities, train language skills and abilities.
List of used literature:
1. Babina E.S. Partnership between a preschool educational institution and family in speech therapy work - Logoped magazine - No. 5, 2005.
2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010
3. Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005
4. Kiseleva L.S. project method in the activities of a preschool institution. Artie. M., 2005
5. Mironova S.A. Speech development of preschool children in speech therapy classes. -M. 2007.
6. Fadeeva Yu.A., Zhilina I.I. Educational projects in a group for children with special needs. M., 2012
Implementation of project activities on various topics
The main objectives of the project activities are:
1 Creating conditions for the development of speech, cognitive and creative abilities of children;
2. Formation of the importance of joint creativity of teachers, students and their parents;
3. Unlocking the creative potential of children;
4. Education moral qualities and patriotism.
The first theme of the project was "Colorful Autumn".
This topic helped develop children's general understanding of the wonderful time of year - autumn. The information received contributed to the development of active mental activity in children: analysis, comparison, generalization, and correct expression of thoughts. The result of this activity was an exhibition of works of joint creativity by children and their parents "Gifts of Autumn"
Morally - patriotic education child - a complex pedagogical process. The basic stage in the formation of love for the Motherland in children should be considered their accumulation of social experience of life in their city, familiarity with traditions and customs. Formation in children moral values, love for hometown, the education of a citizen and patriot of one’s country was carried out in the project “What do we know about our city?” Conversations about Rostov, joint walks and excursions between children and their parents, drawings by children, the photo exhibition “Our City” - all this contributed to the enrichment of the children’s knowledge and skills.
In order to attract the attention of parents of pupils, as well as teachers, to the problems of introducing children to books, it was decided that the preschool educational institution would participate in the regional project “Book for kindergarten.” The musical “Mukha-Tsokotukha” was created and the children took part in the competitive movement. The goal of our projects was to increase the degree of parental participation in the life of the kindergarten. The “Book Tree” model reflected the degree of reading to children in the family and increased the degree of parental participation in the formation of book culture. The children had fun drawing their favorite characters and made little books as gifts to the library.
IMG]/upload/blogs/detsad-221954-1471428437.jpg about inviting employees of the district library named after. Our pupils visited Zoya Kosmodemyanskaya public lesson" Favorite book"
Only the joint and fruitful work of parents and preschool employees contributed to the implementation of the assigned tasks in my project activities.
Every person has their own favorite city. Most often this place is the place where the person was born or spent a lot of time remembering his childhood. This city does not need to be the capital. Our city is multinational and is the capital of the Southern Federal District. It is of great importance to familiarize preschoolers with the historical, national, geographical, natural and ecological uniqueness of their native land. “To know is to love” - so says the saying. This knowledge about native land will help children properly manage, preserve and increase the heritage of generations. A long-term plan was developed to introduce older children to their hometown. Creative project included a survey of parents, conversations about Rostov, joint excursions of children with their parents, photo competitions for the city’s birthday, an exhibition of drawings “Favorite place in the city”, making models of the city of the future, holding sports festival"Dad, Mom and I - Rostov sport family". excursion to the regional library named after Zoya Kosmodemyanskaya.
Section I: Information part
Project passport
Section II: Content of the project
1. Project summary
This project is expected to be implemented in four stages:
Stage II – organizational and design second week of September 2016
A child’s readiness to learn to read and write consists of many components, among which initial importance is given to such speech characteristics as developed speech hearing, clear articulation of the sounds of the native language, knowledge of visual images of letters and the ability to correlate sounds with letters. Also, literacy training is of a general developmental nature, promoting the development of active mental activity, performance, moral-volitional and aesthetic qualities of the individual.
This project is aimed at providing correctional and developmental speech therapy assistance to children. The project is designed for children from 6 to 7 years old attending preschool.
Children of the compensatory preparatory group, their parents and teachers of the preschool institution were invited to participate in the project. This project is long-term and is designed for one year of study.
Preschoolers are little dreamers and discoverers. They create the world around them. Their findings and discoveries in terms of the nature of their search and manifestation of initiative are quite comparable with the creative achievements of adults. Our project involves the disclosure of creative potential and the manifestation of initiative and cognitive activity of not only children, but also parents.
The material presented in the project has a general educational orientation, which allows it to be used in teaching children both with speech disorders and with normal speech development.
2. The relevance of the topic and the problem that the project is aimed at solving
In recent years, the number of children with various learning difficulties in primary school has increased. The problem of impaired written language in schoolchildren is one of the most pressing for school education, since writing and reading from learning goals turns for students into a means of further acquiring knowledge.
Therefore, targeted work to prevent reading and writing disorders should be carried out in older preschool age. Prevention of written speech disorders is one of the current areas of correctional work in the system of special preschool education.
Children with General speech underdevelopment are at risk of developing dysgraphia and dyslexia. Writing and reading disorders are the most common cause of school failure and maladjustment.
Psychophysiological prerequisites for mastering writing and reading in ontogenesis are formed long before the start of literacy learning
The relevance of the prevention of dysgraphia in preschoolers with ODD lies in the earliest, targeted correction of the speech and mental development of preschoolers, ensuring the readiness of children to learn to read and write and adapt to school in general, and preventing secondary deviations in the development of an abnormal child. Considering that in children with OSD the formation of all components of the speech system is complexly impaired: sound pronunciation, sound-syllable structure of words, phonemic processes, language analysis and synthesis, lack of formation of monologue connected speech, lexico-grammatical structure of speech, visual gnosis, optical-spatial praxis, memory, attention, motor function, thinking. There is underdevelopment of cognitive activity and, accordingly, the speech and non-speech prerequisites for mastering writing are not formed. In this regard, speech therapy work on the prevention of dysgraphia in the speech therapy group of a kindergarten should be aimed at the formation of both speech and non-speech mental functions and processes that determine the normal process of mastering writing.
3. Goals and objectives of the project.
Objective of the project- creation and organization of correctional directly organized activities (hereinafter referred to as CNOD) on the basis of a compensatory group, providing an individual approach to a child with speech pathology and subsequent equal starting opportunities when studying at school.
Project objectives:
- to develop an organizational basis for the creation and functioning of a compensatory group of non-commercial educational activities, to test the organizational, substantive and methodological conditions of individual non-commercial educational activities in the presence of parents.
- ensure continuity between preschool and primary school education;
- introduce the rules of school life;
- develop the skills and abilities necessary for school activities;
- introduce terms (sound, letter, syllable, sentence, stress);
- enrich vocabulary and develop speech;
- formation of the grammatical structure of the child’s speech;
- take the first steps towards reflection.
Project value:
- creating conditions for the provision of timely correctional and developmental speech therapy assistance in the conditions of a compensatory group of preschool educational institutions and changes in the material, technical and didactic equipment of the correctional and educational process of preschool educational institutions.
- providing assistance to parents of children with disabilities.
- The implementation of innovative activities under the project will allow us to summarize the many years of pedagogical experience of a speech therapist teacher, which in turn will contribute to changing the social and pedagogical image of the preschool educational institution.
Preparatory (research) part of the project.
The success of building a mechanism for project implementation based on the formulated relevance requires defining the object and subject of the work.
Object of the project is children with disabilities attending a compensatory preparatory group.
Subject of the project- a set of organizational and developmental activities aimed at increasing the speech capabilities of preschool children and preventing reading and writing disorders.
Research methods– analysis of the environmental space, questioning, monitoring the needs and capabilities of society, studying the conceptual approaches of the policy of the Moscow Department of Education in the field of preschool education.
A survey of parents of junior and middle groups showed that 100% of parents consider the problem of developing the child’s speech functions to be important. Of these they noted that:
- speech disorders make it difficult to communicate with peers in preschool educational institutions - 21%;
- are the cause of future problems when studying at school - 35% of families;
- will interfere with full communication with people in the future - 44% of respondents.
To overcome difficulties: 72% - consider consultation and classes with a preschool educational institution specialist to be advisable; 47% - see problems in the development of their child; at the same time, 40% do not attach importance to speech development deficiencies at this age.
4. Possible risks and ways to overcome them.
During our research, we calculated possible risks and provided ways to overcome them.
| Factors presenting opportunities
(favorable factors) of the external environment: |
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Factors posing threats to the OS: |
Low competence of parents in matters of development and upbringing of a child of early and preschool age leads to a shift in priorities in raising a child towards early learning rather than child development. |
Strengths of the op amp: |
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Weaknesses of the op-amp: |
|
Determination of a possible project implementation strategy:
Leveraging Strengths to Take Advantage of New Opportunities:
- Organize and conduct a parent meeting with the provision of examination data of children, identify problems and priority areas for overcoming them.
- Introduce parents and teachers of the institution to the project and invite them to cooperate.
- Conduct a survey of parents of junior and middle groups of preschool educational institutions through a questionnaire in order to identify the demand for services within the project.
Compensating for weaknesses with good capabilities:
- KNOD in the presence of parents is provided in the evening from 15.00 to 19.00.
- Conduct consultations for teachers on the implementation of a speech therapy program in preschool educational institutions
- Use the Internet in the development and selection of methodological support for KNOD in the presence of parents.
Using Strengths to Mitigate Threats:
- Study experience on this issue.
- Organize a consultation center for parents on the basis of the institution for the purpose of their pedagogical education
5. Planning work to implement the project.
Step-by-step project implementation schedule
The project is expected to be implemented in four stages:
Stage I – preparatory: first week of September 2016.
Stage II – organizational and design: second week of September 2016.
(Stages I and II are carried out in an accelerated manner due to the prepared methodological and practical base).
Stage III – practical: 09/15/2016 – 05/30/2017
Stage IV – analytical: September 2017.
Project duration– 8 months.
Directions |
Actions to implement tasks |
Expected results |
Implementation participants |
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Stage I – preparatory: first week of September 2016 |
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Study of the regulatory framework at the regional and federal levels |
Ranking of the legislative framework for the implementation of activities in the context of the implementation of the Federal State Educational Standard |
Design of the folder “Regulatory and legal support for preschool children with disabilities |
Teacher speech therapist |
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Stage II – organizational and design: second week of September 2016 |
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Regulatory support |
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Teacher speech therapist, educational psychologist and teachers working with children |
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Designing a model of a complex of correctional classes in a compensatory group for teaching literacy to children with disabilities |
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Complex of correctional classes |
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Software and methodological support |
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Package of documents for each direction: Individual educational route. Long-term scheduling Methodological support Diagnostic materials |
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Creating conditions for project implementation |
Equipment of material and technical base; purchase of materials and equipment in accordance with SanPiN requirements |
Comfortable subject-development environment in all areas. |
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Stage III – practical: 09/15/2016 – 05/30/2017 |
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Play activity |
Role-playing games: “Library”, Letter’s Birthday” |
Teacher speech therapist, |
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Speech and speech development |
Compiling stories on the topic: “My favorite letter”, “Journey to Zvukograd, Bukvograd”, “How we made the letter”. |
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Fiction |
Reading: E. Charushin “How the boy Zhenya learned to say the letter “r”; V. Krupin “The First Primer”; V. Dragunsky “The Enchanted Letter”. |
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Visual activities |
Drawing on the theme: “Trip to the Library”, |
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Educational activities |
Cognitive activities.
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Learning songs: “ABC”, “Lesson” (game - comic). |
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Interaction with parents |
Questionnaire “Is your child ready for school” |
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Stage IV – analytical: September 2017 |
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Interim monitoring |
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Teacher speech therapist |
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Forms of work:
- classes: preparation for literacy
- excursions(library, school)
- games: verbal, role-playing, didactic.
- competitions: family design competition “Hello, letter!”, “Clever and smart girls”, competition of mini-museums in preschool educational institutions.
- speech holidays.
- mini-museum presentation"My favorite letter"
- working with parents: workshops, consultations, surveys, KVN
6. Image of the final result, criteria for its evaluation.
Project result– a model for organizing correctional and developmental work with children in a compensatory group at a preschool educational institution.
Expected results of the project:
Quality
- Reducing the number of children with written language problems;
- Creation of a bank of methodological materials (evaluation criterion is the presence of a description of the experience of the teaching staff).
- Enriched spatial and subject-development environment of preschool educational institutions groups.
- Availability of a speech therapy program for psychological and pedagogical support of families of pupils (evaluation criterion – availability of a description of the experience of the teaching staff).
- Satisfaction of parents and teachers (evaluation criterion – results of consumer surveys).
- Planning the work of a consultation center for parents (trainings, seminars, consultations).
Quantitative
- Implementation of the Federal State Educational Standard to improve the quality of education and provide equal opportunities for children with disabilities when entering school.
- Involving parents in the preschool education system as equal partners in carrying out correctional and developmental work with children.
- High and regular attendance of the child in the group, reduction in morbidity
- Increasing the proportion of children with normal speech development at the start of school
- Active participation of parents in the educational process
Project result:
- The level of parental competence in matters of speech development has increased, contact has been established with family members, and educational and corrective influences on the child have been agreed upon.
- A system of correctional classes for children aged 6-7 years with severe speech impairments has been developed and tested.
- Prevention of dysgraphia was carried out, the result of which is the absence of the optical form of dysgraphia in children
- A collection of methodological, practical and electronic manuals and card files has been created.
- Uniform requirements for parents and children in matters of approach to education have been developed and adopted.
Opportunities for further development of the project:
- Based on the experience gained in implementing the “On the Road to the ABC” project: conduct speech therapy GCD for 5 to 6 years.
- Publications of work experience.
- Speeches at seminars and conferences at various levels.
