Generalization of work experience

Speech is one of the most important mental functions of a person and a complex functional system, which is based on the use of the sign system of the language in the process of communication. Speech communication creates the necessary conditions for the development of various forms of activity. Mastering the child's speech contributes to awareness, planning and regulation of his behavior.

We all know perfectly well that a well-developed speech of a preschool child is an important condition for successful schooling. It is necessary to help the child overcome speech disorders, as they negatively affect all mental functions, affect the child's activities and behavior.

To date, in the arsenal of all those involved in the upbringing and education of preschool children, there is extensive practical material, the use of which contributes to the effective speech development of the child.

But we are faced with difficulties in corrective work due to the increased number of speech pathologies.

Any practical material can be conditionally divided into two groups: firstly, helping the child's direct speech development and, secondly, indirect, which includes non-traditional speech therapy technologies.

Innovative methods of influence in the activities of a speech therapist are becoming a promising means of correctional and developmental work with children with speech disorders. These methods are among the effective means of correction and help to achieve the maximum possible success in overcoming speech difficulties in preschool children. Against the background of comprehensive speech therapy assistance, innovative methods, without requiring much effort, optimize the process of correcting children's speech and contribute to the improvement of the whole organism.

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 various educational conditions that are typical for children with special educational needs.

Innovative technologies are introduced, new, more efficient methods and tools, techniques, which are the end result of the teacher's intellectual activity.

With regard to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education, the organization of joint activities of the teacher and the child, these are introduced, new methods and tools with increased efficiency, which are the end result of the intellectual activity of the teacher.

The main criterion for the "innovativeness" of technology is to increase the efficiency of the educational process through its application.

Any innovation used in speech therapy practice refers to the so-called "micro-innovations", since its use does not change the basic organization of speech therapy assistance, but only locally modifies its methodological component.

The lexico-grammatical side of the speech of older children with general underdevelopment of speech differs significantly from the speech of normally developing peers, their vocabulary, both quantitatively and qualitatively.
- Poor vocabulary. Children use well-known, frequently used words and phrases in active speech.
- Misunderstanding and distortion of the meanings of words, as a rule, manifest themselves in the inability to select from the vocabulary and correctly use in speech words that most accurately express the meaning of the statement, in the imperfection of the search for nominative units.
- Difficulties in matching words in phrases and sentences, which are expressed in the inability to choose the right endings for words.

In this regard, in parallel with the task of accumulating, enriching, clarifying the vocabulary, another equally important task should be solved: creating conditions for its activation and actualization of one's own statement. And here didactic cinquain can come to the rescue. This technology does not require special conditions for use and organically fits into the work on the development of lexical and grammatical categories in preschoolers and primary schoolchildren with OHP.

Cinquain is translated from French as "five lines", a five-line stanza of a poem. Didactic cinquain is based on the content and syntactic specification of each line. Drawing up a didactic syncwine is a form of free creativity that requires the author to be able to find the most significant elements in the information material, draw conclusions and briefly formulate them. These abilities are in great demand in modern life.

INNOVATIVE TECHNOLOGIES IN SPEECH THERAPY:

• art therapy technologies;
• modern technologies of speech therapy and finger massage;
• modern technologies of sensory education;
• body-oriented techniques;
• Su-Jok therapy;
• Information Technology.

Positive results are brought by the inclusion in the correctional and developmental process of art therapy (art therapy in relation to special education as a synthesis of several areas of scientific knowledge (art, medicine and psychology), and in medical and psycho-correctional practice as a set of techniques based on the use of different types of art in a kind of symbolic form and allowing, by stimulating the artistic and creative (creative) manifestations of a child with problems, to correct violations of psychosomatic, psychoemotional processes and deviations in personal development.), The main functions of which are catharsistic (cleansing, freeing from negative states) and regulatory (removal of neuropsychic tension, regulation of psychosomatic processes).

Types of art therapy:

• music therapy (vocal therapy, playing musical instruments);
• kinesitherapy (dance therapy, body-oriented therapy, logorhythmics, psycho-gymnastics);
• fairy tale therapy;
• mnemonics;
• creative game therapy (sand therapy).

ELEMENTS OF MUSIC THERAPY

Music therapy is a medicine that is listened to. Light calm music during corrective exercises has a calming effect on the nervous system, balances the processes of excitation and inhibition.

In my classes I use the following methods of music therapy:

 Listening to music.

 Rhythmic movements to music.

 The combination of music with work on the development of manual praxis.

 Singing tongue twisters to musical accompaniment.

The music therapy direction of work contributes to:

 Improving the general condition of children;

 Improving the performance of the quality of movements (develop expressiveness, rhythm, smoothness);

 Correction and development of sensations, perceptions, ideas;

 Stimulation of speech function;

 Normalization of the prosodic side of speech (timbre, tempo, rhythm, expressiveness of intonation).

Corrective tasks:

• normalization of neurodynamic processes of the cerebral cortex, normalization of the biorhythm;
• stimulation of auditory perception (activation of right hemispheric functions);
• improving the general condition of children;
• improving the performance of the quality of movements (expressiveness, rhythm, smoothness develop);
• correction and development of sensations, perceptions, ideas;
• stimulation of speech function;
• normalization of the prosodic side of speech (timbre, tempo, rhythm, expressiveness of intonation);
• formation of word formation skills;
• formation of the syllabic structure of the word.

During a relaxing speech therapy massage, works that have a sedative effect are used, and during an active massage, works that have a tonic effect are used.

It is also possible to use tonic pieces of music during dynamic pauses and articulatory gymnastics.

BODY-ORIENTED TECHNIQUES:

• stretch marks- alternation of tension and relaxation in different parts of the body, normalize hypertonicity and hypotonicity of muscles;
• relaxation exercises- promote relaxation, self-observation, memories of events and sensations and are a single process;
• breathing exercises- improve the rhythm of the body, develop self-control and arbitrariness.

KINESIOLOGICAL EXERCISES
- this is a set of movements that allow you to activate the interhemispheric effect:

• develop the corpus callosum
• increase stress resistance
• improve mental activity
• help improve memory and attention.

Exercises such as "Fist - rib - palm", "Bunny - ring - chain", "Bunny - goat - fork", etc.

SPEECH THERAPY MASSAGE

Massage of the muscles of the peripheral speech apparatus helps to normalize muscle tone and thereby prepare the muscles to perform the complex movements necessary for the articulation of sounds.

Performing speech therapy massage techniques requires a clear diagnosis of the state of muscle tone, not only of the muscles themselves involved in articulation, but also of the muscles of the face and neck.

However, the techniques of differentiated massage used in various forms of speech pathology have been developed relatively recently and have not yet been sufficiently introduced into widespread practice. However, it becomes clear that speech therapy massage, as one of the technologies, should take its strictly defined place among other speech therapy techniques. On the one hand, speech therapy massage is an important component in complex speech therapy work, on the other hand, massage is not a panacea for the formation of sounds.

Self massage – This is a massage performed by the child himself (adolescent or adult) suffering from speech pathology.

Self-massage is a tool that complements the impact of the main massage, which is performed by a speech therapist.

The purpose of speech therapy self-massage is primarily to stimulate the kinesthetic sensations of the muscles involved in the work of the peripheral speech apparatus, as well as, to a certain extent, to normalize the muscle tone of these muscles.

In the practice of speech therapy work, the use of self-massage techniques is very useful for several reasons. Unlike speech therapy massage performed by a speech therapist, self-massage can be performed not only individually, but also frontally with a group of children at the same time.

FINGER MASSAGE

• massage of the palmar surfaces with stone, metal or glass multi-colored balls;
• clothespin massage;
• massage with nuts, chestnuts;
• massage with hexagonal pencils;
• rosary massage;
• massage with probes, probe substitutes;
• massage with Su-Jok therapy devices.

ELEMENTS OF FAIRY TALE THERAPY

Corrective tasks:

• creation of a communicative orientation of each word and statement of the child;
• improvement of lexical and grammatical means of the language;
• improvement of the sound side of speech;
• development of dialogic and monologue speech;
• effectiveness of game motivation of children's speech;
• the relationship of visual, auditory and motor analyzers;
• cooperation of a speech therapist with children and with each other;
• creation of a favorable psychological atmosphere in the classroom, enrichment of the emotional and sensory sphere of the child;
• introducing children to the past and present of Russian culture, folklore.

Mnemotechnics

Mnemonics in translation from Greek is the art of memorization, the technology of memory development. This is a system of methods and techniques that ensures successful and effective memorization of information. Idea: a picture is invented for each word or phrase and the entire text is sketched schematically. Any story, fairy tale, proverb, poem can be "recorded" using pictures or symbolic signs. Looking at these diagrams, the child reproduces the information received.

Diagrams serve as a visual blueprint to help the child recreate what they hear. I use such support scheme cards very effectively in my work. Mnemonics and kinesiology (the science of the development of the brain through certain hand movements) were used by Aristotle and Hippocrates.

Such techniques are especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. I use mnemotables in classes for the development of coherent speech , which allows children to more effectively perceive and process visual information, recode, store and reproduce it in accordance with the educational tasks set. A feature of the technique is the use of not images of objects, but symbols for indirect memorization. This makes it much easier for children to find and memorize words.

Mnemonics helps in the development of:

• connected speech;
• associative thinking;
• visual and auditory memory;
• visual and auditory attention;
• imagination;
• speeding up the process of automation and differentiation of delivered sounds.

The essence of mnemonic diagrams is as follows: for each word or small phrase, a picture (image) is invented.

Thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

SAND THERAPY

The diverse possibilities of sand therapy contribute to better speech correction and the development of the emotional-volitional sphere.

Tasks that I solve in the classroom:

• Improving the skills and abilities of practical communication, using verbal and non-verbal means.

Playing with sand is a natural and accessible form of activity for every child.

SAND THERAPY
promotes:

• improving the skills and abilities of practical communication, using verbal and non-verbal means;
• vocabulary enrichment;
• development of coherent speech;
• encouraging children to take action and concentrate;
• the development of imagination and figurative thinking.

When playing with sand:

- The level of muscle stiffness, psycho-emotional stress decreases.

- There is an enrichment of the gaming experience and, as a result, creative activity and independence in the game.

– Children develop the capacity for sympathy; the ability to provide support, help, show attention, care, participation is formed.

– Skills of a constructive way out of problem situations are developed.

Computer technologies are among the effective teaching aids that are increasingly used in special pedagogy. An analysis of the literature shows that for a specialist computer tools are not part of the content of remedial education, but an additional set of possibilities for correcting deviations in a child's development. A defectologist who uses computer technology in his work needs to solve two main tasks of special education: to form in children the ability to use a computer and apply computer technology for their development and correction of psychophysiological disorders.

"USE OF MODERN SPEECH THERAPY TECHNOLOGIES, METHODS FOR CORRECTION OF SPEECH DISTURBANCES IN STUDENTS"

Teacher - speech therapist: Sechkareva L.E.

INNOVATIVE TECHNOLOGIES IN SPEECH THERAPY

Health saving technologies

Sensory education technologies

Information Technology

• Its main goal is the normalization of speech motor skills. Applying massage, you can activate and restore the activity of the articulatory organs, as a result of which the process of correcting sound pronunciation is significantly accelerated.

• Self-massage of the face is preferably carried out in a playful way that helps to overcome amimia in dysarthria. Children are invited to "draw" Santa Claus, Snowman, etc. on their faces.

• Self-massage of the tongue is important for relaxing its muscles, lips (especially in dysarthria with increased muscle tone in a spastic form). Children are invited to stroke their tongue with their lips, teeth, slap their lips, bite their teeth.

• When performing a massage for the hands, I use non-standard equipment, these are: massage spirals, kinder surprises, terry gloves, cones, chestnuts, acorns, massage balls with spikes.

• I have tested and applied the following modern methods Key words: fairy tale therapy, sand therapy, game technologies.
• Experience shows that the use of these technologies is expedient at all stages of speech therapy work.
• So, for example, elements of sand therapy are included both for the development of fine motor skills and for creating a positive emotional background in the lesson. Thanks to playing with sand, I develop tactile and kinetic sensitivity in children; I form pronunciation skills and abilities; I develop the motivation of verbal communication; I teach reading and writing.

• The use of fairy tale therapy is productive both at the stages of development of phonemic processes and during the production of sound, its automation, and consolidation in coherent speech. The use of the technology of modeling and playing fairy tales by me in individual speech therapy classes (author Tkachenko T.A.) contributes to the formation of verbal means of communication, motivation of speech development, development and activation of the vocabulary of students, the formation of the grammatical structure of speech.

Game "Cinderella"

"Magic Plate"

Didactic game as a means of overcoming reading and writing disorders

• "Speech therapy domino"
• Goals: improve reading skills; develop visual perception; Expand words knowledge.

INSECTS

BARREL

TARA

RAVEI

• Objectives: to improve the skills of reading and dividing words into syllables; develop visual perception; Expand words knowledge.
• Exercise. Quickly compose and clearly pronounce words, highlighting the stressed syllable.
• MYLOTOVARSKAYCARDANCHIPKI
• FROST-ZAMOCROTARANTULITHCARRIAGE
• VICTORIESPOWERLAMPSMOKECARET
• TOPOTOMOCRABUNTYKVAR

• "Catch the Sound"
• Mystery. He sits on everyone, He is not afraid of anyone. (Snow)
• What is the first sound in the word snow? [c] Now you will “catch in your hands” this sound when you hear it:
• S, s, c, s, p, k, a, s, c, s, w, s, s.
• Sa, zha, zo, zy, so, shcha, is, pa, sy.
• Poppy, cheese, bear, bowl, rat, roof, north.

• I will say the same word over and over, and the moment I change one sound, you need to clap:
• Cheese, cheese, cheese ... rubbish, cheese, cheese;
• Ball, ball, ... heat, ball, ball;
• Table, table ... chair, table, table;
• Glad, glad ... row, glad, glad.

• Carlson came to visit us. I cooked pilaf, dumplings, pudding, pie, cookies, gingerbread, pies, mashed potatoes. If the guest eats all this, his stomach will ache. Let's treat him only to those dishes whose names begin with a soft consonant sound [p`]

Anna Nokhrina
Innovative technologies in speech therapy practice

Being on the borderline of pedagogy, psychology and medicine, speech therapy uses in its practice, adapting to its needs, the most effective, non-traditional methods and techniques of related sciences that help optimize the work of a speech therapist teacher.

Innovative technologies in speech therapy practice

- this is just an addition to the generally accepted, time-tested technologies (diagnostic technology, sound production technology, speech breathing formation technology for various disorders of the pronunciation side of speech, and others,

New and more efficient methods and tools, techniques, which are the end result of the intellectual activity of the teacher,

New ways of interaction between the teacher and the child,

New incentives serve to create a favorable emotional background, contribute to the inclusion in the work of intact and activation of impaired mental functions.

Innovative technologies- these are the introduced, new, more effective methods and tools, techniques, which are the end result of the intellectual activity of the teacher.

In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education, the organization of joint activities of the teacher and the child.

The main criterion for the "innovativeness" of technology is to increase the efficiency of the educational process through its application.

INNOVATIVE TECHNOLOGIES IN SPEECH THERAPY:

Art - therapeutic technologies;

Modern technologies of speech therapy and finger massage;

Modern technologies of sensory education;

Body-oriented techniques;

"Su - Jok" - therapy;

Cryotherapy;

Information Technology.

Types of art therapy:

Music therapy (vocal therapy, playing musical instruments);

Iso-therapy (non-traditional drawing techniques);

Kinesiotherapy (dance therapy, body-oriented therapy, logorhythmics, psycho-gymnastics);

Fairy tale therapy;

puppetry;

mnemonics;

Creative play therapy (sand therapy);

Laughter therapy;

aromatherapy;

Color therapy (chromotherapy).

"Art Therapy" is a means of free expression.

In a special symbolic form: through a drawing, a game, a fairy tale, music - we can help a person give vent to his strong emotions, feelings, gain new experience in resolving conflict situations.

The main task of art therapy is to develop self-expression and self-knowledge of a person through creativity and to increase his adaptive abilities.

Art therapy in kindergarten This is the path to the mental health of the child. A variety of art activities contribute to the development of the child's creative abilities, the formation of a correct worldview and a positive worldview. In the process of children's creativity used in kindergarten, the inner world of the child is revealed.

Goals of art therapy in working with children: contribute to the formation of a high vitality and harmonious relations with the outside world, the development of mutual understanding between children, as well as between a child and adults. To teach the child self-expression, the ability to manage their feelings, experiences, emotions.

Music therapy- a method of psychotherapy based on the emotional perception of music.

Depending on the melody, its rhythmic basis and performance, music can have a wide variety of effects.

Corrective tasks of music therapy:

Normalization of neurodynamic processes of the cerebral cortex, normalization of the biorhythm;

Stimulation of auditory perception (activation of right hemispheric functions);

Improving the general condition of children;

Improving the performance of the quality of movements (expressiveness, rhythm, smoothness develop);

Correction and development of sensations, perceptions, ideas;

Stimulation of speech function;

Normalization of the prosodic side of speech (timbre, tempo, rhythm, expressiveness of intonation);

Formation of word formation skills;

Formation of the syllabic structure of the word.

Elements of music therapy

During a relaxing speech therapy massage, works that have a sedative effect are used, and during an active massage, works that have a tonic effect are used.

It is also possible to use tonic pieces of music during dynamic pauses and articulatory gymnastics.

isotherapy techniques,

used for speech development:

Technique "blotography";

Finger painting;

Drawing with soft paper;

Drawing with a poke with a hard semi-dry brush;

Drawing on glass;

Threadography;

Drawing on semolina;

Technique of drawing with leaves, sticks, pebbles, etc.;

Cotton imprinting technique;

Technique "imprint with stoppers";

Palm drawing.

Body-oriented techniques:

All childhood experience is associated with the development and improvement of voluntary movements (dressing, eating, walking, playing, and, of course, talking).

Paying attention to the development of the motor sphere of the child, we indirectly influence the development of mental properties. The ability of a child to control his bodily manifestations affects the development of his character, abilities and, of course, speech.

Bioenergoplasty - connection of the movements of the articulatory apparatus with the movements of the hand;

Stretches - alternation of tension and relaxation in different parts of the body, normalize hypertonicity and hypotonicity of muscles;

Relaxation exercises - promote relaxation, self-observation, memories of events and sensations and are a single process;

Breathing exercises - improve the rhythm of the body, develop self-control and arbitrariness.

Kinesiology exercises- this is a set of movements that allow you to activate interhemispheric interaction:

Develop corpus callosum

Increase stress tolerance

Improve mental activity

Helps improve memory and attention

Facilitate reading and writing

They improve both the mood and the well-being of the person performing them.

Exercises such as "Fist - rib - palm", "Bunny - ring - chain", "House - hedgehog - castle", "Bunny - goat - fork", etc.

Logopedic massage

Logopedic massage- this is one of the speech therapy technologies, an active method of mechanical action aimed at correcting various speech disorders.

The purpose of speech therapy massage not only strengthening or relaxing the articulatory muscles, but also stimulating muscle sensations, which contributes to the clarity of kinesthetic perception. The kinesthetic sense accompanies the work of all muscles. Thus, completely different muscle sensations arise in the oral cavity, depending on the degree of muscle tension during the movement of the tongue and lips. The directions of these movements and various articulation patterns are felt when pronouncing certain sounds.

Massage of the muscles of the peripheral speech apparatus helps to normalize muscle tone and thereby prepare the muscles to perform the complex movements necessary for the articulation of sounds.

Performing speech therapy massage techniques requires a clear diagnosis of the state of muscle tone, not only of the muscles themselves involved in articulation, but also of the muscles of the face and neck.

The main types of speech therapy massage include:

Classic manual;

Spot;

Hardware.

Finger massage

Massage of the palmar surfaces with stone, metal or glass multi-colored balls;

Clothespin massage;

Massage with nuts, chestnuts;

Massage with hexagonal pencils;

Rosary massage;

Massage with herbal bags;

Stone massage;

Massage with probes, probe substitutes;

Massage with Su-Jok therapy devices.

logorhythmics- this is a system of musical-motor, speech-motor and musical-speech games and exercises carried out for the purpose of speech therapy correction.

Cryotherapy- one of the modern non-traditional methods of correctional pedagogy, which consists in the use of ice games.

The dosed effect of cold on the nerve endings of the fingers has charitable properties.

fairy tale therapy- a method that uses a fairy-tale form for the speech development of the personality, the expansion of consciousness and the improvement of interaction through speech with the outside world.

The basic principle of fairy tale therapy- holistic development of the personality, care for the soul.

Corrective tasks of fairy tale therapy:

Creation of a communicative orientation of each word and statement of the child;

Improving the lexical and grammatical means of the language;

Improving the sound side of speech;

Development of dialogic and monologue speech;

The effectiveness of the game motivation of children's speech;

The relationship of visual, auditory and motor analyzers;

Elements of fairy tale therapy:

Cooperation of a speech therapist with children and with each other;

Creating a favorable psychological atmosphere in the classroom, enriching the emotional and sensory sphere of the child;

Introducing children to the past and present of Russian culture, folklore.

puppet therapy- This is a section of art therapy that uses a doll as the main method of psycho-correctional influence, as an intermediate object of interaction between a child and an adult.

Purpose of puppet therapy- help smooth out feelings, strengthen mental health, improve social adaptation, increase self-awareness, resolve conflict situations in collective activities.

mnemonics is a system of techniques that facilitate memorization and increase the amount of memory by forming additional associations.

Mnemonics helps in the development of:

Connected speech;

Associative thinking;

Visual and auditory memory;

Visual and auditory attention;

Imagination;

Speeding up the process of automation and differentiation of delivered sounds.

The essence of mnemonics is as follows: for each word or small phrase, a picture (image) is thought up.

Thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

sand therapy- a method of therapy that contributes to better speech correction and the development of the emotional-volitional sphere.

Sand therapy helps:

Improving the skills and abilities of practical communication, using verbal and non-verbal means;

Enrichment of vocabulary;

Development of coherent speech;

Encouraging children to be active and concentrate;

Development of imagination and figurative thinking.

Laughter therapy- This is a type of psychotherapy that helps to remove blocks, relax, get rid of shyness.

Humor and laughter cheer up, help to establish communicative connections, and allow you to effectively resist stressful situations.

aromatherapy is the use of essential oils and oil suspensions in order to improve human health.

Smells control mood, soothe an overexcited nervous system, increase efficiency.

Children are sensitive and impressionable natures, perceiving the effects of aromatherapy without any prejudice, so their reaction to essential oils is always positive.

The use of aromatherapy products will help maintain a good mood in children, and also helps to cure colds and sleep disorders.

Children most of all like warm, sweet smells. However, due to the fact that their body is still in a state of development, aromatherapy should be used for them in very minimal dosages. It is best if the oils are applied to terracotta and clay figurines, aroma medallions, and pillows. Various products made from untreated wood, orange or grapefruit peels hold odors well.

Types of aromatherapy:

spraying;

Inhalation;

Color Therapy (Chromotherapy)– restoration of an individual biological rhythm with the help of a specially selected color.

The period of preschool childhood is also a period of intensive sensory development of the child. Stimulation of the intellectual and emotional development of preschool children with color therapy is justified and effective.

Working with color contributes to the solution of many problems:

Increases the level of communication of children, their emotional responsiveness;

Enriches the sensory and emotional experience of children;

Introduces the techniques of managing their feelings, forms the skills of self-control.

In children, even the smallest, nature has a certain reaction to a particular color. The mood, behavior and even the state of health is affected not only by the color of the surrounding space, but also by the color of the clothes in which the child is. The presence of any color in a child's life (for example, red) can invigorate, improve mood, at the same time, its overabundance can cause a state of overexcitation, increased motor activity.

Color therapy undoubtedly contributes to:

Improving the psychological microclimate in the children's team;

Stimulation of the intellectual and emotional development of preschoolers;

Acquisition of psychophysical relaxation skills by children.

Color therapy is indispensable when used in children's institutions.

Information Technology Education is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunications networks) to work with information.

Opportunities for using IT in speech therapy:

Increasing motivation for speech therapy classes;

Organization of objective monitoring of the development and activities of children;

Expansion of the plot content of traditional gaming activities;

Ability to quickly create your own

didactic material;

Visualization of acoustic components of speech;

Expansion of the range of non-vebral tasks;

Provide imperceptible for the child transition from game activity to educational;

Significant opportunities in the development of HMF: schematization, symbolization of thinking; formation of the planning function of thinking and speech;

Due to the increased emotional tone, a faster transfer of the studied material into long-term memory is carried out.

To interest children, to make learning conscious, non-standard approaches, individual development programs, new innovative technologies are needed.

It is important to preserve both traditional approaches and develop new areas of speech therapy theory and practice, and also to remember that any innovation is not good in itself (“innovation for the sake of innovation”, but as a means, a method that serves a specific purpose. In this regard, it is very important stages of its development and distribution, which just show the need and effectiveness of the new technology.

Innovative methods of influence in the activities of a speech therapist are becoming a promising means of correctional and developmental work with children with speech disorders. These methods are among the effective means of correction and help to achieve the maximum possible success in overcoming speech difficulties in preschool children. Against the background of comprehensive speech therapy assistance, innovative methods, without requiring much effort, optimize the process of correcting children's speech and contribute to the improvement of the whole organism.

Thank you for your attention! (Slideshow attached)

"Developing technologies in speech therapy"

In the pedagogical consciousness, a stable idea has been formed about the development and socialization of a person as a process of his education. Therefore, the search for ways to optimize pedagogical interaction at different age stages and in different conditions, including in the situation of meeting the special educational needs that occur in children with disabilities, does not stop. The principles of special education in the correctional and pedagogical process are implemented in the appropriate methods and techniques. In the process of educating a person with special educational needs, special pedagogy uses a variety of methods of teaching and learning, education, correction, the totality, complementarity and integrated use of which determines its effectiveness. Therefore, it is legitimate to use the concept "educational (pedagogical) technology" as an integrated designation of various ways of educational interaction between a teacher and students.

Under educational technology understand a consistent, interconnected system of teacher actions aimed at solving pedagogical problems, or a systematic and consistent implementation in practice of a pre-designed pedagogical process.

educational technology- this is a strictly scientific design and accurate reproduction of pedagogical actions that guarantee success. In this context, we can talk about special educational technologies for people with special educational needs. Among them are the technologies for correcting speech disorders, which should be mastered by a specialist in the field of speech therapy.

The difference between the concepts of "methodology" and "technology".

The concepts of teaching methodology and technology of teaching discipline are often used as synonyms: the difference between them lies primarily in the arrangement accents.

· the target, procedural, quantitative and calculation components are more represented in the technology, while the content, qualitative and variable aspects are represented in the methodology.

· the technology is distinguished by its reproducibility, stability of results, absence of many “ifs” (if a talented teacher, if capable children, if good parents…).

· priority issue methods - "how", and technologies - "how to do it optimally".

Educational technologies are designed to combine all methods into a single whole, while providing a comprehensive educational process. In addition, the difference between technology and education methodology is that technology guarantees the achievement of a certain result.

The technology involves the description of a certain sequence of actions that will eventually lead to the expected result. The guarantee of the effectiveness of educational technologies is their practical origin. That is, if the methods are more theoretical in nature, then the technologies are developed by educators and teachers based on their own, repeatedly repeated, successful experience in raising children.

Modern speech therapy practice has in its arsenal traditional correctional and developmental educational technologies aimed at timely diagnosis and the maximum possible correction of speech disorders. Being on the border of the contact of pedagogy, psychology and medicine, speech therapy uses in its practice, adapting to its needs the most effective, unconventional for her, methods and techniques of related sciences that help optimize the work of a speech therapist teacher. These methods cannot be considered in speech therapy as independent, they become part of the generally accepted time-tested technologies, and introduce the spirit of the times, new ways of interaction between the teacher and the child, new incentives, serve to create a favorable emotional background, contribute to the inclusion in the work of the preserved and the activation of impaired mental functions.

Technology of speech therapy examination:

Stages of speech therapy examination;

technology of speech therapy examination of young children;

Features of speech therapy examination for various speech disorders;

Neuropsychological approach to the examination of speech.

2. Technologies for the development of articulatory motor skills:

logopedic manual massage;

logopedic probe massage;

· acupressure;

artificial local hypo- and hyperthermia (ILG);

Articulation gymnastics.

3. Technologies for the development of fine motor skills:

kinesitherapy;

hydro-gymnastics;

· Su-Jok therapy;

· Japanese method of finger massage;

game exercises.

Ø Phantogram method,

Ø chain of contradictions.

Connected speech development technologies:

traditional approach (,) neuropedagogical approach (mind maps); fairy tale therapy.

Simulation technologies:

the use of visual models in the production of sounds;

· the use of modeling for the development of coherent speech.

Technologies for the formation of speech self-regulation skills and their introduction into speech communication: Health-saving technologies in speech therapy:

logopedic rhythm;

phytotherapy;

· aromatherapy;

· music therapy;

chromotherapy;

· lithotherapy;

imagotherapy;

auriculotherapy;

yoga therapy.

Computer technologies in speech correction:

· computer program "Visible Speech III" (text guide - Institute of Correctional Pedagogy of the Russian Academy of Education) (correction of hearing and speech disorders - sound pronunciation, voice formation, sensorimotor functions);

Deaf and speech therapy simulator "Delfa-130" (text manual -) (correction of speech breathing, volume and pitch of voice, rhythmic-intonation side, elimination of nasal tone of sound pronunciation);

· logopedic simulator "Delfa-142" (text manual -) (correction of defects in pronunciation, speech breathing and voice, elimination of violations of written speech from training in recognizing the outline of letters to the development of the lexical and grammatical side of speech);

“Visual pronunciation trainer” (Belarusian State

Pedagogical University named after Maxim Tank, Republican Educational and Methodological Center), etc.

use of multimedia means of correction and development.

Let's take a closer look at some of the presented technologies.

1. Artificial local hypothermia (ILH) was created and developed at the All-Union Scientific and Methodological Center for the Rehabilitation Treatment of Infantile Cerebral Palsy. IHL is one of the areas of modern cryomedicine, which uses cold exposure to organs and tissues as a therapeutic factor (, 1987). The use of ILG in speech therapy practice as a means of correcting muscle tone contributes to the normalization of muscle reactions. All this creates favorable conditions for corrective work.

Artificial local hypo- and hypertemia is a contrasting thermal effect of low-temperature (ice) and high-temperature (water) applications.

Ice and warm water are used for ILT. Thermal and cold effects can be applied alternately and selectively. There are various impact options:

only hypothermia (cold massage);

Only hyperthermia (thermal massage);

hypothermia, then hyperthermia;

alternating use of heat and cold effects.

Indications for the use of this technique are:

age from two years;

forms of cerebral palsy: spastic diplegia, hemiparetic form, hyperkinetic form;

various types of articulatory apraxia;

synkinesis in articulatory motility;

increased salivation.

Contraindications to the use of ILG:

atonic-astatic form of cerebral palsy;

individual intolerance;

diseases of ENT organs and SARS;

episyndrome and increased convulsive readiness.

The limits of the cold application are limited to the tongue, lips, and do not affect the parotid and submandibular salivary glands. Cold application must begin with a trial dose of exposure (3-5 s). If there are no allergic reactions, then the method is acceptable for this child and can be included in the scheme of correctional and speech therapy work.

The authors of the methodological recommendations va, and propose the following method for the use of ILG in speech therapy practice. Ice in gauze is applied alternately on the muscles of the articulatory apparatus: the circular muscle of the mouth, the large zygomatic muscle, the chin in the region of the submandibular fossa, the lingual muscles. When applying ice to the tongue, holding the latter by the tip with a gauze napkin, we make sliding movements along the tip, back and side edges of the tongue. To activate the central sections of the speech-motor analyzer, the contrast thermal effect can also be applied to the muscles of the upper limbs, especially to the right hand. In this case, ice acts as a low-temperature agent, and a woolen mitten, dipped in a hot infusion of herbs of a sedative collection, acts as a high-temperature agent. The duration of exposure on the first day of the ILG is 10 s, then with a daily increase in the procedure by 10-15 s, the exposure should be increased to 4 minutes and in this mode the course should be continued, consisting of 20-25 sessions. It is advisable to carry out three courses of IHL with a break of 10 days, then repeat the full course of treatment after 6 months.

2. Sincwine.

One of the effective methods of speech development of a child, allowing you to quickly get a result, is to work on creating a non-rhyming poem, syncwine. Cinquain is translated from French as "five lines", a five-line stanza of a poem.

Rules for compiling syncwine:

1) the first line is one word, usually a noun, reflecting the main idea;

2) the second line - two words, adjectives, describing the main idea;

3) the third line - three words, verbs, describing actions within the topic;

4) the fourth line - a phrase of several words, showing the attitude to the topic;

5) the fifth line - the words associated with the first, reflecting the essence of the topic.

Examples of syncwine:

Mushroom, summer.

It pours, drips, knocks.

I love walking in the rain.

Puddles, clouds, water.

Strong, cold.

Breaks, blows, howls.

The wind is cold in autumn.

Autumn, cold, drafts.

Cheerful, colorful.

Appears, pleases, plays.

In the sky, after the rain, a big rainbow.

Rain, heat, summer, childhood.

3. Limericks.

Limerick is an absurd poem: a poem composed of words and phrases solely used to preserve the meter of the verse, not the meaning; there are also nonsense songs; comic poem, also known as a limerick.

There are five lines in the limerick, built according to the AABBA scheme, with the first rhyming with the second and fifth, and the third with the fourth. The plot of the limerick is built like this: the first line tells about who and where, the second - what he did or what happened to him, and then - how it all ended. In the canonical limerick, the end of the last line repeats the end of the first.

Limerick examples:

One day Druzhok got wet in the rain.

The children built Druzhka a house.

A friend wags his tail in bad weather.

The dog Druzhok lives in the neighboring yard.

4. The method of associative links, or "Image of words".

Awareness of the richness of Russian speech begins with the education in the child of a careful, thoughtful attitude to the word, with the knowledge of the hidden internal resources inherent in each of them. Modern technologies for the development of children with speech disorders offer a large arsenal of methods and techniques for working with a word, allowing you to appreciate its beauty and originality. Such methods include association method.

When creating an image of a word by the method of associative connections, the child explores it within the framework of certain sections of the Russian language: phonetics, word formation, vocabulary, grammar, etc., puts personal meaning into it, thinks about the familiar word, faces its originality and uniqueness.

The sequence of work when creating an image of a word using the method of associative links can be as follows:

1. Each word has a well-defined sound content, different spelling, meaning and different usage. The study of the word begins with the analysis of its sound composition. We break the word into sounds (syllables). If it was not possible to pick up a word for some sound, this fact is also analyzed so that the child does not miss the corresponding letter when writing.

2. For each sound or syllable, we select words associated with the idea of ​​the word. The most effective group or subgroup forms of work. Not all children will equally quickly begin to work and select words not only for given sounds, syllables, but also associatively associated with the original word. With this form of work, it is interesting that all the same, several children will begin to offer successful word options, and it is quite possible that the child will offer only one word for the entire game, which fits well into the general associative array. And this should be noted by the teacher. It is important to have a positive overall attitude at work. There will be no complete inaction. Some children, of course, will have difficulty updating words, but most children are actively involved in the creative process. Associations should go in a continuous stream, successful and not successful, the teacher chooses the most suitable words. That is, the work is going quickly, all the words that have “surfaced” are recorded, they are analyzed, and those that reveal the understanding of this word are selected.

3. The general meaning of the expression creates the image of the word.

The working chain can be represented as follows.

Word -> sounds -> words -> word image.

For example, some individual word images:

BEACH -> sand - in summer - bright yellow;

FROST -> shimmering image of a ruddy winter;

WINTER -> crackled - frost;

SUMMER -> radiant - warm;

AUTUMN -> cloudy - gray - sky;

SPRING -> cheerful - sparkling - sky;

ROAD -> house - searched for - guests;

NIGHT -> sky - very - black;

DAY -> giving - hope.

5. Typical techniques for fantasizing.

5.1. Inversion, or "Do the opposite».

Change a property, action, principle, law to the opposite. Example:

Cinderella is evil, but the sisters are kind.

The hot fire became cold as it was painted on ice.

5.2. How many values ​​does an item have?

It is possible to deepen and at the same time check the level of development of the ability for mental movement, which allows a different look at problems, in children with the help of well-known tasks proposed by the American psychologist J. Gilford. Children are offered some well-known object with properties that are also well known. It can be a brick, a newspaper, a piece of chalk, a pencil, a cardboard box 17A and much more. The task is to find as many options for an unconventional, but at the same time real use of this item.

The most original, most unexpected answers are encouraged, and, of course, the more of them, the better. During the performance of this task, all the main parameters of creativity, usually fixed during its assessment, are activated and developed: productivity, originality, flexibility of thinking, etc.

In this task, one should not rush with destructive criticism, but at the same time, only those options that are really applicable should be counted as correct.

Such work will allow the child to learn to concentrate their mental abilities on one subject. By placing it in different situations and thus creating the most unexpected systems of associative links with other objects. The child thus learns to discover new, unexpected possibilities in the ordinary.

5.3. name as many as you cansigns of the subject.

The teacher names an object. For example, it can be: a table, a house, an airplane, a book, a jug, etc. The task of the children is to name as many possible signs of this object as possible. So, for example, a table can be: beautiful, large, new, tall, plastic, written, childish, comfortable, etc. The one who names as many features of this object as possible will win. This task can also be carried out as an exciting team competition.

5.4. Observation as a way to identify problems.

The ability to see problems is closely related to the ability to observe. It is easy to understand the specifics of observation by considering related terms. So, for example, we look with our eyes, we listen with our ears, but we see and hear with our mind. That is why observation is not a perceptual act, but an intellectual one.

The specificity of observation, its main pathos as a method of cognition lies in the fact that at the moment of contemplation, listening or other sensory perception to activate one's own mental capabilities, including consciousness and subconsciousness.

You can see the problem by simple observation and elementary analysis of reality. Such problems may or may not be complex, for example, problems for children's research may well be: “Why does the sun shine?”, “Why do kittens play?”, “Why can parrots and crows talk?”. But the method of observation only outwardly looks simple and accessible, in practice it is not at all as simple as it seems. Observation has to be taught, and it is not an easy task at all. A good task for developing observational skills can be a simple offer to consider some interesting and at the same time well-known objects for children: for example, autumn leaves (trees, apples, etc.). Leaves can be picked up and carefully examined. After examining them, children can characterize the shape of various leaves, name the main colors in which they are painted. You can talk about where they grow and why they change color in autumn and fall from the trees. A good developmental task would be to draw these leaves from nature or from memory.

6. Methods of divergent speech development.

divergent thinking- creative, original thinking. It is characterized by the absence of stereotypes, going beyond the usual, the search for a new one. With this kind of thinking, with one set task or problem, many solutions arise. The opposite of this kind of thinking is convergent thinking. It is aimed at finding a single correct solution. In this case, a certain sequence of actions learned earlier is used. Divergent thinking is the foundation of creativity.

Divergent speech development- this is the development of children's speech capabilities by means of divergent thinking.

Children at traditional learning in preschool institutions, schools have few opportunities to apply different approaches and offer different solutions to educational problems. Therefore, it is necessary to use every opportunity when studying a particular topic to develop the creative potential of children. This can be done in lexical and grammatical classes, without departing from traditional programs, using exercises in ordinary classes aimed at the development of divergent.

Basic requirements, which you need to rely on when compiling and applying exercises for the development of divergent thinking, are the following:

1) find a problem for children that has many correct solutions;

2) encourage children to capture and write down all the thoughts and ideas that come to mind, no matter how "wild", impractical and crazy they are;

3) value not the quality of the answers, but their quantity (arrange, for example, a competition where the child who offers more ways to solve the problem wins);

4) refrain from criticizing and evaluating ideas until they stop coming.

1. Choose adjectives and nouns that contain the concepts of spring and winter (heat and cold, morning and evening, etc.). Here are some examples of answers:

Spring is warm, sunny, cheerful;

sun - ...

kidneys - ...

leaves -...

snowdrop - ...

Winter - cold, frosty, snowy;

freezing - ...

blizzard - ...

2. Find as many common features as possible for dissimilar items:

a well-bucket;

table - tree;

frost - sun;

Doll - girl.

3. Speech exercises to search for the causes of events.

Masha was given a big doll for her birthday.

The sea was big and warm.

The sun was slowly setting below the horizon.

4. Come up with a story, story or fairy tale using a given set of words, for example:

Sun, street, traffic light.

Airplane, rain, mountains.

· Wind, watermelon, car.

7. Methods of creative speech development.

7.1. Creative speech modeling.

Creative speech modeling combines the development of mental abilities and speech development of the child. Creative speech modeling is carried out in several stages.

1st stage. Simple tasks are offered, the elements of which the child is already familiar with,

For example, find something in common: the child is offered two objects or two pictures with images of objects, phenomena:

shovel, frying pan;

table, wardrobe

fork, scissors;

book, theater, etc.

Need to find common signs items in pairs. The more common will be named, the more productive the task is completed.

For example, the following answers are possible when analyzing features in a pair of “shovel, frying pan”:

The shovel and frying pan are made of iron.

· Both a shovel and a frying pan can be defended.

· On a shovel and on a frying pan it is possible to transfer something.

· The shovel and frying pan are made by human hands.

2nd stage. The child is called pairs of words without visual support, and he also looks for similar features in these names:

airplane, cup;

· stadium, elephant;

mosquito, dew, etc.

7.2. Brainstorm.

The most famous method of psychological activation of thinking is "brainstorming", proposed by A. Osborne (USA) in the 1940s. "Brainstorming" is a collective method of searching for new ideas, the main feature of which is the division of participants into critics and "generators", as well as the division of the process of generating and criticizing ideas in time.

In addition, "brainstorming" provides for the implementation of a number of rules:

· you can not criticize the proposed ideas, disputes and discussions are prohibited;

Any ideas, including fantastic ones, are welcome. There are no bad ideas;

· the development, improvement and combination of other people's ideas are encouraged;

· ideas should be stated briefly, not to interrupt the baton of ideas.

the main objective- get as many ideas as possible. Mandatory conditions for brainstorming are the creation of favorable conditions for overcoming psychological inertia and the fear of expressing ridiculous ideas for fear of their criticism, attracting specialists of various profiles to the group, and their propensity for creative work.

For example, the final lesson on the topic "Spring".

The teacher talks to the children about the signs of spring. The children are called. Then the teacher asks a question that requires psychological activation of thinking: “What will happen if all the snows of the mountains, the poles begin to melt, if it rains without stopping?” When the children fantasize to their heart’s content, you can ask another question: “Guys, how can we help people escape the flood?” etc.

"Brainstorming" is a fairly universal method, the use of which is possible in all lexical and grammatical classes, in gaming activities.

7.3. Reverse brainstorming.

One type of brainstorming is Reverse Brainstorming. Here, the process of finding solutions is divided into three stages.

At the first stage, all possible shortcomings of the improved object are identified. Based on these shortcomings, tasks are formulated.

The second and third stages are the stages of the usual "brainstorming". Thus, reflecting more fully the shortcomings of the object, it is possible to find a greater number of ideas for its improvement.

For example, a lesson on the topic "Garden".

The teacher talks to the children about the garden, how they take care of it, what they grow, when they plant seedlings and harvest, etc. Children answer questions. Then the teacher suggests finding shortcomings in planting plants, the vegetables themselves, and harvesting. Each flaw is brainstormed and analyzed and improved. For example, a tomato. Small will become big. Grows low on thin bushes - will grow on thick ones and at the level of an average person. Requires constant care - no care at all, etc.

7.4 Ship council.

Another collective method of psychological activation of thinking, which can be used in lexical and grammatical classes, is the “Ship Council”. In this method, just like in brainstorming, the goal is to make the most of the experience, knowledge and imagination of the children participating in the meeting. However, the rules for conducting this meeting are somewhat different from the rules that are typical for brainstorming. Here are the main ones:

Everyone should speak out on the issue;

· the order and sequence of performances is established by the captain - from the cabin boy to the captain, from the junior to the senior;

Only the captain asks questions. Participants of the meeting can criticize and defend ideas only at the command of the captain;

· all participants of the meeting should criticize and then defend the ideas selected by the captain, including their own;

The results of the work of the council are summed up by the captain.

The captain, until the children have learned the rules of the game, may be a teacher. All participants in the meeting are chosen by the teachers, and everyone can play the role of a cabin boy, a cook, a helmsman, etc.

The main point of this method is in strict adherence to the pre-established rules of the meeting. The success of the meeting mainly depends on the ability of the teacher to create a calm business and creative environment that stimulates the children to actively search for a solution to the problem.

7.5. Synectics analogies.

Techniques for using analogies are methods of psychological activation of creative thinking. It is based on the property of the human brain to establish connections between words, concepts, feelings, thoughts, impressions, that is, to establish associative connections. This leads to the fact that a single word, observation, etc., can cause the mind to reproduce previously experienced thoughts, perceptions and “turn on” the rich information of past experience to solve the problem. Analogy is a good stimulus for associations, which in turn stimulate creativity. There are many examples of analogies, among which the following can be noted.

Direct analogy, in accordance with which the search for solutions to similar problems, examples of similar processes in other areas of knowledge is carried out with further adaptation of these solutions to one's own task.

Direct analogy involves a simple comparison of two objects and the search for common ground between them.

For example: what can a dress look like - like the foliage of trees, like a haystack, like a knight's armor, like a bird's plumage...

The dress looks like foliage because the tree dresses in spring and undresses in autumn.

· The dress may look like a skirt in the shape of a haystack.

The dress looks like a knight's armor if it covers most of the body, etc.

A personal analogy suggests that you imagine yourself as the object with which the problem is connected, and try to talk about “your” feelings and ways to solve the problem.

Personal analogy (empathy) involves putting yourself in the place of the object. In this case, a person must look at the situation "through the eyes of the object being studied." For example, what does a fish from an aquarium think about the inhabitants of the apartment? .. What does the gas stove think about the inhabitants of the apartment. Which of the people and things is she friends with, and whom does she not like? Why?

Symbolic analogy is distinguished by the fact that when formulating a task, they use images, comparisons and metaphors that reflect its essence. Using a symbolic analogy allows you to more clearly and concisely describe the problem.

Symbolic analogy is used to search for some important quality or property that characterizes the essence of an object or phenomenon. Most often this is done in the form of a vivid metaphor. Many of these metaphors have become established in the language and have become familiar.

For example:

skyscraper - a very tall building;

kolotun - severe frost.

With the help of symbols, you can show the history of a country, a profession, some action or process. For example: the profession of a teacher can be symbolically expressed by a burning candle or a light bulb.

The fantastic analogy proposes to introduce fantastic means or characters into the task that perform what is required by the condition of the task. A fantastic analogy arises when a fantastic comparison or an improbable fairy-tale situation is used.

For example: a person is like an airplane, Baba Yaga, a car, etc.

Tasks:

1. What does it look like: a horse, a table, a car, a rocket, a leaf...? Explain why?

2. Match comparisons:

The water in the river is...

Cold wind like...

Warm breeze...

Fresh bread like...

Stale bread like...

Explain the proposed comparisons.

3. What can the expression mean: golden man -

white crow - storm in a teacup - golden hands - golden head?

4. What items can be symbols of professions: doctor, sailor, teacher, pilot, gardener?

5. What will happen if our nose lengthens for a while?

It will be possible to smell the flowers in the flower bed without leaving the house; it will be possible to determine what delicious dishes the neighbors are preparing.

That's good, but what's wrong with that?

There will be nowhere to put such a long nose, it will interfere with walking, riding in transport, it will even be uncomfortable to sleep, and in winter it will freeze. No, I don't need that nose.

6. Man can fly like an eagle.

A person has super-acute eagle vision, for example, he sees the cells of living tissues without a microscope, the crystal lattices of metals, even atoms, he sees without a telescope and better than through a telescope, the surface of stars and planets. He sees through walls, walks down the street and sees what is happening in the houses, and even penetrates through the walls himself, like an X-ray.

Man eats eagle food - rodents, birds.

The man is covered in feathers.

7. Come up with sense organs that a person does not have, but could be.

For example, it would not be bad to feel the presence of radiation in order to protect yourself from it.

It would not be bad to feel nitrides and nitrates and other contaminants. There is a wonderful and rare feeling - this is a sense of proportion, not everyone has it.

It's not bad to feel when you make a mistake and when danger is approaching.

8. Put yourself in the place of any inanimate object and try to convey his thoughts, feelings. Example: I am a brush.

What do you like?

What are you wearing?

Who are you friends with?

What do you eat?

Who do you dislike?

Familiarization of children with objects and materials.

7.6. RVS operator.

There are methods of psychological activation of creative thinking that can be used both in the collective and in the individual search for new ideas. Such methods include, for example, "Operator RVS (Size, Time, Cost)". To overcome the inertia of thinking, these parameters of the object are changed. This method is used in many fairy tales and fantasy novels: main character it becomes either big or small, time either speeds up or slows down, up to a complete stop ("Gulliver's Adventures", "The Tale of Tsar Saltan", "The Tale of Lost Time"), any value of the object can be assigned (fairy tales "Plums for rubbish "," Greedy Raja).

1. Imagine that you have a magic wand that increases (reduces) objects. You touch an object with a stick, and it starts to grow (decrease) rapidly. If the stick is moved away from the object, the growth (decrease) stops.

What happens if you touch this stick to a teaspoon, a caterpillar, a thimble?..

2. Imagine that you have a time machine. You can travel in time to the past and the future, you can stop time for everyone around you, and you can act. What would you do to prevent accidents, catastrophes, to warn people from evil actions?

What could Little Red Riding Hood do with such a time machine?

3. Imagine that you and your friends are on a desert island, where you find a magical flower that can provide you with any three items (whatever you want). What will you ask?

4. Imagine that one of your things (pencil, doll, nails) suddenly became very expensive. You can exchange it for many other things and objects. What would you do to keep this item from being stolen from you? What would you like to exchange it for?

7.7. The little man method.

This method is widely used in TRIZ (Theory of Inventive Problem Solving).

The essence of the method is to represent the object as a set (crowd) of little people. Such a model retains the advantages of empathy (visibility, simplicity) and does not have its inherent disadvantages (the indivisibility of the human body).

Method application technique boils down to the following operations:

it is necessary to select a part of the object that cannot fulfill the requirements of the task, and present this part in the form of little men;

Divide little men into groups acting (moving) according to the conditions of the task.

The resulting model must be considered and rebuilt so that conflicting actions are performed.

With its help, you can simulate the physical state of matter - solid, liquid, gaseous, interactions between objects. The child understands that the world around him consists of particles, solid objects, water, and air also consist of these particles. Each such particle can be imagined as a little man. If the little man stands firmly on his feet and holds his raised hands behind other little men standing nearby, the substance is solid. To break the clutch of little men - you need to work hard. The stronger the substance, the denser the little men stand to each other and the stronger they hold on to each other (Fig. 6).

If the little men put their hands down and stop holding each other, the substance becomes liquid. Parts of the substance are easily separated from each other, but are still close. A dense liquid can be compared to a dense crowd of people, for example, in a bus, who do not hold on to each other and therefore oscillate in time with the movements of the bus. A less dense liquid can be compared to rarely standing people (Fig. 7).

If the little men begin to actively move - scatter, the substance becomes gaseous. The process of transformation of one state of matter into another can be shown by the example of the transformation of water into ice or steam.

Tasks:

1. Try to model water and sour cream using the little people method. How will the models of these substances differ?

2. Draw with the help of little people a rose petal, a tree, an aquarium, a snowflake, wet sand.

3. What can be liquid first, then solid? List as many substances as you can.

For example: water - ice, pancakes, stationery glue, jelly ...

4. What can be solid first and then liquid? Semolina, ice - water, metal...

5. How should a substance be affected so that it turns from solid to liquid and vice versa? List possible transformations.

6. How should a substance be affected so that it turns from liquid to gaseous and vice versa?

7.eight. The good-bad method.

This method develops the ability to see good and bad (useful and harmful) sides in everything. Consider some object or phenomenon and try to give as many answers as possible to the question of what is good and what is bad.

For example. Lexico-grammatical lesson on the topic "Spring": it's raining ...

Good:

The plant will grow better...

Boats can be sailed through the puddles...

All dust will be nailed to the ground, at home

And the streets will be clean...

Badly:

You can't walk down the street...

You can get wet and get sick...

The water in the river may overflow its banks...

Find good and bad sides in the following objects and phenomena: snow is falling, there is a bicycle, a dog in the house, children are fighting, music is heard, hot summer.

The method can be used for the competition of two children's teams. One team talks about the good, the other about the bad, in turn. The team that can no longer say anything lost.

Good or bad game.

Is wood good or bad?

Good - shelters from rain and sun.

Bad - grows on the court, interferes with playing the ball.

Well - decorates the city.

Bad - the tree can catch fire and cause a fire.

Well, it bears fruit.

It's bad - when it hits the glass with branches - it's scary.

Good - you can build a house and beautiful souvenirs from wood.

Bad - pests live in it.

Well, the birds build their nests.

7.9. Directory Method.

The catalog method allows you to unleash your imagination and gives you the opportunity to look at the object of study from an unexpected point of view. It stimulates cognitive interest and generates new, unusual and interesting ideas. The essence of the method is as follows: getting acquainted with some object, we take any object that is not related to this object and list its features and properties. Then we consider each listed feature and try to understand how it is related to the object under study.

For example, we get acquainted with the concept of "bird". We take any word - “shovel” and list its features and properties: a shovel - metal, wooden, digs, large, small, etc.

What does metal bird mean? It may be part of a monument made of cast iron, a bird with plumage with a metallic sheen - a dove.

What does wood bird mean? This is a bird - a drawing on wooden painted dishes, a bird with tough meat - “like wood” ...

What is the biggest bird? Eagle, ostrich, etc.

Using the catalog method, you can consider any concept from the lexico-grammatical topic.

7.10. The opposite game.

This game allows you to better comprehend the actions with objects and helps to find unexpected solutions to problems. For example: a pencil is used for drawing. What is an antipencil? It can be an object that destroys what is drawn, prevents drawing where it cannot be done. Now let's list the items that can perform these functions: diligent gum; special paper, with which the drawing disappears after a while; special inks that are not visible under normal conditions; a sensor that determines the quality of a surface suitable for drawing, etc. Thus, it is possible to outline ways to improve things and objects, to approach the invention of a new one.

7.11. Morphological analysis.

Created by the Swiss astrophysicist F. Zwicky, who applied this approach in the 1930s. Method Essence consists in the desire to systematically cover all (or at least the most important) variants of the structure of the object being improved, to exclude the influence of chance.

The method includes the following steps:

an object is selected;

a list of the main characteristics or parts of the object is compiled;

for each characteristic or part, its possible executions are listed;

· the most interesting combinations of possible executions of all parts of the object are selected.

It is convenient to carry out the analysis using a multidimensional table called a morphological box.

For preschool children, the main thing in this method is to find the largest number of possible combinations. Example:

The result is 27 options. Here is just a part:

The cat is catching ice cream. The cat catches the bear. The waiter catches mice. The waiter bites the bear. A mosquito kills a bear.

7.12. Phantogram method.

The method has been proposed. It improves the morphological analysis somewhat. Simple transformation techniques are applied not only to the object and its parts, but also to the universal properties of the object. When compiling a phantom diagram, the characteristics of the object are written out along one axis: substance, physical properties, mode of movement, habitat, purpose, etc. And along the other axis - typical techniques.

Runs, on the contrary - flies, crawls.

· Rescued: has magical walking boots, grows in size and is able to eat a fox, what will happen?

· Let's transfer the hare from the steppe to the sea - how will it move, what to eat, etc.?

As a result of the morphological box, 25 combinations will be obtained. The result is the activation of children's speech.

7.13. Building a chain of contradictions.

This exercise is performed in two versions. In the first variant, some fact, process, phenomenon is formed, and then a chain of contradictions is formed. Let's look at the rules with an example.

It's snowing outside.

This is good. You can ski.

Skiing is harmful - you can break your leg.

In another variation of this exercise, problematic situation with an obvious contradiction. The task of the students is to show a way to resolve the contradiction. The task of the educator is to show that the proposed solution generates new contradictions.

7.14. Exercise "Herringbone".

Write down the starting word, some noun in the singular and nominative case. Within 40 seconds, associated words are selected for this word. Do a switch every 40 seconds from the last word.

8. Mind cards

mind maps is a unique and simple method of memorizing information. The method of intellectual maps most fully corresponds to the peculiarities of the work of the human brain. A distinctive feature of the technique is the involvement of both hemispheres of the brain in the process of assimilation of information, which ensures its most effective work and information is stored both in the form of a holistic image (eidetic) and in verbal form (key words). With the help of visual images used in the construction of maps, a deep impression is created, which significantly increases the memorability of the material and the ability to reproduce.

When building maps, ideas become clearer and more understandable, connections between ideas are well absorbed; the method allows you to look at the material being studied from a higher point of view, to cover it with a “single look”, to perceive it as a whole. The rich possibilities that memory cards provide allow you to use them for solving a wide variety of tasks. The constant use of the technique will make thinking more organized, clear, logical.

Drawing up a memory map involves the use of various graphic tools (drawings, symbols, arrows, fonts).

It is preferable to place the sheet horizontally: this way more space is allocated for the drawing, which will allow it to be expanded and modernized. In the center of the page, the main idea is written and highlighted (for example, the name of a new topic). Using multi-colored pens, lines (branches) are derived from the “main idea”, each of which stands out for a certain moment of the main topic under consideration. Each branch is signed. In order to name a branch, you need to choose a specific keyword, such that it most closely matches the topic of this branch. Smaller branches are placed on large branches, corresponding to the details considered in the topic of the branch, and the most appropriate keywords are also selected for their naming.

You can detail the map as much as you need to understand the topic. To do this, you just need to add smaller and smaller branches to the general “tree” of the map (this is exactly what the movement from the general to the details consists in: in the center is the general - the topic (it is immediately visible), and smaller ones go in all directions from this key entry topics and data as their generality decreases). Key words should be printed in block letters and legible. The font size is chosen according to the importance of the given keyword. Intellectual maps should be richly supplied with various drawings and their own symbols (the right hemisphere in its activity focuses not on words, but mainly on images, spatial structures). Different arrows show connections between different ideas.

Mind Mapping Tips:

· The main idea (image) is written and outlined in the center of the page.

· For each key point, branches diverging from the center are drawn using handles of different colors.

· For each branch, a keyword or phrase is written, leaving room for adding details.

· Symbols and illustrations are added.

· It must be written legibly in CAPITAL (printed) letters.

Important ideas are written in larger type.

Words are underlined and bold letters are used.

· Freeform lines are used to highlight certain elements or ideas.

· When building a memory card, a piece of paper is placed horizontally.

· It takes practice to improve mind maps.

-- [ Page 1 ] --

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MINISTRY OF EDUCATION OF THE STAVROPOL REGION

STAVROPOL STATE PEDAGOGICAL INSTITUTE

Borozinets N.M., Shekhovtsova T.S.

SPEECH THERAPY

TECHNOLOGY

(Educational manual)

Stavropol 2008 1 Published by decision UDC 376.36 of the editorial and publishing council of LBC 74.3 of the Stavropol State Pedagogical Institute B 82 Reviewers:

cand. ped. Sciences, Associate Professor of the Department of Pedagogy and Psychology of Higher School SevKavGTU E.T. Bulgakov, Ph.D. psychol. Sci., Associate Professor, Department of Correctional Pedagogy, SSPI S.V. Zhukova Borozinets N.M., Shekhovtsova T.S.

Speech therapy technologies: Educational and methodological manual B - Stavropol, 2008. - 224 p.

The teaching aid was developed in accordance with the requirements of the State Educational Standard of Higher Professional Education for the specialty 05071765 - "Special Preschool Pedagogy and Psychology" with the additional specialty 05071565 "Speech Therapy" and reflects the actual problems of training and education of people with various disorders of the pronunciation of speech: dysarthria, stuttering, rhinolalia.

The content of the manual is aimed at developing in students a holistic view of modern speech therapy technologies (technologies for examining speech, motor functions; technologies for correcting sound pronunciation, breathing, voice, intonational side of speech, tempo-rhythmic organization of speech), as well as the skills and abilities to use these technologies in correctional working with children with various speech disorders. The manual covers not only traditional speech therapy technologies, but also modern non-traditional approaches to the technology of examination and correction of the pronunciation side of speech in children with various speech pathologies, as well as computer technologies for speech correction. The manual provides methodological developments for the organization of the educational process in the discipline "Speech therapy technologies".

The book is intended for students of defectological faculties of pedagogical institutes and speech therapists.

UDC 376. LBC 74. © Stavropol State Pedagogical Institute,

FOREWORD

In the pedagogical consciousness, a stable idea has been formed about the development and socialization of a person as a process of his education. Therefore, the search for ways to optimize pedagogical interaction at different age stages and in different conditions, including in the situation of meeting the special educational needs that occur in children with developmental disabilities, does not stop. The principles of special education in the correctional and pedagogical process are implemented in the appropriate methods and techniques. In the process of educating a person with special educational needs, special pedagogy uses a variety of methods of teaching and learning, education, correction, the totality, complementarity and integrated use of which determines its effectiveness. Therefore, it is legitimate to use the concept of "educational (pedagogical) technology" as an integrated designation of various ways of educational interaction between a teacher and students.

Educational technology is understood as a consistent, interconnected system of teacher actions aimed at solving pedagogical problems, or a systematic and consistent implementation in practice of a pre-designed pedagogical process. Educational technology is a strictly scientific design and accurate reproduction of pedagogical actions that guarantee success. In this context, we can talk about special educational technologies for people with special educational needs. Among them are the technologies for correcting speech disorders, which should be mastered by a specialist in the field of speech therapy.

The teaching aid was developed in accordance with the standard of the State Educational Standard of the Higher Professional Education in the specialty 05071565 - “Speech Therapy”. It is intended to improve the training of teaching staff to provide speech therapy assistance to children with severe disorders of the pronunciation side of speech: dysarthria, stuttering, rhinolalia.

The purpose of this manual is to form a system of knowledge and skills for students in the design and application of speech therapy technologies.

The structure and composition of the chapters of the manual contributes to the gradual assimilation by students of the curriculum for the course "Speech therapy technologies".

In the first chapter "Theoretical foundations of speech therapy technologies"

ideas about the anatomical and physiological mechanisms of speech, sound-producing and acoustic characteristics of oral speech, speech ontogenesis are given, which makes it possible to consolidate and systematize existing knowledge, establish interdisciplinary connections.

The second chapter reveals a number of speech therapy technologies: technologies for speech therapy examination, correction of sound pronunciation, formation of speech breathing, tempo-rhythmic and intonational organization of oral speech, skills of rational voice presentation and voice leading, speech self-regulation. Speech therapy technologies are disclosed through the content of specific methods, techniques and methods of their application in the correction of violations of the pronunciation side of speech of various etiopathogenesis, attention is paid to the use of modern computer teaching aids and non-traditional approaches.

The third chapter, devoted to the organization of the educational process for the course "Speech therapy technologies", includes a program of the academic discipline, a workshop, control and measuring materials for assessing students' knowledge. The proposed recommendations can be useful for both teachers and students in terms of self-education.

At the end of the manual is a glossary of terms necessary to study the discipline.

This teaching aid is intended for students of pedagogical institutes studying in the specialty 05071565 - "Speech therapy" full-time and part-time, speech therapists-practitioners.

CHAPTER I. THEORETICAL FOUNDATIONS

SPEECH THERAPY TECHNOLOGIES

1.1. Anatomical and physiological mechanisms of speech Speech is a product of human mental activity and the result of complex interaction different brain structures.

Our speech is carried out by an extremely complex anatomical and physiological apparatus, consisting of a central and peripheral sections. Knowledge of the anatomical and physiological mechanisms of speech, i.e. structure and functional organization speech activity, allows, firstly, to represent the complex mechanism of speech in the norm, secondly, to approach the analysis of speech pathology in a differentiated way and, thirdly, to correctly determine the ways of corrective action.

In order for a person's speech to be articulate and understandable, the movements of the speech organs must be regular and accurate. At the same time, these movements must be automatic, i.e. such that would be carried out without special arbitrary efforts. This happens as a result of the speech mechanism. To understand the action of this mechanism, it is necessary to know the structure of the speech apparatus.

The speech apparatus consists of two closely related departments:

1) central (or regulatory):

The cerebral cortex (mainly the left hemisphere), - subcortical nodes, - pathways, - the nuclei of the trunk (primarily the medulla oblongata), - nerves leading to the respiratory, vocal and articulatory muscles.

2) peripheral (or executive):

- organs of hearing, - organs of respiration, - organs of voice, - organs of articulation.

Inextricably linked and interacting under the leading regulatory influence of the central nervous system, all organs of speech are a complex functional system in which each of them plays a specific role. Violation of one of them is reflected in the activities of the others.

The structure and functions of the central part of the speech apparatus 1. The cerebral cortex is the most complex functional system. The cortex carries out the physiological basis of speech - the second signaling system. I.P. Pavlov under the second signal system meant not only speech as a means of communication, but connected it with the ability to generalize, abstract. Consequently, the cortical section is the central, regulatory, organ of speech.

In the cortex, under the influence of speech stimuli and depending on the state of the nerve cells at any given moment, temporary nerve connections can be formed in any part of it. As a result of the processing of the latter by higher analysis and synthesis associated with certain structures (constructions) of the brain, conditioned second-signal (speech) reflexes arise. Speech reflexes are acquired by the child individually in the experience of life and are expressed in the form of speech sounds, syllables, words and phrases. As a result of long-term repeated influences in the same sequence of a certain group of speech stimuli, a relatively stable complex of conditioned reflexes (sounds, words and phrases) is formed in the brain, which is renewed when the complex stimulus is repeated, in whole or in part.

Speech reflexes are associated with the activity of various parts of the brain.

However, some parts of the brain are of paramount importance in the formation of speech. These are the frontal, temporal, parietal and occipital lobes, predominantly of the left hemisphere of the brain (in left-handers - the right one).

The frontal gyrus (lower) is a motor area and is involved in the formation of one's own oral speech (Broc's center).

The temporal gyrus (upper) is the speech-auditory area where sound stimuli arrive (Wernicke's center). Thanks to this, the process of speech perception is carried out.

The parietal lobe of the cerebral cortex is also important for understanding speech.

The occipital region is a visual region and ensures the assimilation of written speech (the perception of letter images when reading and writing). In addition, the child begins to develop speech due to his visual perception of the articulation of adults.

2. The subcortical nuclei are in charge of the rhythm, pace and expressiveness of speech.

3. Conducting paths. The cerebral cortex (CGM) is connected with the organs of speech (peripheral) by two types of nerve pathways: centrifugal and centripetal.

Centrifugal - or motor, connect the cerebral cortex with the muscles that regulate the activity of the peripheral speech apparatus. The centrifugal path begins in the cerebral cortex, in Broca's center.

From the periphery to the center, i.e. from the region of the speech organs to the KGM, there are centripetal paths. The centripetal pathway begins in proprioreceptors and baroreceptors. Proprioceptors are found inside muscles, tendons, and on the articular surfaces of moving organs. Proprioreceptors are stimulated by muscle contractions. Thanks to proprioceptors, all our activities are controlled. Baroreceptors are excited when pressure changes on them and are located in the pharynx. When we speak, there is irritation of proprio- and baroreceptors, which goes along the centripetal path to the CGM. The centripetal pathway plays the role of a general regulator of all activity of the speech organs 4. The cranial nerves (cranial nerves) originate in the nuclei of the trunk. All organs of the peripheral speech apparatus are innervated by craniocerebral insufficiency. The main ones are:

- trigeminal (innervates the muscles that move the lower jaw);

- facial (innervates the mimic muscles, including the movement of the lips, puffing and retraction of the cheeks);

Glossopharyngeal and vagus (innervate the muscles of the larynx and vocal folds, pharynx and soft palate). In addition, the glossopharyngeal is a sensitive nerve of the tongue, and the vagus nerve innervates the muscles of the respiratory and heart organs;

- additional (innervates the muscles of the neck);

Hyoid (supplies the muscles of the tongue with motor nerves and tells it the possibility of a variety of movements).

Nerve impulses are transmitted through this FMN system from the central speech apparatus to the peripheral one. Nerve impulses set the speech organs in motion. But this path is only one part of the speech mechanism. The other part is the feedback - from the periphery to the center.

The structure and functions of the peripheral part of the speech apparatus The peripheral speech apparatus consists of three sections:

1) respiratory;

3) articulatory (sound-producing).

The respiratory department is the energy basis of speech, providing speech breathing, and includes:

- chest with lungs, - intercostal muscles, - muscles of the diaphragm.

Allocate physiological and speech breathing.

During physiological breathing, inhalation occurs actively due to the contraction of the respiratory muscles, and exhalation occurs relatively passively due to the lowering of the chest walls, the elasticity of the lungs.

According to the method of preferential expansion of the chest cavity, physiological respiration is divided into types:

1. Costal, or thoracic (an irrational method, since the expansion of the chest is limited due to the low mobility of the costal walls).

A) clavicular;

B) upper costal;

B) lower costal.

2. Abdominal (tidal volume does not differ significantly from that in lower costal breathing, however, respiratory movements are more plastic).

3. Mixed (chest-abdominal, or diaphragmatic): not only sufficient air volume is provided, but also optimal plasticity of respiratory movements. This type of breathing is also most adequate for phonation.

In speech breathing, speech is formed in the exhalation phase. In the process of exhalation, the air jet simultaneously performs voice-forming and articulatory functions (in addition to the main one - gas exchange).

Breathing at the moment of speech is significantly different from breathing when a person is silent:

1) exhalation is much longer than inhalation (outside of speech, they are approximately the same);

2) at the moment of speech, the number of respiratory movements is half as much as during normal (without speech) breathing;

3) at the moment of speech, the volume of exhaled and inhaled air increases significantly (approximately 3 times);

4) the breath during speech becomes shorter and deeper.

From above, the larynx passes into the pharynx, from below - into the trachea (windpipe).

On the border of the larynx and pharynx is the epiglottis. It consists of cartilaginous tissue in the form of a tongue or petal. Its anterior surface faces the tongue, and the posterior surface faces the larynx. The epiglottis serves as a valve: descending during swallowing, it closes the entrance to the larynx and protects its cavity from food and saliva. In men, the larynx is larger, and the vocal folds are longer and thicker (the length of the vocal folds in women is approximately 18–20 mm; in men, approximately 20–24 mm.). In children before the onset of puberty, there are no differences in the size and structure of the larynx between boys and girls. In young children, the larynx is funnel-shaped; as the child grows, the shape of the larynx gradually approaches the cylindrical.

The vocal folds with their mass almost completely cover the lumen of the larynx, leaving a relatively narrow glottis. During normal breathing, the glottis is wide open and has the shape of an isosceles triangle. Exhaled and inhaled air passes silently through the glottis.

The articulatory department is represented by the following organs:

- tongue, - lips, - jaws (upper and lower), - hard and soft palate, - alveoli, - teeth.

The tongue, lips, soft palate and lower jaw are movable organs of articulation, the rest are motionless.

The tongue is a massive muscular organ. The front part is movable, the back is fixed (the root of the tongue). In the moving part, they distinguish: tip, front edge (blade), side edges, back.

1.2. Sound-producing characteristics of oral speech The sounds of speech developed and differentiated in the process of development of oral speech in phrases, words, and gradually separated from the word as its elements. Being in the word, the sound acquires a certain semantic significance. Out of the word, he loses her. The sound of a specific isolated sound, its interaction in combination with other sounds, rhythm, tempo, strength and pitch are formed mainly according to the laws of the first signal system (which, however, is inextricably linked with the second signal system). At different persons, in different positions in a word and with repetition, the sound changes somewhat, fluctuates in strength, tone, timbre, duration, etc. But as a result of the analytical and synthetic activity of the brain, these sound stimuli are generalized into one whole - a generalized sound of speech arises. Thus, the sound [A], uttered quietly or loudly, in a high or low voice, is for us only the sound [A], and not another sound. As an element of speech, it is involved in the connection of the second signal system. Here, in the process of higher cortical analysis and synthesis of the sound composition of the word, depending on the meaning of the latter, the sound undergoes an even wider generalization (the sound [p] is hard and the sound [p '] is soft) and becomes a distinguisher not only of the sound shells of words, but and their meaning. Such a generalized representative of a certain group of real speech sounds is called a phoneme. Due to the semantic conditionality of the phoneme, the self-content of the word gives stability to its sound composition, as if cementing it. This facilitates the formation of speech sounds.

Under the influence of compression of the elastic tissue of the lungs, the pressure of the abdominal barrier and the collapse of the chest, air with one force or another passes through the windpipe and then through the mouth and nose out. This respiratory air stream encounters obstacles in its path, as a result of which its direction changes in one way or another, and various speech sounds are formed. The obstacles are:

If they are closed, then when they break through, a voice is formed.

2) soft palate.

3) language.

With the tongue and lower jaw lowered to one degree or another and the mouth open, vowels [A], [O], [U], [E], [I], [S] are obtained. Their character is determined by the shape and position of the tongue, the degree of opening of the mouth opening and its shape. If, on the other hand, the voice-expiratory jet encounters a tongue significantly raised upwards on its way, then, with force and quickly breaking through or tensely passing between the tongue and the palate, this causes, in accordance with the position of the tongue, a special noise, which joins the voice. A number of voiced consonant sounds are created ([Y], [G], [F], [R], [L], [D],), as well as iotized vowels.

4) teeth and lips.

Having freely reached the last barrier in the form of closed lips or lower lip with upper teeth, tongue and hard palate, the air stream overcomes it and forms other consonant sounds. If the vocal folds are initially in an open state, then deaf consonants are formed. And if the soft palate is not in a state raised and tightly pressed against the back wall of the pharynx, then nasal sounds are formed.

Thus, vowels are purely tonal sounds, and consonants are characterized by the presence of noise.

Classification of consonants The characteristics of consonants are five main features:

1) place of formation;

2) the method of education;

3) noise level;

4) sonority - deafness;

5) hardness - softness;

1) The place of formation depends on which active organ does the main work and with which passive organ it closes or approaches. This is the place in the mouth where the air jet meets an obstacle. If the active organ is the lower lip, then the consonants can be:

a) labial-labial ([P], [B], [M]), passive organ - upper lip;

b) labio-dental ([V], [F]), passive organ - upper teeth;

If the active organ is the tongue, then the characteristic of the consonant depends on which part of the tongue (anterior, middle or back) is involved in creating the barrier and with which passive organ - the teeth, the anterior, middle or back of the palate - the tongue approaches:

c) front-lingual:

- dental ([T, [D], [C], , [H]);

- anterior palatine ([P], [W], [W], [H]);

d) middle lingual: always middle palate ([j]);

e) posterior lingual:

- midpalatal ([Kb], [Gb], [Xb]);

- posterior palatine ([K], [G], [X]);

2) The method of formation is a characteristic of the obstacle in the mouth and in the path of the air jet. The obstacle is of 2 types: either a full bow or a gap. Therefore, consonants are divided into stop and fricative.

Closing - include the moment of complete cessation of the flow of the air stream through the oral cavity. Depending on the nature of overcoming the bow, sounds are:

a) explosive - include 2 moments: first, a complete delay in the air stream, then a sharp opening of the organs of speech ([P], [B], [T], [D], [K], [G]).

b) affricates (shock-slotted) - include 2 moments: complete closing and ajar opening of the closed organs of speech, the formation of a gap for exhaling air.

c) nasal - complete closure of the oral cavity and simultaneous lowering of the palatine curtain, then the air freely passes through the nasal cavity ([M], [N]).

d) trembling - are formed by vibration, trembling of the tip of the tongue and closing and opening it with the alveoli ([P], [Pb]).

Slotted (fricative) - are formed as a result of friction of the air jet on the edges of the contiguous organs of articulation, representing a narrow gap. Are divided into:

a) slot median - are formed in the middle of the contiguous organs of speech ([V], [F], , [S], [Ж], [Ш]).

b) slotted lateral - air flows on the side of the oral cavity, between the lateral part of the tongue and the teeth ([L], [L]).

3) Noise level:

a) sonorous ([L], [L], [P], [Pb], [M], [Mb], [N], [Hb], [j]) b) noisy ([B], [B ], [G], [D], [W], , [K], [P], [S], [T], [F], [H], [X], [C], [W] and their soft pairs).

The noise intensity of noisy consonants is much higher than that of sonorants. This is explained by differences in the tension of the organs of speech and the strength of the air stream. Noisy consonants are formed with greater muscle tension and with a stronger air stream.

a) voiced (pronounced with a voice) - the vocal folds are brought together and vibrate when air passes ([R], [L], [M], [H], [j], [B], [C], [D], [D], [F], ). The difference between voiced sonorants and voiced noisy ones is that in voiced sonors, the voice (tone) prevails over noise, while in voiced noisy sonors, noise over voice.

By voicing - deafness, consonants form pairs (exceptions: [H], [Ts], [Sch], [j]).

5) By hardness - softness, consonants are differentiated by characteristic articulation. With the formation of soft consonants, the body of the tongue is concentrated in the anterior part, and with the formation of hard consonants, in the back of the oral cavity. This basic horizontal movement is accompanied by tension and elevation of various parts of the tongue. With the formation of soft consonants, the front of the tongue rises, with the formation of hard consonants, the back of the tongue rises. By hardness - softness, consonants form pairs (but: always soft - [H], [Sh], [j], always hard - [C], [F], [W]).

Vowels, as you know, tone sounds. Having arisen in the larynx as a result of the vibration of the vocal folds, the voice acquires a special timbre in the supraglottic cavities. The mouth and pharynx are the resonators in which differences between vowels are formed. These differences are determined by the volume and shape of the resonating cavities, which can change as a result of movements of the tongue, lips, and lower jaw. Each vowel sound is pronounced with a special way of articulation organs peculiar only to this sound.

The classification of vowels is based on three features:

1) participation of the lips;

2) the degree of elevation of the tongue vertically relative to the palate;

3) the degree of advancement of the tongue forward or receding horizontally back;

1) According to the participation of the lips:

a) labialized (rounded) - lips approach, round, protrude forward. The degree of roundness can be different: less - [O], more - [Y].

b) non-labialized (non-rounded) - [A], [E], [I], [S].

2) According to the degree of elevation of the tongue, vowels are:

a) top rise ([I], [S], [U]) - the tongue occupies the highest position.

b) average rise ([E], [O]).

c) lower lift ([A]).

3) According to the degree of advancement, there are:

a) front vowels ([I], [E]) - the tongue is concentrated in the front of the oral cavity; the anterior part of the back of the tongue rises to the anterior part of the palate.

b) middle vowels ([Ы], [А]) - the tongue is concentrated in the middle part of the oral cavity; the tongue either rises with its middle part to the middle part of the palate ([Ы]), or lies flat ([А]).

c) back vowels ([U], [O]) - the tongue is concentrated in the back of the oral cavity, the back of the back of the tongue rises towards the back of the palate.

In a live continuous speech stream, sounds, quickly following each other in various combinations, undergo numerous changes, losing their typicality in isolated pronunciation.

This is due to the influence of sounds on each other and mutual adaptation, dictated by the economy of pronunciation energy and its convenience. While preparing to pronounce a sound, at the same time we automatically adjust the organs of speech to the subsequent sound, which violates the accuracy of the first sound, but facilitates its merging with the second. The consonants change depending on:

1) From the next vowel: it can modify their articulation and their sound. For example, the sound [C] in the syllable SA sounds different than in the syllable SU.

In general, between vowels, consonants are pronounced more clearly, easily and with the least changes, then immediately before or after the vowel. At the end of words, with the disappearance of the subsequent vowel, the voiced consonant loses its voicedness.

2) From neighboring consonants: a striking example is assimilation (similarity of sound) two adjacent sounds become either deaf or voiced, while maintaining their articulation.

Vowels sound more clearly and clearly under stress, because. are pronounced with more energy of voice and articulation and with some lengthening. Unstressed vowels vary to some extent depending on the place in relation to the stressed syllable.

1.3. Acoustic characteristics of oral speech Diaphragm, lungs, bronchi, trachea, larynx, pharynx, nasopharynx, nasal and oral cavities take an active part in the mechanism of voice formation.

How is voice formation (phonation) carried out? This is the voice mechanism. During phonation, the vocal folds are in a closed state. The jet of exhaled air, breaking through the closed vocal folds, somewhat pushes them apart. Due to their elasticity, as well as under the action of the laryngeal muscles, which narrow the glottis, the vocal folds return to their original, i.e. middle, position so that, as a result of the continuing pressure of the exhaled stream, it will again move apart, etc. Closing and opening continue until the pressure of the voice-forming expiratory jet stops. Thus, during phonation, the vocal folds vibrate. These vibrations are made in the transverse, and not in the longitudinal direction, i.e. the vocal folds move in and out rather than up and down. As a result of vibrations of the vocal folds, the movement of the stream of exhaled air above the vocal folds turns into vibrations of air particles. These vibrations are transmitted to the environment and are perceived by us as voice sounds.

When whispering, the vocal folds do not close along their entire length: in the back part between them there is a gap in the form of a small equilateral triangle through which a stream of exhaled air passes. The vocal folds do not vibrate at the same time, but the friction of the air stream against the edges of a small triangular slit causes noise, which is perceived by us in the form of a whisper.

Individual coloring and characteristic sound are given to the voice by the upper resonators: pharynx, nasopharynx, oral and nasal cavities, paranasal sinuses. The walls of the resonator can not only amplify, but also muffle some of the components of the sound. It is known that in an empty room sounds are amplified, and in a crowded room they are muffled. The smooth surface of the resonator walls reflects the sound, while the loose surface absorbs it. By pulling or stretching the lips, lowering the lower jaw, moving the tongue in the oral cavity, we change the volume and shape of the speech resonator and thus amplify the various components of the complex sound that has arisen in the larynx.

1) Aspiratory attack: first there is a slight exhalation, then the vocal folds close and begin to oscillate. The voice comes after a slight noise.

The most common and physiologically justified is a soft attack. However, it is possible to use two other ways of delivering sounds, depending on the voice tasks and emotional state person, and sometimes for the purpose of setting the voice. A firm attack is more often observed when negative emotions are expressed in the voice: anger, anger, irritation.

Intonation as a complex acoustic phenomenon The role of intonation in speech is enormous. It organizes the semantic side of speech with the help of logical stress, narration, enumeration, motivation, question, exclamation, pauses, changes in the pace of speech, and other components. It enhances the lexical meaning of words. Thus, intonation is one of the most important expressive means of speech, it reveals its emotional content and has a strong impact on the listener. This emotionality in speech is expressed by various changes in the voice. In other words, intonation is a kind of speech melody, expressed in the flexibility of the voice (changes in its timbre and tone even within the same syllable).

The physiological mechanism of intonation is extremely complex and subtle.

As a musical means of expressiveness of the word, intonation is carried out by the interaction of breathing, voice, rhythm and tempo. logical stress as component intonation consists in highlighting by voice the words that are most important in meaning. Logical stress is associated with an explicit or implied opposition:

- I will go to the cinema (not you);

- I will go to the cinema (although I am very busy);

- I will go to the cinema (and not to another place).

Intonation depends on the tone of speech. In modern Russian, intonation is defined as the movement of tone up or down from the middle level.

Each speaker has their own average tone of speech. Tone is the distance between sounds; it is created by harmonic, periodic oscillations.

In the Russian language, 6 main intonational structures (IC) can be distinguished. Each of them has a center - a syllable on which the main stress falls.

The pre-center and post-center parts of the speech tact are distinguished. The pre-center part is usually pronounced on a medium tone. Distinctive features of the IC are the direction of movement in the center and the level of the post-center part.

SG 1 - on the vowel of the center there is a decrease in tone, the tone of the post-center part is below the middle. This construction is most clearly manifested when expressing completeness in a declarative sentence.

Late autumn, the rooks flew away, the forest was exposed, the fields were empty... (N.A. Nekrasov).

IK 2 - the vowel of the center is pronounced within the range of the pre-center part, on the post-center part - lowering the tone below the middle level. It is most clearly manifested in an interrogative sentence with an interrogative word and in sentences with an appeal and an expression of will.

Where are you going? Andrew! It's dangerous there!

IC 3 - on the vowel of the center, a sharply ascending tone movement, the tone of the post-center part is below average. It is most clearly manifested in interrogative sentences without an interrogative word.

Olga drinks juice? Olga drinks juice? Olga drinks juice?

SG 4 - descending-ascending tone movement on the center vowel, the tone of the post-center part is above average. It appears most clearly in incomplete interrogative sentences with the comparative conjunction "a", in questions with a touch of demand.

And you?! Your name?

IC 5 - has two centers: on the vowel of the first center, an ascending tone movement, on a vowel of the second center or on the next one, a descending one. The tone between the centers is above average, the tone of the post-center part is below average. It is most pronounced in the expression high degree sign, action, state.

This construction (SG 5) is often found in interrogative sentences with the question: Where are you going?!

SG 6 - ascending tone movement on the center vowel, the tone of the post-center part is above the middle. It is most clearly manifested when expressing the unexpected discovery of a high degree of a sign, action, state.

How she dances! How much water has accumulated!

Thus, intonation divides the speech flow into separate segments - speech measures and phrases. Intonation distinguishes sentences of different types, reflects the neutral and subjective attitude of the speaker to the content of the statement, conveys various shades of emotions.

Why did you do that? (the threat).

Why did you do that? (common question).

Why did you do that? (heartache).

Why did you do that? (reprimand).

Why did you do that? (strong feeling of regret).

Why did you do that? (bewilderment, repetition).

Characteristics of the components of the intonation side of speech Voice is a set of sounds that are diverse in their characteristics and arise as a result of fluctuations in the elastic vocal folds.

The sound of a voice is wave vibrations of an elastic medium - air, water, etc., which can cause auditory sensations. Such vibrations usually arise as a result of vibrations of a body. An oscillating body continuously forms elastic waves, consisting of successive condensations and rarefactions of air. These waves reach our ear and we hear sound. The sound source of the human voice is the larynx with the vocal folds. Sounds differ from each other in pitch, tone, strength, duration, timbre, range.

The human voice is a complex, multidimensional, changing system with certain external phonation characteristics. These characteristics largely determine how we perceive the speech of the interlocutor. They not only characterize the form of speech, but also carry a certain content load. Let's consider them in more detail.

Tone of voice is the distance between two sounds, including 2 semitones. The tone of the voice is characterized by its pitch, vibration and modulation. A good voice is distinguished by slight changes in tone. By changing the tone, you can completely change the meaning of words.

Sound pitch is the subjective perception by the ear of the frequency of vibrational movements. The greater the frequency of oscillations per unit time, the higher the sound; the less fluctuations for this time, the lower the sound. The quality of the pitch depends on the frequency of vibrations per second. Hertz is taken as a unit of sound height - one vibration per second (after the name of the German physicist Hertz). The human ear is able to perceive sounds in the range from 16 to 20 thousand Hz. We do not hear sounds below 16 Hz (infrasounds) and above 20 thousand Hz (ultrasounds). The frequency of the fundamental tone can vary in normal conversational speech for men in the range from 85 to 200 Hz, for women - from 160 to 340 Hz. Each person has his own average pitch of speech sounds. It determines such a characteristic of the human voice as tenor, baritone, bass, soprano, alto, contralto. Changes in the pitch of sounds in the process of speech is the basis of intonation. Intonation is the "rise" and "descent" of the voice. Monotony is tiresome for the ear, as a constant tone uses the same pitch.

Range - the pitch volume of the voice, measured by the number of tones. Usually, the normal range includes one and a half, in rare cases, two octaves. But in everyday life a person speaks in three or four notes. The maximum increase or decrease in tone can be achieved by special exercises.

The strength of the voice - its energy, power, is determined by the intensity of the amplitude of the oscillations of the vocal folds and is measured in decibels. Loudness is related to the strength of a sound. The greater the amplitude of oscillatory movements, the stronger the voice sounds. In speech, we use sounds of different strengths. It depends, for example, on the conditions of communication: people standing nearby and at some distance from each other must pronounce words with different loudness. High volume reflects the emotionality of speech. Unstressed vowels are less loud, and stressed ones are louder. The strength of the voice is directly dependent on the subglottic pressure of the air exhaled from the lungs. If certain coordinating relationships between the tension of the vocal folds and air pressure are violated, the voice can lose its strength, sonority and change the timbre.

Timbre - is an essential characteristic of voice quality, an individual feature, sound coloring. It reflects the acoustic composition of complex sounds and depends on the frequency and strength of vibrations. All speech sounds are complex. They consist of a pitch-determining root and numerous overtones that are higher than the pitch.

Timbre, to a greater extent, is a hereditary parameter of speech. It is determined by the individual characteristics of the speech apparatus and the sound patterns that were decisive in childhood (voices of parents).

Timbre allows you to identify different voices by ear.

What are overtones? If you pull and release a stretched string, then it begins to oscillate. There is a sound. If we press the string in the middle and make the rest of it vibrate, we will hear a sound that is twice the pitch of the string. But even when we do not press the string in the middle, then in addition to the main vibration of the entire string, its halves, and fourth parts, and eighths vibrate. So the vocal folds vibrate not only in their entire length, reproducing the main tone, but also in separate parts. These partial tones give the overall shape to the vibrations that define the timbre. Thus, the tones formed by the vibrations of parts of the string are called additional tones or overtones. The main property of overtones is that their frequency is always a multiple of the fundamental tone, and the strength is weaker, the higher the frequency. This state of the fundamental and overtones can change as a result of amplification of one of them in the resonator.

Resonance - a sharp increase in the amplitude of oscillations that occurs when the frequency of oscillations of an external force coincides with the frequency of natural oscillations of the system. During phonation, resonance enhances the individual overtones of the sound that occurs in the larynx, and causes the coincidence of air vibrations in the cavities of the chest and extension tube. There are 2 main resonators: head and chest. Under the head (or upper) are understood the cavities located above the palatine vault, in the front part of the head. When using this resonator, the voice acquires a bright flight character, and the speaker has a feeling that the sound passes through the facial bones of the skull. Yusson proved that vibrational phenomena in the head resonator stimulate the voice function. With chest resonance, the vibration of the chest is clearly felt. Resonators here can be the only air cavities - the trachea and large bronchi. The timbre of the voice is "soft". A good, full-fledged voice is simultaneously voiced by the head and chest resonators. An interconnected system of resonators accumulates sound energy and, in turn, affects the source of vibrations - the work of the vocal folds. The optimal conditions for the function of the vocal apparatus appear when a certain resistance is created in the supraglottic cavities (extension tube) to portions of the subglottic air that passes through the vibrating vocal folds. This resistance is called impedance, and when it is created, the vocal folds work with little energy and a good acoustic effect.

The phenomenon of impedance is one of the important protective acoustic mechanisms in the operation of the vocal apparatus.

The duration of a sound is its duration in time. The duration of a sound in speech is measured in thousandths of a second - milliseconds. In some languages ​​(English, German, French, Czech, etc.), long and short stressed vowels are distinguished. In Russian, stressed vowels are longer than unstressed ones. So, the duration of the stressed vowel [A] in the word SAD, pronounced at a normal pace, can be milliseconds, the duration of the first vowel in the word gardens is 100 milliseconds, and the duration of the first vowel in the word gardener is 50 milliseconds.

Fluency of speech - this characteristic reflects the fusion or separation of the sound of individual prosodic elements, morphemes and syntactic units, the ratio of pauses and sounding speech. Russian speech is quite melodic and melodious due to full sonority: open syllables, rare cases of consonant confluence. However, even within these limits, speech can be either more abrupt or more fluid.

Endurance - high performance, voice stability, which is ensured by voice hygiene measures.

Human speech is characterized by 2 more components: tempo and rhythm.

Pace - characterizes the speed of speech, the number of words spoken in a certain period of time. Tempo is one of the expressive means of oral speech. By slowing down the pace of his statement, a person emphasizes the importance, the special significance of what he reports. And vice versa, by speeding up the pronunciation of certain phrases, we often thereby express the secondary importance of what is being reported. However, the pronunciation does not lose its correctness and intelligibility. Thus, the normal pace of speech is characterized by slowing down, then speeding up. These fluctuations in the speed of utterances will depend on the speed of pronouncing phonemes, words, phrases and on the frequency and duration of pauses between words and sentences. It is generally accepted that such a rate of speech is considered normal, at which from 9 to 14 phonemes are pronounced in 1 second. Necessary condition for the normal rate of speech is the correct ratio of the main processes occurring in the CGM - excitation and inhibition. Most children do not immediately master the normal pace of speech. Many preschoolers speak too fast. This is due to the fact that they have very weak inhibitory processes and control of their own speech. Children sometimes speak very quickly, sometimes too slowly, even within the same phrase. But in most cases, these phenomena disappear with age. The rate of speech is formed in a child with the development of speech on the basis of biological (hereditary) and social (environment) factors.

The rhythm of speech is a successive alternation of sounds of different heights and durations, which has a semantic and expressive meaning. Units of the flow of speech follow in a rhythm commensurate with the main temporal parameters of prosodic, intonational elements and syllable division. This natural rhythm is based on: respiratory excursions of the lungs and diaphragm; the rhythm of the work of the syllable divider - the pharynx (pharyngeal sphincter); the rhythm of filling and emptying the working memory of the brain. In the broad sense of the word, rhythm, as you know, organizes the motor activity of a person. The whole body is involved in the formation and development of a sense of rhythm. Rhythm, regulating the word, controls both the tempo and the dynamic features of speech, which primarily include word stress.

Word stress is the selection of one of the syllables of a non-single word. With the help of stress, part of the sound chain is combined into a single whole - a phonetic word.

Playing a rhythm is called tatakirovanie (ta-ta-ta ...) Rhythms are:

a) without pronounced stress;

b) with a pronounced accent;

c) two-syllable;

d) trisyllabic;

e) four-syllable, etc.

Example: A cloud covers the sky, (ta'ta ta'ta ta'ta), The sun does not shine, (ta'ta tatata'), The wind howls in the field, (ta'ta ta'ta ta'ta), The rain is drizzling. (ta'ta tatata').

The anatomical and functional features of the central nervous system and the peripheral speech apparatus are not mature from the birth of a child and reach a mature level only in the process of general somatic, sexual and neuropsychic development.

The first year of life, despite the fact that the child does not yet speak, is very important for the development of those brain systems and mental activity that are associated with the formation of speech.

Oral speech presupposes the presence of a voice, and the cry of a child in the first weeks and months of life already characterizes the state of those innate nervous mechanisms that will be used in the development of speech. The cry of a healthy child is characterized by a sonorous and prolonged voice, a short inhalation and an elongated exhalation. Soon after birth, the cry acquires a different overtone color depending on the condition of the child. Thus, the cry of "hunger" is different from the cry associated with the cooling of the child, or other states of discomfort.

By the 2nd - 3rd month of life, the cry of the child is significantly enriched intonation. When screaming, there is an increase in uncoordinated movements of the arms and legs. From this age, the child begins to react with a cry to the termination of communication with him, the removal of bright objects from the field of vision, etc. Quite often, children react with a cry to overexcitement, especially before falling asleep.

The intonation enrichment of the cry indicates that the child has begun to form the function of communication.

The period of intensive intonation enrichment of the cry coincides with a certain stage in the development of motor skills. The child begins to hold his head upright, unclench and squeeze the hand, hold the object put into his hand. At the same time, the child begins to listen to the sounds of speech, look for the source of the sound, turn his head to the speaker, focusing his attention on the face, lips of an adult.

By 2 - 3 months of life, specific voice reactions appear - cooing. These include the sounds of groaning, joyful squealing. They can hardly be identified with the sounds of the native language, however, it is possible to distinguish sounds that resemble vowels (a, o, u, e), the easiest to articulate; labial consonants (p, m, b), due to the physiological act of sucking, and posterior lingual (g, k, x), associated with the physiological act of swallowing.

During the cooing period, in addition to the signals of displeasure expressed by a cry, an intonation appears, signaling the state of well-being of the child, which from time to time begins to wear an expression of joy.

Cooing periods are especially long in moments of emotional communication with adults. Children stare at the face of the person who is speaking. If at these moments the facial expressions and intonation of an adult are joyful, then the children clearly repeat facial movements (echopraxia) and imitate vocal reactions (echolalia).

Between the 4th and 5th months of life, the next stage of the pre-speech development of the child begins - babbling. This period coincides with the formation of the child's function of sitting. Initially, the child tries to sit down.

Gradually, his ability to hold the trunk in a sitting position increases, which is usually finally formed by 6 months of life.

Cooing and the first stage of babbling are carried out due to the innate programs of the central nervous system, do not depend on the state of physical hearing of children and do not reflect the phonetic structure of the native language, i.e. they are phylogenetic speech memory in the functional system of speech.

In the 1st half of life, there is a diffuse development of the coordination of the phonatory-respiratory mechanisms that underlie the formation of oral speech.

Babbling speech, being rhythmically organized, is closely related to the rhythmic movements of the child, the need for which appears by 5-6 months of age. Waving his arms or jumping on the hands of adults, he rhythmically repeats the syllables “ta-tata”, “ga-ga-ga”, etc. for several minutes in a row. This rhythm is an archaic phase of the language, which explains its early appearance in speech ontogenesis. Therefore, it is very important to give the child freedom of movement, which affects not only the development of his psychomotor skills, but also the formation of speech articulations.

Further development of speech is associated with mandatory speech (auditory) and visual contact with an adult, i.e. the safety of hearing (first of all) and vision is necessary. At this stage of the ontogenesis of the babble language in a child with intact hearing, the phenomena of autoecholalia can be traced. The child repeats the same open syllable for a long time (va-vava, ha-ha-ha). At the same time, you can notice how he listens intently to himself (the second stage in the development of babble).

After 8 months, gradually sounds that do not correspond to the phonetic system of the native language begin to fade away.

Part of the babbling sounds that do not correspond to the phonemes of the speech heard by the child are lost, new speech sounds appear, similar to the phonemes of the speech environment.

During this period of development of the child, the actual speech ontogenetic memory begins to form. Gradually, due to auditory back afferentations, the phonetic system of the native language is formed in the child.

There is also a third stage in the development of babbling, during which the child begins to pronounce "words" formed by repeating the same syllable of the type: "woman", "mother". In attempts at verbal communication, children at 10–12 months of age already reproduce the most typical characteristics of the rhythm of their native language. The temporal organization of such preverbal vocalizations contains elements similar to the rhythmic structuring of adult speech. Such "words", as a rule, do not correspond to the real object, although the child pronounces them quite clearly. This stage of babbling is usually short, and the baby soon begins to speak the first words.

The timing and pace of development of understanding the speech of others diverge from the timing and pace of the formation of oral speech. Already at 7-8 months, children begin to adequately respond to words and phrases, which are accompanied by appropriate gestures and facial expressions. For example, a child turns his head and eyes in response to the question: “Where is the woman?”, “Where is the mother?” etc. At this time, the relationship between the sound image of the word and the object in a particular situation begins to develop. With repeated repetition of words by an adult in combination with showing an object, a connection is gradually formed in the child between the visual representation of objects and the sounding word. Thus, the understanding of the heard word is established long before the child can pronounce it. The pattern, manifested in a significant predominance of the impressive vocabulary over the expressive one, remains with a person for life.

The first words appear by the end of the first year of life. This period coincides with a new stage in the development of psychomotor. The child begins to take the first steps, in a short time he learns to walk. Active manipulative activity of the hands develops. The thumb and terminal phalanges of the remaining fingers begin to participate in the capture of objects with a brush.

When pronouncing the first words, the child reproduces their general sound image, usually to the detriment of the role of individual sounds in it. Children learn the phonetic structure of speech and vocabulary not in parallel, but in successive jumps. The assimilation and development of the phonetic system of the language follows the appearance of words as semantic units.

The first words used by a child in speech are characterized by a number of features. With the same word, a child can express feelings, desires and designate an object (“Mom” is an appeal, an indication, a request, a complaint). Words can express a complete holistic message, and in this respect equal to a sentence. The first words are usually a combination of open repeating syllables (mom, pa-pa, uncle-dya, etc.). More complex words can be phonetically distorted while retaining part of the word: root, initial or stressed syllable. As the vocabulary grows, phonetic distortions show through more noticeably. This indicates a faster development of the lexico-semantic side of speech compared to the phonetic side.

The speech activity of a child at this age is situational, closely related to the subject-specific practical activity of the child and significantly depends on the emotional participation of an adult in communication. The pronunciation of words by the child is usually accompanied by gestures and facial expressions.

The speed of mastering the active vocabulary at preschool age proceeds individually. The dictionary is replenished especially quickly in the last months of the 2nd year of life.

By the end of the second year of life, elementary phrasal speech is formed.

There are also large individual differences in the timing of its appearance. These differences depend on many reasons: the genetic development program, intelligence, hearing condition, upbringing conditions, etc.

Elementary phrasal speech includes, as a rule, 2 - 3 words expressing requirements (“mother, give”, “Give Lila a drink”). The phrases of the end of the second year of life are characterized by the fact that they are mostly pronounced in the affirmative form and have a special word order, in which the "main" word comes first. At the same age, children begin to talk with toys, pictures, pets. By the age of two, speech becomes the main means of communication with adults. The language of gestures and facial expressions begins to gradually fade away.

The speech development of a child is formed optimally when he communicates individually with an adult. The child should feel not only emotional participation in his life, but also constantly see the face of the speaker at close range. The lack of verbal communication with the child significantly affects his development, not only speech, but also the general mental.

In the third year of life, the child's need for communication increases dramatically. At this age, not only the volume of commonly used words increases rapidly, but also the ability to create words that arose at the end of the second year of life increases.

Initially, this phenomenon looks like rhyming (“Andyushka polyushka”), then new words are invented that have a certain meaning (“kopatka” instead of “shoulder blade”, etc.). In the speech of a three-year-old child, the ability to correctly connect different words into sentences is gradually formed. From a simple two-word phrase, the child moves on to using a complex phrase using conjunctions, case forms of nouns, singular and plural. From the second half of the third year of life, the number of adjectives increases significantly.

After three years, phonemic perception and mastery of sound pronunciation develop intensively. It is believed that the sound side of the language with the normal speech development of the child is fully formed by the age of four or five.

The articulatory program in ontogenesis is formed in such a way that unstressed syllables undergo compression in the process of oral speech, i.e. the duration of pronunciation of unstressed vowels is significantly reduced. The rhythmic structure of the word the child masters gradually. At preschool age, the child has poor control over his voice, with difficulty changing its volume and pitch. Only by the end of the fourth year of life does whispered speech appear.

Starting from the age of four, the child's phrasal speech becomes more complicated. On average, a sentence consists of 5 - 6 words. Prepositions and conjunctions, compound and compound sentences are used in speech. At this time, children easily remember and recite poems, fairy tales, convey the content of pictures. At this age, the child begins to verbalize his play actions, which indicates the formation of the regulatory function of speech.

By the age of five, the child has fully mastered the everyday vocabulary.

At 5-6 years old, the child masters the types of declensions and conjugations. Collective nouns and new words formed with the help of suffixes appear in his speech.

By the end of the fifth year of life, the child begins to master contextual speech, i.e. create your own text message. His statements begin to resemble a short story in form. In the active dictionary, a large number of words appear that are complex in terms of lexical-logical and phonetic characteristics. Statements include phrases that require agreement on a large group of words.

Along with the quantitative and qualitative enrichment of speech, an increase in its volume, in the speech of a 5–6-year-old child, there is an increase in grammatical errors, incorrect word changes, violations in the structure of sentences, and difficulties in planning an utterance.

During the formation of monologue speech, the search for an adequate lexical and grammatical formulation of the statement is underway, which is expressed in the appearance of hesitation pauses. The hesitation pause reflects the speaker's mental activity associated with the search for an adequate lexeme or grammatical construction. According to R.E. Levina, at this age, the affective tension of the child refers not only to the content of contextual speech, but also to its lexical and grammatical design.

By about six years of age, the formation of a child's speech in terms of lexico-grammar can be considered complete (R.E. Levina, 1969).

By the seventh year of life, the child uses words denoting abstract concepts, uses words with a figurative meaning. By this age, children have completely mastered the conversational everyday style of speech.

Researchers Belyakova L.I. and Dyakova E.A. consider the entire period of speech development sensitive, i.e. especially sensitive both to the perception of the speech of others, and to the influence of various factors of the external and internal environment. It is during this period that children can most productively master oral speech. Good health of the child and a favorable speech environment contributes to the formation of highly developed speech.

In addition to the fact that the entire period from 1 to 6 years is considered sensitive for the development of speech, against this background, rather limited in time hypersensitive phases are noted.

The first of them refers to the period of accumulation of the first words. Conventionally, this period is from 1 to 1.5 years. The hypersensitivity of this phase boils down, on the one hand, to the fact that adequate verbal communication between an adult and a child allows the child to quickly accumulate words that are the basis for the further normal development of phrasal speech, on the other hand, insufficient verbal communication with an adult, somatic and mental stress easily lead to the destruction of emerging speech. This can manifest itself in a delay in the appearance of the first words, in "forgetting" those words that the child already knew, and even in stopping speech development.

The second hypersensitive phase in the development of speech refers on average to a period of three years (2.5 - 3.5 years). This is the period when the child actively masters extended phrasal speech. It is during this period that internal speech programming becomes more complicated. The implementation of the child's speech plan at this stage is accompanied not only by mental, but also by emotional stress. All this is reflected in the nature of oral speech. Pauses appear in the child's speech, which can occur not only between separate phrases, but also in the middle of phrases and even words. The appearance of pauses within words, both between syllables and within syllables, i.e. ontogenetic pauses of hesitation are typical only for children during the formation of phrasal speech. These pauses testify to the intensive formation of intra-speech programming.

In addition to pauses, there are repetitions of syllables, words or phrases - physiological iterations. This period is accompanied by certain features of speech breathing. A child can begin a speech statement in any of the phases of the respiratory act: on inhalation, exhalation, in the pause between exhalation and inhalation. Often, the speech utterances of children of this age are accompanied by pronounced vegetative reactions: redness, increased respiration, general muscle tension.

During this period, the speech of the child himself becomes a means of his intellectual and speech development. A three-year-old child has an increased need for speech activity. He speaks constantly, addresses the adult with questions, proactively involving the adult in communication with himself.

The third hypersensitive period is observed at the age of 5-6, when contextual speech is normally formed, i.e. independent generation of the text. During this period, the child intensively develops and significantly becomes more complicated the mechanism for the transition of an internal idea into external speech. As at the age of three years, the central nervous system children 5-6 years old experience special stress in the process of speech. At this time, one can observe "failures" of speech breathing at the time of pronouncing complex phrases, an increase in the number and duration of pauses associated with difficulties in the lexical and grammatical formulation of the statement.

Thus, we can safely say that speech is given to a person not from birth, but is formed during the first 7-8 years. The process of speech development is influenced by various internal and external factors of a favorable and unfavorable nature. In the process of exposing the child to favorable factors, his speech develops better, faster, and when exposed to unfavorable factors, various violations and deviations are observed in the child’s speech, which must be corrected before the child enters school.

CHAPTER II. SPEECH THERAPY TECHNOLOGIES

Section 1. Technology of logopedic examination 2.1.1. Stages of a speech therapy examination The subject of a speech therapy examination is to identify the features of the formation of speech and speech disorders in children with various developmental disabilities.

The object of speech therapy examination is speech and non-speech processes closely related to them.

The subject of the survey is a person (child) suffering from a speech disorder.

On the present stage development of pedagogy, the subject-subject basis of relations between the teacher and the student is proved. Therefore, it is advisable to talk about a child with speech disorders not as an object, but as a subject of the pedagogical process.

The purpose of a speech therapy examination is to determine the ways and means of corrective and developmental work and the possibilities of teaching a child on the basis of identifying his lack of formation or disorders in the speech sphere. The following tasks follow from the goal:

1) identifying the features of speech development for subsequent consideration when planning and conducting the educational process;

2) identifying negative trends in development to determine the need for further in-depth study;

3) identification of changes in speech activity to determine the effectiveness of pedagogical activity.

Tasks are also highlighted:

1) identification of the volume of speech skills;

2) comparing it with age norms, with the level of mental development;

3) determination of the ratio of the defect and the compensatory background of speech activity and other types of mental activity;

4) analysis of the interaction between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure;

5) determination of the ratio of impressive and expressive speech.

G.V. Chirkina and T.B. Filicheva (1991) identified the following stages of speech therapy examination of preschool children:

1) an indicative stage at which an anamnesis is collected and contact is established with the child;

2) a differentiation stage, which includes an examination of cognitive and sensory processes in order to delimit the primary speech pathology of children from similar conditions caused by impaired hearing, vision, and intelligence;

3) the main one - an examination of all components of the language system (the actual speech therapy examination);

4) the final (clarifying stage), includes dynamic observation of the child in the conditions of special education and upbringing.

Let us consider in more detail the indicative, differentiation and main stages of a speech therapy examination.

The collection of anamnesis is carried out by talking with parents about the prenatal, natal and postnatal development of the child. The course of pregnancy, past illnesses of the mother, hereditary diseases of the parents, various hazards during pregnancy are clarified. The course of childbirth, the condition of the child in the first days after them, past diseases, features of early development are noted. In addition to the conversation, you can offer parents a questionnaire or questionnaire, which they will slowly fill out at home, remembering certain moments in the development of the child. G.V. Chirkina offers one of the types of such questionnaires and questionnaires.

In addition to the answers of the parents, the speech therapist necessarily studies the special documentation, first of all, the medical one. Continuity in the work of different specialists is important here: neuropathologist, pediatrician, otorhinolaryngologist, surgeon, oculist and others.

The conversation is conducted with a child of preschool age (3-7 years), during which the speech therapist establishes contact with him and draws up a primary picture of the speech disorder.

It is known that the formation of speech activity depends on the mutual influence of many factors:

1. The course of cognitive processes.

2. Preservation of the motor speech sphere.

3. Preservation of auditory and visual gnosis.

1. To study cognitive processes, methods for examining thinking are used: Segen boards (modified versions); collection of pyramids, nesting dolls; "The Fourth Extra", labyrinths, riddles, "Nonsense", collection of a constructor, elementary mathematical tasks, etc.

2. Examination of the speech-motor sphere includes:

1) Examination of mimic muscles.

2) Examination of the state of motility of the articulatory apparatus.

3) Examination of voluntary motor skills of the fingers.

4) Examination of the development of general motor skills.

EXAMINATION OF MIMIC MUSCLES

1. Investigation of volume and a) frown the eyebrows, Correct or not, the quality of muscle movement b) raise the eyebrows, movements with forehead syncenesis 2. Investigation of volume and a) close the eyelids easily, Execution is correct, the quality of muscle movement b) tightly close the eyelids, movements fail, eye 3. Studies of volume and a) inflate the left cheek, Correctly, isolated quality of muscle movement b) inflate the right cheek, inflate one cheek not cheeks 4. Studies Express facial expressions: Correctly, movements are not voluntary formation of mimic c) fear, symbolic praxis b) kiss, range of motion is limited,

EXAMINATION OF MOTOR ARTICULATION DEVICES

All tasks must a) close your lips. It should be noted:

performed when b) round the lips (as when doing the correct or repeated repetition [o]) and hold the pose, no, the range of motion of the required movement. c) pull the lips into a tube is small, the presence of 1. The study of how to pronounce [y] and friendly movements, the motor organization to maintain a pose, excessive tension of the lips according to the verbal d) make a proboscis, muscles, exhaustion of the instruction (after e) stretch the lips in a smile of movements , the presence of tremor, performing tasks on and holding the posture, salivation, hyperkinesis, 2. Examination a) widely open the mouth (as Mark: correct or motor organization at [a]) and close it, no, movements of the jaw of the jaw 3. Examination a) put a wide tongue Note: the implementation of the motor organization on the lower lip and keep the correct or not tongue. First, according to the display, counting from 1 to 5, the movements of the tongue are then verbal b) put a wide tongue in a peristaltic range, in instructions on the upper lip and hold the muscles - friendly 4. Research a) open the mouth wide and note: correct or motor organization clearly pronounce [a] (in no, range of motion, duration and strength of the toy instrument, exhalation.

Conclusion: movements are performed in full or incomplete, correctly. The period of inclusion in the movement is expressed, the exhaustion of movements, movements - at a slow pace with the appearance of synkinesis, tremor, hyperkinesis. Holding the posture fails, movements are not performed.

STUDY OF VOLUNTARY MOTOR SKILLS OF THE FINGERS

statistical offered by close fingers for smoothness, coordination of the task - on the right hand and keep accuracy in this, movements to show, then position on the score from 1 to 15, simultaneity (holding on verbal b) is similar - with the left hand, the execution of fingers in different instructions in ) on both hands simultaneously, samples.

positions under d) straighten the palm, spread It is noted 2. Research All a) perform counting: dynamic fingers proposed to clench into a fist, unclench (5 - coordination of the task - one at a time), show movements, then b) holding the palms on the surface

GENERAL MOTOR EXAMINATION

1. Examination a) speech therapist shows 4 Mark the quality of motor memory, switchability of movements and self-control of motor trials b) repeat movements, for from one movement to voluntary 3. Examination a) stand with closed Note: free static coordination of movement 4. Examination a) march, alternating a) note: performs dynamic coordination of movements 5. Study a) repeat movements to mark mistakes in spatial walking, in reverse spatial organization by imitation 6. Study a) for a long time Note: keep the pace of an arbitrary pace of time at a normal, slow, movements 7. Research a) tap after the teacher Mark mistakes, rhythmic feeling 3. One of critical factors speech development is the full perception of verbal acoustic signals, which is ensured by the normal functioning of the auditory analyzer.

Even with a slight hearing loss, the sensory base for the perception of acoustic signs of non-speech and speech sounds narrows, the auditory control of oral speech suffers, which causes, especially in childhood, the formation and fixation of incorrect sound stereotypes in memory. This leads to underdevelopment of impressive and expressive speech.

Minimal hearing loss is difficult to diagnose in a timely manner, because. while the child in the process of communication hears the speech of others sufficiently. However, experts and parents pay attention to the delay in the pace of speech development, indistinctness and fuzziness of diction, poor vocabulary, and agrammatism.

In the process of examining speech by a speech therapist, specific errors are noted that are typical for children with minimal hearing loss:

1) unstable substitutions and mixing of sounds, including those not found in children with normal hearing (m-b, n-d, x-s, to-t);

2) separate pronunciation of the sounds that make up the affricates ("poop");

3) inadequate softening of consonant sounds and lack of softness when necessary;

4) stunning voiced sounds and voicing of deaf sounds, regardless of the position in the word;

5) violation of the syllable-rhythmic pattern and sound filling of words;

6) incorrect allocation of the stressed syllable in simple and familiar words;

7) difficult perception of unstressed parts of words, misunderstanding and misuse of inflections.

Children with various speech disorders, as a rule, are observed by a neuropsychiatrist and receive treatment. Audiological studies of hearing in most children are not performed, because. there are no obvious symptoms of its decrease, and children who do not have acute symptoms (adenoids, chronic rhinitis, etc.) remain without adequate medical care for a long time.

Consequently, due to the insufficient volume of audiological measures, the role of speech therapists, who own the methods of early (indicative) diagnosis of minimal hearing impairment in children with speech impairments, increases.

STUDYING THE STATE OF HEARING FUNCTION

1. Detection 1) method of analysis In sensorineural hearing loss:

risk factors. anamnestic a) transferred infectious diseases:

communicative C) visual control of the speaker's articulation;

2. Immediate- 1) examination method The right and left ear are examined separately. For a new examination of hearing by speech. reliability is "silencing"

Thus, the diagnosis of auditory dysfunction, carried out by a speech therapist, is indicative. Therefore, a child who is suspected of having a mild hearing loss is advised to have a thorough examination by an audiologist for a definitive conclusion.

The main stage is the examination of all components of the language system (the actual speech therapy examination)

SURVEY OF THE AUDIO SIDE OF SPEECH

The examination of sound pronunciation has two interrelated aspects (G.V. Chirkina):

1. Articulatory.

It involves clarifying the features of the child's formation of speech sounds and the functioning of the pronunciation organs at the time of speech.

2. Phonological.

It involves clarifying the child's distinction between a system of speech sounds (phonemes) in various phonetic conditions.

The examination of speech sounds is carried out in stages.

1. Examination of isolated pronunciation.

2. Examination of the pronunciation of sounds in syllables 3. Examination of the pronunciation of sounds in words.

4. Examination of the pronunciation of sounds in sentences.

The following groups of sounds are tested:

1) vowels: A, O, U, E, I, S;

2) whistling, hissing, affricates: C, Cb, 3, Zb, C, Sh, Ch, Sch;

3) sonorants: P, Pb, L, L, M, Mb, H, Hb;

4) deaf and voiced double P-B, T-D, K-G, F-V - in hard and soft sound: P’-B’, T’-D’, K’-G’, F’-V’;

5) soft sounds in combination with different vowels, i.e. PI, PYA, PE, PYU (also D, M, T, S).

The revealed defects of sounds are grouped according to phonetic classification.

In speech therapy literature, it is customary to distinguish four types of defects in sound pronunciation:

1) no sound, 2) sound distortion, 3) sound replacement, 4) sound mixing.

Examination of the structure of the articulatory apparatus 1. Lips: splitting of the upper lip, postoperative scars, shortened upper lip.

2. Teeth: malocclusion and set of teeth.

3. Hard palate: narrow domed (Gothic); splitting of the hard palate (submucosal cleft). Submucosal cleft palate (submucosal cleft) is usually difficult to diagnose because covered with mucous membrane. It is necessary to pay attention to the back part of the hard palate, which, when the vowel A is phonated, is retracted and has the shape of an equilateral triangle. The mucous membrane in this place is thinned. In unclear cases, the otolaryngologist should determine the condition of the palate by careful palpation.

4. Soft palate: short soft palate, splitting it, forked little uvula (uvula), its absence.

1. Type of non-verbal breathing (clavicular, thoracic, diaphragmatic, mixed).

2. Characteristics of speech breathing: according to the results of pronouncing a phrase consisting of 3 - 4 words (for children 5 years old), 4 - 6 words (for children 6 - 7 years old).

3. The volume of speech breathing (normal, insufficient).

4. The frequency of speech breathing (normal, rapid, slow).

5. Duration of speech breathing (normal, shortened).

Examination of the prosodic aspect of speech 1. Tempo (normal, fast, slow).

2. Rhythm (normal, arrhythmia, dysrhythmia).

3. Pause (correct, broken - division of words by a pause into syllables, division of syllables into sounds).

4. The use of the main types of intonation (narrative, interrogative, incentive).

Survey phonemic perception Before examining the perception of speech sounds by ear, it is necessary to familiarize yourself with the results of the study of the child's physical hearing. However, even in children with normal physical hearing, specific difficulties are often observed in distinguishing subtle differential features of phonemes that affect the entire course of development of the sound side of speech.

In order to identify the state of phonemic perception, techniques are usually used aimed at:

1. Recognition, discrimination and comparison of simple phrases.

2. Isolation and memorization of certain words in a number of others (similar in sound composition, different in sound composition).

3. Distinguishing individual sounds in a series of sounds, then in syllables and words (different in sound composition, similar in sound composition).

4. Memorization of syllable series consisting of 2 - 4 elements (with a change in the vowel: MA-ME-MU, with a change in the consonant: KA-VA-TA, PA-BA-PA).

5. Memorization of sound series.

SPEECH UNDERSTANDING SURVEY

Before proceeding to the examination of the impressive side of speech, the speech therapist must make sure that the child being examined has fully preserved physical hearing. Having objective data on the normal state of physical hearing, the speech therapist begins to study phonemic hearing.

The speech comprehension survey includes the following sections.

1. Showing objects or pictures called by the speech therapist that are in front of the child.