Speech therapy project “When we play, we study, speak and understand. Faculty of Project Activities and Fundraising Speech Therapy Project Let’s speak beautifully

Since speech disorders affect mental development child, the formation of his personality and behavior, parents who can evaluate their children, hear their mistakes, should be maximally involved in correctional work. To answer her questions, parents must not only listen to their child’s speech, but also think about what exactly he pronounces incorrectly (sounds, words or phrases) and how he pronounces it. The project is aimed at increasing parental competence in matters speech development preschooler child.

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Pedagogical project “Let's speak correctly.”

The project is aimed at increasing parental competence in matters of speech development of a preschool child.

Abstract to the project “Let's speak correctly”:

“Modern school, according to the concept of modernization Russian education, should become a factor in the humanization of socio-economic relations, the formation of new life attitudes of the individual.” The school today is recognized to create conditions for the development and self-development of the student’s personality. Society has set the school the task of forming a new person armed with knowledge, with increased creative activity, striving for knowledge.

Our school is the sociocultural center of the village, so the merger of the preschool educational institution and the school, which occurred in February 2012, was accepted as a normal event. In accordance with the Standard at the primary level general education the development and education of students is carried out, providing for the acceptance by all participants educational process new conditions. The implementation of the assigned tasks depends on the level of cooperation between teachers and parents, on the variety of forms and methods of teaching and upbringing.

Relevance of the project:

If you know and believe that you are smart, you will become so.
If you know and believe that you are brave, you will become so. Natalya Pravdina

New federal educational standards and the presidential initiative “Our New School” require schools to implement a competency-based approach to education. That is why, in order to teach children, a teacher must himself possess such competencies as: the ability to think critically, reflectively, build communication, negotiate, and act in a team.
the federal law“On approval of the federal program for the development of education” (2000) obliges workers preschool education develop various forms of interaction with the families of pupils, since the education system should be focused not only on tasks from the state, but also on public educational demand, on the real needs of consumers educational services. Timely and adequate response of parents to the problems of raising and educating children, cooperation with preschool education specialists is the key to the successful development of children.
It is important to make parents active participants pedagogical process, teach them to adequately assess and develop their child. Firstly, parents are an authority for him, and secondly, they can reinforce skills in direct communication every day. Since speech disorders affect the mental development of the child, the formation of his personality and behavior, parents who can evaluate their children and hear their mistakes should be maximally involved in correctional work. To answer her questions, parents must not only listen to their child’s speech, but also think about what exactly he pronounces incorrectly.
Often parents constantly remind the child about speech difficulties, asking them to pronounce the word well, correctly, although the child cannot do this. This attitude towards the defect forms an inferiority complex in the child. As a result, a complex of phenomena may arise, referred to in the specialized literature as behavioral and speech negativism.
It is important to explain to the child’s parents that the correction will be more effective if the child feels more calm, believes in his own abilities, and experiences joy from his own, albeit small, successes at first.
During the work it is necessary:

1. help parents understand how important it is to correctly form their children’s speech,
2. explain and show them what speech therapy work consists of,
3. emphasize the usefulness of reasonable demands on the child, the need to consolidate what has been achieved in the classroom.

The relevance of the project is determined by the real needs of preschool education and the existing contradictions between:
an increase in the number of children with speech disorders and the lack of opportunities to provide correctional and speech therapy assistance in conditions of the preschool educational institution villages of Luchanova until February 2012;
the need for parental participation in the correctional and speech therapy process and the lack of effective technologies for interaction between the educational institution and the family in this area;

Based on the above, we see the relevance and significance of the problem of increasing the competence of parents in matters of children's speech development.

Project participants:
Speech therapist teacher, older children up to school age, their parents, educators.

Pedagogical rationale:

Issues of family education of children with problems in speech development were dealt with by G.A. Volkova, Yu.F. Garkusha, G.V. Gurovets, S.T. Grigoryan, L.N. Efimenkova, N.L. Krylova, V.I. Lubovsky, E.M. Mastyukova, E.V. Mironova, A.G. Moskovkina, N.V. Novotortseva, L.P. Noskova, V.I. Seliverstov, T.B. Filicheva, G.V. Chirkina and others. They focused on the role of the immediate environment (family) in the process of correctional pedagogical influence on preschoolers with speech disorders, and consider the organization of proper family education of such children to be one of the conditions for creating a development environment for them. A special place in this process is given to improving the psychological and pedagogical culture of parents. The authors call the most important prerequisites for increasing work efficiency the formation of a motivated attitude towards correctional work among parents and active involvement in it.
Issues related to the study of parents' pedagogical competence are reflected in the works of P.P. Blonsky, I.V. Grebennikova, P.F. Kaptereva, N.K. Krupskaya, P.F. Lesgafta, A.S. Makarenko, V.M. Miniyarova, V.A. Sukhomlinsky, S.T. Shatsky et al. Formation of pedagogical competence of parents by various social institutions presented in publications by S.A. Belicheva, V.G. Bocharova, I.V. Grebennikova, A.S. Spivakovskaya, L.G. Petryaevskaya, S.S. Piyukova and others.
In addition, the theoretical basis of the project was work examining the issues of correcting violations of sound pronunciation (M.E. Khvattseva, R.E. Levina, M.F. Fomicheva, K.N. Efimenkova, S.N. Shakhovskaya, E.F. Rau , L.F. Spirova and others).
Having studied the literature on issues of speech development and issues of interaction between a speech therapist and the families of pupils, we came to the conclusion of developing a pedagogical project in which children, parents and teachers would take part.

Objective of the project:
Increasing the level of parental competence in matters of children's speech development.

Tasks:

1. develop and accept uniform requirements in education.

Expected results:
1. Parents are actively involved in the correctional and developmental process to eliminate children’s speech deficiencies at home, through children’s workbooks
2. Parents use materials independently
3. Using a survey, identify the pedagogical competence of parents in matters of speech development.
It will beencourage teachers to:
- increasing interest in implementing innovative activities;
-growth of competence;
-increasing the level of professional skills and abilities;
- creative growth.

Effectiveness of these results

children	parents	teachers	Educational institution
Positive dynamics of speech development; -successful social adaptation in preschool educational institutions and family; -individual approach to each child.	Positive assessment of the activities of the educational institution; -readiness and desire to help the educational institution; -use of knowledge on children’s speech development	Positive psychological climate between the speech therapist and teachers; -teachers’ interest in creativity and innovation; -satisfaction with one’s own activities;	favorable conditions for the professional growth of teachers; increasing the status of the educational institution

Possible risks:

1. difficulties interacting with parents, (solutions: connection social teacher and psychologist).
   The practical significance of the project lies in the fact that the proposed system of step-by-step inclusion of parents in the correctional and speech therapy process, methodological manuals for home use, diagnostic material for identifying the competence of parents on issues of speech development can be implemented by teachers, speech therapists and interested parents.

Project description: strategy and mechanism for achieving the goal
Work on interaction between a speech therapist and parents on the speech development of children takes place in 3 stages:
Stage 1 – preparatory (information and analytical).
Tasks:

1. to figure out educational needs parents and their level of competence in matters of speech development, establish contact with its members, agree on the educational impact on the child;
2. start assembling teaching materials
3. develop and accept uniform requirements for parents and children in matters of speech development

   To solve these problems, we begin our work with a survey. Having obtained the real picture, based on the collected data, you can analyze the characteristics of the family and family upbringing of the child, identify the level of competence of parents in matters of speech development, and develop tactics for your communication with each parent. This will help you better understand the needs of each family and take into account its individual characteristics.
   At this stage, it is also necessary to begin collecting teaching materials in accordance with the psychophysical characteristics of children.
   Preparatory stage includes the establishment of uniform requirements for the speech therapist and parents.

Stage 2 – main (practical).
Tasks:

Develop and test a system of methodological activities for parents on speech development issues
-Replenish and supplement the methodological piggy bank for parents;

The knowledge and speech skills of children acquired during classes with a speech therapist are consolidated in game form in everyday life.

Project means and methods:

1. conducting a workshop, master classes, consultations;

1. creation of an information and methodological stand “For Parents”

Stage 3 – final (control and diagnostic).
Tasks:

1. To analyze the effectiveness of a speech therapist teacher’s work with parents on issues of children’s speech development.
2. Analyze the effectiveness of correctional work with children

Long-term plan for the implementation of the project “Let’s speak beautifully”

N p/p	Term	Shapes and working methods		Result	Responsible
		Questioning parents	Studying the level of competence of parents in matters of speech development	Questionnaire for parents	Speech therapist
	February 2012	A selection of didactic materials	Establishment of uniform requirements of parents and speech therapist for a child attending a speech center	Questionnaire for parents	Speech therapist
	March	Parent meeting“Why does the child speak incorrectly?”	Exchange of opinions, -questionnaire analysis, -educating parents about the causes of speech deviations	reviews from parents	Speech therapist
	April	Master Class “Exercises for developing the muscles of the speech apparatus.”			Speech therapist
	May	Seminar workshop "With your fingers let's play - speech we develop"	A message about the relationship between speech development and fine motor skills hands, recommendations for finger exercises	Protocol of the workshop, reviews	speech therapist, teachers
	June August	Consultation “Speech breathing is the basis of correct speech” Parents' living room"Parents about their children"	Thematic consultation with a practical part	Protocol of consultation, feedback from parents Protocol of the master class, feedback from parents	speech therapist, teacher
	Monthly	Speech therapist workshop	Replenishment with new materials for use at home	Card index of games and exercises by topic	Speech therapist
	Monthly	Individual consultations	Providing assistance to parents on issues of interest to them	Parent consultation log	Speech therapist
	Monthly	Stand design	Theoretical material aimed at developing parents’ knowledge about the peculiarities of children’s speech development
	May September	Monitoring (questioning) of speech therapist’s work with parents Children monitoring	Identification of the level of parental competence in matters of children's speech development -Identification of the level of speech development of children Project presentation	Questionnaire for parents Speech therapy diagnostics

Annex 1
Since speech disorders affect the mental development of the child, the formation of his personality and behavior, parents who can evaluate their children and hear their mistakes should be maximally involved in correctional work. To answer her questions, parents must not only listen to their child’s speech, but also think about what exactly he pronounces incorrectly (sounds, words or phrases) and how he pronounces it.
Questionnaire for parents
Dear parents!
Your child is enrolled in a speech therapy group. To participate in classes you will need: a pack of paper tissues, wet wipes, a 48-sheet notebook (sign). We kindly ask you to do your homework on weekends and bring it with you on Monday mornings. Pay attention to the articulation charge!!!

1. Last name, first name, date of birth of your child?

2.Home address: ___________________________________________________________________________

3.Family composition:

Mother (full name)________________________________________________________________________________

Dad (full name)________________________________________________________________________________

Place of work________________________________________________________________________________

4. How was the pregnancy?________________________________________________________________

5. How did the birth proceed?__________________________________________________________________________

6. Was the child registered with a neurologist?__________________________________________________

7.What diseases did your child suffer from?_______________________________________________________

8. Have you noticed a delay in speech development?_________________________________________________

9.Have you asked a speech therapist for help?_________________________________________________________

10. When did the first syllables appear?________________________________________________________________

11. How did speech development proceed after the appearance of the first syllables? (slow, normal, vigorous) select

12. At what age does the child attend preschool?___________________________________

Appendix No. 2

Appendix No. 3 Memo to caring parents

The speech of a 4-5 year old child is characterized by:

1. The softened pronunciation of consonants disappears.
2. Hissing and whistling sounds are not replaced by the sounds T and D.
3. The hissing sounds Sh, Zh, Ch, Shch are not replaced by the whistling sounds S, Z, Ts.
4. The child pronounces many sounds more correctly and clearly.
5. Some children may not be able to pronounce hissing sounds clearly enough.
6. Some may not be able to pronounce the L and R sounds.

Vocabulary development:

1. They use nouns denoting professions.
2. Use verbs denoting labor actions.
3. Determine the location of the object.
4. Characterize people's mood.
5. Verbs, adverbs, and prepositions are used more in speech.

1. The children's phrase has become more complex and common.
2. The words in the sentence agree correctly. The ability to correctly use prepositions in speech is improved.

Development of coherent speech:

1. Children themselves make up and retell short stories; stories may contain elements of fantasy.
2. Dialogue speech is improved.

1. Teach children to retell fairy tales and stories.
2. Learn to compose a story based on a plot picture and a series of plot pictures.
3. Learn to use grammatically correct forms of words in speech.

Appendix No. 4 Memo to caring parents

The speech of a 5-6 year old child is characterized by:

At this stage of speech development, children are ready to correctly perceive and pronounce all sounds. native language. However, in the speech of children it is still possible to encounter certain pronunciation deficiencies:

1. Hissing sounds are not always pronounced clearly.
2. The sound R is replaced by the sound L or Y.
3. The sound L is replaced by the sound L.
4. In words with a complex phonetic structure, there is an unstable use of previously formed sounds.

Vocabulary development:

1. Use adjectives to denote attributes of objects.
2. They use adverbs that characterize people’s attitudes towards work.
3. They use words with a similar meaning exactly, with a generalizing meaning of a part of speech.

Development of grammatical structure of speech:

1. Number of common common and simple ones used complex sentences increases.
2. When forming a phrase, the child uses such basic parts of speech as: nouns, adjectives and verbs.
3. The ability to coordinate nouns with numerals and adjectives in a sentence is improved.

Development of coherent speech:

1. Dialogue and monologue speech is improved.
2. The ability to coherently and consistently retell literary works develops.
3. The ability to independently compose short stories about a subject develops.

ANASTASIA ZLOBINA
Speech therapy project“When we play, we study, speak and understand”

Completed by teacher - speech therapist

MDOU d\s No. 5 "Topolyok"

village Kokuy

Zlobina A. A.

Section I Information part

1. Passport project

1. Abstract project

2. The relevance of the topic and the problem that it is aimed at solving project.

3. Goals and objectives project

4. Novelty project and practical significance

5. Anticipated risks

6. Expected result

7. Effectiveness of these results

8. Participants project

9. Duration project

10. Stages of work

11. Layout project

12. References

Passport project

Name project"We, playing, studying, we speak and understand" “Development and use of gaming tools and methods to increase the motivation of children in the system logocorrection work»

Type project Short term, practice-oriented

annotation project

The project aimed at providing correctional developmental speech therapy helping children through the use of play methods. Project designed for children 6-7 years old attending speech therapy group in a preschool institution.

Project"We, playing, studying, we speak and understand» wears open character: having studied traditional and non-traditional forms speech therapy work , relying on material and technical equipment speech therapy room, at the beginning of 2016 I have planned work on the use and development of gaming methods in speech therapy working with children of senior preschool age who have speech impairments.

Relevance

“The child has a passion for the game, and it must be satisfied. We must not only give him time play, but he must imbue his whole life with this game. His whole life is a game».

A. S. Makarenko

Every year, this is especially evident in Lately, in the process of work we have to deal with the fact that the level of speech development of children is decreasing.

As a result, children encounter difficulties in the learning process and poorly assimilate program material. In this regard, it became necessary to use effective methods training and correctional work that ensures children successfully master the knowledge, skills and abilities provided for by the program and comes to the rescue a game, and becomes an important area of ​​correctional work.

Make the activity with children interesting, but not entertaining, effective, but not spectacular, teach, playing, not just play- these are the main problems that need to be solved speech therapist in working with children in kindergarten.

On mine it's still short speech therapy In practice, I have met many children who feel disadvantaged by the awareness of their defect. The child has a different attitude towards himself, the team, and the assessments of others.

Working with the use of game techniques, we can draw some conclusions about their significance in the development of children with speech disorders.

1. Games distract the child’s attention from the speech defect and encourage him to communicate.

2. They free children from tedious, unnatural immobility for their age in the classroom.

3. Help diversify children’s activities during correctional lesson across all sections of the program, including various levels of regulation.

4. Develop gross and fine motor skills, the ability to navigate in space.

5. Help to work on the development of prosodic (melodic-intonation) components of speech.

6. Games develop and normalize the emotional-volitional sphere, which is especially important for hyperexcitable children.

All this contributes to better functioning of the speech organs and has a positive effect on the development of correct speech skills in children. Task speech therapist together with the parents, convince the child that speech can be corrected, you can help the child become like everyone else. It is important to interest the child so that he himself wants to participate in the process of speech correction. And for this purpose, classes should not be boring, like a lesson, but should become an interesting game.

“For preschool children, games have an exceptional meaning: the game is learning for them, game is work for them, a game for them it is a serious form of education.”

Krupskaya N.K.

Work out on speech therapy classes, playing, fun and interesting. As a result of emerging interest in games, the delivered sounds are quickly consolidated, speech becomes grammatically correct, and boring and uninteresting exercises on inflection and sound analysis become exciting tasks for the child.

Using games on the system speech therapy work allows you to reduce fatigue and increase the emotional interest of the child.

Application of gaming methods to speech therapy classes, interesting, educational and exciting for children. They attract attention, which we sometimes cannot achieve when working with children.

All these facts contributed to the development of this project. We need to develop new gaming approaches, means to speech therapy work, captivating children, their parents and teachers.

Creation and organization of conditions for the use of gaming methods in speech therapy classes to improve teacher efficiency - speech therapist, as well as the effectiveness of gaming technologies as a means of developing motivation and increasing the cognitive interest of pupils in speech therapy classes.

1. Get acquainted with traditional and non-traditional gaming methods.

2. Use modern gaming technology in the process of studying speech therapy classes.

3. Improve the subject-development environment.

4. Increase motivation, interest in speech therapy classes.

5. Systematize teachers’ knowledge of using game methods in the classroom.

6. Share work experience through active forms work: Internet resources, media.

Novelty the project is that it presents new approaches to game methods of correctional work.

Practical significance

Practical significance the project is, that the conclusions contained in it will provide a qualitatively new approach to working with children both in correction speech disorders, and in different areas of the educational process in general.

Estimated risks

1. The administration will not support the idea of ​​implementation project, since this event involves material support.

2. Some teachers will not understand the relevance project.

3. Parents will not be interested in the topic project, are not sufficiently competent in the formation of children’s speech.

Expected Result

1. The use of game methods in correctional work will help increase motivation and the successful development of communicative and creativity children.

2. Promotion psychologically- pedagogical competence of teachers and parents in matters of the impact of play on the speech development of children.

3. Creation of a rich collection of game materials for correctional work.

4. Presentation project in the form of entertainment.

Effectiveness of these results

Positive dynamics of speech development (decrease in the number of children in need of speech therapy assistance);

Development of sustainable motivation of children for speech self-realization;

Positive assessment of the activities of preschool educational institutions in "eyes" parents;

Acquisition and use of knowledge on issues of gaming methods in the speech development of children;

Teachers' interest in creativity and innovation.

Participants project

Participants project: preparatory children speech therapy group , parents, teacher- speech therapist, teacher, music director.

Duration

Duration: 4 weeks

Stages of work

1. Definition of the topic. Arouse the interest of children and parents in the topic project.

2. Drawing up a diagram project

3. Discussion project at a parent-teacher meeting with parents

4. Discussion project with a teacher, musical director

5. Collection of information, literature, additional material

6. Development of gaming complexes for different directions speech therapy assistance.

Plan diagram

working with children, parents and teachers to implement project

1. Preparatory –

January 18, 2016 – Conversation with parents "Getting to know project» (Parent meeting) - teacher- speech therapist

January 18, 2016 – Studying methodological literature, selection of games and gaming methods - teacher- speech therapist

January 19 - Parent survey "My child's favorite games"- teacher- speech therapist, teacher

January 20 Consultation for teachers “The role of games in the educational process”- teacher- speech therapist

2. Practical -

January 21 Writing rhymes together with children about "hedgehog" for using massage balls in the development of fine motor skills - teacher- speech therapist

January 18-January 22 – Adjustment and conduct of individual and subgroup speech therapy classes to introduce a playful character into each direction speech therapy assistance – speech therapist teacher

January 25 – January 29 – Creation of didactic educational materials together with children and parents toys: frogs, gloves, tongue (articulation gymnastics and the use of bioenergoplasty)- teacher- speech therapist, teacher, parents.

February 1 – Fun activity "Our Games"- teacher- speech therapist, musical director

February 3 – Together with children, inventing and making game materials for breathing, articulation, and sound production classes – teacher- speech therapist

February 4 - Organization of special games and exercises to develop the ability to use prepositions in speech (didactic a game"Dog in the House"- teacher- speech therapist

February 5 - Creation of a memo for parents "Teach playing» - teacher- speech therapist

February 8 - Master class for teachers “Game techniques in teaching and raising children”- teacher- speech therapist

3. Final

February 9 - Design of a photo exhibition for teachers and parents "This is how we do things, let's play, we are developing"- teacher- speech therapist

February 10 - Presentation-entertainment “We playing, we don’t miss you, it’s even better we understand" - Teacher- speech therapist, music hands

February 11 - Summing up the implementation results project at the teachers' meeting - Teacher- speech therapist

February 12 - Implementation report project at a general parent meeting - teacher- speech therapist

January 18 – February 12 - Update of the subject-development environment in speech therapy room - Speech therapist teacher

Bibliography

1. Filicheva T. B., Chirkina G. V. Program speech therapy work on overcoming speech impairment in children.

2. Tsvintarny V.V. « Let's play, we listen, we imitate - we get sounds" M., 2004

3. Borisova E. A. Individual speech therapy classes with preschoolers: met. allowance. – M.: TC Sfera, 2009.

4. Gening M. G., German N. A. Teaching preschoolers the correct speeches: A manual for kindergarten teachers. - Cheboksary: Chuvash book publishing house, 1980.

5. Krupenchuk O.I. Finger games. St. Petersburg: Litera, 2008.

6. Ivchatova L. A. Su-Jok therapy in correctional and pedagogical work with children// Speech therapist. – 2010. №1.

7. Novikovskaya O. A. Mind at your fingertips. Finger Games Academy. M.; St. Petersburg, 2007.

8. Tsvintarny V.V. Let's play fingers and develop speech. M.: Center Polygraph, 2005.

Without the help of parents, the work of a speech therapist can be very long and even useless.
Everything that we learn in class with a speech therapist is reinforced at home with mom and dad!!!

The project is aimed at increasing the competence of parents in matters of speech development of primary schoolchildren

Analysis of the situation

Nowadays, it is no secret to anyone that every year the issue of educating children with speech pathology becomes more and more pressing. It is obvious that for full-fledged speech therapy work, close cooperation between the speech therapist, teacher and parents is necessary. First of all, it is worth noting the need to create motivation for classes among parents. Many parents have very vague information about who a speech therapist is and how correctional work is carried out. It is necessary to carry out educational work, set up and attract the attention of parents to the child’s problem. In order to overcome these problems, this project was developed.

Relevance and demand The project is that the participation of parents in the correctional and speech therapy process is necessary.

Project participants: teacher-speech therapist, children of primary school age, parents, psychologist, primary school teachers.

Project goal: increasing the level of parental competence in matters of children's speech development.

Tasks:
- to find out the educational needs of parents and the level of their competence in matters of speech development,
- explain and show parents what the work of a speech therapist at school is.
- increase parents’ interest in issues of children’s speech development and provide the necessary information.
- develop and accept uniform requirements for the child, a common approach to education.

Expected results: Increasing the pedagogical competence of parents in matters of child speech development.
Parents are actively involved in the correctional and developmental process, follow the recommendations of the speech therapist, independently use materials from the information and methodological stand “Tips from a speech therapist”, from the school website in the section “Speech therapist’s page.

Practical significance The project is that the proposed system of step-by-step inclusion of parents in the correctional and speech therapy process can be used by speech therapists.

Dates - academic year
Project description:
Work on interaction between a speech therapist and parents on issues of children’s speech development takes place in 3 stages:

Stage 1 - preparatory(information and analytical).
Result : obtaining a real picture, analyzing the characteristics of the family and family upbringing of the child, developing tactics for communicating with each parent.

Stage 2 - main(practical).
Result :
Increasing the level of parental competence in matters of children's speech development

Stage 3 - final(control and diagnostic).
Result :
analysis of the effectiveness of a speech therapist teacher’s work with parents on issues of children’s speech development and the effectiveness of correctional work with children.

Long-term project implementation plan

	Forms and methods of work
Stage 1. Preparatory stage
September	Questioning parents		"Me and my child"			Meet the parents; -collect anamnestic data on the progress of the child’s breakdown; - - to study the adequacy of the parents’ position in relation to the child and his speech defect -to study the level of competence of parents in matters of speech development
Stage 2. Basic
September	Individual consultations	"Diagnostic results"					Introduce parents to the results of a diagnostic examination of students, outline ways to overcome speech defects; -talk about the requirements for students attending speech therapy classes.
	Publication on the school website “Speech therapist page”		“Speech development norms for 7-year-old children” “Organization of the work of a speech therapist at a school speech center				To acquaint parents with the norms of speech development of children, with the main directions of speech therapy work within the framework of the school speech center.

	Individual consultations		“Plan for correctional and developmental work with a child”				To acquaint parents with the main directions of correctional and developmental work with children
	Publication on the site		“FNR. FFNR. ONR. LGNR"				Introduce parents to the basic concepts of correctional work and special terminology;
	Forum feedback		" Question answer"				Answer questions parents ask.
	Individual consultations		"Miscellaneous"				Answer questions that concern parents
	Publication on the site		“Dysgraphia - what is it? Types of dysgraphia"				To acquaint parents with the concept of dysgraphia, with the main types of dysgraphia”; -show parents examples of work by children with dysgraphia.
	Feedback forum		" Question answer"				consult parents online using the feedback forum on the website;
	Publication on the site		“Dyslexia - what is it? Types of dyslexia"				To introduce parents to the concept of “dyslexia” and the main types of dyslexia
	Feedback forum		" Question answer"				consult parents online using the feedback forum on the website;
	Open Day		« Open lesson»				Attendance of individual and subgroup classes by parents.
	Parent meeting		“Summing up the first half of the year”				Introduce parents to the dynamics of children’s speech development, outline a work plan for the next six months
January february march april	Master Class		“The child is dysgraphic. How to behave correctly"
	Feedback forum		" Question answer"				consult parents online using the feedback forum on the website; -answer questions that parents leave.
	Individual consultations		"Miscellaneous"				answer questions that concern parents.
	Publication on the site		“We develop a child’s speech in the kitchen, on a walk, in the country”				Introduce parents to the concept of “speech therapy” in the family environment.
	Individual consultations		"Results of the year. Question answer"				Answer questions that concern parents.
	Publication on the site		"Working with a child on summer holidays»				Introduce parents to methods of working during the summer holidays; - convey to parents the need for classes to consolidate children’s existing knowledge and skills during the summer holidays, arouse the parents’ interest in studying with their child in the summer.
	Parent meeting		"Results of the year" "Work in the summer"				Demonstrate a presentation highlighting methods and forms of working with children during the summer holidays; - highlight the results of the year’s work, analyze the effectiveness of the interaction between the speech therapist and parents on issues of children’s speech development and the effectiveness of correctional work with children. - discuss the lists of children who continue to work at the school logo station, as well as the list of graduates.
	Meeting for parents of future first-graders		“Norms for speech development of children in the seventh year of life” "Prevention of violations writing»				introduce parents to the norms of speech development of seven-year-old children; demonstrate a presentation highlighting methods for preventing speech disorders; identify children with speech pathology; answer parents' questions.
Monthly	Design of the information and methodological stand “Speech therapist’s corner”		“Do you know?”				Theoretical material aimed at developing parents’ knowledge about the development of children’s speech
The final stage
	Monitoring parents			"Parent survey"				Identification of the level of parental competence in matters of children's speech development

Speech therapy project “Learning to speak correctly” as a means of increasing the pedagogical competence of parents in matters of speech development

Project object: speech correction for preschool children.

Project subject:interaction between teacher-speech therapist and parents

Project implementation period: 6 months.

Project participants:teacher-speech therapist, educators, pupils and parents of preschoolerspreparatory school group.

Objective of the project: increasing the level of parental competence in matters of children's speech development.

Tasks:

• To study the level of pedagogical competence and parents’ requests regarding the child’s speech development;
• Develop a long-term work plan to improve the level of pedagogical competence of parents in matters of speech development;
• Introduce parents to the results of children’s speech development, select books for teaching children at home (presentation);
• Develop and conduct events for parents on issues of children’s speech development;
• Develop information sheets for parents with recommendations on children’s speech development;
• To study the dynamics of children’s speech development in order to determine the effectiveness of working with parents;

Possible risks:

• Reluctance of parents to participate in surveys, individual conversations and consultations.

• Passive participation of parents in the parents' club "Speech therapist school".

Project product:

• Developed information sheets for parents with recommendations on the speech development of children;
• Creation and presentation by parents of little books made for activities with children at home;
• Corrective and developmental activity with the participation of children in the presence of parents.

• Presentation of work experience on the project at the preschool educational institution.

Implementation of the project involves work on III stages.

Stage	Tasks
Stage I Information and analytical (September)	Determine the level of pedagogical competence of parents in matters of speech development of their children; Identify the motives driving parents in interaction with teachers; Analyze the data obtained and develop a long-term plan for working with parents.	Individual conversations with parentsTo identify the desire of parents to interact with a speech therapist and teacher. Development long-term plan working with parents to improve the level of pedagogical competence
Stage II basic (practical)	To test a system of methodological activities within the framework of the parent club “Speech therapist school” with the aim of active participation of parents in the process of correctional and speech therapy work with children, exchange of experience between parents.	Conducting a system of methodological activities for parents on the speech development of preschool children within the framework of the parent club “Speech therapist school”. 2. Presentation of a card index of tasks for reinforcing sounds: “Shipelka”, “Growler”, “Svistelochka”, “Gudelochka”. 3. Conducting an open speech therapy session “Maya the Bee’s Birthday.”
III stage final y (control and diagnostic)	Assess the level of pedagogical competence of parents based on the results of the work done; Analyze the dynamics of children’s speech development in order to determine the effectiveness of the work done with parents. Disseminate experience on this topic in a preschool educational institution.	Analysis of the effectiveness of a speech therapist teacher’s work with parents on issues of children’s speech development through a survey. The effectiveness of correctional and speech therapy work with children is analyzed based on the diagnostic material of their speech development at the end of the year. The speech therapist teacher broadcasts the results of the work done to the pedagogical council of the preschool educational institution.

PROSPECTIVE IMPLEMENTATION PLAN

Deadlines
SEPTEMBER	Questioning of parents: “Determination of the level of competence of parents in matters of speech development of children.” Individual conversations with parents to identify the parents’ desire to interact with a speech therapist and teacher. Creation of an open group "VK" - Parents' club "Speech therapist school". Selection and study of methodological literature. Booklets on the topic: “How to teach a child to speak?”, “Why do we need home speech therapy assignments?” Parent meeting on the topic: “Content of speech therapy work with children of senior preschool age” (certificate on the results of diagnostics of children’s speech development).
OCTOBER	Homework (weekly). The folders contain samples of correctly completed homework. A letter of advice to parents on behalf of their children. Information sheets in the speech therapy corner: “Why articulatory gymnastics are needed”, “How to perform articulatory gymnastics correctly.”
NOVEMBER	Parents' club meeting. Topic: “Performing play articulation gymnastics together.” Consultation “How to teach a child to speak the sound “R”.” Parental five-minute meetings - answers to VK questions (at the request of parents)
DECEMBER	Memo “Tips for parents on memorizing poetry.” Learning poems for the New Year's party. Homework (weekly). Photo with a child “Articulation gymnastics at home.”
JANUARY	Making a book - little ones with riddles based on a fixed sound Homework (weekly). Parental five-minute meetings (consultations, upon request of parents). Booklet "Automation of sounds in everyday life"..
FEBRUARY	Homework (weekly). Parental five-minute meetings - answers to VK questions (at the request of parents). Memo "Speech development: games with the family."
MARCH	Final survey of parents. Studying the level of competence of parents in matters of speech development at the end of the implementation of the pedagogical project. Conversation with parents. Comparison of final results with primary ones. Broadcasting experience. Providing materials and results of the pedagogical project topedagogical council at the preschool educational institution . Parents' club meeting. Topic: “We play games, we reinforce sounds”

Expected results:

When implementing the project we expect to receive the following results:

1. Active involvement of parents in the correctional pedagogical process.

2. Parents are able to independently build ways to solve the difficulties they encounter, relying on acquired practical skills.

3. The results of the survey, indicating an increase in the level of pedagogical competence of parents in matters of children's speech development.

4. Positive dynamics of children’s speech development, indicating the effectiveness of the work carried out with parents.

Relevance.

The speech therapy project “Learning to Speak Correctly” is aimed at increasing the competence of parents in matters of speech development of primary schoolchildren.

Nowadays, it is no secret to anyone that every year the issue of educating children with speech pathology becomes more and more pressing. It is obvious that for full-fledged speech therapy work, close cooperation between the speech therapist, teacher and parents is necessary. First of all, it is worth noting the need to create motivation for classes among parents. Many parents have very vague information about who a speech therapist is and how correctional work is carried out. It is necessary to carry out educational work, set up and attract the attention of parents to the child’s problem. In order to overcome these problems, this project was developed.

The relevance and demand of the project lies in the fact that the participation of parents in the correctional and speech therapy process is necessary.

Practical significance of the project. The project may be in demand by educational institutions to improve the model of interaction between a speech therapist teacher and parents within the framework of correction process. The recommendations contained in the draft can serve as a starting point when planning work with parents in a speech therapy center.

Conclusion

Many parents have very vague information about who a speech therapist is and how correctional work is carried out. It is necessary to carry out educational work, set up and attract the attention of parents to the child’s problem. In order to overcome these problems, this project was developed.

The speech therapy project “Learning to speak correctly” is aimed at increasing the competence of parents in matters of speech development of a preschool child.

Project “We speak beautifully”

Project abstract

A modern preschool educational institution is kindergarten, which has the opportunity to develop sustainably and draw up a program of correctional and developmental work in accordance with the needs of preschoolers and the requests of parents.

This project is aimed at providing correctional and developmental speech therapy assistance to children and their parents (legal representatives) interested in the development of the child. The project is designed for children from 3 to 5 years old attending preschool. It allows you to relieve tension and ensure the availability of speech therapy assistance during the sensitive period of development and speech formation of preschool children in the conditions of a speech therapy center at a preschool educational institution.

Project "We speak beautifully" is open in nature: having studied the requests of parents of children attending primary and secondary groups of kindergarten based on the results of a survey, it was decided to introduce and invite interested parents to attend speech therapy classes with their children, which will provide pedagogical assistance and increase the competence of parents. Thus, individualization of the speech therapy assistance provided is achieved at the specific request of parents and a specific child with speech underdevelopment, and an individual route is developed aimed at correcting speech pathology.

The project will be implemented through various shapes organization of service provision:

1. Collective based at the preschool educational institution (parent meetings, club)

2. Individual on the basis of a preschool educational institution in the speech therapist’s office

This project is expected to be implemented in four stages:

Stage I – preparatory: September - October 2016.

Stage II – organizational and design: November 2016 – February 2017

Stage III – practical: 02/11/2017 – 05/30/2017

Stage IV – analytical: September 2017.

2. The relevance of the topic and the problem that the project is aimed at solving.

The regulatory framework and regulations on the speech therapy center of a preschool educational institution make it possible to reconsider the priorities of providing speech therapy assistance and involving parents, which will contribute to more effective and high-quality work of a speech therapist with children under 5 years old in the conditions of a speech therapy center of a preschool educational institution.

To assess the possibilities of this work, various studies were carried out, summarizing the results of which the following conclusions can be drawn:

1. Parents of younger preschoolers are interested in improving the quality of their children’s speech.

2. On average, more than 50% of families with children of primary and secondary preschool age need this assistance.

In this connection, there was a need for a conceptual new organization work of the speech therapy center of the preschool educational institution, which would be aimed at providing speech therapy correctional and developmental assistance younger preschoolers and their parents.

This leads to the following contradictions.

1. In a preschool educational institution, the task of correctional and developmental activities during the implementation of the program is additional. In the GCD schedule there is no time specifically allocated for the correctional and developmental activities of the speech therapist, so you have to very carefully draw up a schedule and work with children in such a way as not to interfere with the learning educational program and not violate SanPin.

2. Children of senior preschool age are enrolled in the speech therapy center, although statistical data show the need to provide correctional assistance at an earlier period, when deficiencies have not become established in the child’s active speech.

3. There is an increasing need to provide early qualified assistance to an ever-increasing number of children in accordance with the social order of parents.

4. There is insufficient moral, psychological and professional preparedness of educators in providing correctional assistance to children with disabilities.

5. The main forms of organizing work with children with disabilities in speech development are individual and subgroup directly organized activities. GCD is short-term (15-20 minutes), short-term (1-2 times a week) and is designed for a 6 or 12 month period of study, if necessary, accompanying some children for 2-3 years.

6. The speech therapist teacher is forced to intervene in the learning process on the day the child attends his classes. The children themselves receive correctional assistance in portions, and not daily.

7. Parents’ demand for services early development children, and the lack of alternative models.

8. The family’s desire to receive guaranteed and qualified psychological and pedagogical support in the preschool educational institution that the child attends.

Novelty of the projectis to develop new system interaction with families whose children attend primary and secondary preschool educational institutions groups, in applying new forms of cooperation with the family, in implementing a special approach to the correction and development of the child’s speech.

3. Goals and objectives of the project.

Objective of the project- creation and organization of correctional directly organized activities (hereinafter KNOD) on the basis of the speech therapy center of the MK Preschool Educational Institution Pavlovsk kindergarten No. 8, providing an individual approach to a child with speech pathology and subsequent equal starting opportunities when entering school and maximally satisfying the needs of parents.

Project objectives:

1. Develop an organizational basis for the creation and operation of the KNOD logopokt MK preschool educational institution, test the organizational, content and methodological conditions individual KNOD in the presence of parents.

2. To study consumer demand for KNOD among families with children of preschool age 3-4 years old attending preschool educational institutions.

3. Design a model of a preschool educational institution’s logistics center, directions and types of activities, forms of service provision.

4. Ensure the functioning of innovative models of operation of the MKDOU logo center (in the first and second half of the day).

5. Create software and methodological support for the services provided by the log center.

6. Assess the capabilities of the spatial environment of the logo center and the material and technical equipment of the correctional and developmental process and create conditions for organizing correctional directly organized activities with children 3-5 years old attending preschool educational institutions, and providing assistance in preparing for learning to read and write and entering school.

7. Improve the material and technical base of the logistics center of the MK preschool educational institution.

Project value:

Creation of conditions for the provision of timely correctional and developmental speech therapy assistance in the conditions of the speech therapy center of the MK preschool educational institution and changes in the material, technical and didactic equipment of the correctional and educational process of the MK preschool educational institution.

Providing assistance to parents of children with disabilities in a preschool speech therapy center.

The implementation of innovative activities under the project will allow us to summarize the many years of teaching experience of a speech therapist teacher, which in turn will contribute to changing the social and pedagogical image of the preschool educational institution in the region.

Preparatory (research) part of the project.

The success of building a mechanism for project implementation based on the formulated relevance requires defining the object and subject of the work.

Object of the project is a speech therapy center at a preschool educational institution in the context of improving the quality and development of additional forms of preschool education.

Subject of the project- a set of organizational and developmental activities aimed at increasing the speech capabilities of preschool children.

Research methods – analysis of environmental space, questioning, monitoring the needs and capabilities of society.

A survey of parents of junior and middle groups showed that 100% of parents consider the problem of developing the child’s speech functions to be important. Of these they noted that:

· speech disorders make it difficult to communicate with peers in kindergartens - 21%;

· will cause future problems when studying at school - 35% of families;

· will prevent full communication with people in the future - 44% of respondents.

To overcome difficulties: 72% - consider it advisable to consult and study with a specialist for physical education; 47% - see problems in the development of their child; at the same time, 40% do not attach importance to speech development deficiencies at this age.

4. Possible risks and ways to overcome them.

During our research, we calculated possible risks and provided ways to overcome them.

Factors representing possibilities(favorable factors) of the external environment:	Families and children will receive timely assistance from a specialist speech therapist teacher. There is a potential opportunity (if necessary) for early intervention, counseling the child with narrow specialists(neurologist, psychiatrist, ENT, etc.) Internet resources make it possible to select methodological support for educational services. Opportunities to study the experience of innovative activities of other preschool educational institutions of the city (district); Project competitions held in the field of education by various foundations and organizations can provide financial and organizational support in the implementation of educational plans
Factors representing threats for op-amp:	Low competence of parents in matters of development and upbringing of a child of early and preschool age leads to a shift in priorities in raising a child towards early learning rather than child development. Unsatisfactory material and technical condition The small area of ​​the speech therapy room does not allow subgroup classes with kids
Strengths OU:	The speech therapist teacher has extensive experience working with children of early preschool age The kindergarten's operating hours allow you to organize the provision of services in the morning and evening. The potential of the teaching staff is quite high, i.e. teachers working with children are capable of introducing innovations and working in project activities. The incentive system for preschool educational institutions employees allows you to pay remuneration for innovative activities, development and implementation of speech therapy programs and replenishment material base and development environment. In the practice of preschool educational institutions, partial programs are used, and there are also various programs, which facilitates the development of speech therapy programs and their individualization for a particular child. The website of the preschool educational institution is functioning, there is an e-mail, which will ensure the openness of the institution’s activities in providing speech therapy assistance to children 3-5 years old . There is a psychological service at the garden
Weak sides OU:	Insufficient level of qualifications of some educators to perform certain types of work and introduce innovations. High degree of workload of teachers and kindergarten administration with current work

Determining a possible project implementation strategy:

Usage strengths to take advantage of new opportunities:

Organize and conduct a parent meeting with the provision of data from an examination of children’s speech, identify problems and priority areas for overcoming them.

Introduce parents and teachers of the institution to the project and invite them to cooperate.

Conduct a survey of parents of junior and middle groups of MK preschool educational institutions through a questionnaire in order to identify the demand for services within the framework of the project.

Compensating for weaknesses with good capabilities:

Conduct consultations for teachers on the implementation of a speech therapy program in preschool educational institutions

Use the institution's library and the Internet in the development and selection of methodological support for KNOD in the presence of parents.

Using Strengths to Mitigate Threats:

Study the experience of this work in the city of Pavlovsk and the region.

Organize a consultation center for parents on the basis of the institution for the purpose of their pedagogical education

5. Planning work to implement the project.

Step-by-step plan - project implementation schedule

Directions	Actions to implement tasks	Expected results	Implementation participants
Stage I – preparatory: September - October 2016
Study of the regulatory framework at the regional and federal levels	Ranging legislative framework on carrying out activities in the context of the implementation of the Federal State Educational Standard	Design of the folder “Regulatory and legal support for preschool children 3-5 years old with speech pathology in the speech center of a preschool educational institution”	Teacher speech therapist
Conducting marketing research on consumer demand for educational services	Get statistics on families	Information bank for children in need of speech therapy support
Stage II – organizational and design: November 2016
Regulatory support for the creation	Development of changes for the implementation of the project, Regulations on the preschool educational institution’s logo center; Long-term plans. Package “Regulatory and legal documents regulating the activities of the preschool educational institution’s logistics center”		Teacher speech therapist, educational psychologist and teachers working with children 3-5 years old
Designing a model of a preschool educational institution's logo center	determination of directions, forms of activity of the preschool educational institution’s logo center	Logopunkt model of preschool educational institution
Software and methodological support	selection of methodological literature coordination and approval of work plans	Package of documents for each direction: Individual plans Long-term plans Methodological support Diagnostic materials
Creation comfortable conditions to provide services	Equipment of material and technical base; purchase of materials and equipment in accordance with SanPiN requirements	Comfortable subject-development environment in all areas (readiness of the correction room to carry out activities)
Stage III – practical: 02/22/2017 – 08/31/2017
Organization of an information campaign	Organizing a parent meeting Organizing individual meetings with parents to familiarize themselves with additional services and formulate their order Formation of a bank of customers for additional services Individual order of the parent, access to the child’s individual route		Teacher speech therapist, educational psychologist and teachers
Conducting speech therapy CNOD in the presence of parents	KNOD is carried out by prior registration in a special notebook; Formation of a bank of teaching materials Organization of “feedback” with parents through the questionnaire system and the preschool educational institution website Quarterly meetings of project participants to analyze the quality of service provision and make adjustments Approved lists of groups; Approval of service schedule Determining the quality of the educational service provided Summing up intermediate results
Stage IV – analytical: September 2017
Intermediate monitoring of the activities of the speech therapy community center in the presence of parents	Analysis of project results: Questionnaire; Survey on satisfaction with the quality of services provided; Analysis of the sustainability of the contingent receiving services; Studying the demand for services; Analysis of demand for declared services Analysis of the effectiveness of speech therapy KNOD in the presence of parents		Teacher speech therapist

6. Image of the final result, criteria for its evaluation.

Project result – a model for organizing correctional and developmental work with children 3-5 years old in the conditions of a speech therapy center at a preschool educational institution, through the successful functioning of a speech therapy clinic in the presence of parents.

Model of activities of the speech therapy center of the MK preschool educational institution Pavlovsk kindergarten No. 8

Conditions	Variability of stay
	Speech therapy KNOD in the presence of parents (during the academic year)	Summer health period
Duration of work	February – May 2017	June – August 2017
Daily regime	1st half of the day / 2nd half of the day
Time	20 minute individual	20 minute individual
Weekly cycle	1-2 times a week	1-2 times a week
Special offers	consultations with a teacher-psychologist

Expected results of the project:

Quality

· Reducing the number of children in need of speech therapy support for their elders preschool age(evaluation mechanism - quantitative analysis);

· Availability of a proven model of a speech therapy center (evaluation criterion – availability of the package “Regulatory and legal documents regulating the activities of the preschool educational institution’s speech center for the provision of speech therapy in the presence of parents”)

· Creation of a bank of teaching materials .

· Enriched spatial and subject-developmental environment of the correction room and groups of preschool educational institutions.

· Availability of a speech therapy program for psychological and pedagogical support for families of pupils (evaluation criterion is the presence of a description of the experience of the teaching team).

· Satisfaction of parents and teachers with the quality of services provided (evaluation criterion – results of consumer surveys).

· Expanding the information field about the activities of the preschool educational institution's logo center.

· Planning the work of a consultation center for parents (trainings, seminars, consultations).

Quantitative

Implementation of the Federal State Educational Standard to improve the quality of education and provide equal opportunities for children with disabilities when entering school.

Involving parents in the preschool education system as equal partners in carrying out correctional and developmental work with children aged 2.5 to 5 years (evaluation criterion - monitoring indicator for examining the speech of preschoolers).

High and regular attendance of the child in the group, reduction in morbidity

At least 80 parents (legal representatives) were trained and consulted

Increasing the proportion of children with normal speech development by older preschool age.

Active participation of parents in the educational process

We will evaluate the effectiveness of the project

To increase the number of additional services requested and provided: demand for services: provision of services to children aged 3-5 years.

In terms of increasing demand for visiting speech therapy clinics in the presence of parents: quality of service; positive feedback from parents; by the stable attractiveness of the institution for the parent contingent of the city microdistrict

Out of interest in the experience of establishing the heads of other preschool educational institutions and the desire to test it in their kindergartens.

7. Project resource support:

Informational:The correction room is equipped with a large amount of modern methodological literature, a computer with Internet access, a printer, and a functioning preschool educational institution website.

Temporary:The project is designed for 7 months, we believe that this time is enough to implement it and obtain primary results.

Material and technical: V Preschool educational institution office corrections: speech therapist and psychologist; Fine art studio, there are visuals, teaching aids on various lines of children's development, computer and multimedia equipment.

8. Project development prospects

If the project is successfully implemented, it can be used as one of the variable models for providing additional services to preschool families. Providing services within the framework of the idea of ​​this project (individual order of parents, individual routes on mastering the program) allows you to implement modern approach to the level of preschool education.

The results of the project implementation will be used for long-term planning of work by the teaching staff (for the next 5 years). The experience of implementing the project can be used by other institutions, since during its implementation normative and substantive aspects of providing additional services to children will be developed.

Project result:

· The level of parental competence in matters of speech development has increased, contact has been established with family members, and educational and corrective influences on the child have been agreed upon.

· A system of methodological and practice-oriented activities for parents on the speech development of preschool children aged 3-5 years has been developed and tested through the organization and conduct of individual speech therapy CNOD in the presence of parents.

· A collection of methodological, practical and electronic manuals and card files has been created.

· Uniform requirements for parents and children in matters of approach to education have been developed and adopted.

Opportunities for further development of the project:

· Based on the experience gained in implementing the project “We speak beautifully”: to conduct speech therapy CNOD in the presence of parents at the speech center of a preschool educational institution for children from 2.5 to 7 years old.

· Publication of work experience, dissemination of it in the city and region.

· Speeches at seminars and conferences at various levels