home / Health/ Pedagogical project "Let's speak beautifully" methodological development in speech therapy (preparatory group) on the topic. Speech therapy project “We, while playing, study, speak and understand Speech therapy project, we, while playing, study and speak

Pedagogical project "Let's speak beautifully" methodological development in speech therapy (preparatory group) on the topic. Speech therapy project “We, while playing, study, speak and understand Speech therapy project, we, while playing, study and speak

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 forms of organizing the provision of services:

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 age 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. B DOW task correctional and developmental activities during the implementation of the program are 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 educational process MK DOW.

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 conditions of improving quality and developing additional forms 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 shortcomings speech development in 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 for subgroup classes with children
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 Parent meeting with the provision of data from a survey of children’s speech, to 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	Ranking of the legislative framework for the implementation of activities in the context of the implementation of the Federal State Educational Standard	Design of the folder “Regulatory and legal support for preschool children 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	Teacher speech therapist
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
Creating comfortable conditions for the provision of 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 " 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
Conditions	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 by the senior 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 visual and didactic 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 a 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

Transcript

1 Preschool educational institution 96 Project “I speak beautifully. Speech therapy rhymes” Teacher-speech therapist Savratskaya N.I. Lipetsk

2 Type, type of project: Information-practice-oriented, short-term, individual. Implementation period: Within 3 months. Number of project participants: (adults and children), children and parents of the speech therapy group, teachers, speech therapist. Age of children: 5-6 years Form of implementation: subgroup, group, individual. Project goal: Activation of children's speech development through the use of poems rich in the sounds being studied. Project objectives. Speech development: Promote cognitive and speech activity of children, the development of mental processes, finger and articulatory motor skills, coordination of movements with speech. Attract the child's interest and attention to sounding word Develop phonemic hearing and perception in children. Develop the ability to select a paired word for a word that differs from the given word in one sound. Attracting the attention of parents to joint work on development phonemic processes in children. Exercise children in the correct pronunciation of sounds, using poems rich in reinforced sounds. Improve the overall sound of speech (tempo, rhythm, diction, intonation expressiveness). Hypothesis: We will play, as well as listen and compose rhymes in order to learn how to speak correctly and beautifully. Summary project: Working with children Dramatization games, as well as plot-role and didactic games. Listening to poems and talking about them. Examination of illustrations and reasoning along the course of the poem. Drawing independent drawings and applications to the poems listened to. Making riddles about the characters in poems. Watching performances, cartoons and talking about the content. Learning games and exercises based on poems. (for coordination of speech with movement, development of emotions, intonation expressiveness, consolidation of pronunciation skills).

3 Use of verbal improvisations (acting out episodes of poems and introducing new elements). Modeling the plot of a poem. Children's dramatization of long poems. Compose your own short poetic lines. Formation of an album of rhymes and illustrations for them. Working with families Consultation workshop for parents First steps in literacy. Formation of phonemic processes in children Questioning parents on the topic Phonemic processes in children in order to identify ideas about phonemic processes and the need for their development, in order to attract the attention of parents to this problem. Memo for parents The magical world of sounds (games for the development of phonemic concepts) Making a baby book together with the child Rhymes Working with teachers. Consultation-workshop for teachers Recommendations for teachers on the development of phonemic processes in children Consultation for teachers Formation of skills sound analysis for children with speech disorders Consultation-workshop for music directors Recommendations for the development of phonemic processes in the process of music correction work with preschoolers Compiling an album together with children Speech therapy rhymes. The use of role-playing games and dramatization games in direct educational activities and in free activities with children. Expected results (project product) Practical result of the project Creation of the necessary conditions in preschool educational institutions for the formation in preschoolers of initial skills for the development of speech abilities of children in the speech therapy group. Increasing children's interest in the correctional process, developing cognitive speech activity based on Russian folk art. Introducing games such as dramatizations, rhymes, nursery rhymes and using them by children in free activities to develop coherent, expressive speech. Children’s mastery of correct, intonationally expressive speech, development of emotions, consolidation of pronunciation skills and ensuring control by parents and educators over coherent, expressive speech. Development of speech activity, curiosity, communication skills, and cognitive activity in children. Presentation of the album Speech therapy rhymes, practical use of the album when doing homework and in a group. Compiling an album together with children: Speech therapy rhymes. Showing elements of dramatization of K. Chukovsky's poem: The Stolen Sun. Active participation of parents in the implementation of the project.

4 Problem. Today, figurative speech, rich in synonyms, additions and descriptions, is a very rare phenomenon in preschool children. There are many problems in children's speech: monosyllabic, consisting only of simple sentences speech, inability to construct a sentence grammatically correctly, poverty of speech, insufficient vocabulary, inability to formulate a question competently and clearly, or construct a short and detailed answer. A preschooler with speech disorders subsequently experiences significant difficulties in mastering school knowledge and skills. Therefore, pedagogical influence on the development of speech of a preschooler is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, talking about various events from the surrounding life. Relevance. What do we know about Russian folk art? All people can speak. They willingly communicate with each other and pass on their knowledge to other people. Poems and nursery rhymes stand at the origins of Russian folk culture; they reflect all the wisdom of the people, love for family, nature, and the Motherland. This introduces children to their national culture and gives positive results when working with preschoolers. The speech therapist chooses his own form of working with poetry: analysis, writing poetry, dramatization, lexical and grammatical exercises, consolidating pronunciation skills based on the material of poems. For children with special needs, along with speech features characterized by insufficient development of processes: attention, memory, thinking, decreased motivation, impaired finger and articulatory motor skills. The use of poetry in speech therapy work helps to normalize the above violations. Poems can be used both in collective and individual work with children. What do we want to know? During the conversation it became clear: all children love to listen to rhymes. However, it is still difficult for them to compose their poems. Teachers, parents, and speech therapists can help us with this. First of all, you need to learn to listen, memorize and play rhymes. Here you can use various dramatization games, role-playing games and exercises that need to be selected. In addition, you need to learn to choose words that sound similar: stronger is smarter, deftly rope, tram don’t forget, etc.. What needs to be done in order... To learn how to compose your own poems, you need to: really want to learn it, try , perform all the exercises and tasks of the speech therapist and teachers, and parents and friends can help with this. To learn how to beautifully recite poems and come up with your own, you need to learn to pick out words that sound similar. Learn to tell and play on existing rhymes, choose ones for your own poems Interesting Facts and events. Learn to upload a poem you have started, coherently, consistently, and grammatically correctly expressing your thoughts, create a library of poems and nursery rhymes. Stages of work on the project.

5 1. Search Search and analysis of the problem: Important During the conversation, we decided on the name Speech therapy rhymes, with a list of games for the development of speech communication, and the ability to select different rhymes for the proposed words. Setting the goal of the project: Goal: learn to recite poems beautifully and correctly and compose your own short poems. Objectives: Encourage children to pose and solve a problem; develop the foundations of key competencies, the ability to obtain and use knowledge through practical activities; form communication competencies, basic handling and conversation skills. To develop phonemic hearing and perception of children in speech therapy classes. Train children in the ability to find words that are similar in sound content, establish how they differ, select paronymous words, replacing one sound in a word, and highlight the sound that changes the word. Design the cover of your own little book Rhymer, inventing pairs of words and paronyms and drawing corresponding illustrations. Develop cognitive abilities, speech activity. Activate the desire to look for solutions problematic situation; form the prerequisites for research and search activity. Develop the ability to present the product of activity, the ability to contribute to the common cause. The teacher’s activities at the first stage: he formulates the problem, the goal, determines the product of the project, introduces children to a game situation, and formulates the task. Children's activities: they enter into a problem, get used to the game situation, accept the task. 2. Analytical. Analysis and selection of resources: We discussed with the children the availability of games in the group, how we will design new games, what is needed for this and where will we get the material? What does it take to make the material colorful? (draw, write down at home, find something interesting on the Internet, make crafts and drawings, photographs) Collection and study of information: For a speech therapist teacher to prepare and conduct a consultation for parents Development of coherent, expressive speech based on Russian and folk art; Together with the children, start keeping an album: Speech therapy rhymes. Help in choosing words, paronyms and rhymes.

6 Use the album in the process of free activity, consolidating the ability to correctly formulate and express your thoughts. At home with parents, playing out the plot of the poem and composing endings to poems according to the instructions of the speech therapist. Activities of children at this stage: Children actively participate in learning and reciting poems, learning role-playing games, dramatization games, help the speech therapist teacher and parents in the colorful design of these games, selecting poems and coming up with a new ending to the poems they have started. Activities of the teacher: Consultation with a speech therapist for educators: Development of coherent, expressive speech based on Russian and folk art Compilation of an album together with children: Speech therapy rhymes. Using the album in the process of consolidating the correct formulation and presentation of your thoughts on the learned poems. 3. Practical During the practical part of the project, children learn to construct sentences grammatically correctly, retell texts, talk about past events, and express their thoughts coherently and correctly. Use on individual lessons on correcting the sound pronunciation of gaming techniques for the formation of phonemic perception What sound is lost?, The word has scattered, collect it, etc. When selecting rhymes, use various tables and plans that help in composing rhymed poems. Train children’s ability to tell, supplement, change the ending, come up with their own rhymes, gradually (as they study) design the album Speech therapy rhymes During the activity artistic creativity, cognition, at home with parents, select and make games for the development of phonemic perception, replenishment and activation vocabulary, creative storytelling: Tell and name, Put in order and tell, Finish in a new way. Take part in the production of a poetic fairy tale: The Stolen Sun Activities of the teacher: The teacher provides practical assistance (if necessary, guides and controls the implementation of the project) Activities of children: Work on replenishing and activating vocabulary, on the development of phonemic perception, creative storytelling. To shape the cognitive and speech development of children through the use of poems. 4. Presentation

7 At this stage, the teacher’s activities: preparation for the presentation. Children's activities: prepare the product of the activity for presentation. 5. Control Children took an active part: actively played role-playing games and dramatization games, listened, memorized and reproduced the poems they had heard, supplemented the poems with missing words, and came up with endings for short poems. Difficulties: found it difficult to come up with other endings for poems and select rhymes for words. Further use of the product of project activity The prepared games are actively used in the group, children continue to study rhymes, retell them, supplement them, invent their own, thereby developing beautiful expressive speech under the guidance of teachers. Significance of the project This project increased the motivation of children to prepare for school. The children actively participated in all stages of the project and were filled with pride in the games they completed. They not only listened to the poems with pleasure, but also took part in their performance. Some children found it difficult to reproduce the poems they had listened to and to select rhymes for various words, while demonstrating mutual understanding and mutual assistance. As a result of this work in everyday activities, children’s psycho-emotional state is normalized, cognitive speech development is improved: coherent speech, lexical and grammatical structure of speech, sound pronunciation, expressiveness; feelings of empathy, cooperation, self-confidence are formed, positive features character.

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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 of speech development of a preschool 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 of new conditions by all participants in the educational process. 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 the approval of the federal program for the development of education” (2000) obliges preschool education workers to 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:

help parents understand how important it is to correctly form their children’s speech,
explain and show them what speech therapy work consists of,
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:
Teacher-speech therapist, children of senior preschool 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:

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:

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:

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;
start collecting teaching materials
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 start collecting teaching materials in accordance with the psychophysical characteristics of children.
The preparatory stage includes establishing uniform requirements 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:

conducting a workshop, master classes, consultations;

creation of an information and methodological stand “For Parents”

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

To analyze the effectiveness of a speech therapist teacher’s work with parents on issues of children’s speech development.
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 “We play with our fingers and develop speech”	A message about the relationship between speech development and fine motor skills of the 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 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 a 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:

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

Vocabulary development:

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

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

Development of coherent speech:

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

Teach children to retell fairy tales and stories.
Learn to compose a story based on a plot picture and a series of plot pictures.
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 the sounds of their native language. However, in the speech of children it is still possible to encounter certain pronunciation deficiencies:

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

Vocabulary development:

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

Development of grammatical structure of speech:

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

Development of coherent speech:

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

Speech therapy project “Cheerful Breeze”

The use of breathing exercises in the system of classes for the prevention of phonetic speech disorders in children of the middle group studying at a speech therapy center

Relevance
Many children studying at the speech center speak poorly; their speech defects are persistent with a huge number of cases of interdental, subdental and lateral sigmatism. As you know, the pronunciation of sounds is closely related to breathing. Correct speech breathing ensures normal sound production, creates conditions for maintaining voice volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.

The purpose of breathing exercises is to increase the volume of breathing, normalize its rhythm, and develop a smooth, long, economical exhalation.

In addition, breathing exercises not only affect the formation of correct speech breathing, but also help teach the child to correctly pronounce certain sounds.

Speech sounds are formed at a certain position of the articulatory apparatus, with corresponding movements of the tongue, lips, and soft palate.

Speech exhalation - necessary condition to pronounce sounds. Depending on where the air stream is directed - into the oral or nasal cavity, the sounds will (with the same installation of the articulatory apparatus) sound differently: “m, m”, “n, n” - when air passes through the nasal cavity; “b, b”, “d, d” - when leaving air jet through the mouth. When pronouncing fricative sounds “s”, “sh”, “zh”, etc., a fairly long exhalation through the mouth is required. To vibrate the tip of the tongue when pronouncing the sounds “r” and “ry”, a strong air stream is needed.

If a child speaks poorly, then work on speech development should begin first. from the development of breathing . If a child puffs out his cheeks while speaking, then his speech is slurred precisely for this reason. And before you start producing, for example, whistling sounds, you need to teach your child how to properly produce an air stream. Various games and exercises help develop breathing.

Breathing exercises are carried out during speech therapy session or as part of it.

Educational area –"Speech development".

Project type – game.

By number of participants – subgroup.

By continuation time - long-term, 1 year

By the nature of contacts - in contact with family.

Project participants –
1. Children of the middle group “Fairy Tale” studying at a speech therapy center.
2. Group teachers.
3. Specialist: teacher-speech therapist.
4. Parents.

Place of sale – MDOBU combined kindergarten "Teremok"

Target: formation in children of the ability to control the respiratory system, develop lower diaphragmatic breathing.

Tasks:

Development of differentiated speech and oral exhalation in children.
Development of a strong, smooth, directed exhalation without the participation of speech.
Development of a strong smooth exhalation:

based on vowel sounds,
based on consonant sounds
based on syllables, words
based on sentences and phrases.

Formation and consolidation of lower diaphragmatic breathing

Expected Result: children will learn proper breathing when speaking, as a result, speech will become clearer and more intelligible.

A long-term plan and card index for the formation of speech breathing will be developed.

The final product of the project will be:

Formed stable motivation of children for speech self-realization.
Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process
Increasing the professional competence of preschool teachers in providing support to children with speech disorders.

Project implementation stages

No.	Events	Deadlines
Stage 1 Organizational
1.	Studying literature on the development of speech breathing	September
2.	Drawing up a long-term plan for working on breathing.	October
3.	Planning work with parents on the formation of proper breathing	October
Stage 2Practical
	Work with children:
1.	Developing a long, smooth exhalation Differentiation of oral and nasal exhalation	October
2.	Developing a deep breath	november
3.	Formation of physiological breathing, development of its strength	December
4.	Development of voice strength and speech breathing	January
5.	Strengthening diaphragmatic breathing on the material of vowels and consonants	February March
6.	Consolidation of diaphragmatic breathing on the material of syllables, words and sentences	April May
	Working with parents:
1.	Consultation training “Development of speech breathing in preschool children”	november
2.	Design of the sliding folder “Exercises for the development of speech breathing in children”	December
3.	Individual consultations for parents	During a year
4.	Preparation of a memo for parents “Exercises for the development of speech breathing”	February
	Working with group teachers
1.	Consultation “Speech breathing – the energetic basis of speech”	november
2.	Preparation of a memo for teachers of the group “Making games and aids for the development of breathing in children”	December
3.	Attending classes on the development of the sound side of speech from educators	February
Stage 3 Final
1.	Participation of children who studied at the speech center in spring matinees	March, May
2.	Development of a file of exercises for the formation of speech breathing	April

Project implementation plan:

Month
September	“Blow a bug, a butterfly from a flower” "Blow on a butterfly"
October	"Blow on the leaves" "Breeze"
november	"Blow on the turntable" "Blow on the Clouds" "Blow on the leaves" "Fly away cloud"
December	"Let's blow some feathers" "Let's roll some logs" "New Year's Garland"
January	"Blow on a snowflake" "Let's warm our hands"
February	"Blow on the turntable" "Let's freeze your finger" "It is snowing!"
March	"Blow for tea"
April	"Pump" "Snake" “Blow on the pictures and name what is drawn”
May	"Kick the ball into the goal"

Conclusion:

The production of an air stream is one of the necessary and significant conditions for producing sounds. Work on cultivating an air stream must begin at preparatory stage formation of correct sound pronunciation, along with the development of phonemic hearing and articulatory motor skills. Correct speech breathing is the basis for normal sound pronunciation and speech in general. Work aimed at developing breathing and producing an air stream has a positive effect. With pedagogical influence, mastering correct breathing occurs faster, extra-speech exhalation is lengthened and strengthened earlier, exhalation is lengthened in the process of phonation of sounds, which makes it possible to quickly deliver the necessary sounds.

In perspective: search and development of new innovative forms correctional work with children with speech disorders in interaction with all participants in the educational process.

The use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities. But this activity should have a correctional focus, that is, by solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment should exercise their speech abilities, train language skills and abilities.

Literature:

Leonova M.A., Krapivina L.M. Didactic materials in speech therapy: “Obedient Breeze” M., “School - Press”, 1999.
Lukyanov L.A., Ermolaev O.Yu., Sergienko V.P. Let's train our breathing. M., Knowledge 1987.
Simkina L.P., Titarovsky L.V. ABC of Health M., Amrita - Rus', 2006
Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010
Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005

APPLICATION
Games and exercises to develop speech breathing
(Middle group)

"Blow the butterfly away."
Blow a butterfly off a flower .

"Blow on a butterfly».
The child is sitting at the table. The teacher invites the child to blow on it so that it flies as far as possible (you can blow once).

"Blow the bug away."
Blow the beetle off the flower.

“Let’s blow on the leaves.”
Blow leaves (dried, cut out of paper) from the table, from the palm of your hand.

"Spinner".
Before starting the game, prepare a spinning toy. Show your child the fidget spinner. On the street, demonstrate how it begins to spin when the wind blows. Then offer to blow on it yourself.

"Hot tea".
An adult invites the child to blow on the hot tea (soup) in a cup (plate) so that it cools down faster. (The cup is cut out of colored cardboard, steam is represented by tissue paper). The child blows steam. If it blows correctly, the “steam” deviates from the cup.

"Let's blow on the clouds."
Blow on paper clouds suspended on a thread.

“Sail, little boat!”
An adult invites the child to blow on a light paper or plastic boat in a container of water.

"Bubble".
The adult introduces the child to the method of operating the toy and encourages him to blow soap bubbles through the ring.

“Let’s blow on a snowflake.”
Blow a snowflake off the mitten on a string.

"Ball".
The teacher invites the children to inflate balloons for the upcoming holiday. Children should take in air through their nose and exhale it slowly through their mouth into the hole of the balloon. Anyone who completes the task correctly will be able to play with an inflated balloon.

"New Year's garland."
The garland is laid out on the table. The teacher invites the children to blow on it once so as to “move” it from its place. Children take turns doing the exercise, with the garland moving from one edge of the table to the other.

"It is snowing!»
The teacher lays out pieces of cotton wool on the table and reminds the children about winter. “Imagine it’s winter. Snow is falling outside. Let's blow on him! An adult shows how to blow on cotton wool, the children repeat.

“Blow on the picture and find out. what is drawn."
The teacher suggests blowing on the rain and naming the picture and the time of year.

"Kick the ball into the goal."
Build a goal from a construction set or other material, take a ping-pong ball or any other light ball. And play football with your child. The child must blow on the ball, trying to drive it into the goal. You can take two balls and play the game: “Who is faster.”

“Let’s roll some logs.”
The teacher invites the children to squat down near the table (mouth at table level), put a round pencil (“log”) in front of them and blow on it so that it rolls. Repeat the exercise 3-4 times. To make it more difficult, use a faceted one instead of a round pencil.

Exercises to develop speech breathing

Let's freeze your finger. Blow a cold stream of air onto your finger.

Let's warm up our hands. The adult invites the child to warm his mother’s hands. It is necessary to pay attention to the position of the lips (mouth wide open). Complication: “warm your hands” while simultaneously pronouncing the vowel sounds “A, U” for a long time

Air kiss. Blow an imaginary kiss from your palm towards someone around you.

Sing with me! The adult invites the children to sing songs with him. First song: “A-A-A!” Take in some air and exhale it slowly. The song should be long. During the game, the teacher monitors clear pronunciation and exaggerates the articulation of sounds. First, the sounds A and U are sung, gradually the number of “songs” increases.

The girls are singing. First, the adult shows the children pictures of singing girls with clearly drawn articulation of vowel sounds and asks them to guess which girl is singing and which sound. Then he hands out one picture at a time and offers to sing the same sound.

Pump. An adult invites children to play with pumps. The game is played on the floor and is accompanied by movements that simulate inflating a wheel using a pump. “How many of you like to ride a bike? Everyone loves it. But sometimes the wheels puncture and deflate. Let's take the pumps and pump up the tires - like this! “S-S-S” – the pumps are working!” An adult shows the movements of the pump and explains that you should inhale more air than usual. While the pump is running, gradually exhale air smoothly, pronouncing the sound C. You cannot take in air while pronouncing the sound. The pump can continue to operate after a pause when the child takes another breath.

Snake.“Let's turn into snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: “SH-SH-SH!” Remind children that they should inhale more air and hiss for a long time; they cannot take in air while pronouncing a sound.

The steamer is humming. Imitation of sound in a low voice: Uuuu-Uuu...

Dandelion. He takes a deep breath through his nose, then exhales long through his mouth, as if he wants to blow the fluff off a dandelion.

In the forest. Imagine that you are lost in a dense forest. After inhaling, say “ay” as you exhale. Change your intonation and volume and turn left and right. Repeat with your child five to six times.

When practicing proper speech breathing, follow these recommendations:

inhale through the nose, exhale through the mouth;
when exhaling, the lips are slightly open (“tube”);
exhalation should be long and smooth; objects offered to the child for blowing should be at the level of the child’s mouth;
do not raise your shoulders;
do not puff out your cheeks when exhaling;
repeat the breathing development exercise no more than 3-5 times;
The child’s posture must be correct (keep your back straight, don’t slouch, don’t let your shoulders drop)
conduct exercises to develop correct speech breathing in a playful way;
Pre-ventilate the room before performing breathing exercises.

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 of a long-term plan for 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 he works correctional work. 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.

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Pedagogical project “Let's speak correctly.”

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