Speech therapy corners in kindergarten. Subject-developmental environment in the speech therapy group of a preschool institution

Speech corner in a speech therapy group.

(Consultation for educators)

Preparing children for school is one of the tasks of a preschool institution. And this issue is especially acute when the child has speech development disorders. And, as you know, the senior preschool age is a sensitive period of speech development, then preparing such a child with general speech underdevelopment for school requires patience from teachers, knowledge of the individual characteristics of children in this category, knowledge of the structure of the speech defect and, of course, indefatigable imagination.

It has already been proven that the development of a preschool child is greatly influenced by the surrounding space and its occupancy. Speech therapists and educators pay great attention to equipment in groups of special speech correction corners. Teachers working with children with speech pathology have long ago come to the conclusion that such speech corners should be in groups, should attract the attention of children, the desire to play, in this particular designated space. As has already been tested in practice, when organizing this corner, the following requirements must be observed:

A necessary attribute of the speech corner is a mirror, gaming, didactic, visual material.

Didactic equipment must correspond to the structure of children’s speech disorders, their individual and age characteristics.

It is advisable to take into account thematic planning on lexical topics when filling the corner.

Visual, didactic material in the speech corner changes weekly, according to the lexical topic.

It is advisable to place the speech corner next to the book corner.

The design of the corner should be aesthetic, attractive to children, and evoke a desire for independent activity.

Game material must be accessible to the child.

Do not overload the corner with equipment.

An integral attribute of the speech corner should be a toy - an “animate character”, which helps solve such important correctional problems as overcoming uncertainty, shyness, achieving emotional stability, self-regulation, arousing speech interest in children, encouraging speech activity

The speech corner is based on gaming and didactic material aimed at developing:
phonemic hearing;

• air jet;

  articulatory motor skills;

  correct sound pronunciation;

  dictionary;
  phrasal speech;

  fine motor skills of fingers;

  sound analysis and synthesis of syllables and words.

The selection of gaming and didactic material is carried out jointly by the speech therapist and the teacher, which makes their interaction not formal, but very close and fruitful.

Games should be selected in order of increasing complexity, aimed at the development and correction of speech and extra-speech mental processes that make up the psychological basis of speech.

Didactic equipment should be selected to solve correctional problems, as well as meet the needs of the child’s current, immediate development and self-development. You should not overload the corner with equipment; it is necessary to systematically change teaching aids.

Didactic material in the speech corner in the preparatory speech therapy group

Tasks	Didactic aids	Didactic games
1. Strengthening correct speech exhalation and developing the ability to control the strength and duration of the air stream	"Fish"; "Insects"; "Transport"; "Leaves"; "Butterflies"; "Magic fluff"; "Slide"; labyrinths; "Multi-colored meadow"; multi-colored balls; sultans; paper snowflakes; pinwheels - pencils; foil bells on a string	"Storm in a Teacup"; “Whose boat will get there faster”; “Put the ball into the goal”, etc.
2. Formation of phonemic perception and hearing	Noise instruments; sound boxes; children's musical instruments: piano, accordion, drums, pipe, tambourine, rattle, bells, rattles; subject, plot pictures for expressing sounds and their automation; games with paired cards (sounds: R, L; S, 3, C; Sh, Zh, Shch); sounds of vowels and consonants (houses for hard and soft sounds, pictures “stone”, “cotton wool”); individual aids for sound-letter analysis; word schemes; sound tracks, sound ladder; albums based on the syllabic structure of words	“Collect a bouquet”; “In the world of animals and birds”; “We divide words into syllables”; "Phonematics"; "Find yourself a partner"; “Find what sounds”; "Sound Domino"; “Guess where the sound is coming from”; “Lay out the pictures”; “Repeat - make no mistake”; "Quiet - loud"; "General sound"; “Come up with words with sound”; "Broken phone"; "Seller and buyer"; “Sound symbols”, etc.
3. Development of articulatory motor skills	Subject pictures-supports; articulatory structures of the scheme; articulatory gymnastics in albums for a specific sound; diagram of the characteristics of sound articulation; articulatory gymnastics in poetry and pictures; forms of articulatory gymnastics for lips and tongue in symbols; albums with articulatory gymnastics (authors T. A. Kulikovskaya, E. A. Pozhilenko); circuit for sound characterization; cotton swabs, cotton pads
4. Consolidating the skills of correct sound pronunciation of given sounds (in isolation, in syllables, words, in sentences, in coherent speech)	Small toys; subject pictures; story pictures; various types of theaters; albums for every sound; speech therapy albums for automating various sounds (authors O. I. Lazarenko, L. A. Komarova); pure sayings, poems, nursery rhymes, tongue twisters; sound characteristics diagram; word scheme; assorted mirrors	Lotto for sounds C, 3; F, W; R, L; “We speak correctly”; “Speech therapy lotto”; "Fun Gymnastics"; “Sounds, I distinguish you (R, L)”
5. Reinforce skills learned in literacy classes	Magnetic board; sets of magnetic letters; boxes of letters and syllables; cubes “ABC in pictures”, “Learn to read”, “Smart cubes”, “Syllable cubes”, etc.; “Carousel” (learning letters); reading cards; album “Learning Letters”; manual “Talking ABC”; magic house “Learning to read”; “Primer” by N. S. Zhukov, “Living ABC”, “Reading by syllables”, “Native nature”; "Journey with Letters"; “Reading with hints”; "Texts with tails"; “Snow White” - read with hints; baby books, etc.	“Name, read, check”; "Learn to read"; “I am learning letters”; "Find the letter"; “Are you ready for school?”; "Syllable Lotto"; "Magic Braid"; “Find the place of the sound in the word”; “Read by first sounds”; “Syllabic piggy bank”, etc.; "Smart Games" series, puzzles
6. Activation of vocabulary, generalizing concepts and lexico-grammatical categories	Subject pictures on lexical topics; “Big and small” (used in a diminutive form)	“What is made of what”; "Weather forecast"; "Dress the doll"; "In the animal world"; "Children's computer" and others.
7. Development of coherent speech	Series of plot pictures “Stories in Pictures”; different types of theater; pure sayings, poems, nursery rhymes, tongue twisters; library of children's books, etc.	Homemade games “Make a story from the pictures” (“The Hawk and the Hen”, “Two Little Goats”, etc.)
8. Development of fine motor skills	Dry pool; massage rollers, balls, clothespins, stencils; finger games (memo diagrams on lexical topics); “The world of your fantasies” (various materials for composing letters)	Hatching games; “Drawing by cells”; mosaics; lacing games, etc.

Bekova N.V. February 2014.

There are two large groups of sounds in the Russian language - vowels and consonants.

Sounds are what we hear and pronounce.

Letters are signs that represent letters. We read and write letters.

VOWEL SOUNDS AND LETTERS

There are 6 vowel sounds in the Russian language (denoted in red) - A O U Y Y I E

10 vowels - A O U Y Y E I E Y Y Y

CONSONANT SOUNDS

Consonants are voiced and unvoiced

B C D E F Z L M N R - voiced (“the neck is ringing”)

P F K T Sh S H Ts - deaf ("the head does not ring")

solid /KoT/ - denoted in blue

soft / Len / - denoted in green.

As a rule, after hard consonants come VOWELS -A O U Y E

After soft consonants there are usually vowels - I E E Yu I or b

How to learn not to skip vowels in words

The most common mistakes made by children in grades 1-2 at school are omissions of vowels. This is due to the fact that children have not formed or developed the function of sound analysis and synthesis.

WORKING WITH VOWELS

Let's get acquainted with the vowel sounds A, O, U, Y, I, E.

To better remember, we associate them with objects:

A – a little girl’s song, the girl cries loudly. /to sing a song, you need to open your mouth wide/

U - song of a steam locomotive / stretch out our lips with a straw /

O – a song of a boy who has a toothache / his mouth is not widely rounded /

Y - song of the wolf, evil teeth of the wolf /show sharply exposed teeth/

And - the song of a cheerful foal /lips in a smile/

E – echo song /mouth open, teeth exposed/

Each sound must be correlated with its articulation. Together with the children, we guess sounds by lips / by articulation /, which helps children in the future to determine this or that sound, in case of doubt, either by ear or by its articulation.

Learning to identify vowel sounds

---at the beginning of a word/ the sound should be stressed/

The speech therapist pronounces the words, emphasizing the first sound in the word in an exaggerated manner:

UUUUUtka, OOOautumn, AAAASya, IIIira.

If a child cannot identify a sound by ear, we suggest identifying it by lips/articulation/

This work is carried out when determining the sound at the end of a word:

WindowOOOOOO, tablesYYYYY, glassesIIIIII, legsAAAAAA.

The most difficult task is highlighting the vowel sound in the middle of a word

Before completing this task, you should definitely remember all the “songs” and the articulation of vowel sounds. Words must be selected so that the first consonants “stretch.” /S, L, R, Sh.../

shAAAAR, mAAAAK, luUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUK

Such work must be carried out for a long time, gradually complicating the task and increasing the speed of pronouncing words, removing the exaggeration of sounds.

Good luck to you!

Learning letters

Learning to read

Handwriting correction. It's possible!

CALLIGRAPHY

The use of this or that font, even the simplest one in the sense of the primitiveness of the lines, requires familiarity with calligraphy, requires training in the use of straight lines and ovals.

To do this you need to remember basic rules of calligraphic writing:

1) Smooth, straight fit;

2) Do not touch the edge of the table with your chest;

3) Both hands should be up to the elbows on the table;

4) The position of the writing hand is as follows: the second finger with a very slight bend should almost lie on the handle of the pen and be approximately 3 cm from its end. The fifth finger, straightened, should lie on the paper, serving as a support for the hand.

Your fingers will not feel tired even from hours of writing exercises if you strictly follow all the above rules.

They say that a person's character is determined by his handwriting. It is individual for all people. Of course, the child’s character, the circumstances of school and family life, the influence of friends will make some changes in the development of handwriting, but for now, all notebooks will be very similar to each other.

You can start studying at the age of 5, or even earlier. Age does not determine the onset of this process. Main condition - child's readiness:

whether his hand is prepared for writing;

can he write in block letters?

does he have a desire to learn to write in “adult” letters?

If all these skills are formed, then you can start working in a real notebook. For children under 6 years of age, this work is carried out strictly individually. The adult must carefully monitor every line, every element that the child writes, accompanying the letter with verbal explanations and advice.

These repeated comments are so firmly absorbed by the child that the moment will come when he will be able to write correctly himself, without the help of an adult. And this is very important for successful learning at school, because relearning is much more difficult. That is why every adult must be aware of all the responsibility. You cannot, for example, show how to write this or that letter and go about your business. In addition, teaching some children to write can be accompanied by some emotional stress. The child will experience the first difficulties and failures. The hand doesn’t seem to obey him, the line doesn’t go where it should. This is where adult advice can help. You can take the child's hand in yours and pee together, so that in this way he can feel exactly what this effort should be like. Your baby has the right to make mistakes. Don't be afraid to use an eraser to erase a letter that is written incorrectly. Positive emotions are important at this stage of learning. Frustration most often does not make children want to continue working.

To maintain good posture and develop beautiful handwriting, it is very important correct landing : straight back, level shoulders down; slightly inclined position of the head at the required distance from the notebook, so as not to spoil vision. When writing, you should not touch your chest to the table, because this position makes breathing difficult. It is necessary to monitor the position of the hands during work: one hand is the main one, the other helps it; Elbows should not hang over the table.

It is better to prepare your hand for writing from early childhood. All kinds of pyramids, nesting dolls, “stickers”, mosaics, construction sets, plasticine help fingers get stronger and develop fine motor skills. Handles become dexterous and mobile. They are easy to manage. For children 3-4 years old, drawing with pencils, shading and coloring, and especially working on tracing paper, are useful. For this purpose, you need to choose a coloring book, preferably an alphabet with block letters, and cut tracing paper into the desired format; put the drawing under the tracing paper, connect them with paper clips and invite the child to trace the drawing on the tracing paper with multi-colored gel pens, trying not to go beyond the outline. If desired, the child can color the drawing with felt-tip pens. There are quite a lot of such tasks that can be completed - they cultivate perseverance, accuracy and patience, develop attention, eye and coordinate hand movements. It is important to teach your child to hold writing instruments correctly. Help him “fold” his fingers. Remember that the thumb and middle one hold the pencil, and the index one only holds it on top. You need to hold the pencil freely, without squeezing it between your fingers too tightly.

Children who prefer to do a lot with their left hand find a comfortable position for the notebook and pencil themselves. For children writing with their right hand, the pencil points to the right shoulder; for children who write with their left hand, it looks away from themselves. The main thing is that children should see what they write. Practice has shown that boys and girls who write with their left hand can also do it beautifully. It is better to start writing with a simple soft 2M pencil. Remember the wonderful old movie "First Grader"? There Marusya wrote in a lined notebook with a pencil until her letters became even and neat, and only then the teacher allowed her to write with a pen. Sheets with ready-made lines will help you learn how to write slanted. The generally accepted writing inclination is 65 degrees. At the same time, the notebook also lies at an angle. In school copybooks there are several auxiliary lines for tilting, and preschoolers have a whole grid in which each letter has its own place, its own house. First of all, the child learns to carefully draw straight slanted lines from top to bottom with soft pencils or colored pencils. Then count the cells and find the starting point of the next letter, maintaining equal distances between letters and syllables. At the beginning of the workbook, the child will write letters and words using dots. This was done so that the baby is not afraid to make mistakes. He traces the sample several times, thinking only about where to draw the line. In the future, when his hand gains greater confidence, the need for copying will disappear and the preschooler will easily move on to independent work. The first tasks allow you to master the outline of each letter, its elements and connections with other letters into syllables, as well as consolidate these skills in writing words with a given letter. Next, the child learns to write syllables with uppercase and lowercase letters. An entire page is devoted to words containing these letters. Many adults remember how during their school years it was difficult to keep up with the teacher’s dictation if you couldn’t write quickly. That is why the continuous letter appeared.

Preparing a child's hand for writing

In order for learning to write to be successful, in addition to other important tasks, it is necessary to resolve the issue of readiness to write directly by hand. Whether a future first-grader's hand is ready to write can be determined by assessing his fine motor skills and coordination of movements.

It is especially important for parents to know how to develop precise and strong enough finger movements and activate the muscles of the hand. First of all, you need to stock up on plasticine and modeling clay - modeling has a wonderful effect on fine motor skills. Exercises for the hand can be carried out at a purely everyday level, for example, fastening and unfastening buttons, sewing them on, trying to tear them off (but only without damage to clothing, on special material). It is useful to untie knots on shoelaces; it is accessible to everyone! Traditionally, coloring, drawing are used (we note in passing that felt-tip pens are not recommended - their use essentially involves moving your hand over the paper without any effort and, accordingly, does not require muscle activity), graphic exercises (shading, competition, etc.) , appliqué work, designing, cutting, sawing, stringing beads, weaving, assembling puzzles, mosaics - it is difficult to list all possible activities for the development of fine motor skills.

Draw a line down the middle of the path(without lifting the pencil).

Draw the same figure in cells.

Margarita Andreeva

The only way to get to the top of a ladder is to take it one step at a time. And in the process of this ascent, you will suddenly discover in yourself all the necessary qualities, skills and abilities needed to achieve success, which you seemingly never possessed.

Margaret Thatcher

Greetings, dear colleagues!

It is with great pleasure that I present my work speech therapist's office in MBDOU d/s"Berry" With. Alexandrovsky, Tomsk region. Speech therapist This is only my second year working. In my work I use innovative technologies:

I am working on developing auditory attention;

Speech and phonemic hearing;

Physiological and speech breathing;

Formation of correct sound pronunciation, automation and differentiation of various sounds;

Development of the grammatical structure of speech;

Development of coherent speech (dialogues, retellings, stories).

I pay special attention to the formation of phonetic-phonemic perception.

I introduce children to sounds, develop sound skills syllabic analysis, synthesis.

I am working to prevent dysgraphia and dyslexia.

This is what I managed to do with my own hands, the hands of my children and parents during this period.

Welcome!

On the front door cabinet sign« Speech therapist» , work schedule speech therapy

office and« The secret from the speech therapist» :

How to speak both clearly and understandably -

Qualified master - SPEECH THERAPIST.

He teaches verbal communication,

Grammar and vocabulary are his subject.

Breathing, phonation, articulation

He will teach you knowledgeably SPEECH THERAPIST.

He is an educator, teacher and psychologist,

He is a philologist, and he is a linguist,

He is a teacher, doctor, defectologist,

Actor, speaker is SPEECH THERAPIST.

Researcher, methodologist, innovator,

He is a diagnostician, corrector and expert,

Both consultant and observer -

A versatile specialist - SPEECH THERAPIST.

Speech therapist's office.

Card files of games and exercises, as well as other material for classes.

1. Workplace speech therapist.

2. Located under the shelf "Clue speech therapist» : Schedule of individual work with children; Schedule speech therapist(general); Reminders "Vowel sounds and letters", “Classification of consonant speech sounds”, "Structure of the dental system".

3. On the same wall there are wall mirrors and "Cobweb"(a place to attach demonstration material for repetition with children, as well as tips for speech therapist for classes).

4. To the left is the area for breathing development "Carousel" and hand motor skills "Colorful braids".

5. There is a small one here "Shop for finger development", where a child in free activity can take the following benefits and games:

5.2. Didactic games, insert games, lacing.

5.3. Massage balls (Sujok therapy).

5.4. Collection of shells, animals of the seas and oceans.

5.5. Fruits and vegetables.

5.6. A game "Guess what's making noise in the egg?"

5.8. Breezes; "Snake Repeat"; "Talking Frog".

5.9. Dry pool for hands from kinder eggs.

6. « Speech therapy assistants» - massage balls (soft and hard to the touch).

7. And on the shelf are our favorites « Speech therapy assistants» (in special jars): pebbles, shells, beads, colored strings, balloons, whistles, small toys from Kinder surprises, magnets, magnetic letters of different colors for a magnetic board, crumbs, buttons, puzzles and much more.

9. In the closet are « speech therapy keys» - probes and probe substitutes; aromatherapy oils; spatulas; alcohol; cotton buds; cotton pads; napkins; tubes; cotton wool

10. On the closet there are children’s toys and containers for developing breathing. "Snowfall".

11, 12. In the closet there are teaching materials, “Treasury of methodological material speech therapist» , as well as literature and other teaching aids.

13. B there is a computer in the office(I actively use modern ICT tools in my work with children).

14. Next to the training area there is a place for individual speech therapy work with children(equipped with various games, exercises).

15. Study area speech therapy room: board, magnetic board, place for attaching visual aids.

16. Handouts for literacy classes for preparatory speech therapy group(card chips for drawing up a sentence diagram, counting sticks, chips for stress and games "Traffic lights", colored woolen threads for laying out letters on velvet paper).

Speech therapy a corner for parents located in the hallway of the group.

RECOMMENDATIONS FOR FORMING A SELF-EDUCATION FOLDER + SAMPLE TOPICS FOR SELF-EDUCATION FOR PRECEPTION EDUCATION TEACHERS Author Mezhova S.L. Each person is an individual and the reasons for his professional burnout are also different. First, we need to identify exactly the reasons that led to a decrease in performance and the perception of new things. These are basically three areas in which teachers, sometimes without noticing it themselves, find themselves captive. Banal fatigue and emptiness from many years of work in the field of pedagogy (constant stress from communicating with parents, bosses, emotional stress from communicating with children - and this too), secondly, a cynical attitude towards work and what you do (only receiving material from work), thirdly, teachers, sometimes after working for many years, feel like incompetent specialists in professional matters (mainly they are scared by innovations and increased demands). In all of these cases, the process of professional burnout is long and invisible. Based on the above reasons, it is possible to select motivation for “awakening” teachers. It is very good to use trainings that are conducted jointly with a psychologist, where young and experienced teachers are present. The topics of such trainings can be completely varied. Interactive exercises, association games, where teachers can feel both in the role of a leader and in the role of a child. Such events will quietly and gradually help to revive not only professional interest, but also to feel differently, simply as a necessary and happy person. The technique of self-hypnosis, praise, and the ability to look at yourself and others from the outside is very effective. Here you can see what hidden talents teachers have, what they are more drawn to even in simple everyday life. Young teachers who are burning with ideas also motivate well; here you can recharge with energy and learn new things. Invite them to work together, conduct master classes, and make them feel like a leading mentor. Self-regulation, that is, self-healing, is also very useful. Teachers are asked to write down 10 pleasant activities that give them pleasure (i.e. answer the question “What gives me pleasure?”) Next, this list must be ranked according to the degree of pleasure, accessibility and frequency of use, which will allow them to select the most pleasant and accessible activities . As a result, you can choose the most optimal way to restore your psycho-emotional state. And of course, don’t forget that live communication outside of work, outside of professional interests is very useful. Relaxing together, just communicating - exhibitions, going to the theater, joint holidays, discussing what you have read - this will not only help you take your mind off work, but will also unite the team. And of course, it is important to have a dream. Often people work for a paycheck without a specific purpose or reason. As a result, there is no motivation to work. It is important to find a reason why you need to work, then you will be able to return joy. Of course, money is the main motivating force, but you can think about what needs it can be spent on. Voltaire wrote: “A person must dream in order to see the meaning of life.” Dream leads to success. Success breeds success. And even the smallest victory will increase motivation. Self-education helps you adapt to a changing social and political environment and fit into the context of what is happening. Therefore, when choosing a topic for yourself, you need to take into account its importance and relevance at the moment, and also think about how you personally can reveal this topic in the near future, for which category of children (age, developmental characteristics) it will be possible to apply the developments on the topic. It is also important to study the literature that is suitable for the chosen topic, and here it is important not to scatter at the beginning, but to stop at 2-3 sources to begin with. It is IMPORTANT that knowledge on any issue acquired from one source is supplemented with information from another document. This forces the student to compare, analyze, draw conclusions and form his own opinion on this issue. It is IMPORTANT to be able to collect, accumulate and store information, facts, conclusions. They will be useful for speaking at seminars, pedagogical councils, participating in discussions, etc. Topics for self-education can be selected taking into account the individual experience and professional skills of the teacher. They are always related to the predicted result (what we want to change) and are aimed at achieving qualitatively new work results. Based on your experience, it is important for you to review your results and developments from the outside and decide what will be important not only for you, but also what to change for your students, what the end result will be. If the kindergarten operates in an innovative mode, then the issue of self-education is included on the subject of experimental activities of preschool educational institutions. If the specialist is young, you can take more general topics of study: familiarization with new regulatory documents on issues of preschool education; Study of educational and scientific-methodological literature; Familiarization with new achievements in pedagogy, child psychology, anatomy, physiology; Studying new programs and pedagogical technologies. With experience, a teacher can choose a narrower focus based on the interests of preschoolers or his own interests. For example, not just “Environmental education”, but “The moral aspect in the education of preschool children through familiarization with environmental culture” or “Non-traditional health technologies in introducing preschool children to a healthy lifestyle.” Familiarization with best practices of preschool institutions; Increasing the general cultural level Most teachers still confuse self-education on a specific chosen topic and general work throughout the year. That is, they mix everything together (events with parents, holidays, competitions, visits to other events) without focusing specifically on their topic. The point of self-education is precisely that a person, having chosen a little-studied problem for himself, gradually accumulates material on it, without mixing in the accompanying daily work (I agree, also no less important and time-consuming) SAMPLE TOPICS OF SELF-EDUCATION FOR PRECEPTION EDUCATION TEACHERS 1. Activating children's vocabulary younger age group. 2. The influence of oral folk art on the development of speech in children 3-4 years old. 3. Education of preschool children through work. 4. Education of moral qualities of preschool children through Russian folk tales. 5. Gender education of preschool children in a kindergarten. 6. Didactic game as a form of teaching young children. 7. Didactic games in teaching children the basics of mathematics. 8. Spiritual and moral education of preschool children. 9. Spiritual and moral education of children through reading fiction. 10. Game as a means of educational activity in the context of the implementation of the Federal State Educational Standard. 11. Game as a means of communication for preschoolers. 12. Playful activity of children at the stage of transition from early to preschool childhood. 13. Use of health-saving technologies in the first junior (second junior, middle, senior) group. 14. Use of educational games during mathematics lessons with children of primary (middle, senior) preschool age. 15. Using a variety of non-traditional drawing techniques when working with children 2–3 years old. 16. Personality-oriented approach to the education of preschool children. 17. Methods for developing correct posture and preventing its violation in preschoolers. 18. Folk outdoor games, their importance in the physical education of preschool children. 19. Enriching the social experience of preschool children in kindergarten and family settings. 20. Health-improving gymnastics after a nap, its meaning. 21. Organization of work in preschool educational institutions on patriotic education. 22. Patriotic education of preschool children through the use of fine arts. 23. Retelling works of art using pictures. 24. Outdoor play as a means of developing the physical qualities of children (middle, older) of preschool age. 25. Cognitive and research activities of preschool children. 26. Traffic rules for preschoolers. 27. Techniques for activating mental activity in the process of introducing children to nature. 28. Project activities with children of primary (middle, senior) preschool age. 29. Project method in the spiritual and moral education of preschool children. 30. Educational games as a means of developing the cognitive abilities of preschool children. 31. Development of dialogical communication of children in a group of different ages (4-7 years). 32. Development of play activity in young children. 33. Development of communication abilities of older preschoolers through communication with nature. 34. Development of mathematical concepts in preschool age. 35. Development of mathematical abilities of preschool children through play activities. 36. Development of fine motor skills in preschoolers. 37. Development of fine motor skills in preschool children through non-traditional drawing techniques. 38. Development of cognitive activity of preschool children. 39. Development of search and research activities of preschoolers in the process of experimentation. 40. Development of speech in children of early and primary preschool age. 41. Speech development - rhetoric lessons and speech etiquette. 42. Development of sensory abilities of preschool children. 43. Development of sensory abilities through didactic games. 44. Development of children's creative abilities in visual arts. 45. Development of creative abilities of preschool children through puppet theater. 46. ​​Speech development of preschool children 47. The role of motor mode for the health of preschool children. 48. The role of play in the physical development and promotion of health of a preschooler. 49. The role of riddles in the development of a preschooler. 50. The role of folk holidays in introducing preschool children to Russian folk traditions. 51. The role of the family in raising preschool children. 52. Fairy tale as a means of spiritual and moral education of preschool children. 53. Fairytale therapy as a means of shaping the development of speech in preschool children. 54. Modern approaches to the implementation of tasks in the educational field "Cognition". 55. Theater - as a means of forming coherent speech in preschoolers. 56. Theatrical activities as a means of developing a child’s creative personality. 57. Physical development of children in play activities. 58. Physical education and health work with children. 59. Formation of communicative qualities in children of junior (middle, senior) preschool age. 60. Formation of communicative qualities in children of senior preschool age through communication with nature. 61. Formation of a culture of health in preschool children. 62. Formation of the beginnings of ecological culture of preschool children. 63. Formation of the foundations of pedagogical skills. 64. Formation of patriotic feelings in preschoolers. 65. Formation of children's speech in play activities. 66. Fiction as a means of comprehensive development of a preschooler. 67. Artistic and speech development of children through joint theatrical activities of children and parents. 68. Environmental education of children in kindergarten. 69. Environmental development of children in the younger (middle, older) age group.

Work on the development and correction of speech of preschoolers is one of the priority areas of the educational process in kindergarten. Therefore, creating conditions for the prevention and correction of speech disorders in children is an important principle in the design of the speech therapy zone (correction corner, speech center) of the subject-developmental environment of the group. At the same time, the environment should be not only educational, developmental, but also aesthetically designed, and most importantly, comfortable.

The role of the speech therapy corner

In the context of the educational concept of modern preschool educational institutions (DOU), classes for the correction and development of speech can be conducted in two options:

• in a specially equipped room for classes with a speech therapist;
• in each kindergarten group.

In the first case, all equipment for work is located in the specialist’s office. The location of basic materials for group work is due to the fact that in kindergarten the speech therapist does not have an office or the teacher himself is engaged in correctional work. A speech therapy corner is part of a subject-development environment for games individually or in a group, aimed at correcting existing speech disorders and stimulating the speech activity of children. The role of the speech therapy center is to:

Goals and objectives of creating the center

The content of the speech therapy corner is based on lexical topics, considered in accordance with calendar and thematic planning. In addition, the correction center materials must be related to:

• the program according to which the preschool educational institution and a specific group operates (for example, if a kindergarten has speech therapy groups, then the subject-development zone will not only be larger in terms of space occupied, but also more diverse in content);
• physiological and psychological-pedagogical features of speech development at a specific age (for example, in the junior and middle groups, the work takes into account the order of mastering sounds - a, o, e, p, m, b c 1.5–2 years, i, s , y, f, v, t, d, n, k, g, x, j at 2–4 years).

Thus, the goals of creating a speech corner in a preschool educational institution are:

• fine motor skills training for the full and timely development of coherent, conscious speech with the help of special simulators (laces, tops, etc.);
• stimulation of the speech apparatus to pronounce consonant sounds that differ in the location of the obstacle that the air flow encounters (especially the anterior lingual palatal sounds w, zh, r, h and anterior lingual dental sounds l, z, s);
• mastering the skill of correct inhalation and exhalation during the speech act with the help of breathing exercises (important for pronouncing consonants that require a certain direction of air flow to the place of the obstacle);

  Developing proper breathing is one of the main directions of speech development

• development of logical thinking, attention, ability to find cause-and-effect relationships;
• practicing sound pronunciation (when learning pure tongue twisters and tongue twisters);
• development of phonemic hearing (children understand the meaning of words from poems, fairy tales, perceived by ear);
• mastering the principles of the grammatical structure of language in games (for example, the formation of diminutive forms of nouns using the suffixes -chka-, -onk-, etc., as well as the study of syntactic norms, in particular, the rules for constructing sentences).

This is interesting. The acoustic realization of consonant sounds is possible due to the fact that when they are pronounced, the vocal tract narrows, causing complete or partial blockage of the air flow. Changing the direction of the latter makes it possible to produce different consonant sounds. To pronounce vowels, there is no significant narrowing of the vocal tract.

At the same time, for each age, the set goals are implemented within the framework of solving specific tasks, which are cumulative in nature, that is, they are supplemented and enriched from year to year.

Work on speech development is built consistently from year to year

Table: tasks for creating a speech corner for different ages

Group	Tasks
First youngest	Overcoming speech negativism (when children strive to show, rather than say, a word or phenomenon) in paired and group games. An exercise in matching an object with an image in a picture. Clarification and enrichment of the dictionary. Cultivating attention to addressed speech.
Second youngest	Enrichment and activation of the vocabulary on program lexical topics (by filling the speech therapy area with suitable pictures). Development of dialogic speech (in play situations when interacting with dolls and toys). Development of speech breathing and the ability to coordinate speech with movement (thanks to a selection of breathing exercises). Development of auditory and visual attention during the game. Development of fine and gross motor skills of children when working with simulators.
Average	Activation and enrichment of passive and active vocabulary. Mastering the norms of word formation of forms of nouns and adjectives. Work on the ability to control the force and duration of exhalation. Fine and gross motor skills training. Development of spatial concepts.
Senior, preparatory	Practicing and consolidating lexical material, lexical and grammatical categories. Formation of phonemic perception and hearing (distinguishing between soft and hard sounds, for example). Development of articulatory motor skills. Consolidating the skills of correct sound pronunciation of given sounds in isolation, in syllables, words, in sentences, in coherent speech (by involving children in role-playing games). Activation of vocabulary, generalizing concepts and lexical and grammatical categories. Development of coherent speech.

Design of a speech therapy corner

In order for a correctional center to fully function, it must be organized in accordance with the requirements established by the Federal State Educational Standard (FSES).

This is interesting. A toy for a speech corner should be selected according to certain parameters. First of all, it should have a movable tongue, using an example of which it will be possible to show children the position of the organs of articulation. The character's clothes should have Velcro, buttons, snaps, so that when dressing and undressing the character, kids practice fine motor skills. In addition, the outfit should be made from fabrics of different colors and textures - this will help children learn to characterize materials by properties and shades. And to quickly master the skill of orientation in the body diagram, it will come in handy if the toy has movable arms and legs.

Video: example of working with a toy in a speech therapy corner

Materials

Table: typical content of a speech corner

Materials	Target	Usage
Pictures to illustrate articulation games, sets of tasks for articulation in pictures or tables.	For articulation gymnastics	While completing tasks, children look at pictures that represent all the movements step by step.
Tops, lacing of different shapes and sizes, mosaics, puzzles, dry pool, templates for shading, tracing, pencils, felt-tip pens.	For training fine motor skills	In younger groups, children enjoy lacing (for example, connecting four fragments of a ship or car with a lace); in older groups, children work with shading to prepare their hands for writing.
Balloons, pipes, soap bubbles, pinwheels.	To form correct breathing	Children aged 1.5–3 years really like to blow soap bubbles; pupils in the middle group work with pipes and turntables. In older groups, children inflate balloons and also continue their acquaintance with pipes.
Dominoes, cut-out picture puzzles, games like “The Fourth Wheel”, “Recognize by Contour”, etc.	For the development of perseverance, attention, logical, figurative and concrete-subject and visually effective thinking.	Cut pieces of puzzle pictures are used in working with children of any age. The only difference is that in the younger groups it is a compilation of pictures from four parts, in the middle - from six, and in the senior - from 10-12.
Audio recordings of children's songs, poems, games with pairs of cards (the picture shows a plot with missing parts of two sizes, shapes that the child puts on top after completing the task): a squirrel with mushrooms, a Christmas tree with toys, etc.	To train phonemic hearing.	To practice the sounds “ry” and “r”, the game “Squirrel” is played: the teacher names the reserves that the squirrel has made, and the children, hearing a soft sound, put a small mushroom on the picture, and when they hear a hard sound, put a large one.
Albums with tasks for automating sounds by V.V. Kovalenko, games L.A. Komarova, fun “Speech therapy lotto”, “Pick up and name”, “Steam locomotive”, etc.	To practice sound pronunciation	“Speech Therapy Lotto” contains 12 cards with cut pictures, which the child assembles into a whole image. Names the resulting pictures and highlights the sound being practiced. In older groups, children determine the position of the sound in a word and make a sentence with this word.
Pictures corresponding to the topics being studied, games “One - Many”, “Pick a Pair”, etc.	To enrich the vocabulary	Game “Pick a Pair”: when studying domestic animals in the second younger group, children are asked to find pairs of pictures depicting a male (female).
Games “Whose Tail?”, “One - Many”, collections of games by E.M. Karpova, E.V. Solovyova.	To learn grammatical rules of speech	Game “Whose Tail”: children match pictures of tails to animals placed on a flannelgraph. After composing the image, they name whose tail it is (fox, hare, etc.).
Games “Guess the description”, “When it happens”, “Professions”.	To train the skill of constructing coherent statements	The game “Guess by Description” is played according to the lotto principle: children have pictures, the teacher describes the plot, and the children show. In older groups, children take turns describing the pictures and guessing.
Games “Match the word to the diagram”, “Make a sentence according to the diagram”, “Add the word”, puzzles and crosswords	To enrich active and passive vocabulary, broaden your horizons and master the norms of constructing sentences.	Game “Make a sentence according to the scheme”: children have a set of cards and symbols of prepositions (a symbol indicating the location is glued to the caps of plastic bottles), they need to put together sentences from the available materials and pronounce it.

Photo gallery: practical application of some materials

In the game “Whose Tail” children not only train fine motor skills, logical and figurative thinking, but also learn to form the form of possessive adjectives. An exercise in sorting cards by size depending on the sound they hear helps to practice phonemic awareness. Compiling sentences according to a pattern promotes the development of coherent speech.

Tools and ideas for decoration

The basis for organizing a speech therapy corner in a group is a table on which a mirror is placed. Further packaging is based around these elements.

What you can do with your own hands

The subject-development environment in kindergarten is designed not only with purchased materials, but also with objects created by the hands of the teacher and parents. To a greater extent, this is done so that children, seeing the results of manual labor, treat it with respect. If we consider the speech therapy corner from the point of view of the possibilities of designing on our own, then in this sense the most optimal would be to create a stand. To do this, you will need a sheet of plywood of the required size and shape, onto which the fabric is stretched through a foam rubber pad. The structure is secured with a construction stapler. Thanks to the soft surface, materials on the topic can be attached with pins or buttons, and the stand will not lose its presentation due to frequent changes in visibility.

Small stands can be made for specific types of work, for example, with finger games, breathing exercises

How to name

The name of each zone of the subject-development environment should be understandable to children and, which is very important, easy for them to pronounce. Of course, you can take the path of least resistance and name the center “Speech Therapy Corner” or “Speech Corner”, but it makes sense to find more original options:

• “Toy library with a tongue”;
• “We speak correctly”;
• "Zvukarik";
• "Talker";
• "Logolandia";
• "LOGOcountry".

Video: video tour of the speech center in the middle group

Photo gallery: design sketches for a speech therapy corner

Materials from the speech therapy corner can be placed on shelves by placing a rack above the table. A mirror is hung so that children, sitting on a chair, can see their entire face. In the speech therapy corner in the junior and middle groups, there is a permanent character who helps and shows children exercises and games. If the space there are few in the group, then the corner can be centered around a mirror hanging on the wall

Working in a speech center

Judging from the list of materials, we can conclude that the main type of activity in the speech corner is play, which is completely justified, since this is the main type of activity for children aged 1.5–7 years. However, in addition to didactic fun, in the speech center, with the help of available visual aids, the following are carried out:

As well as artistic and creative types of work as an element of practical activity.

Table: games and exercises in the speech therapy center

	First junior group	Second youngest	Middle group	Older	Preparatory group
Didactic games	“Doll Katya is getting dressed and getting ready for kindergarten” The teacher shows the children how the Katya doll “dresses” and “puts on her shoes.” As the game progresses, he names items of clothing, attracting the children's attention to details, and asks what color these items are.	"Who Got Away" The teacher displays pictures of family members in front of the children. Alternately removing one, the children determine who is missing.	“What did the artist mix up?” The teacher invites the children to look at the picture and say what the artist did wrong (in the fall, children do not wear T-shirts and shorts, there are no strawberries, etc.).	A retelling of the fairy tale by V. Suteev “Under the Mushroom”.	"Restore Order" The guys receive a set of pictures with a plot. Their task is to arrange the images in the correct order and describe what is happening.
Role-playing games	Children imitate the actions of adults: washing dishes, ironing clothes.	Games “Being a Doctor”, “Being a Teacher”.	Games “Mothers and Daughters”, “Big Wash” (after listening to A. Kardashova’s story “Big Wash”).	A dramatization of the fairy tale “Turnip” as the teacher reads it, a game “Barbershop” with the distribution of roles: hairdressers - ladies' master, men's hairdresser, cashier, cleaning lady, clients.	Games “Shop”, “School”, “Clinic” with independent distribution of roles.
Articulation exercises and tongue twisters. They are carried out in front of a mirror.	Whoop, whoop, whoop, Mom is making soup. If only there was smoke coming from the chimney.	"Frogs" Description of the exercise: smile, show closed teeth. Hold your lips in this position until the count of five, then return your lips to their original position. Repeat 3-4 times. Frogs will like this: Pull your lips straight towards your ears. I'll pull and stop And I won’t get tired at all.	"Snake" The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.	"Hippopotamus" Description of the exercise: open your mouth as wide as possible, hold it in this position until the count of five, then close your mouth. Repeat 3-4 times. We open our mouth wider, We play hippos: Let's open our mouth wide, Like a hungry hippo. You can't close it I count to five. And then we'll shut our mouths A hippopotamus is resting.	Va-va-va, wa-va-va - here is the tall grass. You-you-you, you-you-you - even over your head. Ve-ve-ve, ve-ve-ve - cornflowers are visible in the grass. Woo-woo-woo, woo-woo-woo - cornflower bouquet to Narva.
Finger games	This finger wants to sleep, Alternating bending of the fingers of the right hand This finger went to the bed with the left hand, starting with the little finger. This finger took a nap This finger has already fallen asleep. - Hush, little finger, don’t make noise, “Addressing” the thumb. Except for the big one fingers, all the rest are clamped into a fist. Fingers stood up, hurray! Sharply unclench your fingers, spreading them apart. It's time to go to kindergarten! Clenching and unclenching the fist of the right hand.	This finger is a grandfather. The fingers of the right (then left) hand are clenched into a fist. This finger is a grandmother, alternately extending the fingers first with the right one, then the left hand, starting with the thumb. This finger is daddy This finger is mom. But this finger is me. That's my whole family. Clenching and unclenching fingers.	There are a lot of beds in the garden, (They clench and unclench their fingers.) There are turnips and lettuce here, (Bend your fingers one by one.) There are beets and peas here, Are potatoes bad? Our green garden (Clap their hands.) It will feed us for a whole year.	A playful squirrel is jumping (“running” with its fingers on the table), Tears pine cones from pine branches (they clench their fists alternately on their right and left hands). He squeezes deftly with his paws (they clench their fists on their right and left hands at the same time) And he takes it to his closet (“they run” their fingers across the table).	Ay, water, water, water! We will always be clean (they rub their palms rhythmically, imitating washing their hands)! Splash - to the right, splash - to the left! Our body became wet (the fingers are clenched into a fist, then the fingers are straightened with force, as if shaking off the water)! Using a fluffy towel, dry your hands very quickly (vigorous movements imitate alternately wiping your hands with a towel).
Breathing exercises	Usually carried out with the second youngest. "Leaf Fall" Children blow with different strengths on leaves cut out of colored paper and suspended on strings. Along the way, you can name which trees they fell from.		"Woodcutter" We stand straight, feet slightly wider than shoulders. As you inhale, fold your hands like a hatchet and lift them up. Sharply, as if under the weight of an ax, we lower our outstretched arms down while exhaling, tilt our body, allowing our hands to “cut through” the space between our legs. We say "bang".	"Ears" Shaking your head left and right, we take strong breaths. The shoulders remain motionless, and the ears stretch towards the shoulders. Make sure that when you tilt your head, your torso does not turn.	"Hedgehog" Turn your head left and right at the pace of movement. Simultaneously with each turn, we inhale through our nose: short, noisy (“like a hedgehog”), with tension in the muscles of the entire nasopharynx (the nostrils move and seem to connect, the neck tenses). Exhale softly, voluntarily, through half-open lips.

Practical activities

Creative tasks help children better understand didactic material, practice their speech skills and abilities, and also show their creativity.