Following directions interactive games

7 Fun Classroom Games For Teaching Following Directions To Kids

March 28, 2022March 26, 2022 by Manpreet Singh

Like all other vital educational topics, little ones also need to learn about shapes and directions. Be it to identify different corners of a shelf, or to travel to school themselves, knowledge on directions may be pivotal even as a child. Further to determine where they are or to locate their home, office, or even rooms in their house, the sense and gripping knowledge of directions is necessary.  Kids are often a repository of dreams which often make them pounce upon those learning styles that are creative and engaging. Joining these dots, one can infer that games may provide a credible plan of action for instructing different directions that need to be followed in different tasks. 

With that view, we made a list of a few games for kids. These options are simple and can be effortlessly employed in school or at home. Let’s have a precise view of each of these choices so that you may decide progressively about which is the apt take-in for you.  

Learning a few life-serving attributes right at a tender age often assists them to deal with scenarios later painlessly, Sense of direction is one of them. To comprehend precisely, it is the ability of the children to search one’s way around swiftly when they are in a new place. Or, it may also be understood as the knowledge to decide to which direction something is facing or moving.  

 The classroom games can implicitly polish these abilities as these campaigns basically imply the students listening to some instructions regarding directions. Fascinatingly, learners may also improve a few attributes with these directional activities and games: 

• Children may develop better attention. In the following activities, the learner may need to focus on what the mentor orders. This creates a sense of priority keeping distractions away. 
• Brushed up hearing abilities with prolonged practice.
• Frequently retaining the information and applying it may assist amplification of working memory. 
• Healthier Social behaviors as the learners listen to others before acting.  

Mastering a sense of direction may turn further effortless with the implementation of engaging educating recreations inside the classroom. Here is our list of must-look games that are innovatively crafted for following directions in kids:

Ensuring multimedia in the game may excite young learners with a scope of multisensory learning.  This recreation stipulates the students to follow the music to win.  

• To start with, the instructor needs to arrange a music source. A mobile phone or a music player will work well. 
• Students are made to stand in a row at one corner of the class, which can be marked as the start line. 
• There are instructions given on the board as to what directions students need to move in order to reach the endpoint. 
• Now, when the teacher starts the music, the little ones start moving forward. Suddenly the music may get paused; here the students need to halt and freeze till the music is replayed. 
• While the song is being played, the mentor has to keep a check that students are moving in the given directions only.
• The control of the music is in the hands of the teacher, thereby controlling the direction.
• The student who reaches the other side of the class first is declared the winner. 

This game is simple and can be implemented easily with young learners in the classroom and at home. 

2. Set the table

For students who are new to the school or classroom essence may need guidance to set their particulars. This can be gamified to create motivation in learners for the lecture later. 

• To start with, the teacher asks the students to take their places in the classroom.
• Now teachers declare instructions one by one to ensure the students are ready for the class. 
• For instance, “Open your bag and keep it to your right side,” “take out your book and keep it in front of you,” “grab out a pencil from the pouch and keep it on the left side of your notebook,” and so on.  
• To make it yet more interesting, they may occasionally instruct random directives like raise/ fold your hands, sit up and stand up. 
• Keep a check on the children to make sure they follow all these commands along with directions. 

This game may be a preferable icebreaker for students at the start of the day as it lets them make better bonds with the teacher’s pace.  

Measures like drawing are often intriguing for students. This game is woven around the coloring skills of the learners. 

• To start with, teachers need to arrange crayons, and a set of sheets with multiple shapes like circles, and squares are drawn on them. 
• They may consider providing copies of printouts to make the game easier. 
• Each student is provided with one paper and a set of crayons. Now, the teacher starts giving instructions to color these shapes. 
• Say, the mentor commands “identify the circle on the top right side, mark it as no.1 and color it with red”. The Young learner needs to point out the right-side circle on the top and color it accordingly. 
• Once all the shapes are colored, the mentor evaluates the responses if the student has followed the sequence and is able to identify different shapes given in different directions.

This game not only stipulates the student to identify various directions but also assists them in recognizing different colors and shapes simultaneously.  

Outdoor games may be preferable on a clear day.  This game may be an admirable take-in as an alternative to the usual running race. 

• To start with, the teacher divided the whole class into pairs and procure a few stools. A race track is prepared, and some stools are placed as obstacles on the track.  
• Now, each pair stands on the start point of the track. Once a player is blindfolded and is the runner, the other one is the guide. Once the timer starts, the runner moves forward on the track with the instructions of the guide. 
• It is the duty of the guide to move the runner away from obstacles and reach the end line. To ensure this, they may give out commands to change directions to the runner. 
• For instance, they may say “turn right” at an obstacle and then “turn left” to pass beside it.  
• The team which reaches the end line first is the winner. 

Apart from directional knowledge, this game ensures a sense of trust in the team members along with the physical activity.  

The teacher draws a combination of 25 grids (5*5) on the floor for each student and arranges a set of paper cups. 

• Each student is provided with a couple of cups, which they need to hold with either hand. 
• Each student sits beside their grid with their cups in the center.  
• The game starts with the teacher giving instructions to move their cups. For example: move your right cup to one step on the right side. 
• The learners carefully listen to it and then follow the same. 
• As the game proceeds, the speed of instructions increases. 
• In between the game, Teacher may check students if they’ve placed the cup in the right position.

This game may improve attention in little ones as they may need to focus appropriately on what the instruction is to avoid wrong moves. 

The practice of directions may also be ensured with toys like animal and car miniatures.  

• Before the game starts, the teacher procures 10 toys: say, a car, truck, zebra, and a few other pieces of paper.  
• Now, they make a poem on the sheet that implicitly describes the directions. These will help the kid to understand the direction. 
• To start the game, the mentor arranges 10 toys in a row facing towards the kids and the sheet of poem is handed over to the child. 
• The student is called upon and given a minute to observe the toys and the directions that the poem points towards. 
• As the timer is started, the student needs to turn the toys in such a direction as depicted by the verse..  
• For instance, the poem reads – Arrow beside the zebra faces left and the zebra is facing right to the car on the left side, then the learner needs to turn the playthings as directed.
• This game may be employed with multiple students simultaneously, and the one who turns all the ten toys frst may be declared the winner. 

With this option, the students may sensibly comprehend the directions with a text cue, thereby ensuring innovative practice.  

Educators can turn teaching interesting by employing toys as a part of their lesson. How about a car race? 

• Before starting the game, the teacher procures say, 5 remote-controlled car toys, and then divides the children into groups of 5. Each group starts playing lap races with cars with a set of directions. 
• To start with, the instructor takes the students to the open ground or garden and marks a start and end line for the race. 
• And, multiple paths are drawn connecting the start and end line. 
• As the timer starts the kids start controlling their cars with the remote towards the end line. 
• But, there is a twist. When there is split in the path, the little ones need to follow the instructions stated by the mentor. 
• For instance, they may call out ‘Turn your cars to the right path. 
• Listening to this, the students need to turn their path to the right one and not the left one.
• The one who reaches the end line first following all the directions may be declared the winner. 

This game may be an enticing outdoor sport that kids may like. They may learn and practise the sense of direction as the game proceeds.  

Approaches like games may be the appreciable choice for implanting crucial skills in kids. These strategies often channel creative energies in the right direction. For that reason, exhilarating games in the classroom may create an opportunity to learn and apply directions rationally. Appreciating the same, the options that we stated are worth considering not only because they are facile but also due to their effectiveness. Take a detailed gaze on these games to aid your expedition and discern if any of these are befitting for your little one. 

References:

1. Dunham, S., Lee, E., & Persky, A. M. (2020). The psychology of following instructions and its implications. American Journal of Pharmaceutical Education, 84(8).

Kindergarten Language Arts Skill Builders

Links verified on 02/02/2021

1. 3 Activities to Teach Following Directions.
Click Image to Enlarge		Teach preschoolers how to follow directions through fun and engaging games and activities.&nbspSEE MORE
2. 6 Following Directions Games for Kids.
Click Image to Enlarge		One of the most fun ways to help kids practice following directions and listening is by playing games. We love to move and learn here so here are 6 following directions games that get kids up and moving!&nbspSEE MORE
3. Blind Trust.
Click Image to Enlarge		Following one- and two-step directions is expected in kindergarten. This blind obstacle course turns the art of listening into an outdoor game. &nbspSEE MORE
4. Centervention: Following Directions Worksheet and Activities.
Click Image to Enlarge		In the following directions worksheet below, students will help Owlivia, an animal character from Zoo Academy with a coloring project. &nbspSEE MORE
5. Five Playful Ways to Work on Listening and Following Directions.
Click Image to Enlarge		5 FUN ways that you can work on your child’s listening skills. Use with preschoolers through school age…just adjust the difficulty level to match your child’s ability level and then slowly increase the difficulty as they build their skills. &nbspSEE MORE
6. Follow Dirctions: Coloring.
Click Image to Enlarge		Give coloring time a little more educational value with this lesson in following directions! They'll be identifying shapes, choosing the right color, and most importantly they'll be learning how to follow instructions.&nbspSEE MORE
7. Following Directions Activities that Anyone Can Learn From.
Click Image to Enlarge		Six following direction activities from HomeSpeechHome.com. &nbspSEE MORE
8. Following Directions.
Click Image to Enlarge		Print the page of your choice. Print the directions. Choose the difficulty. For beginners use the one step directions.&nbspSEE MORE
9. If You're a Kid (Dance Around!).
Click Image to Enlarge		This video is about following directions. Listen closely! Be sure and STOP when told to do that also!&nbspSEE MORE
10. Shape Monster.
Click Image to Enlarge		Draw your own shape monster with this fun template that encourages kids to follow directions and explore shapes in a creative way. Use the instructions to help guide kids, and see what kind of wacky shape monster emerges! &nbspSEE MORE
11. Spatial Concepts.
Click Image to Enlarge		There are many whole class discussion sites on this website to teach this concept, along with interactive sites where the children can drag and drop the animals according to directions given to them. (i.e. put the dog through the doghouse).&nbspSEE MORE

Interactive games for the development of preschool children | Project:

Municipal Autonomous Preschool

Educational Institution kindergarten

Combined type No. 56 “Chamomile”

Project

Topic: “Interactive games in the development of

children of preschool age”

Completed the teacher:

mustafin Mustafin Maria Mikhailovna

of Khimki

2018

The project “Interactive games in the development of children

preschool age”

Direction: Implementation of variable models of preschool education, taking into account the needs of children's development.

Content of the project:

1. Subject of the project.
2. Goals, objectives and system of indicators to achieve the goals of the project. nine0038
3. Expected results and effects of the project implementation.
4. Description of the main problem and substantiation of the relevance of its development.
5. Possible ways of introducing project development into the educational practice of MADOU.

Purpose of the project:

• creation of an integrated model of the organization of preschool education aimed at developing the intellectual and creative personality of the child
• development and testing of interactive games for the development of preschool children
• creation of an open information educational space MADOU

Project objectives:

• create a methodological system for the development of preschool children
• Determine the most productive types of interactive play;
• Determine the place of interactive play in the complex, psychological and pedagogical education of preschoolers;
• improve the methodology of interactive games
• modernize the control system in the conditions of its activity in the innovation mode
• to ensure the effective and continuous growth of teachers' professional competence in creating conditions for preschool children
• to develop the intellectual and cognitive abilities of children, their creative activity through research, productive and play activities
• to increase the level of interaction between the kindergarten and the family in matters of support and accompanying talented and gifted children
• increase the competitiveness of MADOU by providing a wide range of quality educational and outreach services
• Determine the most productive types of interactive games
• Determine the place of interactive games in the complex, psychological and pedagogical education of preschoolers

Project developer:

Teacher of the combined type of kindergarten No. 56 "Daisy" of the senior group No. 90 "Rainbow"

Expected results and effects of the project implementation:

• introduction of an alternative option for teaching and developing preschoolers using interactive games in the educational space of the kindergarten
• systemic interaction with educational and cultural institutions in order to ensure the introduction of innovations in the educational process
• development of methods for teaching interactive games for the development of preschool children
• interaction with families of pupils in matters of support, development of preschool children using interactive games
• identification the possibilities of the interactive game space of the psychological and pedagogical activity of the teacher in teaching preschool children. nine0038
• informatization of the education process: connection to the Internet, creation of personal websites for teachers, creation of intellectual property objects (programs, game aids, etc. )
• participation in projects and competitions of various levels. Work with children0003
  • Quantitative and qualitative indicators of pupils' participation in events of various levels and creative competitions.
  • Positive dynamics of pupils' interest in various types of aesthetic activities.
  • Results of the conversation - when communicating with children
  • method of analyzing children's work
  • method of observation, method of testing interactive games - when working with a group;

  Interaction with parents

  • Positive dynamics of manifestation of the interest of teachers and parents in research activities in the field of interactive games
  • A survey method

  9000

• Creates of DACKA methodological support for gifted children.
• Creating individual development routes for children through interactive games

• The experimental method, which includes 3 stages:

Coming

Forming

Control

Project

• INFORMATION OF THE CHILDRES

Description of the main problem and justification for the relevance of its development:

The basis of aesthetic education is primarily the joint activity of the teacher and the child. The activity is interesting, methodologically and conceptually diverse. The teacher must constantly improve himself - work on his oratory skills (accentological stresses, voice manipulation, onomatopoeia), be able to develop an interesting lesson, taking into account the constant change of activity, the use of various improvised objects, etc.

One of the most productive methods of modern pedagogy is the form of an interactive game, which has become widespread not only in preschool, but also in school and even university teaching practice. nine0003

What is an interactive game - this is an innovative form of education based on the close creative interaction of the teacher and each child, a group of children, there is constant, purposeful communication and differs from other types of games primarily by its integrative nature, i.e. it can combine : listening, speaking, communication, musical elements, creative tasks, role-playing games, theatrical performances, discussions, reasoning, the use of computer technology and much more. The main thing at the same time is constant communication of all participants. nine0003

Interactive games imply communicative, creative interaction between people in order to transfer personally significant experience. Interactive methods in pedagogy are focused on the close interaction of preschoolers with each other, with the teacher, where the active, dominant position should belong to the children. The role of the teacher in this case is the direction of activity to achieve the goals of the lesson.

During the lesson, the dominance of a certain idea, the pressure of the thoughts of any participant is maximally excluded. In accordance with the specifics of the educational process, various forms of interaction are envisaged: role-playing games, simulation of life situations, joint solution of creative tasks, etc. The complexity and multidimensionality of this approach presupposes attentive, purposeful, long-term training of the teacher. nine0003

One of the areas where interactive methods can be especially productive is aesthetic education, which plays an important, fundamental role in the education of a preschooler. However, the moment of integration of aesthetic education has not been studied well enough.

The need for a comprehensive understanding of the categories of "interactive play" and "aesthetic education", the possibilities of their productive interaction within the framework of preschool pedagogy, determines the relevance of the chosen project and lies in the innovative use of modern methods of interactive play on the example of preschool children, taking into account its age, social, sociocultural features; a system-analytical review of the results obtained, the dynamics of the psychological and pedagogical picture of the interaction of children. nine0003

The purpose of the project: to identify the possibilities of an innovative space for an interactive game of the psychological and pedagogical activity of a teacher in the development and education of preschool children.

Significance of the project:

• creation of a generalized experience in the development and implementation of projects aimed at supporting the aesthetic development of preschoolers through the introduction of interactive games
• creation of guidelines for the organization of interactive games in the conditions of standardization of education. nine0038

Project implementation period: short-term, 2016-2017

Stages of project implementation:

Tasks:

1. Analyze methodological literature and experience of other educational institutions on the organization of interactive games
2. Create a creative team to implement the Project.
3. Create the material and technical base necessary for the implementation of the project.
4. Develop monitoring of the effectiveness of interactive games. nine0038

When studying the problem "how effective are interactive games that contribute to the aesthetic development of children" on the example of a specific group of older preschool children, the following research methods were used:

• observation method
• questioning method;
• method of analysis of literature and children's works;
• method of conversation - when communicating with children; nine0038
• experimental method, which includes

3 stages:

1. ascertaining (the purpose of which was to determine the level of formation of creative, aesthetic abilities) approaches, and its testing of interactive games in practice in order to identify effectiveness.)
2. control - to test certain hypotheses in practice; methods of qualitative and quantitative accounting of the results obtained - to analyze the impact of an interactive game on the psychological state of children of senior preschool age. nine0038

Based on the observation that was carried out in the art classes, music classes, in everyday life, we tried to find out the level of formation of aesthetic development in children of senior preschool age, interest in art and learning new things for him, beautiful.

During the implementation of the project, using a method for diagnosing the expressiveness of a child's drawing, including: quality, expressiveness and composition of the drawing, expressiveness in color, figurativeness, and where the levels and diagnostic criteria are given to determine the level of formation of aesthetic abilities, artistic taste on this issue ascertaining experiment

To raise the level of aesthetic development of preschool children, I proposed

a system of interactive games:

GAMES FOR A LITTLE GENIUS - an interactive educational game for individual and group lessons of adults with children of older preschool age.
Game exercises are aimed at the development of the cognitive sphere. Cognitive development is a complex complex process that affects many aspects of a child's personality, such as attention, memory, visual and visual-spatial perception, etc. Games contribute to the development of these abilities. nine0274 TALKING PICTURES - interactive games for children of primary preschool age. The exercises are aimed at developing auditory and visual perception, auditory memory, improving articulation, developing speech and expanding the vocabulary and horizons of children.
The use of this game opens up new opportunities for teachers when working with children. Bright attractive pictures, large, well-recognized images, the use of audio recordings, the ability to use a microphone to record the child's voice helps to create an atmosphere of play, stimulates children's speech. nine0274 STEP BY STEP - includes four applications with developing tasks: "Autumn", "Winter", "Spring", "Summer".
Each application contains tasks arranged in the following areas:
coherent speech;
visual perception;
auditory perception;
vision, hearing, coordination;
graphic skills;
mathematical representations;
ideas about the world around;
spatial representations;
thinking;
socialization.
Signs of the seasons is a cross-cutting theme across all applications. Many tasks contain material related to seasonal changes in nature, holidays, and related activities. nine0274 Tasks from "Autumn" to "Summer" are gradually becoming more difficult, which contributes to the formation of appropriate skills in all the most important areas of a child's development.
Coherent speech.
The manual presents unique tasks for the development of coherent speech. At the beginning, an almost empty picture appears on the screen. With each click of the cursor, the picture becomes more complicated, the plot develops. The task of the child is to describe the picture on the screen, follow the changes and, if possible, build a story. Thus, the child's speech activity begins with a description of a simple picture, and then gradually becomes more complex. nine0274 Visual perception
The tasks are varied and involve different types of child activities - comparison, construction, finding differences, sorting, memory games.
Auditory perception.
The tasks presented in this section are aimed at developing auditory perception of non-speech sounds. Good hearing is the most important condition for the development of phonemic hearing and the formation of correct sound pronunciation. In addition, improving hearing, capturing subtle differences in surrounding sounds is also important from a social point of view, as it helps the child to better navigate the environment. nine0274 Vision, hearing, coordination.
The original exercises in this section are for the development of auditory-visual-motor coordination, that is, the simultaneous response of the hand to auditory and visual signals.
LOGO GAMES - interactive games for individual lessons. The program includes 8 games that promote the development and training of the organs of speech, respiratory organs and the formation of voice skills.
LOOK AND SPEAK - interactive games aimed at expanding and consolidating children's vocabulary, improving pronunciation and developing communication skills. nine0274 The main content of the game is a visual dictionary, which includes about 700 words. Words are grouped into thematic blocks, mainly related to lexical topics. Vocabulary work involves looking at illustrations, listening to an audio recording, pronouncing a word, recording and reproducing a child's voice.
DEVELOPING GAMES - an interactive manual for individual and group lessons, as well as for individual diagnostics of the level of development of each child based on a clearly developed system of criteria. nine0274 The program allows you to create and view accounts, including information about each child, dates of classes, results of diagnostics and training sessions.
GAMES WITH WORD - a variety of exercises are aimed at expanding vocabulary and developing coherent speech, auditory perception of speech, visual and spatial perception, attention, memory, and the formation of skills for establishing cause-and-effect relationships.

Expected result:

• Due to the productive effect due to the close interaction of the teacher and children, the direct exchange of experience, it is advisable to use the interactive game in preschool pedagogy, which allows achieving great results, namely:

- improving the quality of GCD and joint activities with children;
The use of interactive games in the educational process is a powerful enriching and transformative element of the developing subject environment.

Organizational and methodological activities:

• formation of network interaction based on the use of innovative potential and experience of educational institutions;
• creation of a developing object-spatial environment; nine0038
• creation of conditions for revealing the creative potential of teachers;
• organizing and holding events with educators - seminars, workshops, creative meetings, etc.;
• organizing and holding events with parents - seminars, workshops, trainings, creative meetings, publishing a magazine for parents, counseling, etc.;
• implementation of the process of monitoring the progress of the project and assessing its effectiveness.

Expected result:

• active use of interactive aids in work with children;
• individualization of each child, identification of his interests and development of abilities through interactive games
• joint work of children with parents to master interactive games;

Educational activities:

• use of game research and experimentation, joint project activities;
• organization of individual and group work; nine0038
• selection of optimal conditions for revealing the creative potential of the child
• organizing and holding events with children - musical leisure, participation in exhibitions, competitions, etc. ;
• the use of conditions and society for the development of pupils.

Expected result:

1. Methodological, didactic, diagnostic aids and methods for supporting, developing and accompanying gifted and capable preschoolers.
2. Motivation for learning, a complex-purpose game software system that ensures the continuity and completeness of the didactic cycle of the upbringing process
3. The use of interactive aids in the educational process is a powerful enriching and transformative element of the developing subject environment.

Substantiation of the sustainability of the results of an innovative project after its completion, including the mechanisms for its resource support.

• The funds invested in the development of innovative forms of preschool education will allow the work to be continued after the project has been implemented.
• Improving the professional competence of teachers will improve the quality of education and the competitiveness of preschool institutions. nine0038
• The funds invested in the development of innovative forms of preschool education will allow the work to be continued after the project has been implemented.
• Improving the professional competence of teachers will improve the quality of education and the competitiveness of preschool institutions.

Interactive games in the correctional educational process | Methodological development in speech therapy (preparatory group) on the topic:

Interactive games in the correctional educational process

I present an overview of interactive games as a means of forming sound pronunciation. I cover interactive techniques and methods of correctional and developmental work with preschool children. I give methodological recommendations on the introduction into practice of interactive games aimed at developing pronunciation skills and abilities.

The formation of the skills of the correct design of the sound side of speech, the correct transmission of the syllabic structure of words used in independent speech, is the most important task of correcting speech disorders, which are more effectively solved through the use of modern information technologies. Interactive games improve the quality and efficiency of correctional and developmental work, activate involuntary attention, increase motivation for learning, expand the possibilities of working with visual material, and allow you to establish contact with a modern child. Interactive teaching aids make it possible to better solve the goals and objectives of correctional and developmental work on the formation of the pronunciation side of speech. nine0003

The formation of the pronunciation side of speech through interactive games includes the following areas of correctional and developmental work: the development of the motor sphere - the development of articulatory motor skills, the development of mimic motor skills, the development of fine and general motor skills, coordination of speech with movement;

the formation of phonemic functions - the formation of phonemic perception, the development of analysis and synthesis skills, the formation of phonemic representations, the development of the prosodic side of speech - the development of the tempo-rhythmic side of speech, the development of voice modulation and intonational expressiveness of speech, the development of correct speech breathing; formation of the correct pronunciation of sounds - sound evoking, automation of sound, differentiation of sounds; the formation of the syllabic structure of a word - the formation of the rhythmic side of speech, the formation of the syllabic structure of words, the development of spatial and temporal orientation. nine0003

The combination of dynamics, sound, colorful image significantly improves the perception of information by children with speech disorders. Through interactive computer games, the visualization of the acoustic components of speech is carried out, which provides an imperceptible transition for the child from play activities to correctional, developmental and educational. Demonstration of three-dimensional images in motion and other moving pictures is a convenient and effective way to provide information about the surrounding space, spatial relationships, which is much more difficult to do on picture material, because. a flat, static image in the picture does not allow the child to accurately correlate the selected features with its semantic content. The correct answer to the question in interactive games is rewarded with cheerful music and surprise moments, which forms a positive attitude towards both classes and speech activity in general. Also, due to the increased interest in classes, a faster transfer of the studied material into long-term memory, the development of cognitive activity, attention, and hand-eye coordination is ensured. Also, an element of competition is introduced into educational activities, when the successful completion of a didactic task is associated with a game result. Interactive games contribute to the development and stimulation of the activities of children with speech disorders. nine0003

The formation of the correct sound pronunciation is closely related to the development of coordination of movements of the organs of the articulatory apparatus. An example of the inclusion of interactive teaching aids in correctional and developmental work in order to develop the kinesthetic and kinetic basis of articulatory movements is the use of interactive articulatory gymnastics. When a child masters motor skills and abilities, coordination of movements develops, which occurs with the participation of speech. The development of precise movements of the legs, arms, head contributes to the improvement of the movements of the organs of articulation. In this regard, the content of the correctional and developmental work includes games aimed at the development and correction of the motor sphere: “Can you do that?” (stimulates motor activity, develops general motor skills, contributes to the formation of a “body scheme”), “Table fingers” and “Hand ghosts” (imitating the movements of the hands of ghosts, the child not only develops fine motor skills, combining rhythmic movements and speech, but also develops spatial manual praxis). The development of general, fine and speech motor skills is the basis for further work on the formation of the pronunciation side of speech. nine0003

Often, sound pronunciation disorders and slurred speech are caused by insufficiently developed phonemic hearing. As a result, the child does not distinguish acoustically similar phonemes by ear and pronounces them incorrectly, replacing them with consonant paired deaf or soft sounds, skips or rearranges sounds in words. Phonemic hearing disorders are also an obstacle in mastering reading and writing skills. For the development of phonemic hearing, interactive game exercises are used to develop the skills to hear and recognize sound, to isolate a sound from a speech stream, to distinguish in combination with other sounds, to differentiate mixed sounds. On the material of interactive games, children learn to recognize sounds in a series of vowels and analyze a sound range of 2-3 phonemes (“Poor little dragon”, “Wolf and sheep”), reproduce various combinations of 2-3 syllables (“Mushroom pickers”, “Pig-pigs "," Ali Baba's Labyrinths "), name the sounds that make up the syllable and the word ("Flower Market", "Urgent Mail"), determine the sequence and number of sounds ("Five Chinese Brothers", "Tachkin's puzzles", "Guessing", " Figure skating"). At the preparatory stage of work on the formation of phonemic functions, special attention should be paid to the development of spatial orientation, the formation of a sense of rhythm, the improvement of the ability to recognize and distinguish non-speech and speech sounds through the games "Visiting Bugs", "Riddles of Sounds", "Sea Hearts", "Musical school, etc. Gradually, subtle acoustic differentiations are formed on phonemes that are easy to articulate (vowels - consonants, soft - hard, voiced - deaf) on the material of the games "Sharpshooter", "Sweet Home", "Love-carrot". At the final stage, a practical acquaintance of children with the concepts of sound, letter, word, syllable, sentence is carried out; from syllables, sentences from words (“Resourceful letter”, “Construction-perestroika”, “Help in a fire”, “Sound memorial”, etc.). nine0003

The next line of work on the formation of the pronunciation side of speech, based on the use of interactive games, is the formation of the syllabic structure of the word. Often children have difficulties in pronouncing words of complex syllabic composition: violation of the order of syllables in a word, omission or addition of new syllables, sounds, etc. The success of mastering the syllabic structure of a word directly depends on the state of phonemic perception, and on its articulation capabilities. Therefore, correctional work to overcome violations of the syllabic structure of words includes the development of speech-auditory perception and speech-motor skills. There is also a close relationship between violations of the syllabic structure of the word and the features of the development of non-speech processes. The work uses interactive games for the development of optical-spatial orientation ("Tourist's backpack", "Pirate and treasure", "Who is after whom?", "Royal decree"), rhythmic and dynamic organization of movements ("Running after the beetle", "Road work”, “Lobster in the window”), the ability to serially-sequential processing of information (“Composing on the go”, “What first?”, “The Day of the Baron”, “Accident”). In order to develop the psychophysiological base of speech, such interactive games are used as: “Mischievous Breeze”, “Magic Potion”, “Fairytale Mistake”, “Riddles-Patches”, aimed at developing visual attention and memory; “It's Served to Eat”, “Don't Wake Up Until Spring”, “Miracles in the Clearing”, “Lyrical Snowdrift”, which contribute to the development of auditory attention and memory; "Close Relatives", "Swamp Wedding", "Friendly Caterpillars", "Who's Extra?", "Otpad Gingerbread", which develop logic and thinking. nine0003

Correctional work at this stage is closely intertwined with the formation of initial skills for the development of phonemic hearing and perception. Further, the main work is carried out on speech material of various levels of complexity. The basis for determining the sequence of work on the formation of the syllabic structure of words on speech material is the classification of words according to the degree of their syllabic difficulty, proposed by A.K. Markova. The process of working out the syllabic structure of words through interactive games is corrected and additionally worked out in individual classes, while taking into account the individual level of speech development of each child. nine0003

At the same time, children with speech disorders often do not realize the importance of intonation for conveying the meaning of statements and their attitude to what is happening. Their speech, as a rule, is inexpressive, accelerated or, conversely, slowed down. When telling poems, the speech of many children is monotonous, gradually becoming less legible, fading away. During speech, the voice is quiet, modulations in pitch and in the strength of the voice fail (for example, a child cannot change the pitch of his voice by imitation, imitating the voices of animals). nine0003

It is important, when using interactive games, to form a moderate pace, fluency of speech; the consistency of the strength of one's voice with the surrounding conditions. At the same time, the rate of speech (the degree of speed of alternation of the sounding elements of the speech flow) and the quality of the voice (strength, modulation) must be sufficiently mobile and flexible to express individual states and feelings. In the classroom, it is necessary to pay attention to educating children in the culture of speech communication as part of speech etiquette, to ensure that during the answer the child addresses the audience, takes a calm pose. nine0003

Often in the speech of children with speech development disorders there are pauses associated with the lack of formation of speech breathing, with the inability to distribute speech expiration in accordance with the length of the statement. Such children in most cases do not know how to breathe smoothly and deeply, rationally use exhalation. In this case, as a rule, quiet speech is observed, difficulties in pronouncing long phrases. With the irrational use of air during exhalation, the smoothness of speech is disturbed, since in the middle of a phrase there is a need for additional air. As a result, these children often do not finish the words and often pronounce them in a whisper at the end of the phrase, while speech becomes fuzzy, with choking. A shortened exhalation forces you to speak phrases at an accelerated pace without observing logical pauses. nine0003

Using interactive games, you can quickly teach a child how to breathe correctly in the process of speech, to correct their speech breathing. Work on the development of speech breathing is carried out in stages, using the following interactive exercises: exercises for the development of physiological breathing of the diaphragmatic type and the formation of a long smooth exhalation - “A bouquet for mom”, “Helicopter”, “Wind and bugs”, “No to weeds”, “Bee and honey”, “Cake with candles”; breathing-voice exercises on the material of vowel sounds and their combinations - "Echo in the mountains", "Snowflakes", "Mushroom pickers"; breathing-voice exercises on the material of isolated deaf fricative sounds [f], [x], [s], [w], [u] and syllables with these sounds - “Bigfoot or elf”, “Make the barbel laugh”, “Cat and sausage”, “Monkey and a kiss”; breathing-voice exercises on the material of low-syllable and multi-syllable words with stress on the first syllable, then with a change in the place of stress - “Hello to the planets”, “Capricious March”; breathing-voice exercises on the material of phrases, tongue twisters, tongue twisters - “Laughter talkers”, “Ghost walks”, “To all voices”. All exercises are practiced both individually and in groups. Game exercises can be competitive in nature, in which case the children try to complete the task best of all, to speak or sing a lexical unit (on the instructions of the teacher) louder or quieter than others, to stretch the sound combination longer. At the same time, the teacher must ensure that each child can prove himself, evaluate his efforts, diligence, note, albeit small, but positive dynamics. nine0003

Thus, in the process of specially organized correctional and developmental classes using interactive games with children, it is possible not only to form the pronunciation side of speech and overcome existing speech disorders, but also to promote the development of all cognitive activity and prepare children for schooling.

References:

1. Bolshakova S.E. Overcoming violations of the syllabic structure of the word in children / S.E. Bolshakova .. - M .: TC Sphere, 2007. - 56 p. nine0038
2. Burachevskaya O. V. Interactive techniques and methods for the formation of the lexical and grammatical side of speech in children with speech development disorders [Electronic resource] / O. V. Burachevskaya // Pedagogical innovations: from theory to practice. doi: 10.21661/r-113096.
3. Burachevskaya O.V. Information and communication technologies in the work of a speech therapist and defectologist // Collection of materials of the V International scientific and practical conference "Information and communication technologies in education and science" (April 25 - 28, 2016) / Birsk: FSBEI HE BF BashGU, 2016. - С .26-29.
4. Burachevskaya OV Teaching literacy to children of senior preschool age with speech disorders // Issues of preschool pedagogy. - 2016. - No. 2. - S. 75-79.
5. Burachevskaya O.V., Burachevskaya T.V. Combination of traditional and innovative techniques and methods in correctional and developmental work on the formation of prepositional case constructions // Issues of preschool pedagogy.

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