Two syllable words for kindergarten

Literature: nine0003

1. Agranovich Z.E. Speech therapy work on overcoming violations of the syllabic structure of words in children. St. Petersburg: Detstvo-Press, 2000.
2. Bolshakova S.E. Overcoming violations syllabic word structure in children. Moscow: Sphere, 2007.
3. Volina V.V. Learning by playing. Yekaterinburg: Argo, 1996.
4. Kozyreva L.M. We read by syllables. Complex games and exercises for children 5-7 years old. Moscow: Gnome and D, 2006.
5. Kurdvanovskaya N.V., Vanyukova L.S. Formation syllabic structure of the word. Moscow: Sfera, 2007.
6. Lalaeva R.I., Serebryakova N.V. Correction general underdevelopment of speech in preschool children. St. Petersburg: Union, 1999.
7. Lopukhina I.S. Speech therapy. Moscow: Aquarium, 1996.
8. Tkachenko T.A. Correction of syllabic disorders word structures. Moscow: Gnom i D, 2001.
9. Filicheva T.B., Chirkina G.V. Preparation for school of children with general underdevelopment of speech in conditions of a special kindergarten. Moscow: 1991.
10. Chetverushkina N.S. Syllabic structure of the word. Moscow: Gnom i D, 2001.

Practice-oriented project. "The system of work on the correction of violations of the syllabic structure in preschoolers with OHP". | Speech development project on the topic:

Municipal budgetary preschool educational institution

“Kindergarten of a combined type No. 41“ Zaryanochka ”

Practical-oriented project

System for correcting syllabic violations

structures in preschoolers with OHP.

Teacher-speech therapist: Dudnikova O. A.

December 20 930003

Speech function is one of the most important human functions. In the process of speech development, he develops the highest mental forms of cognitive activity, the ability for conceptual thinking. Mastering speech contributes to awareness, planning and regulation of behavior. Speech communication creates the necessary conditions for the development of various forms of activity and participation in collective work.

Formation in children of grammatically correct, lexically rich and phonetically clear speech, which enables verbal communication and prepares for learning at school, is one of the most important tasks in the overall system of work on teaching a child his native language in a preschool educational institution and in the family. A child with a well-developed speech easily enters into communication with others, he can clearly express his thoughts, desires, ask questions, and agree with peers on a joint game. nine0003

The practice of speech therapy shows that often at preschool age correction of sound pronunciation comes to the fore and the importance of forming the syllabic structure of words is underestimated, and this is one of the causes of dysgraphia and dyslexia in schoolchildren.

Exercises and games for the development of the syllabic structure of speech in children are presented to children in the form of monotonous tasks-repetitions as part of direct educational activities. It is more effective to single out the work on the formation of the syllabic structure of words into the joint activity of a speech therapist with a subgroup of children, which will allow to fully implement an individually differentiated approach in the learning process, to fill this work with techniques that are interesting for preschoolers. nine0003

Object: the formation of a syllabic structure in children with underdevelopment of language means.

Subject: game methods and techniques in the work on the formation of the syllabic structure of speech in the process of compensatory work of a speech therapist with children of the senior and preparatory group of the compensating orientation of the kindergarten.

Purpose: to build and implement an effective system of work on the formation and overcoming of the syllabic structure of speech in children with underdevelopment of language, which includes active teaching methods and techniques. nine0003

Tasks:

- to summarize the advanced scientific and practical experience on the problem of the formation of a syllabic culture of speech in older preschool children with underdevelopment of language means;

- compose and implement long-term planning of special games and exercises to form and overcome violations of the syllabic structure of words.

- draw up guidelines for the implementation of this system of work, the use of gaming methods and techniques in the process of corrective work with children with underdevelopment of coherent speech; nine0003

- to prove in practice the effectiveness of the work being implemented using gaming technologies, including visual teaching aids.

Forms of work with children:

- joint activities of a speech therapist with children outside of class: games and exercises to form and overcome violations of the syllabic structure of speech according to long-term planning;

- joint games and exercises with the teacher to develop auditory attention and auditory differentiation of syllables; nine0003

- exercises and games to develop expressiveness, rhythm and tempo of movements in music lessons;

- memorization of poetic texts according to the principle "from simple to complex";

- memorization of tongue twisters and tongue twisters;

- game methods and examples of reinforcing the correct pronunciation of complex syllabic structures.

Forms of work with parents:

- written and oral consultations on the formation of the syllabic structure of speech; nine0003

- individual recommendations for parents on working with a child at home.

DESCRIPTION

Violation of the syllabic structure of a word is a very persistent defect, therefore, work on its formation is carried out in stages throughout the entire period of speech therapy work with children,

According to A.K. On the one hand, it is necessary to develop imitative perceptions in a child, the ability to reproduce the contours of a word - its length and stress. On the other hand, the accuracy of reproduction of the syllabic model is being worked out. nine0003

Corrective work is carried out in two stages.

1. Preparatory stage (work is carried out on non-verbal and verbal material)

Purpose: to prepare the child for mastering the rhythmic structure of the words of the native language.

2. The main corrective stage (the work is carried out on verbal material)

Purpose: correction of defects in the syllabic structure of words.

PREPARATORY STAGE

At this stage of work, great attention is paid to the development of auditory attention and auditory memory on the material of non-speech sounds. nine0003

During evening classes, educators conduct the following games and exercises with children:

- Where did you call?

- Tell me what do you hear?

- Who will hear what?

- Blind man's blind man with a voice?

- Tell me what it sounds like?

- Where did you knock?

These games and many others, during which children learn by ear to recognize and distinguish the sounds that various objects and musical instruments make. nine0003

The speech therapist at this stage does a lot of work on the development of the rhythm. .Children are offered the following types of exercises:

- Listen and clap (clap your hands as many times as the speech therapist clapped)

- Count and clap (clap your hands as many times as there are dots on the card)

- Count and show (count , how many times did they clap their hands and raise the signal with the corresponding number, with children who do not know the numbers, but can count up to three, offer signals in the form of houses with one, two and three windows)

- Be careful

- Comparing rhythms (counting claps and looking for differences)

- Recognizing rhythms and relating them to a certain rhythmic pattern depicted by symbols.

The speech therapist clap and the children show the appropriate symbol.

- reproduction of a certain rhythmic pattern, first according to the model, and then based on a given visual symbol.

- Clap harder - tasks using stress to emphasize part of the rhythmic pattern. nine0003

The child first, following the example of a speech therapist, learns to isolate one of the claps more strongly, and then claps, highlighting the shock clap, based on a visual diagram:

- Listen and mark - the speech therapist reproduces long sounds (pipe, harmonica - symbol "-") and short ones (drum, tambourine - symbol “+”), and the child writes down on a piece of paper the order of the sounds he heard, for example:

- - + -                etc.

At this stage and throughout the child's stay in the correctional group, work is carried out on the formation of general coordination of movements to rhythmic music: marching, running, walking. These exercises are carried out in music classes and speech therapy rhythms. nine0003

Speech therapy rhythm contributes to the development of not only the coordination of general movements, but also fine voluntary motor skills and facial expressions. Exercises and games are conducted to develop expressiveness, rhythm and tempo of movements.

The next type of work at the preparatory stage - various exercises for:

1. development of dynamic praxis of the hands: performing movements (left, right hand, two hands) according to the model, according to verbal instructions or counting (fist - edge fist - edge - palm and various finger games)

2. development of receptor hand coordination: performing movements simultaneously with both hands (fist of the left hand - rib of the right hand; palm of the left hand - fist of the right hand)

3. switching (continue the line), children write them in notebooks. Work on verbal material begins with an exercise aimed at developing in children such spatial and temporal representations as:

Beginning - middle - end

Before - behind - after - between

First - last

These concepts are important for the child's assimilation of the sequence of sound-syllabic series, the sound-filling of words of a simple and complex syllabic structure.

On the recommendation of speech therapist E.V. Rybina, the Russian folk tale "Turnip" is used to clarify these concepts. A game is being held - dramatization of the fairy tale and work on answers to the questions:

Who pulled the turnip first?

Who stood between the grandmother and the Beetle?

Who stood behind the grandfather?

Who came running to the rescue last? nine0003

First, these concepts are clarified with the help of figurines of the table puppet theater "Repka", and then with the direct participation of the children themselves.

CORRECTIONAL STAGE

At different stages of mastering the native language, the types of work on the syllabic structure of words become more complicated and vary. Particular importance at each stage is given to the participation of not only the speech analyzer, but also the auditory, visual and tactile ones. At the beginning of work, children are taught: games are held: “Catch the sound”, “Listen and clap”, etc.

- Sound symbols for each vowel, taking into account the peculiarities of its pronunciation:

Sound A - wide, large, round mouth round

Sound O - oval lips

Sound E - mouth parted, lips slightly stretched into a smile

Sound S - mouth parted, lips slightly stretched into a smile

Sound And - lips smile

Work at the syllable level is carried out both in direct educational activities in an individual form in parallel with work on automation and differentiation of disturbed sounds, and in continuous direct educational activities to teach children the elements of literacy. The work includes the following games and exercises:

1. "Listen and clap" - the speech therapist pronounces a series of syllables, the child must clap on a certain syllable: pa, that, ma, pa, na, ha, pa. nine0139
2. "Listen and count" - the child must count how many syllables the speech therapist said, and raise the signal with the corresponding number
3. "Listen and name" - the child must name the stressed syllable in the chain of syllables heard.
4. "Who is the most attentive" - ​​children reproduce syllables:

- from the same vowels and consonants

PA - PA - PA

BA - BA - BA

- from different identical vowels, but

BA - BU - BO

- from different consonants and the same vowels

PA - HA - BA

KA - MA - TA

- with a change in stress 9002 PA - PA

BA - BA - BA

KA - KA - KA

- with a confluence of consonants

TO - CTO

PA - PTA

STA - STO - STU

- STO - STU

The practiced consonant clusters are then introduced into words that children must pronounce syllable by syllable. nine0003

5. “Say one more syllable than me”

BA – BU - ….

KA - KY - ....

6. "Say one syllable less than me"

KA - KU - KY - KO

7. "Say the other way around" (ball game)

PA - AP

KU

KU Living syllables ”with the help of cards with learned sounds, children compose syllables according to the instructions of a speech therapist or to a given scheme.

... - AB ... - TI

... - UK ... - TO

... - Work at the word level begins with the ability to distinguish words by length. For this purpose, the game "Long and short words" is held, which has several options. The order of working out words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual "The work of a speech therapist with preschoolers". The author identifies the following types of syllable structure of words (13 classes) and, in accordance with this, determines the sequence of work corresponding to the refinement of the contour of the word:

1. Two-syllable words from open syllables (cotton wool, water).
2. Three-syllable words from open syllables (shovel, dog).
3. One-syllable words from a closed syllable (poppy, onion)
4. Two-syllable words with a closed syllable (lemon, broom)
5. Two-syllable words with a confluence in the middle of a word (bank, skirt)
6. Two-syllable words with a closed syllable and a confluence of consonants (kettle) , tray)
7. Three-syllable words with a closed syllable (kolobok, plane)
8. Three-syllable words with a confluence of consonants (apple, chess)
9. Three-syllable words with a consonant cluster and a closed syllable (bus, grasshopper)
10. Three-syllable words with two consonant clusters (matryoshka, hut)
11. One-syllable words with a consonant cluster at the beginning or end of a word (flag, bread) confluences (star, rod)
12. Four-syllable words from open syllables (piano, blackberry).

Thus, the formation of the syllabic structure of words in children begins with their learning to divide words into syllables, consisting of:

- Of the two identical syllables

Pa- pa it- Tu

m. Ma ba- Ba

- from two open syllables

BUT- TYRA- BA

MU- CA

- out of three- out of three open syllables

mA - shi - on ka - for

PA - on - ma os - ba - ka - ka

then you need to teach children to correctly combine monosyllabic words with one cotton:

MAK CAT

SUP COM

When teaching children to divide words into syllables, at first they are not required to have any conscious attitude to the syllable as part of the word. Children learn to divide words into syllables unconsciously; the division of words into syllables is based on a clear pronunciation of the word by syllable, which is associated with the simultaneous slapping of syllables in the hands, or on the table, or with hitting the ball on the floor, tossing it up, etc. the following games are played:

1. "Happy" - children slap the syllables in the word, "putting" the syllables in their palms.
2. "Walk the words" - children measure the word in steps: each syllable is a step.
3. "Conductor" - children should conduct the word by syllables, first with the right, then with the left, and then with both hands.
4. "Telegraphers" - children transmit the word to another city by tapping it out by syllables.
5. "Fingers - climbers" - children are invited to "walk" with their fingers along the circles of the pyramid.
6. "Echo" - the driver pronounces the word in syllables, the child standing next to him repeats it in syllables and passes it to his neighbor. nine0139

Complicating the work on the syllabic structure of words, confluences of consonants are introduced into the words being worked out, taking into account that the sounds that make up these words are correctly pronounced by children: for example, in the work on automating the sound C, at first the child pronounces syllables with a confluence of consonants, then with with these syllables words, and then words are introduced into sentences:

STA - STO - STU - STY

Glass - dough - mortar - bushes

A chair stands at the table.

The soup is getting cold in the bowl. nine0003

Replace the glass.

In direct continuous educational activities in teaching children the elements of literacy, great importance is given to work on phonemic and syllabic analysis and word synthesis.

In order to exercise children in determining the number of syllables in a word, the following games are played:

1. "Who lives in the house"
2. "How many floors in the house"
3. "Put the word"
4. "Who?"
5. Think of the beginning of a word
6. “Make a syllable from the pictures”
7. “What word did I have in mind? »
8. «Who is faster?
9. "Find a mate"
10. . “Confusion”
11. “Wizards”
12. “Compose the word”
13. “Rebuses”
14. “Builders”
15. “Help Dunno”
16. “Magic Herive”
9018 “We come up with new words” 90 "Change the word"
17. "One - many"
18. "Suggest a word" 9Let's plant flowers to the flower bed"
19. "Jolly train" (on the topic "Wild animals of our forests")
20. "Zoo" (on the topic "Animals of hot countries")
21. "Magic tree" (on the topic "Birds")

Thus, the ongoing work on the formation and overcoming of violations of the syllabic structure of words in children with speech pathology is aimed at preventing dysgraphia in younger students. It should be conducted for a long time, systematized, taking into account the leading type of activity of children - games, using visualization at the entire stage of the child's stay in the correctional group of the kindergarten. nine0003

RESULTS OF THE WORK

The system of work on the formation of the syllabic structure of the word in children with underdevelopment of language tools was created, which is carried out in cooperation with a teacher - speech therapist, educator, music and physical education leaders, teacher - psychologist, parents.

Z.E. Agranovich., T.A. Tkachenko., S.E. Bolshakova.

In the speech therapist's office, a card file of games and exercises on the formation of the syllabic structure of the word was created; nine0003

• Implementation of tasks is carried out through subgroup and individual work with children;
• Methodological support has been selected, a long-term plan has been drawn up for continuous educational activities with children of the senior and preparatory to school groups;
• Consultations were held for teachers of groups of general and compensatory orientation on setting the syllabic structure of the word, on working on the articulation of vowel sounds and teaching how to work according to schemes.
• Several open classes were held for teachers of groups of general and compensatory orientation according to notes, which clearly presented the technology of forming the syllabic structure of a word in children with underdevelopment of the means of language of senior preschool age; nine0139
• Parents were familiarized with the speech therapist's system of work on the formation of the syllabic structure of the word, enlightened about the importance of the continuity of the use of games and exercises in kindergarten and at home. During the work in this area and ensuring an individual approach to each child, individual consultations with parents were regularly held;
• The effectiveness of work on the formation of the syllabic structure of the word is proved by diagnostic indicators:

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- High level- 2 children

- average level- 9 children

- low level- 5 children

at the end of the second year of study in the same group:

- high level- 9 children

- average level- average level- average 5 children

- low level - 2 children

The results of the work are clearly shown in the following diagram:

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References:

1. Agranovich Z. E. Logopedic work to overcome violations of the syllabic structure of words in children. - St. Petersburg, 2000

2. Bolshakova S.E. The work of a speech therapist with preschoolers. - Moscow, 1996.

3. Vasilyeva S., Sokolova N. speech therapy games for preschoolers. - Moscow, 1999

4.Volina V.V. Entertaining alphabet. - Moscow. 1991

5. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Speech therapy. - Yekaterinburg. nineteen98

6. Esechko L.B. Experience in the formation of the syllabic structure of a word in children / Methods for correcting violations of the sound side of speech in children. - Moscow. 1979

7. Koltsova M. The child learns to speak. - Moscow. 1973

8. Kornev A.N. Dyslexia and dysgraphia in children. - St. Petersburg; Hippocrates. 1995

9. Speech therapy / Edited by L.S. Volkova. - M.; Education. 1989

10. Rumyantseva L.I. The meaning of the rhythmic-syllabic structure of the word in the process of reading.

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