Development of self-control skills in the process of automating sounds. Formation of self-control skills in the process of automating sounds in preschool children with speech impairment in a logopoint. Game complex for whistling sounds
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Formation of self-control skills in the process of automating sounds in preschool children with speech impairment in a logopoint
The problem of the formation of speech self-control is one of the most relevant in correctional pedagogy. The underdevelopment of the functions of speech self-control is the main reason for the so-called "cabinet speech", in which the formed skills and abilities are often manifested in children only in a speech therapy room. This article consecrates the experience of working on the problem of the formation of self-control skills in the process of automating the set sounds.
So what is verbal self-control?
The Dictionary of a Practical Psychologist gives the following definition:
"Self-control - awareness and evaluation by the subject of his own actions, mental processes and states"
As noted by L.N. Smirnov, the most difficult and lengthy stage is the automation of sounds. As a rule, it is faster and easier to normalize the mobility of the speech apparatus, to “set” sounds, than to automate them in the daily speech of children.
Due to the fact that the newly developed neural connections are still weak, the child uses the acquired sound extremely irregularly, often only in speech therapy classes. Therefore, the skill of speech self-control is so necessary.
Self-control does not appear by itself. As noted by L.S. Vygotsky, the origins of a child's voluntary behavior, as well as consciousness, cannot be sought in his independent, individual activity. The child himself, no matter how wonderful comfortable conditions he is placed, will never be able to learn to control himself and master his behavior. Moreover, he will never feel the need for this, as well as for being aware of his own actions, to look at himself from the outside. He can learn to do all this only together with an adult: in communication, in joint activities.
The results of monitoring the performance of speech tasks showed that only 23% of children have self-control skills, and 77% of children have "template speech" (mechanical repetition after a speech therapist). At the same time, the process of automating the delivered sound is delayed for a long period, despite the help of parents.
The game is one of the forms of practical thinking, an activity that has a cognitive and speech character. To achieve the most positive effect in the correction of speech disorders in preschoolers, a system of interactive games and exercises for the development of self-control in the process of automating sounds was developed:
We play together with Masha;
Space travel of Luntik and his friends;
Visiting Smeshariki.
These games should be limitedly included in the system of speech therapy classes and used to solve the set correctional speech tasks. All complexes have a certain game plot, which facilitates the child's daily work on automating sounds. Each complex is built taking into account the main stages of sound automation (first in syllables, then in words, phrases, sentences and speech) and includes elements of self-control.
Game complexes are maximally saturated with the studied sound. The material for fixing the correct pronunciation of the sound is selected in such a way that it simultaneously contributes to the development of phonemic perception, expansion and refinement of the dictionary, and the formation of coherent speech. The use of game complexes for automating sounds using elements of self-control in children with speech impairment contributes to the following changes in the educational process:
improving the effectiveness of remedial education;
ensuring a high-quality individual and differentiated approach to learning;
a positive prognosis for the development of preschoolers, taking into account the characteristics of their personal qualities and the needs of their parents.
In the course of corrective work using interactive games, 80% of children mastered the skills of self-control over the qualitative use of set sounds in independent speech. 19% of children lack self-control skills. They need help and supervision from adults. In 1% of children with OHP level III against the background of erased dysarthria, there were slight improvements in the formation of self-control skills.
Thus, the phased use of interactive games and exercises for the development of self-control in the process of automating the delivered sounds made it possible to activate auditory attention, contributed to the formation of self-control skills, and the consolidation of acquired knowledge and skills in various speech situations.
1. Dictionary of a practical psychologist / Comp. S.Yu. Golovin. Minsk, 1997.
2. Formation of speech self-control in children with speech disorders / Lizunova L. R., Levenchuk A. B. / “Speech therapist”, No. 1/2013.
3. Smirnova L.N. speech therapy. We play with sounds. Speech didactic material: A manual for speech therapists, defectologists and educators. M., 2005.
4. Vygotsky L.S. Psychology, Moscow, 2000
Self-control and self-regulation do not appear by themselves. As N.V. Nizhegorodtsev, "the formation of skills of self-control and mental self-regulation occurs only in the process of learning, since a distinctive feature of educational activity lies in the formation of an arbitrary level of regulation of actions in accordance with given norms." Therefore, in the speech therapy process at the stage of automation of sounds, the formation of skills of self-control and mental self-regulation also takes place.
Finger games can be diversified through kinesiology exercises (Kinesiology is the science of brain development through movement). The purpose of these exercises will be the development of interhemispheric interaction, the development of fine motor skills, the development of memory, thinking, attention and speech, the elimination of dyslexia (in younger students).
"Ring". Alternately and as quickly as possible, sort through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At first, the exercise is performed with each hand separately, then together.
"Fist-rib-palm." The child is shown three positions of the hand on the plane of the table, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is on the edge of the table, the palm is straightened on the plane of the table. The child performs the test together with the teacher, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in performing, the teacher offers the child to help himself with commands (“fist - rib - palm”), pronounced aloud or to himself.
"Lezginka". Fold your left hand into a fist, set your thumb aside, turn your fist with your fingers towards you. With your right hand, with a straight palm in a horizontal position, touch the little finger of your left. After that, simultaneously change the position of the right and left hands for 6-8 changes of positions. Achieve a high speed of change of positions.
"Mirror Drawing" Put a blank sheet of paper on the table. Take a pencil or marker in both hands. Start drawing with both hands at the same time mirror-symmetrical drawings, letters. When doing this exercise, you will feel how your eyes and hands relax. When the activity of both hemispheres is synchronized, the efficiency of the entire brain will increase markedly.
"Ear-nose". Grab the tip of your nose with your left hand and the opposite ear with your right hand. Release your ear and nose at the same time, clap your hands, change the position of your hands "exactly the opposite."
"Snake". Cross your arms with your palms facing each other, interlock your fingers, twist your arms towards you. Move the finger indicated by the presenter. The finger should move accurately and clearly, avoiding synkinesis. You can't touch your finger. Consistently, all fingers of both hands should participate in the exercise.
In the process of staging sounds, it makes sense to use sound articulation schemes. This will help not only to form the correct articulation and pronunciation of sound, but also to introduce the child to ways to control the pronunciation of sound. Sample diagrams and a system of symbols can be found in the book by E.A. Ivanova "I hear, I see, I feel - I speak correctly!".
Be sure to pay attention to training in switching from one movement to another, while using traditional articulation exercises, for example, “Chorus-smile-tube”, as well as any others, laying out a series of symbol cards for this or presenting a task by ear.
It is good to perform articulation exercises associated with hand movements that duplicate the movements of the tongue.
Here are some more unusual exercises during articulation gymnastics. The speech therapist performs articulation exercises, and the child repeats, but with a "delay" for one exercise. Exercise "Mirror", when two children, or a child and an adult, sit opposite each other, while one of them performs articulation exercises, and the other repeats everything.
In the process of automating sound on the material of syllables, you can use the following techniques. Pronounce syllables and at the same time perform simple finger movements or draw repeating shapes with your finger. Pronounce syllables with different intonation and appropriate facial expressions (game "Pass the mood").
Finger games should also be used at the stage of automation of sounds, in order to develop fine motor skills and train the distribution of attention.
An interesting multifaceted game that can be used at the stage of sound automation is called "Counting-Mumbling". Ask the child to learn the phrase: "The goby is swinging." He must say this phrase several times in a row. The first time he pronounces all three words aloud, the second time he pronounces only the words “A bull is coming”, and the word “swings” pronounces “to himself”, while clapping his hands once. For the third time, he pronounces only the word “Goes” aloud, and pronounces the words “bull swings” to himself, accompanying each word with a clap of his hands. For the fourth time, the child says all three words "to himself", replacing them with three claps. You can use other variants of the game, for example, where only one word is replaced by clap, but each time is different.
Practicing the pronunciation of sound in independent speech, you can use psycho-gymnastic studies. Two children, with the help of facial expressions and gestures, play out a small scene, while others must understand and tell using words, as they understand (you need to listen to several options).
Thus, learning to control speech occurs gradually. Before you begin to form the ability to control your speech, you need to teach the child to control someone else's speech. For this purpose, subgroup classes should be held and tasks should be given to control each other’s speech (the game “Notice the mistake”), tasks to correct incorrectly pronounced sentences by a speech therapist (the game “Understand the baby”), recording the child’s statements on a voice recorder can be of great help in work followed by listening. In the future, the child should be taught to correct errors in speech on their own, in terms of loud speech (games “Wrong? Fix it!”, “Did you say it right?”).
The modern deaf pedagogical process requires the creation of a new educational environment for children with hearing impairments, which is based on a social orientation, self-development and self-realization of the personality of a deaf student. In the program for special (correctional) educational institutions of the I-II type, the formation of phonetically intelligible, articulate, expressive oral speech of students, compliance with verbal and logical stress, correct intonation, tempo and fusion, the basic rules of orthoepy are singled out as the main task in the section "Teaching pronunciation ".
Remedial school teachers face the following tasks:
- to give knowledge on school subjects;
- training of speech hearing in children;
- formation of speech skills;
Teaching deaf students pronunciation is part of the general educational work of a special (correctional) school.
The intensification of the educational process largely depends on the quality of the phonetic design of oral speech. Indeed, slow speech, with a large number of defects, hinders the normal course of the lesson. Slurred or unintelligible speech, of course, prevents a deaf student from establishing contact with the hearing people around him.
On the other hand, the very quality of teaching pronunciation is determined by the organization of the entire life of the school, in particular the speech mode, which is understood as “a set of unified organized and methodological requirements and activities that are mandatory for children, teachers and all attendants.
Pronunciation skills are formed both in direct communication with the teacher (educator), and during individual lessons using special techniques. It is known that with normal development, the child masters speech spontaneously, without apparent effort. This process is carried out with the help of the auditory analyzer, which closely interacts with the speech-motor and visual analyzers. Obviously, when controlling your own pronunciation, hearing plays a leading role. Auditory self-control is not an innate quality, it is formed gradually in the process of communication. Its violation causes various deviations in the formation and development of speech activity, as a result of which there is a need for special training of such children in pronunciation. Observing the speech of children in the learning process, you can see that they try to speak correctly only when they are controlled by teachers and parents. In the case of weakening or lack of control, the pronunciation becomes careless, indistinct. In addition, the low level of formation of the skill of self-control over speech leads to insufficient automation of pronunciation skills. Thus, when teaching children with impaired auditory function, one of the most difficult areas of work is the formation of the pronunciation side of oral speech and self-control skills. There are different approaches to the definition of the concept of "self-control". But with all their diversity, its main function is the same: the ability to prevent, detect and correct errors, evaluate performance and results. Since the auditory analyzer, as a means of monitoring their own pronunciation in children with hearing impairment, cannot perform its function qualitatively, learning is provided by compensatory activities safe analyzers with the involvement of residual hearing.
For the full assimilation of the relevant skills on the part of the teacher, systematic monitoring of the pronunciation of students in individual and frontal classes, subject lessons and out of class time is required.
Corrective work in the classroom is complicated by the fact that the group of students (in the classroom) is very diverse: they have unequal residual hearing, the ability to perceive phonetic elements of oral speech, the level of speech and mental development, and motor difficulties.
The formation of self-control skills occurs gradually. The basis for the development of self-control is external control carried out by another person who instructs, evaluates actions, indicates errors and ways to eliminate them. Self-control skills are developed on the basis of external control. Its level depends on the ability to detect and correct the mistake made.
For the formation of self-control of pronunciation, it is necessary to comply with a number of conditions. - Assimilation of pronunciation skills and skills, comparing one's own pronunciation with a sample. - The existence of external control by the teacher and technical teaching aids as the basis for the formation and development of self-control. - Students' knowledge of various methods of self-control, the ability to apply them . - Development of auditory perception with the ability to evaluate pronunciation, i.e. implementation of self-control and mutual control on the basis of auditory images. - Compliance with a single speech mode (both in individual and frontal classes, and in general education lessons, and out of class).
Three stages of the formation of self-control of pronunciation in the process of correctional and pedagogical work are conventionally distinguished:
preparatory,
main,
final. At the first two stages, a teacher of the deaf works with the child.
At the final stage of work, the acquired skills are consolidated in conditions of natural communication (in frontal classes, general education lessons, in a game, in everyday communication, etc.). Here, a significant role belongs not only to the teacher of the deaf, but also to the people around the child: subject teachers, educators, parents who, through external control, introduce the acquired skills into independent speech.
There are three levels of self-control.
The first is the lowest, when the student makes a large number of mistakes, but does not notice them. At this level, a teacher's indication of errors is required. (junior school)
At the second level, errors are noticed, but re-admitted.
At the third level, errors are prevented.
For the formation and development of self-control of the speech of schoolchildren, it is necessary to observe the phonetic regime - a system of measures and requirements aimed at consolidating the correct pronunciation skills acquired by deaf students.
These activities include:
1. Control over the pronunciation of students.
Such control is carried out not only in individual classes for teaching pronunciation and phonetic exercises. It is produced during lessons in any subject, as well as in classes outside of class time.
The teacher can and should monitor what the students say in class. All the mistakes that students make on the topic of a lesson, exercise or individual lesson must certainly be corrected. The requirements for correcting pronunciation errors vary depending on how well this or that articulation, this or that skill is mastered.
1. The development of self-control skills occurs in a speech lesson during phonetic exercises. The on-duty sounds for phonetic charging are given by deaf teachers. The teacher pays attention first of all to how the material on the topic is reproduced. On-duty sounds indicate that students have the ability to correctly pronounce these sounds (otherwise the material cannot be included in the exercises). It follows that the student can and must pronounce them correctly. Therefore, mistakes made during charging must be corrected by the teacher without fail. Otherwise, the whole point of carrying out phonetic exercises disappears.
The error correction itself can be done in different ways. Here are some examples of appropriate assessments and instructions: “You said wrong. Repeat well”, “You said wrong. Listen to how to say (the teacher gives an example of the correct pronunciation). Repeat”, “You said wrong. Move the tip of the tongue down (the teacher shows) and repeat correctly.
If these measures are not enough to achieve the desired result, there should be no delay. Cases of failure, especially when the error could not be corrected, must be reported to the deaf teacher. If the children have learned to listen to each other, it is very useful to draw their attention to the pronunciation mistakes of their comrades.
At the end of phonetic charging, you should sum up. At the same time, it is necessary to approve those who did a good job.
The phonetic charging plan is recorded in the plan of the lesson in which the charging is carried out.
During the educational process at any of the lessons, the teacher gives the student an installation before his answer, for example: “Speak well”, “Speak with stress” (all teachers have the corresponding plates on the blackboard). Such remarks by the teacher in a certain way set the student up, make him mobilize his skills and oral speech skills. It is very important to support the child, approve him, positively evaluate his success: “Well done! He spoke well,” etc., etc.
If the student speaks carelessly, worse than his abilities, the teacher makes him an appropriate remark, for example: “You speak badly, repeat”, “You speak incorrectly, without stress. Listen as you must. Repeat”, “You speak badly, you miss the sound ... Listen, as it should. Repeat".
If the student has self-control skills, it may be enough to shake the head or move the finger (dactyl sign) so that the student who made a phonetic mistake catches on and repeats what was already said correctly. But for this it is absolutely necessary for the teacher to know the peculiarities of the pronunciation of each of the students in the class (communication with the teacher of the deaf in the class).
Errors are subject to correction only if the student, at the request or instruction of the teacher, can correctly pronounce the corresponding word. In other words, such cases of erroneous pronunciation are corrected, which are marked as + in the student's pronunciation profile.
When correcting pronunciation errors, the teacher's observance of tact is very important. On the part of the student, a negative reaction may follow.
These requirements also apply to educators who work with children outside the classroom.
Phonetic processing of speech material.
It is advisable to present the new terms proposed in the lessons in a graphical form - write on the board, tablet; if these words are in the textbook, you can point to the appropriate page. These words or phrases should be processed appropriately: put signs of verbal stress, orthoepy (in this form all new terms or words that are difficult to pronounce are presented by all subject teachers).
The teacher gives an example of correct pronunciation. This applies to all periods of study - from grades I to XI.
An important aspect of work on pronunciation is the education of students in the ability to catch pronunciation errors in the speech of their comrades.
This should be taught to children from grade I. At first, the teacher constantly draws their attention to how the respondent speaks (“Ira spoke well”, “Listen to how Vova says. Right? No, wrong. Vova said spa-si-bo, but I must say thank you”, “As Vitya said ?”, “What mistake did Lara make?” etc.). Any attempt to evaluate the speech of a comrade, to point out a mistake in pronunciation made by him should be supported in every possible way. It is necessary to approve the student with words or give him a chip, etc. Gradually, the students get used to the fact that they need to listen to how the answerer speaks. First, as a rule, they notice irregularities in continuity, then errors in word stress and tempo. With a certain experience of listening to others speak, children are also able to find errors in the reproduction of the sound composition of words (omissions of sounds, replacement of voiced consonants by deaf ones and vice versa, overtones).
The ability to listen carefully to the speech of comrades, to notice errors in their pronunciation is of great importance for the evaluation of one's own speech. After all, it is the ability to assess the quality of one's own speech, to compare it with the model that the teacher's speech serves, that underlies self-correction, which, in turn, is a prerequisite for improving the pronunciation skills of the deaf.
The most important prerequisite for the successful formation of oral speech among the deaf is the general pedagogical culture of the teacher and his sufficiently high qualification in the field of teaching pronunciation. This applies primarily to teachers of elementary grades, language teachers in senior grades and teachers of the deaf who conduct individual classes on the development of auditory perception and the formation of pronunciation.
Sufficiently reliable self-control can only be when one's own actions are correctly assessed. But for many deaf students, their assessment of their pronunciation does not always correctly reflect the quality of speech.
Studies show that a significant proportion of deaf children (about 40%) have some kind of remnant of auditory sensations. Sometimes they are significant and can be used in the learning process. In the process of long-term studies and exercises using ZUA (sound amplifying equipment), the residual auditory function in deaf children is activated. At the same time, the improvement in the auditory function is not due to the restoration of the anatomical and physiological mechanisms of hearing, but through the activation and development of skills in the child to use the existing hearing remnants. The intensive development of residual hearing and its widespread use in work on pronunciation significantly increases the possibilities of auditory self-control. As a result of special training, the remnants of hearing in children develop. The child begins to perceive or distinguish such phonetic elements of speech that he did not distinguish before. An example of the development of residual hearing is the perception of speech material that is presented to the ear in various learning conditions in general education lessons.
At each lesson, part of the speech material is presented only by ear.
(behind the screen). For this, the material is carefully thought out. It should be familiar to children. Speech material that is new in meaning is presented auditory-visually, then the conditions for presenting speech material become more complicated.
When using the residual hearing, the child hears every word he utters, which is important for auditory self-control. Auditory perception with a sharp decrease in hearing is supplemented by visual perception of visible articulations (lip reading).
Thus, in order to consolidate the correct pronunciation and develop self-control of speech, teachers use various methods to prevent errors in the speech of students, which we learn at seminars on pronunciation correction. These include:
- a reminder to the student before the lesson or at the beginning of the lesson about the need to correctly speak words with a certain sound, the use of notation.
- the exactingness of the teacher, expressed in the general attitude not to accept statements from students with poor pronunciation, in insisting on re-pronouncing phrases or individual words in which errors were made. Use reflected and conjugated pronunciation, give a sample of correct speech. This forms the setting for good pronunciation. All teachers have pronunciation profiles of students in each grade, with a mark of each student's working sounds.
- the ability to quickly, on the go correct the mistake made is still insufficiently formed. In the classroom, there is no way to linger for a long time on correcting the mistakes of individual students, so it is necessary to master the techniques of fluent correction. These techniques include, first of all, demands to say better, showing with a dactyl sign, showing individual signs of sound articulation (with the hands, vibrations of the nose, larynx, moving the tongue, exhaling through the mouth, etc.), brief verbal instructions (raise the tongue, lower tongue, do not stretch your lips, etc.). High school students know the techniques of self-control and are able to control themselves. But the teacher must also know the techniques of self-control and have a profile of students' pronunciation.
It should be noted that work on pronunciation is not an end in itself, it is organically included in the activities for the formation of general educational and communicative skills.
To comply with a single phonetic regime, the relationship of teachers, educators and deaf teachers is necessary. There is no need to be shy to seek help and advice from teachers of the deaf. The skill will come with experience and a desire to work with children with hearing impairments.
Consequently, the formation and development of the skill of self-control of the phonetic side of speech in children with hearing impairments in special correctional classes, their improvement in general education lessons and out of class time improves the quality of students' oral speech, contributes to a more effective implementation of the communication process.
List of used literature1. Andreeva E.I. Psychological foundations of teaching deaf children to pronunciation: Method. decree. for stud. defectol. fak. L., 1977.2. Bagrova I.G. The role of residual hearing in the formation of self-control over pronunciation in deaf schoolchildren // Defectology. 1973. No. 6. S. 3-8
3. Rau F.F., Slezina N.F. Methods of teaching pronunciation in a school for the deaf: A guide for teachers. - M .: Education, 1981. -191 p., ill.
4.Schepilova E.A., Art. Lecturer at the Institute of Special Pedagogy and Psychology. R. Wallenberg, St. Petersburg
Formation of skills of self-control over pronunciation
in deaf students.
Deaf teacher Kazakova E.V.
Self-control is an integral part of any type of human activity and is aimed at preventing possible or detecting mistakes that have already been made. In other words, with the help of self-control, a person every time realizes the correctness of his actions, including in the game, study and work.
One of the significant differences in the cognitive activity of "successful" and "unsuccessful" students is the difference in the ability to exercise self-control and self-regulation of their actions. "Unsuccessful" schoolchildren, even if they know and understand the rules by which they need to act, find it difficult to independently complete a task that requires a series of mental operations to be performed in a certain sequence, and they need constant adult help. The development of the ability to self-control and self-regulation begins already at preschool age and occurs most naturally and most effectively in the process of various "games with the rules".
Also, the ability to compare your work with a sample and draw conclusions (detect an error or make sure that the task was completed correctly) is an important element of self-control that needs to be taught.
Here are some exercises for developing self-control skills in children.
1. The game "Do the same."
Options for tasks in this game can be different. For example, an adult puts a pyramid on the table, the rings of which are put on in ascending order of their size (from top to bottom). Children are invited to collect the same pyramid.
You can offer to add simple patterns or drawings from the geometric shapes available to children, for example:
a) a square of triangles according to a given pattern:
b) a Christmas tree made of triangles:
c) a pattern of geometric shapes:
d) composition:
e) decompose geometric shapes in a given order:
Tasks are easily modified. For example, a task with a pyramid: an adult puts a pyramid with five rings of different colors, typed in a certain order. The toy is already well known to children, only the collection is now based on a sequence of colors (regardless of the size of the rings).
Each child must assemble a pyramid according to the pattern. Then the task becomes more difficult. For example, a student is given a card with drawn colored rings and taking into account their sizes:
The child must put on the rings in accordance with the sample, and then write on the card what the ring of each color was, counting from above or below.
This task is getting more difficult. Each student is given a card with drawn unfilled circles.
Pupils should color them, focusing on the sample:
5 - red
4 - blue
3 - yellow
2 - brown
1 - black
After completing the work, students independently check it according to the model.
2. The game "Ladder".
Each pair of children is given one card with examples:
The examples are designed in such a way that the answer of one is the beginning of another. Students write the answer for each example on the appropriate step. Each student can control himself. You can make it so that the answer of each will correspond to the number of the step on which it is written:
By writing down the answer of the example on each step, the children control themselves: whether they go in order.
3. Game "Number-controller".
Students receive cards with examples:
Having solved these examples, they can control themselves - the sum of all answers is equal to the number 10.
Such exercises contain great opportunities for the development of self-control techniques in children; especially productive are those of them where the child has the opportunity to compare educational actions and their final result with a given model.
4. The game "Keep the word a secret."
Now we are going to play this game. I will call you different words, and you will repeat them clearly after me. But remember one condition: the names of the colors are our secret, they cannot be repeated. Instead, when faced with the name of a flower, you should silently clap your hands once.
Sample list of words:
window, chair, camomile, toffee, millet, shoulder, closet, cornflower, book etc.
Note for parents.
The main task of exercises for the development of arbitrariness and self-regulation is to teach the child to be guided by a given rule in the process of work for a long time, to “keep” it, as psychologists say. At the same time, it doesn’t matter which rule you choose - any will do. Options:
1. you can not repeat words that begin with the sound [r];
2. you can not repeat words that begin with a vowel sound;
3. you can not repeat the names of animals;
4- you can not repeat the names of girls;
5. you can not repeat words consisting of 2 syllables, etc.
When the child becomes good and constantly holds the rule, move on to the game with the simultaneous use of two rules.
For example:
1. you can’t repeat the names of birds, you need to mark them with one clap;
2. you can not repeat the names of objects that have a round shape (or green), you must mark them with two claps.
Enter an element of competition. Score one penalty point for each mistake. Record the result of the game and compare each subsequent one with the previous one. The child must make sure that the more he plays, given the rules, the better he gets. Remember to switch roles with your child.
5. The game "Hide the letter from the alphabet".
For the unfortunate letter "a" voracious Letters are hunting. It seems to them that "a" is the most delicious of all letters. Save her. Rewrite this sentence by inserting dots instead of the letter "a".
Early spring has come.
And now the task is more difficult. You need to rewrite the story, just insert dots instead of the letter "s".
1. The red cat was sleeping on the roof. Mice jumped out of the mink. They began to play. The cat jumped to the mice. They quickly rushed off into the hole. The cat just opened its mouth.
And here insert dots instead of the letter "r".
2. A squirrel lived above the fox hole. The squirrel jumped on the branches and teased the cunning fox. One morning, the fox lay down in a clearing in front of a pine tree, as if dead. A curious squirrel threw a bump at the fox. The fox didn't get up. A branch flew behind the cone. The fox didn't move. The squirrel ran very close to the fox. The fox jumped up quickly. The squirrel almost found herself in the paws of a cunning fox.
Note for parents.
The condition in this task can be any. For example, insert dots instead of the letters "o" or "e", instead of soft signs or hissing. Thus, each text can be used multiple times.
6. How to turn "o" into "and".
The good fairy's apprentice said: "I'm not a magician, I'm just learning." These words also apply to us: we still do not know how to make serious transformations, but we can turn one letter into another. Shall we try? The syllables are printed below. Do not just read them, but in all cases when the sound [o] occurs, change it to [and].
Columns with syllables:
Note for parents.
Working with this exercise, you can ask the child a variety of tasks:
1. skip (do not read) all syllables that begin with the sound [p] or [k] or with a vowel sound. Instead, you need to pronounce the word "extra";
2 change the sound [n] in syllables to the sound [s];
3 syllables ending in a vowel, read backwards.
7. Help the bee harvest.
A real bee is a very hardworking insect. All day long she works, collecting nectar, moving from one flower to another.
Our bee is also industrious, but it flies not over a flower field, but over an alphabetic field. Instead of nectar, she collects letters. If the bee collects the letters correctly, she will get a whole word.
If you carefully follow my commands and write down the letters on which the bee stops, then at the end of the bee's journey you will be able to read the received word. Remember: for each command, the bee flies only to the next cell, it does not know how to fly far.
Note for parents.
You can start the game from anywhere. Think in advance what word should turn out, and make a "spatial" instruction.
This game can be used many times. Try to ensure that the child follows the flights of the bee only with his eyes, without moving his finger across the field.
Below, as an example, we give several variants of the game.
Option 1.
The bee sat on the letter Sh. Write down this letter. Then the bee flew away. Follow the direction of the flight and stops.
Up, up, up, stop. Down stop. Right, up, stop. Left, left, down, stop. What word came out?
Option 2.
The bee sat on the letter G. Write it down. Then she flew like this:
Left, left, down, down, down, stop.
Right, right, right, up, stop.
Left, left, left, stop.
Where did the bee go? What word came out?
8. Can you do two things at once?
Tale of a smart mouse.
At this time along the path
There was an animal worse than a cat,
He looked like a brush.
It was, of course, a hedgehog.
And a hedgehog was walking towards
All in needles, like a dressmaker.
The hedgehog shouted to the mouse:
- From hedgehogs you will not leave!
Here comes my mistress
Play tag with her,
And with me - in leapfrog.
Come out soon - I'm waiting.
And the mouse heard it,
Yes, I thought and did not come out
- I do not want to leapfrog, -
I'm on pins and needles.
A hedgehog with a hedgehog waited a long time,
And the mouse is quiet
Along the path between the bushes
Slipped - and was like that.
S. Marshak
Note for parents.
To complete the task, you can use the texts given both in this exercise and in exercise No. 5, as well as short stories from the reading textbook.
Reading rules can also be changed:
1. call out loud every 3rd word;
2. pronounce the last word in the sentence aloud;
3. pronounce all proper names aloud;
4. say out loud all the words that begin with the sound [k] or, for example, with a vowel.
If it is difficult for the child to cope with the task, help him by first underlining the words in the selected text that, according to the condition, will need to be spoken aloud.
9. How to say a word without making a sound.
Here is the abbreviated alphabet. Only those letters that are most often found in words remained in it.
A number is written under each of them: it indicates the number of claps with which the corresponding letter will be indicated. It turns out that the word can not only be read or pronounced, but also slammed.
Let's try. Three claps, pause. One clap, pause. Two cottons. What did we miss? That's right: the word "CAT" came out. We start playing. I hope you didn't miss my explanation.
Let's try to slam the word "CURRENT", "SOK", "KISA".
Now listen carefully to what I'm slamming.
Note for parents.
Think of any words that can be made up of these letters: scythe, sieve, etc. Variants of abbreviated alphabets:
Size: px
Start impression from page:
transcript
1 DEVELOPMENT OF SELF-CONTROL SKILLS IN THE PROCESS OF CORRECTIONAL EDUCATIONAL ACTIVITIES Prepared by: Dolzhikova V.I., teacher-speech therapist MBDOU d/s 9 1
2 The current stage of development of education is characterized by increased attention to the most urgent problem of overcoming speech disorders in preschoolers and is of great importance in mastering the skills of reading and writing. It is important to remember that violations of sound pronunciation can contribute to the formation of an inferiority complex, the emergence of difficulties in communication. Often, defects in sound pronunciation in children for one reason or another are very persistent. Sometimes months of hard painstaking, corrective and educational activity pass before the child gets used to new sounds with correct articulation. Therefore, a qualified and creative approach is needed in the process of correctional and educational activities. As noted by L.N. Smirnov, the most difficult and lengthy stage of the automation of sounds. As a rule, it is faster and easier to normalize the mobility of the speech apparatus and achieve the correct pronunciation of sounds than to introduce these “healthy” sounds into the everyday speech of children, especially if there is no control from specialists and parents. Due to the fact that the newly developed neural connections are still weak, the child uses the acquired sound extremely irregularly, often only in the process of educational activities with a speech therapist. Therefore, the skill of self-control over one's own speech is so necessary in order to get rid of speech disorders as soon as possible. The emergence of self-control and its development are determined by the requirements of society for human behavior. Vygotsky L.S., Elkonin D.B., Nizhegorodtseva N.V., Galperin P.Ya. The dictionary of a practical psychologist contains the following definitions: Self-control awareness and assessment by the subject of his own actions, mental processes and states. The emergence of self-control and its development are determined by the requirements of society for human behavior. Self-control acts as a component of self-regulation. The formation of arbitrary self-regulation implies the ability of a person to realize and control the situation, the process. Psychic self-regulation is one of the levels of activity regulation, expressing the specifics of the realizing means of reflection and modeling of reality, including reflection. Self-control and self-regulation do not appear by themselves. As N.V. Nizhegorodtsev, the formation of skills of self-control and mental self-regulation occurs only in the process of learning, since a distinctive feature of educational activity lies in the formation of an arbitrary level of regulation of actions in accordance with specified norms. L.S. Vygotsky showed that the origins of a child's voluntary behavior, like consciousness, cannot be sought in his independent, individual activity. The child himself, no matter how wonderful comfortable conditions he is placed, will never be able to learn 2
3 manage themselves and will not master their behavior. Moreover, he will never feel the need for this, as well as for being aware of his own actions, to look at himself from the outside. He can learn to do all this only with an adult: in communication, in joint activities. Self-control is an integral part of any type of human activity and is aimed at preventing possible or detecting mistakes that have already been made. In other words, with the help of self-control, a person every time realizes the correctness of his actions, including in the game, study and work. As an education of self-control, I use the method of gradual formation of mental actions by P.Ya. Galperin. Success in the formation of the action of self-control in children depends on the following pedagogical conditions: - the application of the didactic principles of general and special pedagogy: accessibility, regularity, systematic, sequence of complication of the material; - use of individual control; - the sequence of operations included in the control formation algorithm; - the use of a variety of didactic material containing interesting tasks; - purposeful education of the need for control and self-control; - changing the applied visual didactic material in the following sequence: object, drawing, diagram, verbal symbol. The ultimate goal is the correct performance of the task and its adequate assessment by the child. Taking into account the peculiarities of mental development, attention, inability to plan one's activities, I carry out the formation of self-control in stages: I - stage - orientation in the task; II - task completion; III - evaluation of the result obtained from the point of view of the presented task. At the 1st stage of orientation in the task, the following tasks are solved: - activation of auditory attention by optimal means; - the selection of special tasks, simplified and interesting for children, forcing the child to listen to the task of an adult. The main goal is to improve the ability to listen carefully to tasks and memorize them. Using various techniques: “Say louder than me”, “Repeat my task to your neighbor”, “Let's say together together what we need to do”, “Correct a friend”, “Repeat the task in parts”, etc. 3
4 Choosing an action algorithm that allows the child to think about the task; - planning its implementation with the child according to the initial model and the sequence of actions of the teacher: “Let's think about how we will do (draw, lay out, etc.) Where do we start, what will we do next, how will we finish?”; - activation of the child's actions through the parallel use of methods of encouragement and control. Gradually, adults help the child construct actions in a certain sequence: “Think and tell me how you will do it?” At the 2nd stage of the task, it is necessary to improve the child's skills: - compare their actions with the rules for completing the task or with a sample; - evaluate the correctness of their actions; - correct mistakes made during the execution of the task. Here are effective techniques that encourage the child to self-control. Checking the correctness of the actions (“Remember what rules you had to follow, and check if you are doing the right thing?”) And help if necessary. Later, you can remind the child about his actions (“Do you remember how to check yourself?”). The ultimate goal of work at this stage is to teach at any time and at any stage of the task, independently, silently check the quality of the performance, correct the mistakes made. At the 3rd stage, the evaluation of the result. An indicator of the formation of control actions is the child's ability to give an adequate assessment of the work performed by him on the basis of comparison with the model, to do this in terms of loud, whispered and inner speech. One of the significant differences in the cognitive activity of "successful" and "unsuccessful" students is the difference in the ability to exercise self-control and self-regulation of their actions. "Unsuccessful" schoolchildren, even if they know and understand the rules by which they need to act, find it difficult to independently complete a task that requires a series of mental operations to be performed in a certain sequence, and they need constant adult help. The development of the ability to self-control and self-regulation begins at preschool age and occurs most naturally and most effectively in the process of various "games with the rules". Also, the ability to compare your work with a sample and draw conclusions (detect an error or make sure that the task was completed correctly) is an important element of self-control that needs to be taught. Psychologist Z.M. Istomina found that in the game, as well as in independent activity, children memorize the proposed word 1.5-2 times more successfully than repeat it on a direct task. The game takes 4
5 great place when automating sounds that require a lot of repetition, tiring children. To avoid this, games should be diversified. When conducting didactic games, it is necessary to take into account the individual characteristics of children, elements of entertainment, interest in its content and clarity of purpose. Games are useful only when they bring joy, pleasure. The systematic formation of a child's ability to self-regulation and self-control through the development of specific controlled skills and the widespread use of game motivation in the process of speech therapy work (in particular, in the process of automating sounds) contributes to the speedy correction of a speech defect and the development of self-control skills as an important component of educational activity. The entertaining and playful nature of speech exercises in play complexes increases the speech motivation of children, allows in the process of automating sounds to develop the skill of phonemic analysis and synthesis, strengthens the psychological basis of speech (memory, perception, attention, thinking), fosters interest, respect and love for the Russian language. The game complexes use a wide variety of speech exercises: syllabic chains; rows of words similar in sound; tongue twisters; phrases and sentences that are maximally saturated with sound; sounders; counting rhymes; rhyming miniatures; Tongue Twisters; nursery rhymes; stories; didactic speech games; corrective exercises. The use of game complexes for the automation of sounds using game motivation in children with phonetic and phonemic underdevelopment of speech contributes to the following changes in the educational process: Integration of the content of the main educational and correctional program; Increasing the effectiveness of remedial education; Ensuring high-quality individualization and differentiation of the learning process and forecasting the development of preschoolers, taking into account the characteristics of their personal qualities and the needs of parents. Games and exercises to develop self-control skills in children. Game "Keep the word a secret." Now we will play a game. I will name different words, and you will repeat them clearly after me. But remember one condition: the names of the colors are our secret, they cannot be repeated. Instead, when faced with the name of a flower, you need to silently clap your hands once. An approximate list of words: window, chair, chamomile, toffee, millet, shoulder, closet, cornflower, book, etc. You can not repeat words that begin with the sound [p]. You can not repeat words that begin with a vowel sound. You can not repeat the names of animals. You can not repeat the names of girls. You can not repeat words consisting of 2 syllables, etc. When the child becomes good and constantly keeps the rule, proceed to the game with the simultaneous use of 5
6 two rules. For example: 1. you can not repeat the names of birds, you need to mark them with one clap; 2. you can not repeat the names of objects that have a round shape (or green), you must mark them with two claps. Performing the task, the preschooler periodically checks himself, telling himself or other children what to do and how to do it. For example, when a child draws a pattern, he compares it with other people's drawings, finds and corrects mistakes. The peculiarities of child psychology are such that an element of competition can become an additional incentive, when children who work independently and practically without mistakes are encouraged in one way or another. Self-control is also used as one of the criteria for evaluating the work of a preschooler. The following are games, exercises and methods of work aimed not only at the development of self-control, but also at the development of various properties of attention and motor functions, taking into account the stage of corrective work. Finger games can be diversified through kinesiology exercises (Kinesiology is the science of brain development through movement). The purpose of these exercises will be the development of interhemispheric interaction, the development of fine motor skills, the development of memory, thinking, attention and speech. "Ring". Alternately and as quickly as possible, sort through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At first, the exercise is performed with each hand separately, then together. "Fist-rib-palm." The child is shown three positions of the hand on the plane of the table, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is on the edge of the table, the palm is straightened on the plane of the table. The child performs the test together with the teacher, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or if there are difficulties in fulfilling it, the teacher offers the child to help himself with commands (“fist edge palm”), pronounced aloud or to himself. "Mirror Drawing" Put a blank sheet of paper on the table. Take a pencil or marker in both hands. Start drawing with both hands at the same time mirror-symmetrical drawings, letters. When doing this exercise, you will feel how your eyes and hands relax. When the activity of both hemispheres is synchronized, the efficiency of the entire brain will increase markedly. "Ear-nose". Grasp the tip of your nose with your left hand and the opposite ear with your right hand. Simultaneously release your ear and nose, clap your hands, change the position of the hands "exactly the opposite".] Be sure to pay attention to training in switching from one movement to another, while using the traditional 6
7 articulation exercises, for example, “Chorus-smile-tube”, as well as any others, laying out a series of symbol cards for this or presenting a task by ear. It is good to perform articulation exercises associated with hand movements that duplicate the movements of the tongue. Here are some more unusual exercises during articulation gymnastics. The speech therapist performs articulation exercises, and the child repeats, but with a "delay" for one exercise. Exercise "Mirror", when two children, or a child and an adult, sit opposite each other, while one of them performs articulation exercises, and the other repeats everything. In the process of automating sound on the material of syllables, you can use the following techniques. Pronounce syllables and at the same time perform simple finger movements or draw repeating shapes with your finger. Finger games should also be used at the stage of automation of sounds, in order to develop fine motor skills and train the distribution of attention. Experience shows that one of the effective forms of work on the formation of self-control skills in preschoolers is the creation of a speech therapy page. The recorded result is easier to perceive and remember. The child can consciously fix and visually see his achievements in overcoming the wrong pronunciation. To maintain a speech therapy page, it is necessary to teach children to identify and record their own achievements in speech, to strive for their improvement. We agreed with the guys that we would celebrate achievements on the steps of the “ladder of success” or on the floors of the house at the end of each lesson, and when they climb up this ladder, then they will become “champions”. We established a rule that was supposed to become the main point of support, with the help of which the guys could realize and evaluate their actions by putting a badge on the appropriate step: - if you pronounce the sound correctly only in isolation, stand on step number 3, - if you pronounce the sound in syllables, words, but not yet completely correct, to step number 2, - if you pronounce the sound absolutely correctly without making a single mistake, then you are a champion, become step number 1. First, I used the technique of presenting chips, which were given only for correctly performed tasks. Earned chips at all stages of automation during educational activities. The condition was this: do not rush and listen carefully to yourself, compare your pronunciation with how an adult speaks, and if all tasks are completed 7
8 is correct and earned the most chips, put your badge on the appropriate rung of the ladder of success. To do this, throughout the educational activities you need to monitor your pronunciation. When one child completed a task, others learned to listen carefully, and, if necessary, came to the aid of a friend. After the child assessed his pronunciation, and determined which step he would put himself on today, they discussed with the children whether they agree with this assessment. Acceptance of a joint assessment of the results motivated the children to listen carefully to their peers, identify the causes of difficulties, helped the children learn how to evaluate themselves correctly. When the children learned to evaluate their pronunciation, help their peers, hear mistakes and correct them, I proceeded to the next stage. I gave the children a task: evaluate yourself in a speech therapy page, put a badge on the appropriate step of the pedestal. If the children assessed themselves adequately, we discussed with them what needs to be done in order to rise to the next level. The main idea that sounded in the reflections of the children was that you should always remember the rules of pronunciation and try to observe at home. Some children had high self-esteem, they erected themselves into "champions". In this case, she showed joy for the child, but reminded that the champion should pronounce the sound [L] without making a single mistake, and offered to correspond to this level throughout the entire educational activity. Such support contributed to the fact that the children, listening to themselves, did their best not to make mistakes, followed their articulation, and maintained a calm pace of work. For those children who nevertheless had mistakes, and not for every task they received a chip, this situation helped to realize and help evaluate their own actions: they consciously changed their self-esteem. Children gradually got used to constantly monitor their pronunciation, control the articulatory apparatus. The reflexive position has changed: they began to correctly evaluate themselves, fixing the result in the logopedic page, presenting certain requirements. When the children made significant progress and climbed to the next step, the main work began - the design of the speech therapy page on their own: the letter denoting the sound that they learned to pronounce correctly was drawn on the right step. Thus, maintaining a speech therapy page contributes not only to the formation of self-control skills, but also helps to form success through overcoming self-doubt, fear 8
9 before the upcoming activities, awareness of their achievements in the speech. The child becomes confident in their abilities and capabilities. Own actions: they consciously changed self-esteem. Children gradually got used to constantly monitor their pronunciation, control the articulatory apparatus. The reflexive position has changed: they began to correctly evaluate themselves, fixing the result in the logopedic page, presenting certain requirements. The child becomes confident in their abilities and capabilities. References 1. Lebedeva L.I. Difficult sound, you are our friend! A practical guide for speech therapists, educators, parents. M., s. 2. Nizhegorodtseva N.V., Shadrikov V.D. Psychological and pedagogical readiness of the child for school: A guide for practical psychologists, teachers and parents. M., s. 3. Pozhilenko E.A. Guidelines for the production of sounds in children: A guide for speech therapists. SPB., p. 4. Pozhilenko E.A. Magic world of sounds./ M.: Vlados p. 5. Serova K.Yu. Development of self-control skills in the process of automating sounds in older preschoolers through game motivation.// Speech therapist p. 6. Smirnova L.N. speech therapy. We play with sounds. Speech didactic material: A manual for speech therapists, defectologists and educators. M., s. 7. Khvattsev M.E. Prevention and elimination of speech defects: A guide for speech therapists, students of pedagogical universities and parents. SPb s. Test of self-control and arbitrariness For the diagnosis of children of senior preschool and primary school age, a test of self-control and arbitrariness can be used. The child is invited to look at four pictures in turn and describe the situations depicted in them, offering their own options for solving problems. 9
10 If a child explains that the reasons for failures in the bench, swing, slide, paint, i.e., failures do not depend on the characters, then he still does not know how to evaluate himself and control his actions. If a child sees the cause of failures in the hero himself and offers to train, grow up, call for help, then he has developed self-control and self-esteem skills. If a child sees the reasons for failures both in the hero and in the object, then this may indicate a good ability for a versatile analysis of the situation. The "Chain of Actions" technique The "Chain of Actions" technique can be used to diagnose self-control and voluntary memorization in children of older preschool age. The child in a relaxed manner, but slowly and clearly, is asked to perform a series of sequential actions. 10
11 Instruction: "Sit down at that table (indicate which one), take a pencil, a sheet of paper, draw a person, then put the pencil back, and take the drawing with you and come back to me." You can repeat the instruction again, after which the child is asked to reproduce it and proceed with the action. The instruction is given only before the task is completed; no hints and comments are allowed during the course of the action. Only those mistakes made by the child that he did not notice and did not correct are recorded. Performance assessment: No mistakes 3 1 mistake 2 2 or more mistakes 1 Did not complete the task at all 0 This test allows you to identify the child's ability to understand, accept and retain the task, which is one of the main indicators of the child's readiness for systematic learning. At the same time, the drawing "Human figure" can be analyzed as an additional indicator of the level of the child's overall mental development. eleven
1. Graphic dictations, orientation on a sheet of paper (right, left, top, bottom, upper right corner, etc.) 2. Cutting paper figures along the contour (smooth, without taking the scissors off the paper)
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1 GAMES FOR THE DEVELOPMENT OF ATTENTION ATTENTION is a concentration on something. It is associated with the interests, inclinations, vocation of a person, such personal qualities as observation,
Municipal preschool educational institution "Kindergarten 157" "The use of modern educational technologies in speech therapy work with children." Speech therapist Kostitsyna I.G. innovative
Effective techniques for correcting sound pronunciation. Currently, one of the most urgent problems among children of preschool and primary school age is a violation of sound pronunciation. This violation may
Municipal autonomous preschool educational institution "Kindergarten 259" of the combined type of the Oktyabrsky district of the urban district of the city of Ufa of the Republic of Bashkortostan
The report of the teacher-speech therapist Tatyana Vladimirovna Kudymova, confirming the expediency and validity of the choice of programs and technologies, the compatibility of which meets the educational needs of children with
State educational institution of the Tula region "Efremov school for students with disabilities" Annual work plan for the correction of speech of students of a speech therapist teacher Khruslova
Municipal budgetary educational institution "Secondary school 12 of the city of G-no-Altaisk" Considered at the MO of the school Protocol 1 of August 28, 2018. Agreed on Methodical
MBDOU "Kindergarten "Sun" Consultation on the topic: "Formation of the intellectual foundations of preschoolers with the help of didactic games" Educator: Manukhina Marina Mikhailovna, Uvarovo 1 Intellectual
Use in the work of a speech therapist of schemes of an indicative basis for actions at the initial stage of correction of sound pronunciation. The number of children with speech pathology tends to increase. Speech disorders
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Saratov National Research State University"
Annotation to the additional general developmental program of preschool education in preparation for learning to read and write "Funny Sounds" In the light of the implementation of the Federal State Educational Standard for teachers of preschool educational
