Summary of educational activities of a speech therapist teacher in the senior group using Lego technology “Furniture for Kiryusha. The use of “Lego” technologies in speech therapy work with children with general speech underdevelopment with general speech underdevelopment
The summary is compiled taking into account the speech diagnosis (OSP levels I - II) of children, their pronunciation abilities and takes into account the specifics of working with such children - repeated repetition of speech material to assimilate it. During the lesson, a LEGO constructor (“Family” set) is used.
Speech therapy summary directly educational activities V middle group for children with severe speech impairment (SSD) using LEGO constructors.
Furniture theme
Program content:
- Expanding and concretizing ideas about furniture, its purpose, and the parts it consists of.
- Improvement grammatical structure speech: formation of the plural of nouns, nouns with a diminutive meaning.
- Activation of children's independent speech, formation of speech motivation and initiative.
- Formation of cooperation skills, a positive attitude towards participation in classes, initiative and independence.
Equipment :
- doll family (mom, dad, child),
- doll furniture (Lego set).
GCD move
1. Organizational moment.
Name round/square shaped objects
2. Main part.
Guys, a family of dolls came to us from another city: dad Vitya, mom Lena, daughters Katya. We brought our own furniture with us, but it broke on the way. They asked us to fix it.
The speech therapist takes out parts of 3 tables from the box.
- Look, what is this? This is a table leg and a tabletop. Kolya and Petya and Masha, can you fix it? (children assemble the table).
Kolya, what have you collected?
Petya, what have you collected? (table).
Masha, what have you collected? You don’t have a big table, but a small one... (table)
You have collected...(tables).
What color is your table, Kolya? (The table is yellow).
What color is your table, Petya? (yellow).
What kind of tables? (yellow)
What color is your aunt's table? (red)
Who are these big tables for? (for dad and mom).
And who is the small table for? (for daughter Katya)
Our family also has this piece of furniture. – The speech therapist takes out the parts of the cabinets. Who can help me assemble the closet? (children assemble cabinets)
Speech therapist, addressing each child:
What have you collected? (closet)
What have you collected? (closet)
What have you collected? (locker)
What have you collected? (cabinets)
What color is your closet (red)
What color is your closet (blue)
What color is your closet (yellow)
Who are these big cabinets for? (for dad and mom).
Who is the small locker for? (for daughter Katya)
Other pieces of furniture are worked out in the same way: chair, bed.
3. Dynamic pause.
4. Game “Arrange the furniture.”
So we have sorted out all the furniture that our guests brought. But now it needs to be placed correctly in the apartment.
The speech therapist puts pictures of rooms on a typesetting canvas.
Let's see what rooms are in our friends' apartment. This is the living room where guests are welcomed. This is a bedroom, in it... (children finish: sleeping) Who sleeps in it? (mom and dad). This is a kitchen, they cook and... (eat) in it. This is a children's room, a room for ... (children). You have pictures on your tables depicting pieces of furniture. Place furniture in the rooms where it should be. I have a chair, I'll put it in the kitchen. What do you have?
Children go out one at a time and place their piece of furniture next to the corresponding picture of the room.
Speech therapist questions:
What do you have?
Where will you put...(called a piece of furniture)?
If the child is able to pronounce the names of furniture and rooms, we monitor the correct pronunciation. If not, a speech therapist
pronounces the names himself:
This is a closet. He is standing in the bedroom.
5. Summary. Assessment of children's activities.
Troyan N.A.,
speech therapist teacher
Target: expansion and activation of the dictionary.
Tasks:
- automation of the sound [P] in syllables, words and sentences;
- continue to consolidate the spatial meaning of prepositions: IN, FROM, ON, ON, WITH, ABOVE, UNDER;
- consolidate the ability to form complex words by addition, activate the dictionary with complex words;
- continue to train children in composing sentences with prepositions of 4-5 or more words;
- continue to develop phonemic processes;
- activate cognitive processes (perception, memory);
- continue enriching children's vocabulary;
- develop fine motor skills children;
- develop skills of independence and activity;
- develop cooperation skills.
Equipment: LEGO set, building diagrams, laser pointer.
Progress of the lesson.
- Organizational moment.
Updating knowledge.
Speech therapist: Today our friends came to visit us. Remember that their names have the sound [R]. Let's remember their names.
Children's answers...
... invite us to go to LEGO land. Do you want to go on a trip?
Children's answers...
- Today we are waiting for a mysterious LEGO island and a wizard who lives there. What kind of transport do you think will help us get to the island? (Children are offered LEGO models of a car, plane and motor boat.)
Answers-reasonings of children...
Our boat is not an ordinary one; it has a motor. What do we call a boat with a motor?
Children's answers...motor
Let's start the engine and hit the road...
Rrrrr...
- And here is our LEGO island, it is very small. You can only land on it with right side. Moor our boat to the shore.
Look and name what you see on the island (mountain, palm trees, parrot, pirate...)
Our friends learned from the secret-keeper wizard that there was a chest with new LEGO parts hidden at the top of the mountain. Do you want to know what's in this chest?
Children's answers...
- The pirate living on the island doesn't want us to take the island's treasure and wants to test our wits. We can climb the mountain only if we build a ladder from LEGO bricks using the proposed scheme.
Count how many steps our stairs have.
Children count: one step, two steps...
- We can climb the stairs if we pronounce the syllables correctly. DRA-DRO-DRU-DRA...
- The wizard will give us a treasure chest if we pronounce the words correctly.
Ra-ra-ra is a high mountain.
Ru-ru-ru - we climbed the mountain.
Ry-ry-ry - we played LEGO.
Ri-ri-ri - take the treasures.
Bottom line.
Well done, you completed all the tasks, and now the chest with new LEGO parts rightfully belongs to you. This means that you can continue to fantasize and design in LEGO land.
Did you enjoy our trip? Where did we go today, what did we see and who did we meet? Which pirate and wizard quests were difficult for you?
Children's answers...
And now it's time for us to return to our kindergarten. I am sure that you will continue to delight us with your new, amazing buildings from LEGO. I wish you success!
Summary of a literacy lesson in a senior speech therapy group.
Topic: "Introduction to sound and letter K-K using LEGO elements"
Target. Develop coordination of movements and dexterity, fine motor skills, visual memory. Continue to learn how to navigate in space. Strengthen oral speech skills and phonemic hearing. Exercise in sound analysis of words, the ability to determine the location of sound in a word.
Material and equipment. LEGO constructor, Cards with the words “cat”, “whale”, letters K-K (blue and green), vowels, smart cubes.
Literature: T.V Luss. “Formation of skills in constructive play activities in children with LEGO construction sets” A manual for teachers-defectologists. Moscow “Vlados”2003
Progress of the lesson.
1. Surprise moment.
Guys, yesterday, when everyone had already left, I heard a noise in the box. When I opened it, do you know what I saw there? LEGO bricks came together to form a LEGO man. This is our LEGO friend. Today he came to you to see what letter and what sound you will become familiar with and to play with you in composing syllables and words for this sound. Let's show him how we can play.
2. Getting to know the sound of K.
Today we will get acquainted with the sound K. Listen to a poem about this sound.
He waves one paw,
He dances with his other paw,
And at the same time the letter K,
So similar to a beetle.
The speech therapist asks several people to repeat the poem.
Let's make this sound. Do you think this is a consonant or a vowel? How did you guess that it was a consonant?
There is an obstacle to the air flow.
We already know that consonant sounds are hard and soft.
What sound does the blue LEGO man represent? (hard consonant)
What sound does the green man mean? (soft consonant)
3. Riddles on the sound K.
And now I’ll tell you riddles, and you pick up a brick of the color that corresponds to the sound at the beginning of the riddle.
What's that creak, what's that crunch?
What kind of bush is this?
How can there be no crunch?
If I…..(Cabbage)
What is the first sound in a word? (K-consonant or vowel, hard or soft)
Children show a blue brick.
Mom with a bag, hop and hop,
There is a little son in the bag. (Kangaroo)
What is the first sound in a word? (Soft consonant)
Children show a green brick.
A log is floating along the river, oh, and it’s furious,
Those who fall into the river will have their noses bitten off.....(Crocodile)
Round, crumbly, white,
She came to the table from the fields.
Salt it a little.
After all, the truth is delicious…..(Potatoes)
What is the first sound in a word? (Hard consonant)
4. Come up with your own words starting with the sound K.
5. Reading syllables. Now let’s read the syllables: Introduce the little men (red, blue, green) The little men run towards each other, they met and the syllable came out:
AK KU
OK KA
UK KI
The sound A came to visit the sound K. They stood side by side and the syllable AK turned out.
How many sounds are there in total? (two)
What is the first sound? (A)
Name the second sound? (TO)
Where is the vowel sound? (On the first)
They put up a red brick.
Where is the consonant sound? (On the second)
They put up a blue brick. You have a tower.
6. Pictures with sound. The speech therapist shows pictures and introduces a yellow brick that represents a word. Children determine the position of the sound in a word and do it on their LEGO bricks.
7. Physical exercise.(Children hold blue LEGO bricks)
We made a snowball
Hard, smooth, but not sweet.
Once - we'll throw it up,
Two - we'll catch
Three – we’ll drop it and break it.
Get down, snowflake,
On my palm:
You've been spinning for a long time,
Get some rest!
- Look, how cunning!
You think I don't know:
Warm on your palm
I'll melt right away!
8. Composing words. We introduce a yellow brick representing a word. The speech therapist asks to collect the words: CAT, WHALE, COM using sounds from LEGO. Sound-letter analysis of words: Red brick - vowel, green brick - soft consonant, blue brick - blue consonant.
9. Compose words using the Smart Cubes simulator.
So, what sound did you recognize today? (TO).
Our LEGO Robot liked the way you played. And now the one who comes up with a word starting with the sound K will leave the table.
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Summary of a lesson on teaching literacy using LEGO for children of the preparatory group “Journey to the Kingdom of Literacy” Sound M, M. Letter M.
The problem of developing dialogue in children’s speech remains one of the most pressing in the theory and practice of speech therapy, since speech arises and develops precisely in the process of communication.
In order to ensure the required level of development of children, modern general and special (correctional) pedagogy is constantly improving methods and teaching aids that increase the effectiveness of education, upbringing and correctional influence. Effective programs for raising and educating children with disabilities are being created. general underdevelopment speech.
The idea of making light construction a guided process rather than a spontaneous one arose with the adoption of the Federal State Educational Standard. LEGO technologies provide high quality education for children, allow them to organize play, design, research and creative activities with children and enrich the subject-spatial development environment in preschool educational institutions and families. Currently in our preschool institution LEGO teaching aids are widely used. There are different types of LEGO construction kits for each age group.
When working with children with general speech underdevelopment, you encounter problems in their learning, and you have to look for auxiliary means that facilitate, systematize and guide the process of children’s learning. In addition to traditional teaching methods, I decided to use LEGO construction sets in correctional work.
LEGO sets have proven themselves all over the world as educational products that meet the highest requirements for hygiene, aesthetics, strength and durability. Due to their pedagogical versatility, they turn out to be the most preferred visual aids and educational toys.
When using LEGO technologies in work, we can note some of their advantages over other innovative constructive and playful techniques used for speech development:
- A child can play with crafts made from LEGO constructors and touch them without the risk of spoiling them. The constructor is safe: there is no risk of cutting yourself or swallowing poisonous chemical composition, for example, glue. The child’s hands remain clean, and the crafts can be put away quickly and easily.
- When using a LEGO constructor, a child can create colorful and attractive designs, regardless of his or her skills. He is experiencing mental state success.
- When working with a construction set, a child develops a sense of security, since construction is a world under his control.
- The LEGO constructor does not cause a negative attitude in the child and all speech therapy work is perceived by him as a game.
- Since the construction set can be placed not only on the table, but also on the floor, on the carpet, and even on the wall, the child does not need to maintain a static sitting position during classes, which is especially important for somatically weakened children.
- Working with LEGO allows you to reveal the individuality of each child, resolve his psychological difficulties, develop the ability to realize his desires and the possibility of realizing them.
The prospects for using these methods and techniques are directly dependent on the development of proper methodological equipment, without which they cannot be fully used in educational process. I would like to talk about the experience of using LEGO technologies for the development and correction of children’s speech in a compensatory group for children with severe speech impairments, a speech therapy center at the Yagodka MBDOU.
The basis of correctional work using LEGO technologies in our preschool educational institution in the compensatory group for children with severe speech impairment and speech therapy center is the construction of scenery, reproduction of the actions of characters with dubbing, construction of models with their subsequent description, the use of preliminary, accompanying and final speech, and also the use of constructed models for the development of the lexical and grammatical component of speech.
Work on lexical topics with the help of a LEGO constructor, which has a wide selection of sets, it allows my children with special needs to remember new words using tactile and visual analyzers. The accumulation of vocabulary in such children occurs through what they see and understand.
For example, working with children on the topic “My Home” surprised me with its effectiveness. Children, using the constructive play tool LEGO DUPLA, created the structure of a house with separate rooms and furniture.
The emotional component of the game helped them to intensify their dialogues during the work process. Compiling a story based on the constructed scenery united them into a common larger narrative, which helped children trace the spatio-temporal relationships necessary for the coherence of the statement. The same work in the group was carried out on the topic “Space”, at the speech therapy center - on the topic “Animals of hot countries”.
The use of LEGO technologies in the speech therapy process makes it possible to carry out correction with the greatest psychological comfort. Work on retelling, story, dialogue becomes more effective. Retelling the story not according to the plot picture, but according to the three-dimensional image of the scenery from the construction set, helps the child to better understand the plot, which makes the retelling more detailed and logical. At the same time, work on coherent speech is carried out in order of increasing complexity, with a gradual decrease in clarity.
Children enjoy playing games focused on retelling or creating new fairy tales, especially using characters created using construction sets.
Together with the children, I participate in the creation of structures, during which they pronounce their own actions or use reflected speech. When the construction is completed, work begins with the whole group.
When working with a construction set, it’s good to practice grammatical structures: coordinating numerals with nouns (how many windows are there in your house? How many berries are there on a bush? How does a lion roar? Are there a lot of people in your zoo?).
By constructing animal figures, children learn to identify parts of a whole and practice case endings (A kitten without what? Without a tail.) Composing parts of different animals helps develop understanding of the formation of complex words. For example: the game “Magic Zoo” where the head of an elephant and the body of a giraffe are combined and you get an elephant giraffe, a left elephant, a zebra giraffe).
Most often, I use LEGO in subgroup lessons to consolidate the study of a certain lexical topic, as well as in individual lessons when working on sound-letter analysis and syllable-sound composition of words.
Application of LEGO on speech therapy classes has a positive effect on the quality of correction and training, as it contributes to:
- development of lexical and grammatical means of speech within certain topics;
- formation of the grammatical component of speech (processing the skills of agreeing numerals with nouns, adjectives with nouns in gender, number and case, forming nouns with and without prepositions, forming verbs using various prefixes, forming complex words);
- formation and development of correct long exhalation. Moreover, the more fanciful the scenery for this stage of work, built by the child himself, the more lively this work goes.
- setting and automating sounds during the game (building “magic” steps, ladders, paths along which the child “passes,” naming the corresponding syllables and words);
- the formation of a graphic image of letters when learning to read and write, as well as the development of tactile sensations by playing with eyes closed to the touch.
- mastering sound-letter analysis and syllable-sound composition of words (cubes with traditional color designations for vowels, hard and soft consonants are used);
- formation of spatial orientation, a diagram of one’s own body (classical prevention of writing disorders);
- development and improvement of higher mental functions(memory, attention, thinking);
- training fine differentiated movements of the fingers and hands (has a stimulating effect on the development of speech motor areas of the cerebral cortex, which in turn stimulates the development of speech).
Work on speech development using LEGO technologies makes the correctional speech therapy process more effective. Children perceive classes as a game, it does not cause negativity in them, it teaches children to be attentive, persevering, and accurately following instructions. This helps to better assimilate correctional material. The more diverse the methods of speech therapy for children with speech pathology, the more successful the formation of speech will be.
Doroshenko O.V.,
candidate of pedagogical sciences, associate professor of the department of special education
defectological education
NOU VPO "RosNOU",
teacher-speech therapist GBOU gymnasium 1596
(preschool department 1889) CJSC Moscow
Using Lego games in speech therapy classes
Game is the leading type of activity of preschool children and an indicator of his mental and speech development, as well as the first stage in introducing a child to Lego, without which it is impossible to further use it for the purposes of diagnosis, correction, development, training and education.
Lego – this is not just a toy, it is a wonderful tool that helps you see and understand inner world the child, his characteristics, desires, capabilities, allowing him to more fully reveal his personal characteristics and understand the difficulties he has. This is a tool that will help solve many problems of the child and teacher through creative play. Thus, in speech therapy classes, the use of Lego helps in the development of a child’s coherent speech. This is expressed in the formation of the following speech skills:
- the child’s ability to talk about what he intends to build(predictive function);
- ability to talk about how construction is carried out(planning stages);
- the ability to write a story about what has been built;
- the child’s ability to talk about how he will play.
During the Lego game, the child’s speech activity can manifest itself in various options: plays silently; actively uses speech when communicating with other children; accompanies his play actions with speech.
In order to develop the ability to talk about the upcoming construction, about the stages of planning, about what happened, about playing with the construction, the speech therapist needs to constantly accompany the children’s actions with questions and tasks:
- Tell us what you built (a simple common sentence like: I built a house);
- Tell us about your building (story-description: what does your building resemble, what color, shape, size it is; what parts it consists of, etc.);
- Tell me how you built it (a compound sentence like:First I built the walls (square), and then the roof, then the windows, the door and the pipe);
- Tell me how you will play with her; what can be done with your building, what is it needed for.
Literature:
- Luss T.V. Formation of constructive play skills in children using Lego. – M.: Vlados, 2003. – 104 p.
- Fundamentals of special psychology: Proc. aid for students avg. ped. textbook institutions / ed. L.V. Kuznetsova. – M: Academy, 2003. – P.425 – 438.