Game technologies in speech therapy work article on speech therapy on the topic
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN No. 6
general developmental type ___________________________________________________________________________________________________________________
143422, Moscow region, Krasnogorsky district, village. Petrovo-Dalnee, st. Sadovaya
tel/fax: 561-22-75
Prepared by speech therapist I.N. Smirnova
Explanatory note
A classification of educational technologies has been undertaken in the scientific literature. There are several approaches. Thus, one of the approaches to classifying educational technologies was taken by N.V. Bordovskaya and A.A. Rean. Scientists identify five types of educational technologies: task-based, gaming, computer, dialogue, and training technologies.
The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by a cognitive orientation.
Gaming technologies are an integral part of pedagogical technologies. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. L. S. Vygotsky, A. N. were engaged in the development of the theory of the game, its methodological foundations, clarification of its social nature, and its significance for the development of the student in Russian pedagogy. Leontyev, D.B. Elkonin et al.
Currently, gaming technologies are of great interest to teachers. More than once there has been an attempt to scientifically classify the game and define it in one comprehensive concept, but to date only the connections between the game and human culture have been scientifically determined, the significance that the game has on the development of the personality of a child and an adult has been clarified, and the biological nature of the game has been empirically identified. games and its conditioning by psychological and social factors. Meanwhile, gaming technologies remain “innovative” in the Russian education system.
Undoubtedly, both domestic and world pedagogical practice has accumulated baggage that can be used. This is, first of all, gaming technology. They have found wide application in our practice. Gaming technologies have enormous potential from the point of view of a priority educational task: the formation of a child’s subjective position in relation to his own activities, communication and himself.
The choice of gaming technology is justified by the fact that play is the leading activity of preschool children. Game motivation prevails over educational motivation, but on its basis readiness for learning at school is formed.
The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase the effectiveness of correctional and developmental work, develop curiosity, and interest in the Russian language.
These goals led to the formulation and solution of tasks:
Study and analyze literature on the topic.
To study the features of using gaming technology in speech therapy work.
Create an office passport with a list of printed board games and aids.
Select teaching aids on the topic of gaming activities in speech therapy practice.
Constantly update and expand the card index of word games.
Select toys for speech therapy work.
Develop lesson notes in a playful way.
Provide methodological assistance to educators in conducting preventive work using games.
Provide advisory assistance to parents on conducting classes in a playful way when performing speech therapist tasks.
Expected results:
Increasing motivation for speech therapy sessions.
Increasing the effectiveness of correctional and developmental work.
Improving performance in sound pronunciation classes and preparing for literacy.
A selection of gaming material: didactic toys, games, educational aids for correctional work.
Development of the necessary visual aids for conducting individual and subgroup lessons in a playful way.
Development of consultations for parents and teachers on the topic of using different types of games for speech development.
Development of lesson notes in a playful way with children of the older group (studying at the speech center) on the formation of the phonemic aspect of speech and preparation for learning to read and write, enriching and activating the vocabulary, and developing the skill of coherent utterance.
Adapted lesson notes for children of the preparatory group (studying at the speech center) S.P. Tsukanova, L.L. Betz on the development of the phonemic aspect of speech and teaching literacy to children of senior preschool age.
A selection of gaming materials for working with “non-speaking” children.
Development of aids for performing articulation and breathing exercises in a playful manner.
A selection of gaming aids and didactic games for the development of psychological speech skills.
Media library of licensed computer programs and games, game educational presentations for speech therapy work.
music library for performing logorhythmic exercises and finger gymnastics.
Using gaming technology in speech therapy work
To carry out correctional and developmental work using gaming technologies, toys, didactic and computer games were selected at the speech therapy center.
Using toys
Toys are used in classes as heroes that create motivation, a playful situation and a surprise moment. Almost every subgroup lesson in the senior group “has a guest.” This could be the dinosaur Zvukhoozhka, the bear Umka who can play the drum, a donkey playing the balalaika, a doll that tells children about parts of the body, a little squirrel who is looking for friends, an old man and an old woman from a fairy tale, etc. Almost always, these toys immerse children in some kind of - a fairy-tale or game situation where children must help the heroes or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce a sound, but also helped Umka learn his favorite sound U, etc.
Role-playing games are used to work with children of primary preschool age with developmental disabilities and level 1 or 2 ODD. To evoke verbal responses in a non-speaking child, some kind of story is played out with several toys and the child is involved in a role-playing game. In this way, short dialogues are practiced, which can consist of onomatopoeia and simple words, and you can repeat the newly appeared word repeatedly using it in a game situation.
One of my favorite toys is a ball. It is used for dynamic breaks and didactic games. And hedgehog balls are also for hand massage.
Game form of classes
The game form of classes is created by game motivation, which acts as a means of inducing and stimulating children to educational activities. The implementation of gaming techniques and situations in the classroom takes place in the following main areas:
a didactic goal is set for children in the form of a game task;
educational activities are subject to the rules of the game;
educational material is used as its means;
an element of competition is introduced into educational activities, which transforms a didactic task into a game one;
successful completion of a didactic task is associated with the game result.
Speech therapy classes are held in a playful way. At the beginning of the lesson, a didactic task is set in a playful form. For example: a guest appears, a letter arrives with a task for children, or an immersion in a fairy tale. During the lesson, by performing exercises on the instructions of the hero. Children can also play roles (athletes, travelers, astronauts, passengers, etc.). For successful completion of tasks, children can be assessed with chips, stars, etc., which introduces a competitive element.
Older preschoolers really like activities in the form of competitions, quizzes, and competitions. But in this case, the speech therapist needs to think carefully about assigning children to teams or selecting children to perform various activities, so that the child feels comfortable in the lesson, does not withdraw, and does not hesitate to take part in the competition. It is necessary to create a friendly atmosphere in the group, in the team, so that children support each other, act together, amicably.
Workbooks are used for individual and subgroup lessons. In the older group - notebooks by N.E. Teremkova, in preparatory school - S.P. Betz, L.L. Tsukana “I am learning to speak and read.” Children really like the entertaining stories proposed by the authors of the manuals. Each notebook has permanent characters who support the game plot throughout the entire learning period.
Subgroup speech therapy classes in preparation for learning to read and write are conducted in senior and preparatory school groups. To facilitate the assimilation of educational material, several didactic aids have been produced. In the office there are castles of sounds, in which girls gradually settle in - vowel sounds and boys - consonant sounds. To indicate the stages of the lesson, the sequence of exercises, tasks, a manual “Path of Tests” was prepared.
To attract the child’s attention to articulatory gymnastics, drawings for the speech therapist’s story “Tales of a Merry Tongue” and gymnastics with Smeshariki are used.
Didactic games
Particular mention should be made of didactic games, which are created and organized by adults and are aimed at developing certain qualities of the child. These games are widely used in kindergartens as a means of teaching and educating preschoolers. A child is attracted to a game not by the educational task inherent in it, but by the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.
Didactic games with objects are very diverse in terms of game materials, content, and organization. The following teaching materials are used:
• toys,
• real objects (household items, tools, works of decorative and applied art, etc.,
• objects of nature (vegetables, fruits, cones, leaves, seeds).
Games with objects make it possible to solve various educational problems:
• Expand and clarify children’s knowledge,
• Develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification),
• Improve speech,
• Develop all mental processes.
Among games with objects, a special place is occupied by plot-didactic games and dramatization games, in which children play certain roles, for example, a seller, a buyer in games like “Shop”. In such games, patience, perseverance, intelligence are cultivated, and the ability to navigate in space is developed.
. Printed board games, which are now widespread, are also games with rules. All of these games are usually competitive in nature: unlike role-playing games, there are winners and losers. The main goal of such games is to strictly follow the rules, so they require a high degree of voluntary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.
Printed board games are varied in content, educational tasks, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. Types of printed board games: lotto, dominoes, labyrinth, cut pictures, puzzles, cubes, etc.
Verbal games are distinguished by the fact that the process of solving a learning task is carried out mentally, based on ideas and without relying on visualization. Therefore, word games are carried out mainly with children of middle and senior preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, riddle games (“What time of year is this?”, guessing games (“What would happen if.?”).
The didactic game has its own structure, which includes several components. The main component is the didactic (learning) task. Play actions are ways of demonstrating a child’s activity for play purposes. Rules – ensure the implementation of game content. They make the game democratic - all participants in the game obey them.
There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.
Didactic games are used in classes and in children’s independent activities. Being an effective teaching tool, they can be an integral part of the lesson, and in early age groups - the main form of organizing the educational process.
Didactic games are widely used in correctional and developmental work with children with speech impairments. For each area of work, games have been selected to solve a narrow correction problem. Much attention is paid to the “Sound Pronunciation” section, because When carrying out work on automation, differentiation of sound and its introduction into speech, the work should be varied and not bore the child. Game motivation stimulates interest in a positive result. On the other hand, gaming motivation can also serve as a complication when consolidating the skill of correct pronunciation, because Having become carried away by the game plot, the child ceases to control pronunciation and may lose. Therefore, he has to concentrate on two tasks at the same time: following the rules of the game and monitoring the correct pronunciation. Some games, such as “Electronic Quiz”, “Logical Kid”, allow the child to independently control the correctness of the task.
With the help of didactic games, work is carried out to consolidate the skills of inflection, word formation, and coherent speech. When it is necessary to consolidate acquired skills, children can choose a game on their own, using the symbolic designation of games.
The most favorite games for children to develop the psychological basis of speech. Games such as “What’s missing?”, “What’s changed?”, “Remember and name”, “Wonderful bag”, etc., are used in correcting sound pronunciation, syllable structure, and activating the dictionary.
The office has printed board games that are used with children of different ages in different areas of speech therapy work. Some games have been adapted for working with children with speech disorders.
The office is equipped with a computer, which makes it possible to use ICT in speech therapy work. We independently developed 3 game presentations “Sound C”, “Sounds S-Z”, “Merry Talkers”. In order to develop breathing, a sense of rhythm, phonemic hearing, perception, pronunciation, coherent speech, and grammatical structure, the speech therapy programs “Games for Tigers” and “Learning to Speak Correctly” are used.
Consultations are held annually for educators and parents on the use of games in correctional work. Tips and recommendations are posted on the kindergarten website and the speech therapy center website.
From the experience of “Correction of children’s speech using gaming technologies”
author: Xu Natalya Vitalievna
teacher speech therapist
municipal preschool educational institution compensatory kindergarten No. 105
From the experience of “Correction of children’s speech using gaming technologies”
FROM WORK EXPERIENCE ON THE TOPIC:
“SPEECH CORRECTION OF PRESCHOOL CHILDREN
BY MEANS OF GAMING TECHNOLOGIES"
Relevance of experience
The formation of grammatically correct, lexically rich and phonetically pure speech in children is one of the most important tasks in the general system of teaching a child their native language in a preschool institution and family. Correct speech is one of the indicators of a child’s readiness for school, the key to successful literacy and reading.
The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. However, the last decade has seen great changes in educational structures.
Two interrelated processes are observed:
- Complication of scientific and technological progress. More computers, mobile phones, tablets, TVs and other gadgets appeared, and the Internet became accessible. Accordingly, this changed the forms of communication, although the needs for communication remained at the same level. Children talk and play less and less in the yard, in groups, interact more with the computer, and communicate via the Internet. They talk less, looking at a person, eye to eye, and more on the phone. Communicate less through sound and more through letters.
- Complications of speech defects. The nature, depth, number and structure of speech defects have changed. Firstly, if previously one sound was broken, now, as a rule, more than one group is. Secondly, defects in the very structure of speech have become more complex. Not only sounds and phonetic-phonemic discrimination of sounds are impaired, but also grammar and coherent speech. In addition to all this, children with speech problems have psychological characteristics:
- Attention deficit;
— Low level of self-control development.
- Low level of cognitive activity.
— Rapid fatigue and, as a result, low performance.
— Features of visual-spatial perception.
— Low level of motivation to learn.
Among the methods for correcting speech therapy disorders in preschoolers, play therapy methods have proven themselves to be more effective in terms of effectiveness. It is during the game that the system of relationships between the preschooler and the outside world is built, and mental functions develop, among which speech occupies the main place. The use of gaming technologies in speech therapy work with children helps to prevent speech disorders. The child, freely expressing his thoughts and feelings, develops speech skills in the game.
Children with speech disorders often lag behind their peers in physical development (impaired motor skills), are characterized by weakness of movements, mental exhaustion, excitability or withdrawal, and increased irritability. Violations of general and speech motor skills cause them to quickly get tired under loads in class. In this regard, children with speech disorders need more time and repetitions than their peers with normal speech. Since the leading activity is play, I began to use different games in my classes.
Practical significance of experience
The point is that systematized material based on the use of various gaming technologies that influence the formation of correct sound pronunciation may be of interest to teachers - speech therapists, educators working with preschool children with speech disorders and their parents in the process of joint activities.
Currently, there are a large number of aids on sale for automating the given sounds in words, phrases, sentences, and so on until free speech, because The majority of speech pathologists go through the stage of automating the delivered sounds in isolation and in syllables quickly and imperceptibly. But sometimes, children experience significant difficulties at this stage due to age or developmental characteristics, and given the specifics of speech therapy work, it is very difficult to keep the child in one place and get him to repeat the same sound many times before it becomes automated. To solve this problem and turn the monotonous and monotonous work of reinforcing the pronunciation of sounds into an interesting game, you have to come up with a variety of ways to interest the child in game plots, moments, techniques, and preferably new ones every time.
Therefore, I structure my work in such a way that the cognitive motivation of children increases, so that the child learns to plan, control and evaluate educational activities, can work in a group, conduct dialogue with adults and other children, and is able to defend his opinion. Our “difficult sounds”, “long words” and “beautiful stories” should help the child in solving “educational, practical and educational-cognitive problems”.
The content of my work is aimed at ensuring the correction of deficiencies in the development of children with speech disorders, at the implementation of individually oriented pedagogical assistance, taking into account the characteristics of psychophysical development.
The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase performance in classes, increase the effectiveness of correctional and developmental work, develop curiosity, interest in the Russian language, and create prerequisites for educational activities.
To carry out correctional and developmental work using gaming technologies, toys and a variety of didactic games have been selected in my office.
Toys are used in classes as heroes that create motivation, a playful situation and a surprise moment. They immerse children in some kind of fairy-tale or game situation, where the children must help the characters or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce a sound, but also helped the hero learn his favorite sound, etc.
Older preschoolers really like activities in the form of competitions, quizzes, and competitions. But in this case, you need to think carefully about assigning children to teams or selecting children to perform various activities, so that the child feels comfortable in the lesson, does not become isolated, and does not hesitate to take part in the competition. It is necessary to create a friendly atmosphere in the group, in the team, so that children support each other, act together, amicably.
To attract the child’s attention to articulation gymnastics, I use drawings for the speech therapist’s story “Tales of a Merry Tongue”, gymnastics with colorful pictures “Doing it together with .....”, “Smart Duck”, and the album “Correct Articulation”.
I would like to pay special attention to didactic games. Didactic games with objects are very diverse in terms of game materials, content, and organization. As teaching material I use:
- toys, real objects (household items, tools, works of decorative and applied art, etc.), natural objects (vegetables, fruits, cones, leaves, seeds, etc.).
Games with objects make it possible to solve various educational problems:
- Expand and clarify children's knowledge
- Develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification)
- Improve speech
- Develop all mental processes.
Among games with objects, a special place is occupied by plot-didactic games and dramatization games, in which children perform certain roles.
Verbal games are distinguished by the fact that the process of solving a learning task is carried out mentally, based on ideas and without relying on visualization. Therefore, I spend word games mainly with children of senior preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, riddle games (“What time of year is this?”, guessing games (“What would happen if.?”).
In correctional and developmental work with children with speech impairments, didactic games are selected for each area of work to solve a narrow correctional problem:
1) Formation of precise movements of the organs of articulation (using articulatory gymnastics techniques).
2) Formation of a directed air stream.
3) Development of fine motor skills:
a) using finger exercises;
b) using hand massage;
c) using self-massage of the fingers;
d) with the help of practical activities (lacing, modeling,
mosaic, construction set, weaving, stringing, etc.).
4) Development of phonemic processes (phonemic hearing, phonemic perception, phonemic representations).
5) Practicing reference sounds (these are sounds that are similar to those that are impaired in articulation (place or method of formation), but pronounced correctly by the child.
Much attention is paid to the “Sound Pronunciation” section, because When carrying out work on automation, differentiation of sound and its introduction into speech, the work should be varied and not bore the child. Game motivation stimulates interest in a positive result. On the other hand, gaming motivation can also serve as a complication when consolidating the skill of correct pronunciation, because Having become carried away by the game plot, the child ceases to control pronunciation and may lose. Therefore, he has to concentrate on two tasks at the same time: following the rules of the game and monitoring the correct pronunciation.
With the help of didactic games, work is carried out to consolidate the skills of inflection, word formation, and coherent speech. When it is necessary to consolidate acquired skills, children can choose a game on their own, using the symbolic designation of games.
The most favorite games for children to develop the psychological basis of speech. I use games such as “What’s gone?”, “What’s changed?”, “Remember and name”, “Wonderful box”, etc. in my work on correcting sound pronunciation, syllabic structure, and activating the dictionary.
At work I use a personal laptop, which makes it possible to use ICT in speech therapy work.
In my speech therapy classes, I try to include various modern innovative technologies, games and exercises necessary for the formation of the grammatical structure of speech, enrichment of the vocabulary, formation of the syllabic structure of the word, development of coherent speech, phonemic perception, as well as cognitive processes of preschool children: attention, memory, thinking that meets new requirements. The physical education sessions that I conduct help children relax and relieve tension. They also develop gross and fine motor skills, visual-motor and auditory-motor coordination.
Some forms of work are most interesting for children and I see the result of my activities after using modern information technologies. In my work I use the method of “su-jok” therapy. The use of su-jok massagers—massage balls—in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories can increase the physical and mental performance of children and provides an opportunity for maximum targeted correctional work with the child.
Having studied and summarized the literature on the use of gaming technologies in accordance with the main tasks of preparing preschoolers with speech impairments to acquire literacy, I divided the material on the use of gaming technologies into areas:
- Phonetic-graphic, motor - the formation of phonemic analysis and synthesis of words, syllabic analysis.
- Sound-letter and syllabic - familiarizing children with letters and developing initial reading skills.
- Lexico-grammatical - familiarization with the verbal composition of a sentence. Analysis of proposals.
- Consolidation, control - tasks for independent selection of words according to ready-made schemes; performing control tasks based on the presented classification of letters.
Formation of phonemic and syllabic analysis and synthesis.
The main task in the process of teaching literacy is to form in preschoolers a general orientation in the sound system of the language, teaching them the sound analysis of a word, establishing the distinctive role of sound and its main qualitative characteristics.
Phonemic analysis and synthesis is the ability to divide a word into individual phonemes, determine their sequence, quantity, and also compose a word from individual sounds.
In the process of developing elementary forms of phonemic analysis, it is necessary to take into account that the ability to isolate and isolate a sound depends on its nature, on its position in the word, as well as on the pronunciation features of the sound series.
At the stage of isolating a sound from a number of sounds, syllables and words
I use the following game techniques like “If you hear a sound, give a signal”:
"Watch out for the car"
Having heard the sound (P), the child shows a red circle.
"Traffic Light", "Sensitive Ears"
The child raises a circle corresponding to the sound.
"Boat in the Fog"
Hearing the sound L, the child lights a flashlight, showing the way to the ship.
"Pot of Porridge"
Hearing that the porridge is boiling (sound Sh), the child rings the bell.
"Catch a mosquito"
Hearing the sound Z, the child claps his hands.
"Catch a Bug"
Hearing the sound Zh, the children clap their hands.
“Catch the sound in your palms”
,
“Raise the symbol”
“Smart car”, “Smart locomotive”, “Smart plane”
These vehicles carry passengers or cargo with a specific sound in their name. Children must select the corresponding pictures.
Isolating the first and last sound in words
"Shop"
Pay with the first or last sound in the name of the purchase.
"Catch the word by the tail"
,
“I’ll start, and you finish”
“Zvukoed”
The sound eater ate the first (last) sound in the word, name it.
...aduga, ...aketa, ...ubakha.
Determining the place of a sound in a word.
"Let's pack our things"
In one bag we will put things in the name of which the sound is at the beginning of the word, in another - in the middle and in a third - at the end.
"Lay out your things"
Let's put the clothes in the chest of drawers, in accordance with the location of the sound in the word: in the top drawer, in the middle and in the bottom.
Shirt, sundress, sweater.
"Housewarming at the Zoo"
Place the animals in cells according to the location of the sound in the word:
Horse, wolf, donkey.
Lynx, cow, beaver. “Match pictures to the diagram”
Using handout cards
Sound analysis and synthesis
"Live Sounds"
Children imitating sounds stand up in a certain sequence
“Let’s scatter the sounds”, “Let’s scatter the word into the sounds”
The speech therapist names the word for the children, and the children name the sounds.
"Let's call the sounds home"
First sound, second and third...
“Match the diagram to the picture”
A picture and a set of diagrams are displayed. Children find the diagram that matches the given picture.
“Match the picture to the diagram”
The children are given a diagram and several pictures. Children match the picture to the diagram.
"Cube"
Each of the children rolls the dice and selects a picture in accordance with the number of sounds or sound pattern.
“The Word Has Scattered”, “Catch the Sounds”
The speech therapist names and “throws” sounds, and the children make up a word and name it.
“Read” the word based on the first sounds of the pictures.”
The speech therapist offers the children a series of pictures; by identifying the first sound in the names of the pictures, they can form a word.
"Chain of Sounds"
Children stand in a circle. The speech therapist names the word, and the children, passing the ball, name the sounds in order, the child who named the last sound in the word picks up the ball and gives it to the leader.
"Magic Hours"
,
“The word has crumbled”
The speech therapist names the sounds in a breakdown. Children make up a word from the suggested sounds.
Syllable analysis
"Slogotsvetik"
Children collect a flower according to the number of syllables in the word.
"Shop"
To buy an item, children must pay the same number of “coins” as there are syllables in the name of this item.
"Train"
Seat passengers according to the number of syllables in a word.
"Gathering the Harvest"
Let's put vegetables with two syllables in one basket, and three syllables in the other basket.
Beets, lettuce, carrots, peas
,
eggplant, potatoes, tomatoes.
"Halves Pictures"
On the table in front of the child are pictures cut in half, depicting objects with names consisting of 2 syllables. The speech therapist names the first syllable and points to the picture, the child finds the other half and pronounces the second syllable. The child repeats the word, pointing to each part, naming the number of syllables.
Familiarization with letters, initial reading skills.
In the process of working on sounds, sound-letter connections are formed and the graphic image of the letter is fixed.
"Raise the letter"
This game is used to reinforce sound-letter connections. When children hear a word with the corresponding sound, they raise the letter.
"Fold the letter"
Designing letters from elements, from various materials, creating a cut-out image. To consolidate the visual image, composing a letter can be suggested using a model and from memory.
"Wonderful box"
Plastic letters are used. Children recognize them by touch.
"Guess by description"
For example,
Two sticks, a crossbar at the top. (P)
Three sticks, a crossbar at the bottom, a tail on the right. - SCH
The stick is in the middle - there are semi-ovals on the sides - F.
Stick - crossbar in the middle at the top - T
"The word has crumbled"
Children leave a word from the proposed letters of the split alphabet: R, K, A.
"Replace the letter"
Converting words. MAK-BAK-LAK-BOW-SUK-JUICE
"Magic clouds"
,
“Journey by Sea”
Children learn to merge syllables, first backward, then forward.
"Arrange objects by size"
When making words from letters, children complete tasks based on the size of an object with a letter depicted on it. Children are offered flat figures on which letters are placed. By arranging them by size, you can read the word.
"Confusion"
Children identify the initial sounds in the names of the proposed pictures, write the letters in the corresponding cells and read the resulting word.
Analysis of proposals.
I work on the proposal in two stages. First, I introduce the children to the verbal composition of a sentence. Then children learn to isolate sentences from the text and count their number.
At the stage of proposal analysis
"Living Words"
Children depict the words, they are asked to stand sequentially, from left to right, according to the verbal composition of the sentence.
"Let's make friends with words"
Children restore the grammatical form of words in a sentence
.
Mom, tie, girl, bow “Sort up the rubble”
Children disassemble the “logs”. Each log contains a deformed sentence, the correctness of which the children restore.
"Correct Dunno's mistakes"
Children insert the missing or incorrectly inserted preposition.
“Pick a sentence to the diagram”
,
“Correct the error”
An intentional error in the graphic designation of the sentence is allowed. Did Dunno write down the sentence correctly? Do you agree with him?
“Which word escaped?”
On the board is a diagram of a proposal compiled together with the children. Children close their eyes, the speech therapist removes one strip on the sentence diagram. Children say the word.
"Magic Cube"
On the faces of the cube is a schematic representation of a preposition. After throwing the dice, children make up a sentence with the appropriate preposition.
Interaction with parents and teachers.
The gaming technologies I use are also used by educators in educational activities and in special situations, in individual work with children. Together we work to create a subject-development space in the group, creating favorable conditions for the full development of our students.
In the very first days after the start of correctional work (the first period of training), parents are given recommendations on how to perform articulation gymnastics during a workshop or at an individual consultation. Recordings of homework are necessarily supplemented with game tasks aimed not only at consolidating acquired skills, but also at developing various mental functions.
In the future, all consultations posted on information stands are colorfully designed and always contain examples of games that allow parents to apply the acquired knowledge in practice.
From the experience of “Correction of children’s speech using gaming technologies”
“System of work of a speech therapist teacher using gaming technologies”
It is important to understand what is Gaming Technology? How to use them in educational activities and correctly describe them in accordance with modern requirements. Today's teacher is quite familiar with the concept of “Game activity” and its role in the development of the child. We understand that teachers’ mastery of new gaming technologies in preschool education is the key to successfully solving the problem of developing the child’s personality as a whole. And the mastery by a speech therapist of new gaming technologies in the correctional process is the key to successfully solving the problem of a child’s speech development, increasing motivation for classes, increasing the effectiveness of correctional and developmental work, and developing curiosity.
The main component of gaming technology is: direct and systematic communication between the teacher and children.
Effective use of gaming technologies requires the teacher to:
knowledge of the technological process of all types of games;
personal qualities of a teacher: the art of communication, communication, improvisation, friendliness, activity, outlook and artistry);
competent management of the game.
Thus: gaming technology is the organization of the pedagogical process in the form of various pedagogical games and exercises, built on the principle “from imitation to game initiative”, “from simple to complex”, united by a common content that includes (this process can continue for a long time, until the teacher solves the assigned problems):
•selection, development, preparation of games;
•involving children in play activities;
•implementation of independent play;
•summarizing the results of gaming activities.
Unlike games in general, a pedagogical game
has an essential feature -
a clearly defined
learning goal and corresponding pedagogical results, which
are characterized by a cognitive orientation and require active actions of the child .
3.
Various gaming technologies are used in correctional work.
Particular attention is paid to didactic play
, as it is of great importance for education.
The main purpose of a didactic game is the development of the child, the correction of what is inherent and manifested in him, and the introduction of the child to creative, experimental behavior. Thanks to the use of didactic games, the learning process takes place in a form that is accessible and attractive to children.
Didactic games are created and organized by adults and are aimed at developing certain qualities of the child. A child is attracted to a game not by the educational task inherent in it, but by the opportunity to be active, perform game actions, and achieve results. However, if a game participant does not master the knowledge that is determined by the learning task, he will not be able to successfully perform game actions.
