Interaction between a speech therapist and parents in the process of correctional and speech therapy work with a child

Interaction between a speech therapist and parents in the process of correctional and speech therapy work with a child

 In accordance with the Law of the Russian Federation “On Education”, the most important task of a teacher is interaction with the family to ensure the full development of the child.

The success of the correctional and educational activities of a speech therapist largely depends on the active and qualified participation of parents in the process of speech correction, in the upbringing and education of the child. A child with speech impairments must be dealt with not only in educational and correctional institutions, but also at home, in the family circle - in the primary, most important and authoritative unit of society for a little person, if possible involving all family members in the correction process.

However, even the most active and loving parents, as a rule, do not have the necessary pedagogical knowledge and skills, and, as a result, do not devote sufficient time and attention to a child with speech impairments, or completely distance themselves from the problem, placing it mostly on specialists. No less harmful are also erroneous methods of home correction, applied by parents with the best intentions, but without the proper correctional, pedagogical and psychological qualifications.

Thus, the initiative to form such cooperation should come from the speech therapist teacher. The list of tasks is quite wide: it is necessary to create a comfortable and trusting general educational environment; clearly and comprehensively explain to parents the importance and methodology of speech correction; achieve active and proper participation of parents in raising a child; explain the need to consolidate the successes achieved in the classroom; provide the necessary pedagogical tools for these purposes and provide means of communication.

All families are different, and the approach in each individual case must be tailored individually. In cases where parents try to put all the work on specialists, it is necessary to carry out serious educational work and properly motivate them to work painstakingly together with the speech therapist and the child. If parents are overly active, they should make it clear that for the correction of speech development, calm and consistent work is much more important and effective than inflated expectations and dizziness from possible momentary successes. In cases where parents are not so seriously concerned about the child’s speech problems in the hope that they will “correct themselves,” the specialist must not only explain the importance of correctional work, but also constantly remind, encourage and be interested in the child’s success in homework. If the family is dysfunctional and the parents are quite indifferent, the teacher will have to take on the main work himself and/or find alternative methods of influencing the situation. There are no universal recipes for each specific case, and each time a speech therapist teacher has to not only teach, but also learn himself.

However, there are universal pedagogical techniques and methods that greatly facilitate the tasks of a speech therapist. Such techniques and methods can be divided into four types: collective, individual, visual information and unifying.

Collective methods:

1. Parent meetings;
2. Seminars and workshops (trainings);
3. Round tables.

Individual methods:

1. Questionnaire;
2. Interviews;
3. Consultations;
4. Homework notebooks;
5. Weekly summary statements.

Visual methods:

1. Booklets, information sheets and newspapers;
2. Open classes;
3. Speech therapy library;
4. Websites, presentations, interactive computer programs.

Unifying methods: joint preparation and participation of parents and children in holidays, performances, games and entertainment.

The most important tool for building equal cooperation between specialists and parents is parent meetings. At the first meetings, parents receive primary information about the structure of this institution, about the rules and regulations, about the goals and objectives of specialists, about the dynamics of past courses, etc. Video materials demonstrating the successful work of speech therapists, neuropsychologists and others can serve as a very good help in this case. specialists. In addition, such meetings also serve as a bonding tool, transforming previously unfamiliar individuals into a team united by common goals, aspirations and tasks. The specialist is obliged to convey the immense importance of shared responsibility for the future of each child and identify methods for solving problems, both for the speech therapist and for parents acting as teachers.

Subsequent parent meetings should be held under the motto “Our children are great!” (positive dynamics). Under no circumstances should you publicly praise some children and their parents and identify problems with others, risking losing the psychological contact that has been established with such difficulty. All existing problems must be moved from the collective level to the individual level.

The timing of parent meetings should be designed in such a way that there is enough time for questions and answers. Questions arise for every parent, but due to individual characteristics, not all parents ask them. As practice shows, questions, with rare exceptions, are generally quite stereotypical, so that everyone, both more active parents and less active ones, receives answers to exciting topics.

Seminars and workshops serve, first of all, to help parents organize and conduct speech therapy classes with their families. Here parents learn how to properly use homework notebooks. Here they receive organizational, speech therapy and psychological knowledge and skills, learn to use a variety of articulatory gymnastics exercises, techniques for developing fine motor skills, attention, thinking, perseverance, etc. Each seminar must be extremely specific, aimed at solving currently relevant correctional and pedagogical tasks. Each seminar should be supported by practical demonstrations and practice of correctional work techniques, visual aids, information sheets and brochures.

Round tables contribute to even greater growth of horizontal connections between the pedagogical and parental environment. Unlike the seminar, whose motto is “Practice, and practice again,” the round table serves to improve the pedagogical culture of parents. To provide a theoretical basis for pedagogical, psychological and correctional work with children, round tables can be held both in any institution and within the family circle. It is necessary to involve as many specialists as possible - speech therapists, psychologists, doctors, administrative workers - in round tables with parents. The round table agenda consists of several reports on topics of concern to parents, with explanations and additions from other specialists. After the presentations, they are widely discussed in the form of an exchange of opinions. It must be remembered that the round table format implies benevolent but strict moderation, which does not allow the interlocutors to go far beyond the scope of the designated discussion for justifiable fear of losing the structure of the event and moving away from its goals and objectives.

It is necessary to begin building fruitful relationships with parents already at the stage of collecting a primary anamnesis, from interviews and questionnaires. It is important to get to know each family as closely as possible, create an atmosphere of mutual trust, show the need and prove sincere interest in the child’s full speech development. To do this, you will have to take into account the individual characteristics of each family: its composition, cultural level, living conditions, the degree of employment of each family member, the level of activity of the parents and the level of readiness to enter into confidential cooperation with a speech therapist. Moreover, at the acquaintance stage, it is very rational to use an integrated approach: using data obtained not only from face-to-face and correspondence communication between a speech therapist and parents, but also data obtained from parents’ communication with a psychologist and doctors, etc.

After the initial interview, individual consultations are conducted. Most often, they are required by parents whose children have difficulty improving the quality of speech, require medication intervention and supervision by other specialists. As part of such consultations, the child’s further correctional route is considered in detail in each specific case.

Homework notebooks are the main tool through which parents receive a timely set of games and exercises to consolidate the skills, knowledge and abilities acquired in speech therapy classes, as well as specific methodological recommendations for performing these particular exercises. It is advisable to replace traditional ordinary “school” notebooks, which are filled out by parents on the basis of cards with homework, with small folders with empty files attached to them. It is convenient to insert large-format disposable cards into such a file, with fields already prepared for solutions. In addition, the notebook can and should be used as the main means of operational communication between specialists and the child’s family. Each task should be accompanied by a special field in which parents can leave their notes, questions, concerns and wishes, and the speech therapist can leave their answers and comments. Practice shows that such interactivity most contributes to the involvement of parents in the educational and correctional pedagogical process, and extremely clearly and effectively forms close, trusting relationships between parents and teachers.

Information sheets are distributed to parents after parent-teacher meetings, seminars and scheduled consultations. Their task is to specify the topics, goals and methods of conducting speech therapy classes raised at meetings and discussions; they also describe the tools necessary for successful work with the child and announce recommendations on the schedule and routine of homework. In addition, information sheets serve as an invitation to parents for speech therapy sessions.

Parents should have free access to frontal and personal classes in preschool educational institutions. In such open classes, adults can visually familiarize themselves with the techniques and methods of correctional work for their subsequent application at home, learn the correct combinatorics for performing target speech work and the development of higher mental processes important for the child’s adaptation in society. It is not at all necessary for parents to remain passive observers of open classes; it is very useful to include them in the pedagogical process as equal participants. In this way, parents undergo speech therapy practice, gain an understanding of the correct reactions to the child’s successes and problems, and at the same time become liberated and establish real-life contacts with children and specialists.

An extremely useful aid in general correctional activities is the speech therapy library and game library available to every parent. It is important to collect in it not only specialized literature, not only all manuals used for activities and games at home, interesting articles and books, but also original teaching materials and tools created by teachers and parents, audio-video documents, and children’s works. A speech therapist should always be ready to offer parents the materials and tools that are necessary for the more effective development of their child.

We should not lose sight of modern information technologies. Timely computer presentations are ideal for meetings, seminars, workshops and round tables. Short but colorful gaming and educational presentations serve as an excellent tool for keeping a child’s attention in group and individual lessons. A lot of useful information for parents can be posted both on the official website of the institution and on social networks. In the same networks, it is extremely convenient to duplicate current stand information, give announcements of events and invite parents to them. E-mail correspondence and the speech therapist’s information feed in the “question-answer” format also help to establish a unified pedagogical-family environment.

Another, no less important method of interaction between a speech therapist and parents in the process of correctional and speech therapy work with a child, which needs to be paid close attention to, is joint participation in the preparation and implementation of speech projects: themed matinees, holidays, art exhibitions and other entertainment that demonstrate the child’s progress as a result of joint correctional work. Participation in such creative activities is a powerful factor in stimulating cooperation, trust and shared responsibility among parents and professionals. In other words, perfect team building.

It is quite obvious that only equal cooperation between a speech therapist, psychologists, health workers and parents is the most important condition for successful correctional work with children to correct speech deficiencies that have a direct negative impact on the mental and moral development of the younger generation. Moreover, it is necessary to make the child himself an equal participant in such cooperation.

Literature:

1. Law of the Russian Federation “On Education”, M., 2008.
2. Bachina O. V., Samorodova L. N. Interaction between a speech therapist and the family of a child with speech impairments. M., 2009.
3. Weiss M.N., Pustyakova T.V. Partnership between preschool educational institutions and families in speech therapy work // Speech therapist. 2010. No. 3.
4. Vakulenko L. S. Organization of interaction between teacher, speech therapist and family. St. Petersburg 2011.
5. Mastyukova E. M., Moskovkina A. G. Family education of children with developmental disabilities Proc. aid for students higher textbook institutions / Ed. V. I. Seliverstova. — M.: Humanite. ed. VLADOS center, 2003.
6. Doronova T.N. et al. Preschool institutions and family - a single space for child development. M., 2001.
7. Sagdeeva N.V. Joint activities of parents with children in the preschool educational institution “Step towards” Detstvo-Press, 2012.
8. Shashkina G.R. et al. Speech therapy work with preschoolers: Textbook. aid for students higher ped. textbook establishments. - M.: Publishing House, 2003.

One of the important areas in the correctional and educational activities of a preschool speech therapist is working with parents - as one of the conditions for optimizing the pedagogical process and socialization of a child with speech disorders. Involving families directly in educational activities is an important psychological and pedagogical condition for the successful implementation of the main educational program of a preschool educational institution.

It is necessary to make parents active participants in the pedagogical process, teach them to adequately evaluate and develop their child. The goal of joint pedagogical work is to improve the quality of the correctional educational process to overcome speech disorders in preschoolers.

Modern forms of work with parents help improve their competence and significantly affect the effectiveness of all speech therapy work to eliminate speech disorders in preschoolers.

The issue of finding and implementing new forms of interaction between preschool educational institutions and families is one of the most pressing today. The world is constantly becoming more complex; there is not enough time for “live” communication. Therefore, teachers need to organize these types of events with parents so that they are more interesting and more important than everyday activities.

New forms of work between teachers and speech therapists with parents.

Currently, practice has accumulated a variety of modern (non-traditional) forms, but they have not yet been sufficiently studied and generalized. An informal approach to organizing and conducting these forms of communication confronts teachers with the need to use a variety of methods for activating parents. The classification of non-traditional forms is proposed by T.V. Krotova. The author identifies the following non-traditional forms:

• information and analytical;
• leisure, educational;
• visual and informational.

Information and analytical forms are aimed at identifying the interests and requests of parents, establishing emotional contact between teachers, parents and children. This includes surveys, tests, questionnaires, a “mailbox”, a “question tree” where parents can post questions that concern them.

Leisure forms - joint leisure activities, holidays, exhibitions - are designed to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children. Leisure activities will create emotional comfort, thanks to them parents become more open to communication. Leisure forms include: thematic holidays “Festival of Correct Speech”, “New Year Tree”, “Festival of Mothers”, “Harvest Festival”, etc.

Cognitive forms . Improving the psychological and pedagogical culture of parents. Their essence is to familiarize parents with the age characteristics of preschool children and to develop practical skills in raising children.

Visual and informational forms in a non-traditional sound make it possible to correctly evaluate the activities of teachers and reconsider the methods and techniques of family education. For example, open educational activities for parents, viewing videos, photographs, presentations, exhibitions of children's works. Using multimedia tools, teachers can show several fragments of classes with children, the organization of routine moments in a preschool educational institution, and thus combine different forms of interaction.

New forms of holding parent meetings.

Only close contact between a specialist and parents can contribute to the elimination of speech defects in preschool age and further full-fledged school education.

One of the main forms of work on pedagogical education of the family is the parent meeting - this is an important element of the strategy of communication with the family, it lays the foundations for cooperation and mutual understanding, and ensures a unity of views on the upbringing and education of preschoolers.

At the present stage, teachers and speech therapists are increasingly using various forms of parent meetings such as:

• pedagogical workshop;
• conference;
• consultation;
• dispute;
• dialogue;
• discussion;
• workshop;
• training;
• experience;
• "round table";
• evening meeting;
• KVN, “Field of Miracles”, etc.
• together with children.

Parent trainings.

Systematization and continuity, constant consolidation of acquired knowledge and skills in speech therapy classes are very important in correctional work with speech therapy children. And in this case, parents are not outside observers, but active assistants to the speech therapist. Parents may well become “home speech therapists” for their children if they have appropriate training in play therapy methods for correcting speech disorders and speech development.

However, as experience shows, parents do not always know how to create the necessary conditions for the constant training of their child’s speech. As a result, children often lose the speech skills acquired during their stay in a preschool institution. This encourages speech therapists to look for such forms of work with parents, as a result of which they could subsequently create conditions for the constant training of their child’s speech. Therefore, the joint work of a speech therapist with parents becomes a necessary and integral part of the correction process.

Interaction with children’s parents is carried out in various forms, among them trainings are particularly successful.

Training is intensive training aimed at developing certain skills. Its main difference from other forms of work is that during the training each participant has access to not only the experience and knowledge of the teacher leading these classes, but also the knowledge and experience of other participants. Parents' ideas about their child's speech problem and ways to overcome it are expanded many times over. Often, just being in a group helps alleviate the problem. Parents who attend the training are convinced that not only their child has speech disorders. They see that parents of many families face similar difficulties. This means that there is no catastrophe in all this and speech problems can be solved.

The training is an active form of work with parents who want to change their attitude towards speech impairment and interaction with their own child, to make him more open and trusting. Participants in the training receive theoretical knowledge and participate in exercises that give them the opportunity to apply the acquired knowledge to a specific situation with their children.

Speech therapy diary

Individual homework assignments for correcting sound pronunciation are recorded in the diary. Completing tasks in a diary allows you to increase the time and frequency of speech exercises and achieve quick and lasting results.

On the first page of the diary, a sound pronunciation screen is displayed, which shows the number of impaired sounds in the child and the dynamics of sound pronunciation correction. Parents see how the sound correction process is progressing. This is indicated by the letters: “P” - the sound requires staging; We perform articulation exercises “A” - the sound requires automation in syllables and words; “D” - sounds need differentiation; “C” - it is necessary to ensure the correct pronunciation of this sound in independent speech. Thus, using the screen, parents can clearly see which sound has not yet been delivered, which one is being automated, and which one has been introduced into speech.

The diary also contains a description of articulation exercises that you can do with your child at home in front of a mirror. Homework is pre-worked individually in a lesson with a speech therapist. Parents complete the recorded task until a grade (sticker) appears in the notebook. The task is considered mastered when the child, at the request of the speech therapist, can easily pronounce the given sound, name pictures, repeat sentences, poems, etc., without prior preparation and searching for the necessary articulation.

Thus, when using a diary and the help of parents, consolidation of pronunciation skills is more productive. The phonetic diary encourages parents to complete their homework with their children in a timely and quality manner. And the stickers in the notebook make the child want to strive for better results.

The Internet and specialized publications as means of speech therapy education for parents.

It is often difficult for modern parents to find time to visit a preschool, school, or communicate with a teacher, especially if they do not see the need for it. The task of a speech therapist in working with parents is not only to help them understand their role in the child’s development process, but also to convince parents of the need for daily painstaking work together with the speech therapist to overcome speech disorders in the child. Therefore, a modern teacher, along with traditional forms of working with parents, must also use non-standard forms - computer technologies. Computer technologies are becoming an integral part of the lives of modern people; they are being introduced into various spheres of life, including the field of education.

The introduction of modern computer technologies into speech therapy practice makes it possible to make the educational work of a speech therapist more productive and effective. Communication with parents can be carried out using the Internet through blogs, websites, and email.

A blog is an online journal or diary of events. This is a website whose main content consists of regularly added posts, images or multimedia. Blogs are characterized by short entries of temporary significance, sorted in reverse chronological order (last entry on top). Features of the blog that allow a speech therapist to use it in practice:

• publicity, which distinguishes a blog from a simple diary, makes the materials accessible to parents to read;
• the ability to leave comments on blog posts that are available for reading, receive feedback from parents by responding to comments;
• the ability to post links, photos, videos allows the speech therapist to create an electronic portfolio, a methodological piggy bank;
• the ability to replenish, expand and enrich the material;

On the blog, parents receive information and practical advice on how to correctly conduct exercises, games, and tasks for children.

A website is a page or group of pages that are united by meaning, location and have a single design style. This is a specific place on the Internet where you can place any information, making it accessible from anywhere in the world.

A modern speech therapist can widely use these Internet capabilities to increase the efficiency of the correction process and collaborate with parents. It is advisable to post informational and educational information on the website.

Educational information may be contained in the following sections:

• “This is important to know” (contains information about the development of speech in ontogenesis, the etiology of disorders of oral and written speech, the consequences of untimely correction, etc.).
• “Useful books” (contains a list of popular speech therapy literature).
• “Play with me” (contains games aimed at developing mental processes and speech skills, indicating goals, objectives and equipment).

Thus, using the website of an educational institution, parents have the opportunity to receive information about events, answers to questions that concern them, and leave reviews and comments about the activities of specialists.

Thanks to the Internet, access to various sources of information, such as speech therapy websites, is available. On his page, a speech therapist can post links to sites useful for parents.

Electronic mail is a technology and the services it provides for sending and receiving electronic messages over a distributed computer network.

Using e-mail, a speech therapist can advise parents without visual contact, answer questions regarding the correction process, give recommendations, send out invitations to meetings, trainings, consultations, and also monitor the timely completion of homework. The speech therapist can send children tasks for independent homework: tests, task cards, picture dictations, reminders, etc.

The tasks are especially relevant when the child is sick and cannot attend classes. The exchange of various interesting materials, links to thematic sites, both between the teacher and the family, and between parents, can occur via e-mail. Thus, parents become active participants in the process of raising and educating children.

Specialized publications (books, media aids).

To carry out speech therapy propaganda among parents, you can use specialized publications, such as media aids and speech therapy books.

The media library is a collection of books, educational and teaching aids, videos, sound recordings, and computer presentations. A speech therapist can help parents choose educational programs and games for practicing at home, which allows them to consolidate the acquired knowledge in a playful way.

This information is communicated to parents in the form of a multimedia presentation or a thematic exhibition at which various media objects are presented, special speech therapy portals and Internet sites are mentioned.

In order for parents to effectively master certain speech therapy knowledge and skills, the speech therapist can independently record video consultations on various topics on electronic media, card files with tasks to consolidate the material, and offer them to parents at meetings and consultations.

Sample video topics:

• “Movable Tongue Lessons”;
• “Difficult sound - you are our friend”;
• “We play with our fingers - we develop speech”, etc.

Parent mail.

All parents want their children to be comfortable and interesting in kindergarten, so that the child can fully develop and communicate. That is why parents have various suggestions, wishes, comments or questions. Some proposals are very sensible and require careful consideration. It is for these purposes that “parent mail” is used.

Parent mail is one of the non-traditional forms of work that involves collecting and analyzing information. Allows the speech therapist to provide feedback to parents. The parent has the opportunity to anonymously ask a specialist a question. This type of interaction is necessary for very busy families who do not have the opportunity to meet with a speech therapist in person, and who, for various reasons, are afraid or embarrassed to ask this or that question.

Presentation of parent mail is possible at a parent meeting or meeting with parents; the teacher explains the mechanism of action of mail; it is necessary to conduct training - invite parents to fill the box in real time, and then answer the questions asked. That is, mail is a kind of prompt and adequate feedback between participants in the educational process: parents and teachers.

Electronic newspaper for parents.

One of the interesting and effective forms of interaction with the family of preschool children is the publication of an electronic newspaper for parents. Electronic means of interaction are gradually becoming a tool that can significantly improve the quality of education, making the learning process interesting and multifaceted.

An electronic newspaper is a way of psychological and pedagogical education of the family, the development of practical skills of parents in the formation of the child’s correct speech, and information about the life of the kindergarten.

Project activities.

The project method is most effective when working with families, as it allows parents, children, and teachers not only to take part in joint activities, but also to see the result of joint work, promotes emotional rapprochement between children, teachers, and parents in the process of joint activities, and the formation of a holistic sensory experience . One of the methods of active learning - the project method - can be considered a form of increasing the educational culture of parents and modernizing the information and educational function of cooperation.

In the course of solving the assigned tasks, a competent adult helps the child find the necessary means and methods for this, organizing conversations, joint trips to the library, reading children's educational and reference publications; observations and excursions, classes in hobby groups and studios.

Together with their parents, children are engaged in productive activities: collecting collections, designing family albums, drawing, sculpting, sewing, crafting, experimenting, inventing and composing. At the same time, it is very important that adults do not do anything for children and do not interfere with their ability to demonstrate maximum abilities, independence, initiative and creativity.

As a result of the introduction of new forms of work, the position of parents is changing. The systematic use of non-traditional forms in working with parents leads to attracting the attention of parents to the problems of raising and educating children, obtaining the necessary minimum of knowledge and, thus, improving the pedagogical culture. Most parents begin to purposefully deal with the problems of raising preschoolers with speech problems.

Used Books:

1. L.D. Morozov "Pedagogical design in preschool educational institutions: from theory to practice." Publishing house "Creative Center Sphere" - Moscow, 2010.

2. A.A. Mayer, O.I. Davydov “555 ideas for involving parents in the life of a kindergarten.” Publishing house "Creative Center Sphere" - Moscow, 2011.

3. V.S. Gainullova, E.M. Zotov “Kindergarten and School of the Future: the basics of cooperation and partnership.” Publishing house "Creative Center Sphere" - Moscow, 2011

4. E.A. Alyabyev “Thematic days and weeks in kindergarten” M.: 2012.

5. Zvereva O.L., Krotova T.V. Communication between a teacher and parents in a preschool educational institution: Methodological aspect. - M.: TC Sfera, 2010. - 80 p.

6. Zvereva O.L. Parent meetings in preschool educational institutions: Methodological manual / O.L. Zvereva, T.V. Krotova. – 4th ed. – M.: Iris-press, 2009. – 128

7. Dronova T.N. Interaction of a preschool institution with parents, - M, Sphere 2002

8. L.S. Vakulenko. Work of a speech therapist teacher with families: traditional and innovative approaches / ed. – St. Petersburg, 2012

9. O.V. Bachina, L.N. Samorodova. Interaction between a speech therapist and the family of a child with speech impairments - M.: TC Sfera, 2009. - 64 p.

10. Organization of interaction between the speech therapist and the family: Methodological manual. Ed. L.S. Vakulenko. St. Petersburg, “Childhood - Press”, 2011. 160 p.

11. Arnautova, E.P., Planning the work of a preschool educational institution with the family // Management of a preschool educational institution. - , 2012. No. 4 - pp. 33-38

Stages and forms of interaction

Over the years of cooperation with the child’s family, I have developed a system of work that can be divided into four blocks, each of which contains its own forms of interaction between the speech therapist and parents:

1. Diagnostics;
2. Consulting;
3. Prevention;
4. Education;

We will now talk to you about each of these blocks separately.

Diagnostics

At the beginning of the school year, I examine children's speech. A speech therapy examination is based on general principles and methods of pedagogical study: it must be comprehensive and holistic. I begin the speech therapy examination by studying medical and pedagogical documentation and information about the child’s parents.

I meet families of children who need speech therapy help. I am conducting a survey in order to identify the problems and difficulties of a modern family, as well as to maximize the use of its educational potential and the positive experience of family education.

When planning a forecast for correctional work, I take into account:

• the role of all family members in raising a child.
• type of family upbringing.

From questionnaires and initial conversations, I find out the conditions for raising a child in a family, the child’s characteristics, hobbies, interests. I am interested in the complaints and concerns of parents, their opinions and wishes regarding the development of the child’s speech. This meeting is very important for both sides. Further cooperation depends on its atmosphere. At the very beginning, I try to involve parents in joint work, explain what kind of help I expect from them in education and training, in order to achieve success in speech therapy work.

Consulting

Providing assistance to parents during a specially organized conversation aimed at understanding the essence of the problem and ways to solve it.

Here, the theoretical training of a speech therapist is very important, who can give a clear answer to any question about speech impairment and its correction in a particular child. The competence of a specialist, of course, increases confidence.

Equally important is the parent’s awareness of the speech therapist as a specialist and the areas of his work. This is facilitated by mobile folders with articles about various speech disorders, health activities recommended for children with speech disorders and, of course, a schedule of speech therapist consultations.

If we talk about the information that is conveyed during the consultation, it is perceived better by parents if it is concise and lacks unclear terms. But the parent himself makes the choice whether to come for a consultation or not. If a parent comes for a consultation, it means that he is ready to listen to a specialist, he is motivated.

Prevention

Carrying out a set of activities with the participation of the family aimed at preventing possible disorders in the child

Education

At this stage, I familiarize parents with the age characteristics of children and the conditions that ensure full development. To do this: I organize exhibitions of books, methodological developments, the study of which could help the child’s family become more informed and enlightened about this problem, I develop booklets. I show parents fragments of classes with children, and invite them to open individual lessons so that each parent becomes familiar with the techniques and content of speech therapy work.

Another effective form of education, which I have been actively using in my work lately. This is the use of information and communication technologies. These include media aids (educational and teaching aids, videos, computer presentations); Internet sites of both a kindergarten and a personal site.

Each of the above-described forms of interaction with parents brings “fruit” in its own way in the work of a speech therapist teacher. And the most important result is the achievements and success of each child.

Educational project “Speech therapy school for parents”

Author:

Antikyan Inna Vladimirovna,

teacher-speech therapist of the highest qualification category,

MBDOU "General developmental kindergarten "Semitsvetik"

gp. Andra, Khanty-Mansi Autonomous Okrug-Yugra, Tyumen region

Educational project “Speech therapy school for parents”

as an effective form of teacher-speech therapist interaction

with the family of a child with disabilities

(from work experience)

All of us, practicing teachers, can note with regret the fact that recently the number of children with various developmental delays has been steadily increasing. There are plenty of reasons for the birth of such “special” children in the modern world: these are unfavorable environmental conditions, physical and mental ill health of future parents, intrauterine pathologies of the fetus, various pathologies during childbirth, as well as serious diseases suffered by the child in the first years of life, when his brain is especially actively developing.

When a child with special educational needs comes to kindergarten, it is often the speech therapist who becomes his main teacher, close friend and guide to the world of children and adults around him. To teach the means of communication, to develop the ability to build a dialogue with people around him, to gain self-confidence - this is most important, in my opinion, in the work of a speech therapist with “special” children.

Based on my work experience, I can say that a good, lasting positive result of correctional work is possible only through well-structured joint activities of the speech therapist teacher and the family of a child with disabilities. And here my main task as a specialist is to organize and coordinate such a system of work with preschool teachers and the child’s family, during which all participants in the educational process will be actively involved and maximally interested in success!

Communicating for several years with parents of children with disabilities, I noted that they are often reluctant to attend and participate with their children in collective events and projects implemented in preschool educational institutions, preferring individual forms of interaction with a speech therapist teacher.

But we all know: a child’s speech actively develops only in the process of communication, and the more diverse the forms of this communication, the more successful the process of correction of the child’s speech and mental development as a whole will be.

We can also observe that not all parents know and think about how valuable the first years of life are for the development of a child, when with competent comprehensive medical and pedagogical influence and parents’ awareness of problems in the child’s development, it is really possible to compensate for them and give the opportunity for the baby to live and develop normally.

Therefore, I saw the need to create and implement such an educational project as the “Speech Therapy School for Parents,” considering it as an effective form of interaction between a speech therapist teacher and the family of a child with disabilities.

The goal of this project is to involve the family of a child with disabilities in joint educational, correctional, developmental and educational activities aimed at the child mastering the communicative qualities that he will need for full communication with the world around him, in accordance with his physical, mental and age characteristics .

This project has been implemented annually for many years; initially it was focused on interaction with all parents of children attending preschool educational institutions.

However, in recent years, along with the traditional annual meeting topics, master classes for parents such as “Prevention of sound pronunciation disorders in middle preschool age. Implementation of interaction between kindergarten and family” or “Home speech therapist: game techniques for automating sounds in children” (Appendix 1), I include in the annual planning the topics of meetings directly aimed at providing speech therapy assistance to families raising “special” children.

For this purpose, the most effective, in my opinion, is a combination of collective and individual forms of work with parents.

According to my observations, many mothers raising children with special needs are closed about the development of their child, are embarrassed by this problem, or, worst of all, may not recognize and disagree with the fact that the problem really exists and it needs to be solved as as quickly as possible without wasting precious time.

In such a situation, the teacher-speech therapist needs to be a subtle psychologist and tactfully, and with reasoning, explain to the mother the essence of the problem and possible ways to solve it. Of course, not everything depends on the speech therapist, but we, as specialists, can competently influence the attitude of parents to existing problems in the development of their children.

Of course, in many respects, the result of correctional work depends on the coherence in the work of the entire teaching staff. Here, the speech therapist teacher also acts as a coordinator and curator, since, having special knowledge in the field of defectology, special pedagogy of psychology, he is able to familiarize teachers with the specifics of working with children with developmental disabilities through seminars, master classes and business games.

Activities taking place at the “Speech Therapy School for Parents” are planned in advance, but during the year this plan is subject to correction, since the project is open, person-oriented and is designed to provide real and truly necessary assistance to the parents of a child with disabilities.

How does it work and what are the secrets of successful mutual communication between a speech therapist and families raising “special” children?

Firstly, we must help the mother overcome her lack of confidence in her strengths and teaching abilities and show her that, if desired, it is the mother who can become the best teacher for the child: a defectologist, a psychologist, a speech therapist... but if she is really interested do everything possible for the development of your child. At each individual lesson, I take photos and videos of fragments of the lesson and send them to parents. If something becomes unclear to them, I provide clarifications and recommendations.

Secondly, we need to try to make parents our allies, so that together, helping each other and the child, we can achieve a good result of correctional work. Therefore, we invite mothers to open individual practical classes, clearly demonstrating how to properly work with a child at home, how to interest the baby and keep his attention. Very often, the speech therapist’s assistant is the older children in the family or fathers, who, as you know, are closer to the child in terms of interest in play and are not so burdened with household chores. I also suggest that parents make interesting educational aids for their children from scrap materials, using original ideas from the Internet.

Thirdly, we will show and tell the family about every slightest success of the child and teach parents to celebrate the child’s successes, praise him and motivate him for further achievements. It turns out that not all parents know how important praise is for a child.

Fourthly, we can unobtrusively introduce parents of children with disabilities at our meetings so that they have the opportunity to informally discuss educational problems and share special techniques with each other or simply speak out on topics that interest them.

Fifthly, when we see that both mother and child have already gained some confidence and readiness to communicate with children and parents in the group, we gradually involve them in participating in micro-group, general group, and then in general kindergarten events.

For example, Pasha K., a child with level II of general speech underdevelopment, with the help of his mother, participated in the defense of the parent-child project “Our Author’s Tongue Twister” and, with difficulty overcoming embarrassment, nevertheless uttered the tongue twister composed by his parents.

And after completing the preparatory school group, Pasha, having moved to the III level of speech development, became more confident, agreed to participate in the online Olympiad and took a prize. The child overcame his fear of public speaking and gladly took part in a speech therapy quest and began to communicate more actively with peers and adults.

Seeing the success of their child and receiving the support and help of a speech therapist, parents become active participants in the correctional and speech therapy process. They take part in events and project activities at the preschool educational institution.

In my experience, the long-awaited result of such systematic rapprochement and cooperation with a family raising a “special” child, as a rule, is a trusting relationship between parents and child with a speech therapist, which contributes to the successful correction of the child’s speech and his mastery of the necessary communication skills.

Annex 1.

Activity plan for the “Speech Therapy School for Parents”

for 20__-20__ academic year

Individual counseling at the request of parents - on Wednesdays from 17.00 to 18.00

Bibliography

1. Bachina O.V. Samorodova L.N. Interaction between a speech therapist and the family of a child with speech impediments. M., 2009
2. Chirkina G.V. The role of the family in the correction of congenital developmental disorders in children. M., 2004

Certificate of publication in the media" Series A No. 0006086

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

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