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Projects in the work of a speech therapist. "Project activities in the work of a speech therapist". Project planning

(Project activities from work experience)

One of the main directions in the work of a speech therapy teacher is the correction of speech disorders in children, as well as their prevention. The aim of speech therapy is to teach children to use clean, clear expressive language, which is the main means of communication. Hence the level of language development the child is largely determined by the willingness or unwillingness to study in school. The effectiveness of this work depends on the collaboration and interaction of the speech therapist and the family. The main characters in a child's life are their parents and loved ones. The development of the baby in the first years of life depends on them and the so-called "intimate communication circle" (according to A. N. Leontiev) is established, which provides the greatest influence over the formation of all mental processes in preschool childhood. The importance of the family environment has become crucial in our project. Our goal was to make parents active participants in the correction work. While running the project, parents need to understand the importance of raising a family and participate in corrective work.

DESCRIPTION OF THE PROJECT

Practice-oriented project: It contains a clearly defined expected result of the activities of the project participants geared to social interests.

An open project - children of different groups, as well as families of schoolchildren, took part, as it is such projects that give a high result for the development of the child and expand the space of his life.

A collective project - children are collectivists at heart, they want to interact with their peers and adults.

During the course of the project, with the participation of parents, children acquire various corrective and practical assignments and acquire the skills necessary to correctly pronounce sounds in various activities. The positive emotions experienced at the same time - surprise, joy in success, pride in the consent of the adults - give the child self-confidence.

During the implementation of the project it was necessary to help parents understand what types of language disorders exist and how they affect the child's development. Explain and show them what the work of a speech therapist in a preschool setting consists of. to increase parents' competence in pre-school education and psychology.

The following work was carried out in the preparation phase:

Survey, the purpose of which was to examine parents 'attitudes to deficiencies in their child's language development, style of communication in the family, parents' level of knowledge of pedagogy and methods of raising children.

The speech therapist's meeting with the parents, during which the parents got acquainted with the content of the correction and development work in the conditions of the language center, with the results of a detailed speech therapy study of the language of children.

Individual counseling where family members learned something about their child's speech disorders and the specifics of correcting work with them.

Conclusion of an agreement between the parents and the pre-school education institution, in which the parents are explained the rights and obligations of the language center and the parents.

The practical stage included

Training for parents "articulation gymnastics"Explain to parents of preschoolers the rules for performing articulatory gymnastics at home.

Tips for working with children at home

Make recommendations to parents on how to work on sound pronunciation, taking into account the individual characteristics of the child.
"Library for Parents"
Working with individual exercise booksReinforcement of the material learned in kindergarten through the child
Conducting courses with a child in the presence of a parentShow parents the methods of corrective and pedagogical work for the formation of correct pronunciation, give the opportunity to see the baby "from the outside", evaluate the existing difficulties and success of the child.
Thematic consultations- About the child's normal language development;
- Games and playing techniques
- exercises to develop auditory attention;

The final analytical phase was carried out in May of the academic year and included the following types of work:

Final exam of children's language development;

Interviewing parents to determine the effectiveness of the correction work;

Rewarding parents who have actively participated in correcting speech defects;

Encouraging students whose language development has improved significantly.

Work results:

Parents of students are deliberately involved in the correction work together with a speech therapy teacher. They become full-fledged members with educational influence and irreplaceable assistants in automating the sounds provided. The teacher-speech therapist and the parents begin to work closely together and make uniform demands on the language quality of the child, which has a positive effect on the language development of the preschooler. The interaction between parents and speech therapy teacher increases the effectiveness of the correction of speech defects considerably.


Irina Anatolyevna Budyleva's professional experience speech therapist the highest category MDOU d / s 21 "Little Red Riding Hood" of the combined type Higher Education (SGPU) Pedagogical experience - 28 years. Category - the highest. Awards - badge "Honorary worker of general education Russian Federation»


Why do we use projects? Projects: help us activate children's independent cognitive activity; Help children master the surrounding reality and study it extensively; contribute to the development of creative skills in children; contribute to the ability to observe, to listen; You can develop generalization and analysis skills; help the child see the problem fully from different angles; Develop HMF (imagination, attention, thinking, memory, language);


When working on a project, a speech therapist must: have a clear understanding of the goals, objectives and phases of the project and its problems; teach it to children; To familiarize parents with the project, help them find their place in this project. interest every child; harness children's motivation and emotional responsiveness; Use a positive attitude and active support for all of the child's endeavors. Use an individual approach. Support in the implementation of the project in all phases; inform about its implementation.


Approximate work schedule of speech therapists to prepare for the project Based on the children's problems studied, determine the goal of the project. Development of a plan to achieve the goal (speech therapist discusses the plan with educators, parents). Involvement of other specialists in the implementation of the relevant project sections. Create a project plan. Collection, accumulation of material. Inclusion of lessons, games and other types of activities for children in the project plan. Homework for parents and children to work together. Project presentation, open class.


We use the following types of projects: complex: "World of Theater", "I love you, my Russia", "Book Week", "Nebolika"; Intergroup: "Mathematical Collages", "The World of Animals and Birds", "Seasons"; creative: "My friends", "We have a boring garden", "We love fairy tales", "The world of nature"; Group: "Love stories", "Know yourself", "Happy astronomy", "Take care of your health from a young age"; Individual: "I and my family", "family tree", "fairy bird", "I know myself"; Research: "World of Water", "Breathing and Health", "Nutrition and Health". In terms of duration, we had them: short term (one or more sessions); medium duration; long-term (for example, "What are we?" - for several months).


Project "My Beast". Vocabulary and word formation 1. Completion and activation of the vocabulary on the subjects of "domestic birds and animals", "wild animals" 2. Naming of boys with the suffixes - kitten - atat -. 3. Formation of possessive adjectives (Fuchs, Wolf). 4. Prefix formation (ran, ran) Grammatical structure of the language. 1. Consolidation of prepositions in the language -y-v- 2. Correspondence of digits with nouns. 3. Matching the words in a sentence by gender, case. The development of a coherent language 1. Puzzles about animals, birds, their interpretation. 2. Retelling short stories. 3. Write descriptive stories. 4. Learn poetry. 5. Dramatization of fairy tales. Development of the syllable structure of the word. 1. Pronunciation of complex words with a confluence of consonants (agile, den). 2. Pronunciation of phrases, tongue twisters ("White snow, white chalk ..." etc.) 3. Performing logarhythmic exercises ("Egorka-Hase") and finger gymnastics ("Squirrel"). Development of the HMF. 1. Development of auditory and visual attention ("Who ran away?", "Help the little ones"). 2. Development of orientation in space (create cross-sectional images). 3. Develop logical thinking ("Guess who I am", "The fourth extra"). The work of a speech therapy teacher with children.


Relationship with parents. 1. Do homework as instructed by a speech therapist. 2. Conduct a parenting meeting "Teach children through play." 3. Parental involvement in the making of crafts, attributes, manuals and games on the theme of this project. 4. Design of the stands with the parents "Examine birds and animals". 5. Publish a group newspaper with photos of pets. Relationship with educators. 1. Implementation of integrated classes. ("My friends" (speech therapist, pedagogue, music director); "Three kittens" (speech therapist, defectologist, pedagogue) 2. Conducting a workshop for educators and specialists "Using games to develop the grammatical structure of language in different classes." 3 Conducting theatrical performances: dramatization of the fairy tale "Kolobok", puppet theater "Teremok", finger theater "Zayushkina hut". The work of a speech therapist.
Speech therapists have been using project activities in our kindergarten since 2006. The teachers were very creative in developing projects, as there was a lack of experience in creating them, there were some difficulties. In the academic year only 3 projects were developed and carried out, in the following academic years the number and quality of the projects increased significantly. The growth and development of project activities from the academic year.

Nomination "Working with Parents" (at the pre-school education facility)

One of the most important areas of my work in kindergarten is working with the parents of a child with language disorders. Working in a preschool institution shows that such an impact is a rather complex process. Not all parents adequately perceive their child's language problems.

Some try not to notice language disorders in the baby, ignoring the implementation with the child, homework recommended by the speech therapy teacher. Others, on the other hand, show excessive fear and place increased demands on the child's language. This position "slows down", delays the correction and development process. Hence the development of this project has become relevant.

Duration: 9 months.

Attendees: Teacher-speech therapist, older preschoolers, parents.

Goal of the project: Raising the level of competence of parents in questions of language development in children.

Tasks:

  • to study the peculiarities of the parents of the students, the level of their pedagogical competence in matters of language development of the child;
  • development and implementation of a system of events for parents on issues of language development of preschool children through the organization of the club "Rechevichok";
  • to write and publish a magazine for children's parents "Speech Polyanka";
  • How to create a card index for classes of parents with children at home: "Your speech therapist at home";
  • Development and acceptance of uniform requirements of parents for a child in relation to questions of a general educational approach in the process of language correction.

Expected Results: Increased parental competence in questions of language development of the child, support in assuming the position of "active parent".

The implementation of the project includes work in phase III.

Stage I preparatory (information and analysis).

Events:

  • Parents' questionnaire: "Are you concerned about the state of the child's speech?" See Appendix 1;
  • Issue of information sheets: "Assess your child's language development." See Appendix 2;
  • folder moveable: "The role of parents in the development of children's language." See Appendix 3;
  • collection of teaching materials for a card index and a magazine; Development of activities.

Level II main (practical).

Events:

  1. Implementation of a system of methodological measures for parents on language development of preschool children through the organization of the club "Rechevichok". See Appendix 4.
  2. Presentation of the card index: "Your home speech therapist" (based on "Home notebooks for speech therapy courses with children" by Yu.B. Zhikhareva-Norkina).
  3. Implementation of parent-child activities: a competition for the recitation of poems: "Spring Drop", a holiday of correct and beautiful speech "birthday of sounds". See Appendix 13.
  4. Issue of "Speech Polyanka" magazine 1 time in 3 months. See Appendix 2.
  • For curious parents.
  • We talk and play - we develop language.
  • Read it.
  • Our hands are not for boredom.
  • Announcement.

Final stage III (control and diagnosis).

Activities: Analysis of the effectiveness of the speech therapist's work with parents on questions of language development in children through a survey, feedback sheets, reviews and suggestions in the guest book of the club "Rechevichok".

As a result of the implementation of the "Your Home Speech Therapist" project, the desired Result: According to the survey, 85% of parents began to orient themselves better to questions of language development in children, 60% of parents actively participated in child-rearing activities, 95% of parents learned how to perform tasks from the "Your speech therapist at home" file. done. Parents who could not participate in the "Rechevichok" club were offered event materials on an electronic medium (disk) and memos. See Appendix 11, Appendix 12, Information Sheets, Speech Polyanka Magazine.

Reference list:

1. Bogomolova A.I. Speech therapy assistance for classes with children. SPb., 1994.

2. Seliverstov V.I. Language games with children. M., 1994.

3. Filicheva T.B., Tumanova T.V. Phonetic-phonemic language children are underdeveloped: education and training. M., 2000.

"Your speech therapist at home" project

"Sprachwiese" magazine

teacher-speech therapist MKDOU Pavlovsky Kindergarten №8


Practice-oriented project to increase the potential for complete language development in preschool children.

Tell me and I'll forget, show me and I'll remember
try it and i will understand. (Eastern Wisdom)

Relevance of the project.


IN modern conditions, when the rate of obsolescence of information is very high, the reorientation of the formation process from methods that facilitate the assimilation of a large amount of information to methods aimed at developing the ability to think, analyze, information becomes independent find and generalize and draw conclusions.
Such an approach to the learning process is such an educational process when a child becomes the object of activities and active activities create in him a sense of personal involvement, involvement and interest in acquiring new knowledge.
According to American educators W.H. Kilpatrick, John Dewey, the child must acquire experience and knowledge by "doing" in the context of exploring a problematic learning environment, carrying out various projects, schemes, experiments and finding answers to controversial questions. In her opinion, the project requires "energetic, unrestricted activity".

The method of project activity makes it possible to introduce new content into education, develop the mental and cognitive activity of a preschooler, change motivation, acquire knowledge through an independent search, plan and carry out consistent systematic work.The child learns to argue his position, to pose a problem or a task, to find solutions, to plan, to predict, to work independently with information, to be a responsible partner who has a unique atmosphere of creative search and favorable conditions for the optimal Creates development of preschoolers.

The project method in kindergarten has become one of the most important components in organizing direct educational activities ... its main advantage is the independent acquisition of knowledge by children. "Tell me - and I will forget, show - and I will remember, let me try - and I will understand" - this is the Eastern wisdom. Indeed, it is only through independent action, trial and error - "appropriated" knowledge and experience that the child acquires.

Design is an important area of ​​children's cognitive activity that is not offset by the development of other forms of activity in preschoolers. The project activity has a number of characteristics that have a positive impact on the development of a preschooler.
First, as part of the project activities, the children's knowledge of the world around them is expanded. This is primarily associated with the implementation of research and creative projects.
In addition, children's general skills develop - cognitive, communicative and regulatory. Even before school age The child gains the ability to express his thoughts in public.
As part of the project activities, preschool children acquire the necessary social skills - they become more attentive to one another, are guided less by their own motives and more by established norms.
The project activity also affects the content of children's play activity - it becomes more diverse, more complexly structured, and the preschoolers themselves become interesting to each other.
One can only say about the influence of the project activities on the teacher. Designing forces the teacher to be constantly in the realm of possibility, which changes his worldview and does not allow the use of standard stereotypical actions, and requires daily creative, personal growth.
Parent-child relationships are also established as part of the project activities. The child proves to be interesting for the parents because it brings up different ideas and discovers new things in already familiar situations. The life of the child and the parents is rich in content. Children have an increased potential for full development, including language.

However, it is worth considering whether a speech therapist can use the project method in their work with children with special educational needs. Is it worth starting such a difficult job with those who have language development problems? My own experience allows us to answer unequivocally - yes! On the contrary, such children, perhaps more so than others, need to use the project method as it can increase interest, motivation and cognitive activity, which are usually reduced in children with speech disorders. After understanding the subject in detail, it is easier for such children to understand, "accept", and master a new skill.

The only difference is that the speech therapist must study in advance the possibilities of children with language problems, determine the main goals and directions of work themselves, distribute responsibilities when working on the project, carefully monitor all the actions of children and, on the other hand, give them the opportunity to do theirs To independently assess your own activity, use self-control techniques.

Modern speech therapy is constantly looking for ways to improve and optimize the learning and development process of children at different ages and under different educational conditions typical for children with language disorders.

Experience and modern research show that the educational process can only improve the chances and quality of development of a child with language underdevelopment insofar as the teacher is able to manage it competently. Success is determined by the methods and techniques of student education.
The use of innovative educational technologies alongside traditional ones opens up new opportunities for the education and training of preschool children with language disabilities, and the project methodology is one of the most effective today.

This method is relevant and effective. It gives the child the opportunity to experiment, to summarize the knowledge gained, to develop creativity and communication skills and thus to prepare them for a successful school education. The knowledge and skills that a child acquires in the course of their practical work are absorbed faster, easier and with better results. Complex and sometimes uninteresting speech therapy exercises become an exciting experience for a child.

"In productive activities, the development of perception and language awareness of children is much faster, since language receives a really practical orientation and is of great importance in carrying out this or that activity" - S.A. Mironova writes about the value of hands-on experience for preschoolers with speech disorders.

By solving various cognitive and practical tasks during the design process together with adults and their peers, children with language underdevelopment motivate and activate their vocabulary, learn to speak in public and communicate appropriately with others.

Of course, the project method in speech therapy cannot be viewed as an independent one, it becomes part of generally recognized, proven technologies and brings the spirit of modernity into it, new ways of interacting between a speech therapist and a child, new stimuli, serves to create a favorable emotional background , encourages the involvement of safer and activation of disturbed mental functions.

Years of experience in speech therapy made it possible to highlight some of the difficulties and contradictions that can arise in the implementation of this topic.
First, there is a steady trend towards an increase in the number of children with language disorders. Solving language correction problems is a hot topic in preschoolers.

Second, the density of information in the pre-school phase, when children are taught and prepared for school, requires a speech therapist to solve complex problems in finding effective forms and methods of work. In order to increase children's interest in speech therapy courses, various creative tasks and new approaches to corrective work are required.

Thirdly, the child's poor motivation for cognitive activities, the lack of full-fledged language activity on the one hand, and the parents' low level of interest and competence in questions of language development in children.

Fourth, the degree of elaboration of the problem. There are increasing numbers of articles and publications appearing in modern literature that, in one way or another, touch on the subject of using the design method when working with preschoolers. However, the area of ​​application of this method in speech therapy practice is still little developed.

I was faced with the problem of organizing a work system with design methods to solve problems in the prevention and correction of speech disorders in preschool children.
One way to solve this problem was to develop the Speech Therapy Pathways project. The project aims to create conditions for the full language development of preschool children.

Speech therapy paths are different directions in corrective work with a child with speech disorders, "paths" that lead the child to a fully developed language: the formation of articulatory motor skills, the development of correct speech breathing, phonemic processes, the acquisition of correct sound pronunciation, development the lexical and grammatical side of the language, a coherent statement. And each of these paths the child must consciously "walk", understand and accept, acquire knowledge and experience about this activity as much as possible, and it is believed that one of the most effective methods of solving this problem is the project method in speech therapy practice. This method of speech therapy projects is presented to organize a correction process based on the interaction of a speech therapist, child, parents and educators.

The project is plannedfor children from 5 to 7 years

Project participant: Children with language disabilities, speech therapists, educators, parents.

Goal: Increase the potential for full language development in preschoolers.

The hypothesis of the project was the assumption that the use of the project method in speech therapy with preschool children enables students to "acquire" the knowledge and skills that the child acquires through practical activity more quickly, more easily and more firmly, which the Motivation of the child and the interest of parents in their language development increased. Children.

Project goals
1. Make the child want to actively participate in the language correction process.
2. Develop children's language and creativity.
3. To activate the processes of perception, attention, memory.
4. Increase the scope of corrective action.
5. Increase motivation and interest in speech therapy courses and involve children in the process of active learning.
6. Encourage the children to work together.
7. Combine the efforts of teachers and parents in joint activities to correct language disorders and make full use of parental potential.
8. Encourage joint productive activities between children and parents.

Expected result:
1. The use of the project method in correction work will contribute to the successful development of the communicative and creative skills of children.
2. Improving the psychological and pedagogical competence of teachers and parents in questions of language development in children.
3. Growing interest of parents not only in the results, but also in the process of corrective and educational work.

Effectiveness of these results
For children:
- positive dynamics of language development;
- successful social adaptation in preschool institutions and families;
- Development of a stable motivation for self-realization of the language.

For parents:
- a positive assessment of the activities of the pre-school education institution;
- Willingness and desire to help;
- Activation of the educational potential of the parents,
- Acquisition and use of knowledge on issues related to language development in children;
- Mastery of the parents' regular reflection on the child's performance;
- a feeling of satisfaction through shared creativity.

For teachers
- a positive psychological climate between speech therapists and educators;
- the teachers' interest in creativity and innovation;
- satisfaction with their own activities;
- Improving the professional skills of teachers related to language development and education of preschool children through
different forms and methods of work;

For preschool
- favorable conditions for the professional development of teachers;

Practical significance of the project
The practical significance of the project lies in the fact that the proposed system can be used to apply the project method in the correction and speech therapy process in the language development of children without language disorders, for the prevention of language development disorders in preschool age, as well as in dysgraphia and dyslexia in school age.

Project type: practice-oriented, long-term.

Project implementation period - 1 year

Phases and strategy of project implementation

I. Preparation phase (information and analysis):
Disclosure of the meaning and content of the upcoming work, development of the necessary pedagogical conditions for the implementation of the project, taking into account the modern requirements and language skills of children.

Tasks:
1. Study the theoretical and practical state of the problem under study and justify the conceptual apparatus of the study.
2. Identification of the problem - diagnosis of the current level of language development in older preschool children (speech therapy examination of children).
3. Establishing the system of speech therapy projects, the conditions for their implementation.

II. The main phase of the project (practical):

1. Speech therapy project "Obedient Breeze"
Tasks:
Education of the concept of healthy lifestyle and proper breathing in children; Teaching children the technique of diaphragmatic relaxation
The acquisition of skills by children to distinguish nasal and mouth breathing, the effectiveness of speech breathing
Formation of strength, smoothness and direction of exhaled airflow;
Draw parents' attention to collaborative work on developing correct speech breathing in children.

Project type:Practice-oriented, short-term, collective
Implementation period: September - October

The content of the work:
Work with children
The development of the strength and focus of the air jet in
children on speech therapy courses in gymnastics
Exercises and games in morning gymnastics, in physical education.
Game exercises to develop physiological (lower diaphragm) and speech breathing with multimedia presentations, colorful illustrations, special aids;
Lessons with children on the subject of "health"
Design and manufacture of aids for breathing exercises
Family work
Consultations for parents on the subjects of "Formation of correct speech breathing", "Breathing and fusion of language", "Breathing exercises"
Parent Instructions "Obedient Breeze", "Let's Breathe Right. Play Breathing Development Exercises"
Invent and manufacture breathing aids together with children
Work with teachers
Consultation on the workshop "Games to develop speech breathing in children";
Manufacture of special aids for breathing exercises with children;

Decoration of the exhibition "Obedient Breeze"

2. Speech therapy project "The story of the happy tongue"
Tasks:
Formation of ideas about the organs of speech, their importance for the correct pronunciation of the sound,
Development of finely differentiated movements of the articulatory apparatus using non-traditional complexes
Increase the competence of educators in this area.

Project type: Information practice-oriented, short-term, collective
Implementation period: October

The content of the work:
Work with children
Acquainted with the structure of the organs of speech through speech therapy history
Subgroup / individual learning of complexes of articulation exercises with colorful illustrations, multimedia presentations "Tales of the Merry Tongue", didactic puppets
Invent the story of the funny tongue together
Drawing illustrations for the story of the funny tongue
Family work
Leaflets "The Structure of the Articulatory Apparatus"
Practical lesson "Performing Basic Articulation Exercises"
An individual demonstration of performing exercises to develop an articulation pattern of a specific group of sounds.
Joint production of a side or an articulation cube "The Tale of the Merry Tongue"
Work with teachers
Workshop “Place of articulation gymnastics in group mode. Methodology for performing articulation exercises "
Practical application of the results of the creativity of the child and parents in the morning correctional gymnast
The practical result of the project
Final lesson - "Presentation of Articulation Cubes, a collective homemade book" Tales of the Merry Tongue "
Practical application of the project products in the morning correction gymnast

3. Speech therapy project "Rhyming"
Tasks:
Draw the child's interest and attention to the sounding word
Development of phonemic hearing and perception in children.
Developing the ability to choose a paired word for a word that is one tone different from the given word.
Draw parents' attention to collaborative work on the development of phonemic processes in children.

Project type: Practice-oriented, short-term, individual
Implementation period: November

The content of the work:
Work with children
Developing phonemic hearing and perception in children in speech therapy classes.
The acquisition of children's ability to find words whose sound content is similar, how they differ, choose paronyms, replace a tone in a word, and highlight a tone that changes the word.
Cover design of your own baby book "Rhyming", invent pairs of paronyms and draw corresponding illustrations
Family work
Advice - workshop for parents “First steps in literacy. The formation of phonemic processes in children "
Interviewing parents on the topic of "Phonemic Processes in Children" to identify ideas about phonemic processes and the need for their development and to draw parents' attention to this problem.
Memo for parents "The magical world of sounds" (games for developing phonemic ideas)
Make a baby book "Rhymes" with a child
Work with teachers
Advisory workshop for teachers "Recommendations for teachers on the development of phonemic processes in children"
Advice for teachers "Building sound analysis skills in children with speech disorders"
Consultation workshop for musical leaders "Recommendations for the development of phonemic processes in the process of musical correction work with preschool children"
The practical result of the project
Presentation and exhibition of baby books "Rhymes" from children's hands,
Creating a mini library from homemade books

4. Speech therapy project "Difficult sounds"
Tasks:
Identification of organs involved in the formation of human speech sounds
Exploring and understanding the position of the organs of articulation during the pronunciation of the practiced sounds by the child
Conscious understanding of the articulation structure of a particular sound and high quality correction of a pronunciation mistake.
Growing interest of parents in the correction process
Increase the competence of educators in this area

Project type: research, practice-oriented, long-term, individual
Implementation period: During the entire pronunciation correction period

The content of the work:
Work with children
Acquaintance with the articulatory organs through the "Tale of the Merry Tongue"
Use in individual lessons to correct sound pronunciation Articulation analysis playing techniques "Teach an alien to pronounce the sound correctly", "Explain to a friend the correct position of the organs of articulation ..." etc.
Using the Articulation Patterns of Sounds manual when analyzing the articulation of the sound being studied
Investigation of the peculiarities of the pronunciation of each examined sound, step by step (since every disturbed sound is formulated and automated) Design of the brochure "Difficult Tones"
Family work
Consultation of parents "violation of pronunciation and its causes";
Maintain an individual brochure "Difficult Noises" together with the child
How to use the booklet in consolidating correct pronunciation of sounds at home under the direction of a speech therapist.
Work with teachers
Consultation “Violations of the pronunciation. Causes. Species "
Together with the children, create a brochure entitled "Difficult Noises" (for all noises)
How to use the booklet to help you learn how to pronounce sounds correctly when instructed by a speech therapist.
The practical result of the project
Presentation of the individual brochures "Difficult Noises", their practical use in home exercises.
Work with the children to create a booklet "Difficult Sounds" (for all sounds) and how to use it to help you pronounce sounds correctly when instructed by the speech therapist.

5. Speech therapy project "Everything is OK"
Tasks:
Developing skills in children to build a coherent and holistic descriptive story;
Development of logical and resourceful thinking and observing in children;
Developing the ability to work with generic concepts ("animals", "insects", "dishes", etc.) at preschool age;
Deepening of children's environmental knowledge;
Improving children's communication skills
Growing interest of parents in the correction process
Increase the competence of educators in this area

The content of the work:
Work with children
Using visual reference diagrams to create descriptive stories for various lexical topics;
Creation of an album of descriptive stories that were worked out independently by children and put together with the teacher;
Family work
Lecture for parents "And language flows like a river" (development of a holistic, consistent, coherent expression of children)
Work with teachers
Educational piggy bank "Developing a full-fledged coherent utterance of an older preschooler."
Helping children create their own descriptive story plans to form a collective album "Everything in order"
Its practical use;
The practical result of the project
Design of the collective album "Everything in Order", presentation in the classroom,
Practical use
Replenishment of the mini library from homemade books

6. Speech Therapy Project "Very Important Words"
Tasks:
Development of the grammatical structure of the language
Formation of the idea of ​​prepositions as separate independent words in children;
Develop children's interest in their mother tongue
Growing interest of parents in the correction process
Increase the competence of educators in this area

Project type: Information practice-oriented, long-term, collective
Implementation period: During the academic year

The content of the work:
Work with children
Introducing children to prepositions in the classroom and in specially organized games,
Use preposition models
Create sentences with a specific preposition
Watch prepositions in Russian
Participation in the creation of pages of the piggy bank "Very important words"
Family work
Lecture hall for parents "Formation of a competent speech of a preschooler"
Regularly filling in the individual folder of the child of the page "Very important words" - with pictures of models of the prepositions studied.
Work with teachers
Organization of special games and exercises to develop the ability to use prepositions in the language;
Refill the piggy bank "Very important words" together with the children for every pretext that the speech therapy teacher has worked out in special classes.
Practical Use of This Guide.
The practical result of the project
Create Piggy Bank "Very Important Words"
Practical use

7. Speech Therapy Project "Such Different Words"
Tasks:
Observation of linguistic reality, words of different categories;
Formation of first ideas about the variety of words in the Russian language;
Development of the linguistic flair.
Involving parents in children's search activity
Education of children's interest in their mother tongue.

Project type: Information practice-oriented, long-term, collective / individual
Implementation period: During the academic year

The content of the work:
Work with children
Acquaintance of children with some synonyms, antonyms, paronyms, invariable words in the classroom and in didactic games;
Material selection and page illustration for the piggy bank of the dictionaries.
Family work
Working with children to create pages for a piggy bank of dictionaries
Lecture hall for parents "Developing and enriching the vocabulary of preschoolers"
Note for parents "Tell me a word" (games to enrich the child's vocabulary)
Work with teachers
Educational piggy bank "Games and exercises to enrich the vocabulary of preschoolers";
Practical use of a collectively created piggy bank of dictionaries, assistance with regular replenishment
The practical result of the project
Creating a collective piggy bank of dictionaries:
- "Persistent Words" (immutable)
- "Word friends" (synonyms)
- "Words in reverse order" (antonyms)
- "twin words" (paronyms)
Replenishment of the mini library from homemade books
Familiarization of children and parents with the results of the project at the final presentation

8. Speech therapy project "piggy bank" difficult "words"
Tasks:
Formation of the syllable structure of words
Development of phonemic processes

Project type: Practice-oriented, long-term, individual
Implementation period: During the entire period of correction work

The content of the work:
Work with children
Games and exercises to prevent violations of the syllable structure of words;
Direct correction of errors in the syllable structure of words in a particular child. (thorough and consistent development of every type of syllable structure, first on the material of the words, then on the material of the phrase language)
The design of the cover of the book piggy bank from "difficult" words, step by step, as the elaboration of complex words and phrases, the accumulation of pictures with the corresponding syllable schemes underneath
Family work
Lecture for parents "Oh, those" difficult "words" (preventing violations and developing the correct syllable structure of the word)
Note to parents "Oh those difficult words"
Support of the child in the design of the book piggy bank "difficult" words, step by step, as elaboration of complex words and phrases, accumulation of pictures with the corresponding syllable schemes underneath.
Use this guide to consolidate language material during homework.
Work with teachers
Diagnostic tools to support teachers of various types of age group kindergarten to track the development status of the syllable structure of words in children
Educational piggy bank “Formation of the syllable structure of words in ontogenesis. Recommendations for the prevention of violations and the development of the syllable structure in children of preschool age "
The practical result of the project
Make a book piggy bank out of "difficult" words.
Replenishment of the mini library from homemade books
Familiarizing children and parents with the results of the project in one-to-one tuition

9th speech therapy project "ABVGDEIKA"
Tasks:
Mastering the image of a letter;
Participation of every child in an active cognitive creative project to create the "Merry Alphabet"
Training in the selection of funds and materials for the implementation of their creative ideas, presentation of the results of their work in the form of a presentation.
Awaken the children's interest in creative interaction in collaboration.
Draw the attention of parents and teachers to collaborative work on developing the syllable structure of words in children.

Project type: research creative, long-term, collective
Implementation period: During the academic year

The content of the work:
Work with children
Preliminary work: games and exercises to master the image of letters.
Analysis of existing ABCs.
Illustrate each letter as you study it.
Presentation (story about the letter, looking at the collage), placing a page with the letter in the exhibition "Merry Alphabet"
Preparation and participation in the "ABVGDEIKA" vacation
Family work
Assistance in creating a page with a letter (drawing, creating from various waste materials ...),
Creating a collage for a specific letter (choosing words for the sounds that the letter denotes, determining the position of the sound in the word)
Work with teachers
Games and exercises to master the picture of letters.
Coordination of the process of creative research activities,
Help children find sources of information
Support and encourage children's activities
The practical result of the project
Final exhibition "Merry Alphabet"
Language holiday "ABVGDEIKA"

III. The final phase of the project:

Tasks:
1. Analysis of project activities and evaluation of the results of the effectiveness of the use of speech therapy projects in the correction process.
2. Final presentation of the results of the project activities by children and parents through exhibitions, presentation of a mini library of home-made books, jointly created albums, organization of the "ABVGDEIKA" vacation.
3. Presentation of the "Speech Therapy Paths" project for teacher-speech therapists and teachers from MADOU and the city.

The end product of the project will be:
Formation of a stable motivation of children for the self-realization of the language.
Improving parental skills in the upbringing and upbringing of children with language disorders, support and assistance with correction
Improving the expertise of MADOU teachers in helping children with speech disorders

Forecast of possible negative consequences.
The following possible difficulties and ways to overcome them are believed:
1. Weak motivation of the project participants.
Correction options: Introduction of additional forms of stimulation and encouragement, use of new, more interesting forms of work.
2. High morbidity among children, low attendance at kindergarten.
Correction options: regular return to the material already covered.
3. No conditions for the implementation of a planned event.
Correction options: Implementation of another event that contributes to the achievement of the goals and the implementation of the tasks.

In perspective: Finding and developing new, innovative forms of correction work for children with language disabilities in cooperation with all participants in the educational process.

In conclusion, I would like to point out that the use of project activities in the correction and speech therapy process is entirely possible and even necessary in order to achieve a more permanent, full-fledged mastery of new abilities and skills by children.
However, this activity should be corrective, that is, solve various cognitive and practical tasks during the design process together with adults and peers. Children with language underdevelopment should practice their language skills, train language skills and abilities.

List of literature used:

1. Babina E.S. Preschool Partnership Educational Institution and Families in Speech Therapy - Logopedist Magazine - № 5, 2005.
2. Veraksa N.Ye., Veraksa A.N. Design activities for preschool children. M., 2010
3. Evdokimova E.S. Design technology in a preschool facility. Bullet. Moscow 2005
4. Kiseleva L.S. Project method in the activities of a preschool. Artie. M., 2005
5. Mironova S.A. The development of the language of preschoolers in speech therapy classes. -M. 2007.
6. Fadeeva Yu.A., Zhilina I.I. Educational projects in the group for children with OHP. M., 2012

Popova Irina Vladimirovna,
Teacher-speech therapist MADOU "Cinderella"
Noyabrsk, YaNAO, Russia

Speech Therapy Pathways

Practice-oriented project to increase the potential for complete language development in preschool children.

Tell me and I'll forget, show me and I'll remember
Try it and I will understand.
(Eastern Wisdom)

Relevance of the project.
In modern conditions, when the rate of obsolescence of information is very high, the reorientation of the formation process from methods that facilitate the assimilation of a large amount of information to methods aimed at developing the ability to think, analyze, information becomes independent find and generalize and draw conclusions.
Such an approach to the learning process is such an educational process when a child becomes the object of activities and active activities create in them a sense of personal involvement, involvement and increasing interest in acquiring new knowledge.
According to American educators W.H. Kilpatrick, John Dewey, the child should acquire experience and knowledge by "doing" in the context of exploring a problematic learning environment, carrying out various projects, schemes, experiments and finding answers to controversial questions. In her opinion, the project requires "energetic, unrestricted activity".

The method of project activity makes it possible to introduce new content into education, develop the mental and cognitive activity of a preschooler, change motivation, acquire knowledge through an independent search, plan and carry out consistent systematic work. The child learns to argue his position, to pose a problem or a task, to find solutions, to plan, to predict, to work independently with information, to be a responsible partner who has a unique atmosphere of creative search and favorable conditions for the optimal Creates development of preschoolers.

The project method in kindergarten has become one of the most important components in organizing direct educational activities. Their main advantage is the independent acquisition of knowledge by children. "Tell me - and I will forget, show - and I will remember, let me try - and I will understand" - this is the Eastern wisdom. Indeed, it is only through independent action, trial and error that the child acquires knowledge and experience.

Design is an important area of ​​children's cognitive activity that is not offset by the development of other forms of activity in preschoolers. The project activity has a number of characteristics that have a positive impact on the development of a preschooler.
First, as part of the project activities, the children's knowledge of the world around them is expanded. This is primarily associated with the implementation of research and creative projects.
In addition, children's general skills develop - cognitive, communicative and regulatory. Even at preschool age, children acquire the ability to express their thoughts in public.
As part of the project activities, preschool children acquire the necessary social skills - they become more attentive to one another, are guided less by their own motives and more by established norms.
Project activities also affect the content of children's play activities - they become more diverse, more complexly structured, and preschoolers become interested in each other themselves.
One can only say about the influence of the project activities on the teacher. Designing forces the teacher to be constantly in the realm of possibility, which changes his worldview and does not allow the use of standard stereotypical actions, and requires daily creative, personal growth.
Parent-child relationships are also developed as part of the project activities. The child is of interest to the parents as he or she brings up different ideas and discovers new things in already familiar situations. The life of the child and the parents is rich in content. Children have an increased potential for full development, including language.

However, it is worth considering whether a speech therapist can use the project method in their work with children with special educational needs. Is it worth starting such a difficult job with those who have language development problems? My own experience allows us to answer unequivocally - yes! On the contrary, such children, perhaps more so than others, need to use the project method as it can increase interest, motivation and cognitive activity, which are usually reduced in children with speech disorders. After understanding the subject in detail, it is easier for such children to understand, "accept", and master a new skill.

The only difference is that the speech therapist must study in advance the possibilities of children with language problems, determine the main goals and directions of work themselves, distribute responsibilities when working on the project, carefully monitor all the actions of children and, on the other hand, give them the opportunity to do theirs To independently assess your own activity, use self-control techniques.

Modern speech therapy is constantly looking for ways to improve and optimize the learning and development process of children at different ages and under different educational conditions typical for children with language disorders.

Experience and modern research show that the educational process can only improve the chances and quality of development of a child with language underdevelopment insofar as the teacher is able to manage it competently. Success is determined by the methods and techniques of student education.
The use of innovative educational technologies alongside traditional ones opens up new opportunities for the education and training of preschool children with language disabilities, and the project methodology is one of the most effective today.

This method is relevant and effective. It gives the child the opportunity to experiment, to summarize the knowledge gained, to develop creativity and communication skills and thus to prepare them for a successful school education. The knowledge and skills that a child acquires in the course of their practical work are absorbed faster, easier and with better results. Complex and sometimes uninteresting speech therapy exercises become an exciting experience for a child.

"In productive activities, children's perception and language awareness develops much faster, since language is given a really practical orientation and is of great importance for carrying out a particular activity" - writes SA Mironova about the importance of practical experience for preschool children with language disorders .

By solving various cognitive and practical tasks during the design process together with adults and their peers, children with language underdevelopment motivate and activate their vocabulary, learn to speak in public and communicate appropriately with others.

Of course, the project method in speech therapy cannot be viewed as an independent one, it becomes part of generally recognized, proven technologies and brings the spirit of modernity into it, new ways of interacting between a speech therapist and a child, new stimuli, serves to create a favorable emotional background , encourages the involvement of safer and activation of disturbed mental functions.

Years of experience in speech therapy made it possible to highlight some of the difficulties and contradictions that can arise in the implementation of this topic.
First, there is a steady trend towards an increase in the number of children with language disorders. Solving language correction problems is a hot topic in preschoolers.

Second, the density of information in the pre-school phase, when children are taught and prepared for school, requires a speech therapist to solve complex problems in finding effective forms and methods of work. In order to increase children's interest in speech therapy courses, various creative tasks and new approaches to corrective work are required.

Thirdly, the child's poor motivation for cognitive activities, the lack of full-fledged language activity on the one hand, and the parents' low level of interest and competence in questions of language development in children.

Fourth, the degree of elaboration of the problem. There are increasing numbers of articles and publications appearing in modern literature that, in one way or another, touch on the subject of using the design method when working with preschoolers. However, the area of ​​application of this method in speech therapy practice is still little developed.

I was faced with the problem of organizing a work system with design methods to solve problems in the prevention and correction of speech disorders in preschool children.
One way to solve this problem was to develop the Speech Therapy Pathways project. The project aims to create conditions for the full language development of preschool children.

Speech therapy paths are different directions in corrective work with a child with speech disorders, "paths" that lead the child to a fully developed language: the formation of articulatory motor skills, the development of correct speech breathing, phonemic processes, the acquisition of correct sound pronunciation, development the lexical and grammatical side of the language, a coherent statement. And each of these paths the child must consciously "walk", understand and accept, acquire knowledge and experience about this activity as much as possible, and it is believed that one of the most effective methods of solving this problem is the project method in speech therapy practice. This method of speech therapy projects is presented to organize a correction process based on the interaction of a speech therapist, child, parents and educators.

The project is aimed at children aged 5 to 7

Project participants: children with speech disorders, speech therapists, educators, parents.

Purpose: To increase the potential for full language development in preschool children.

The hypothesis of the project was the assumption that the use of the project method in speech therapy with preschool children enables students to "acquire" the knowledge and skills that the child acquires through practical activity more quickly, more easily and more firmly, which the Motivation of the child and the interest of parents in their language development increased. Children.

Project goals
1. Make the child want to actively participate in the language correction process.
2. Develop children's language and creativity.
3. To activate the processes of perception, attention, memory.
4. Increase the scope of corrective action.
5. Increase motivation and interest in speech therapy courses and involve children in the process of active learning.
6. Encourage the children to work together.
7. Combine the efforts of teachers and parents in joint activities to correct language disorders and make full use of parental potential.
8. Encourage joint productive activities between children and parents.

Expected result:
1. The use of the project method in correction work will contribute to the successful development of the communicative and creative skills of children.
2. Improving the psychological and pedagogical competence of teachers and parents in questions of language development in children.
3. Growing interest of parents not only in the results, but also in the process of corrective and educational work.

Effectiveness of these results
For children:
- positive dynamics of language development;
- successful social adaptation in preschool institutions and families;
- Development of a stable motivation for self-realization of the language.

For parents:
- a positive assessment of the activities of the pre-school education institution;
- Willingness and desire to help;
- Activation of the educational potential of the parents,
- Acquisition and use of knowledge on issues related to language development in children;
- Mastery of the parents' regular reflection on the child's performance;
- a feeling of satisfaction through shared creativity.

For teachers
- a positive psychological climate between a speech therapist and educator;
- the teachers' interest in creativity and innovation;
- satisfaction with their own activities;
- Improving the professional skills of teachers related to language development and education of preschool children through
different forms and methods of work;

For preschool
- favorable conditions for the professional development of teachers;

Practical significance of the project
The practical importance of the project lies in the fact that the proposed system can be used to apply the project method in the correction and speech therapy process in the language development of children without speech disorders, for the prevention of speech disorders in preschool age, as well as in dysgraphia and dyslexia in school age.

Project type: practice-oriented, long-term.

Project implementation period - 1 year

Phases and strategy of project implementation

I. Preparation phase (information and analysis):
Disclosure of the meaning and content of the upcoming work, development of the necessary pedagogical conditions for the implementation of the project, taking into account the modern requirements and language skills of children.

Tasks:
1. Study the theoretical and practical state of the problem under study and justify the conceptual apparatus of the study.
2. Identification of the problem - diagnosis of the current level of language development in older preschool children (speech therapy examination of children).
3. Establishing the system of speech therapy projects, the conditions for their implementation.

II. The main phase of the project (practical):

1. Speech therapy project "Obedient Breeze"
Tasks:
Education of the concept of healthy lifestyle and proper breathing in children; Teaching children the technique of diaphragmatic relaxation
The acquisition of skills by children to distinguish nasal and mouth breathing, the effectiveness of speech breathing
Formation of strength, smoothness and direction of exhaled airflow;
Draw parents' attention to collaborative work on developing correct speech breathing in children.

Project type: Practice-oriented, short-term, collective
Implementation period: September - October

The content of the work:
Work with children
The development of the strength and focus of the air jet in
Children in speech therapy classes doing gymnastics
Exercises and games in morning gymnastics, in physical education.
Game exercises to develop physiological (lower diaphragm) and speech breathing with multimedia presentations, colorful illustrations, special aids;
Lessons with children on the subject of "health"
Design and manufacture of aids for breathing exercises
Family work
Consultations for parents on the subjects of "Formation of correct speech breathing", "Breathing and fusion of language", "Breathing exercises"
Parent Instructions "Obedient Breeze", "Let's Breathe Right. Play Breathing Development Exercises"
Invent and manufacture breathing aids together with children
Work with teachers
Consultation on the workshop "Games to develop speech breathing in children";
Manufacture of special aids for breathing exercises with children;

Decoration of the exhibition "Obedient Breeze"

2. Speech therapy project "The story of the happy tongue"
Tasks:
Formation of ideas about the organs of speech, their importance for the correct pronunciation of the sound,
Development of finely differentiated movements of the articulatory apparatus using non-traditional complexes
Increase the competence of educators in this area.

Project type: Information practice-oriented, short-term, collective
Implementation period: October

The content of the work:
Work with children
Acquainted with the structure of the organs of speech through a speech therapy story
Subgroup / individual learning of complexes of articulation exercises with colorful illustrations, multimedia presentations "Tales of the Merry Tongue", didactic puppets
Invent the story of the funny tongue together
Drawing illustrations for the story of the funny tongue
Family work
Leaflets "The Structure of the Articulatory Apparatus"
Practical lesson "Performing Basic Articulation Exercises"
An individual demonstration of performing exercises to develop an articulation pattern of a specific group of sounds.
Joint production of a side or an articulation cube "The Tale of the Merry Tongue"
Work with teachers
Workshop “Place of articulation gymnastics in group mode. Methodology for performing articulation exercises "
Practical application of the results of the creativity of the child and parents in the morning correctional gymnast
The practical result of the project
Final lesson - "Presentation of Articulation Cubes, a collective homemade book" Tales of the Merry Tongue "
Practical application of the project products in the morning correction gymnast

3. Speech therapy project "Rhyming"
Tasks:
Draw the child's interest and attention to the sounding word
Development of phonemic hearing and perception in children.
Developing the ability to choose a paired word for a word that is one tone different from the given word.
Draw parents' attention to collaborative work on the development of phonemic processes in children.

Project type: Practice-oriented, short-term, individual
Implementation period: November

The content of the work:
Work with children
Developing phonemic hearing and perception in children in speech therapy classes.
The acquisition of children's ability to find words whose sound content is similar, how they differ, choose paronyms, replace a tone in a word, and highlight a tone that changes the word.
Cover design of your own baby book "Rhyming", invent pairs of paronyms and draw corresponding illustrations
Family work
Advice - workshop for parents “First steps in literacy. The formation of phonemic processes in children "
Interviewing parents on the topic of "Phonemic Processes in Children" to identify ideas about phonemic processes and the need for their development and to draw parents' attention to this problem.
Memo for parents "The magical world of sounds" (games for developing phonemic ideas)
Make a baby book "Rhymes" with a child
Work with teachers
Advisory workshop for teachers "Recommendations for teachers on the development of phonemic processes in children"
Advice for teachers "Building sound analysis skills in children with speech disorders"
Consultation workshop for musical leaders "Recommendations for the development of phonemic processes in the process of musical correction work with preschool children"
The practical result of the project
Presentation and exhibition of baby books "Rhymes" from children's hands,
Creating a mini library from homemade books

4. Speech therapy project "Difficult sounds"
Tasks:
Identification of organs involved in the formation of human speech sounds
Exploring and understanding the position of the organs of articulation during the pronunciation of the practiced sounds by the child
Conscious understanding of the articulation structure of a particular sound and high quality correction of a pronunciation mistake.
Growing interest of parents in the correction process
Increase the competence of educators in this area

Project type: research, practice-oriented, long-term, individual
Implementation period: During the entire pronunciation correction period

The content of the work:
Work with children
Acquaintance with the articulatory organs through the "Tale of the Merry Tongue"
Use in individual lessons to correct sound pronunciation Articulation analysis playing techniques "Teach an alien to pronounce the sound correctly", "Explain to a friend the correct position of the organs of articulation ..." etc.
Using the Articulation Patterns of Sounds manual when analyzing the articulation of the sound being studied
Investigation of the peculiarities of the pronunciation of each examined sound, step by step (since every disturbed sound is formulated and automated) Design of the brochure "Difficult Tones"
Family work
Consultation of parents "violation of pronunciation and its causes";
Maintain an individual brochure "Difficult Noises" together with the child
How to use the booklet in consolidating correct pronunciation of sounds at home under the direction of a speech therapist.
Work with teachers
Consultation “Violations of the pronunciation. Causes. Species "
Together with the children, create a brochure entitled "Difficult Noises" (for all noises)
How to use the booklet to help you learn how to pronounce sounds correctly when instructed by a speech therapist.
The practical result of the project
Presentation of the individual brochures "Difficult Noises", their practical use in home exercises.
Work with the children to create a booklet "Difficult Sounds" (for all sounds) and how to use it to help you pronounce sounds correctly when instructed by the speech therapist.

5. Speech therapy project "Everything is OK"
Tasks:
Developing skills in children to build a coherent and holistic descriptive story;
Development of logical and resourceful thinking and observing in children;
Developing the ability to work with generic concepts ("animals", "insects", "dishes", etc.) at preschool age;
Deepening of children's environmental knowledge;
Improving children's communication skills
Growing interest of parents in the correction process
Increase the competence of educators in this area

The content of the work:
Work with children
Use visual reference diagrams to write descriptive stories on various lexical topics;
Creation of an album of descriptive stories that were worked out independently by children and put together with the teacher;
Family work
Lecture for parents "And language flows like a river" (development of a holistic, consistent, coherent expression of children)
Work with teachers
Educational piggy bank "Developing a full-fledged coherent utterance of an older preschooler."
Helping children create their own descriptive story plans to form a collective album "Everything in order"
Its practical use;
The practical result of the project
Design of the collective album "Everything in Order", presentation in the classroom,
Practical use
Replenishment of the mini library from homemade books

6. Speech Therapy Project "Very Important Words"
Tasks:
Development of the grammatical structure of the language
Formation of the idea of ​​prepositions as separate independent words in children;
Develop children's interest in their mother tongue
Growing interest of parents in the correction process
Increase the competence of educators in this area

Project type: Information practice-oriented, long-term, collective
Implementation period: During the academic year

The content of the work:
Work with children
Introducing children to prepositions in the classroom and in specially organized games,
Use preposition models
Create sentences with a specific preposition
Watch prepositions in Russian
Participation in the creation of pages of the piggy bank "Very important words"
Family work
Lecture hall for parents "Formation of a competent speech of a preschooler"
Regularly filling in the individual folder of the child of the page "Very important words" - with pictures of models of the prepositions studied.
Work with teachers
Organization of special games and exercises to develop the ability to use prepositions in the language;
Refill the piggy bank "Very important words" together with the children for every pretext that the speech therapy teacher has worked out in special classes.
Practical Use of This Guide.
The practical result of the project
Create Piggy Bank "Very Important Words"
Practical use

7. Speech Therapy Project "Such Different Words"
Tasks:
Observation of linguistic reality, words of different categories;
Formation of first ideas about the variety of words in the Russian language;
Development of the linguistic flair.
Involving parents in children's search activity
Education of children's interest in their mother tongue.

Project type: Information practice-oriented, long-term, collective / individual
Implementation period: During the academic year

The content of the work:
Work with children
Acquaintance of children with some synonyms, antonyms, paronyms, invariable words in the classroom and in didactic games;
Material selection and page illustration for the piggy bank of the dictionaries.
Family work
Working with children to create pages for a piggy bank of dictionaries
Lecture hall for parents "Developing and enriching the vocabulary of preschoolers"
Note for parents "Tell me a word" (games to enrich the child's vocabulary)
Work with teachers
Educational piggy bank "Games and exercises to enrich the vocabulary of preschoolers";
Practical use of a collectively created piggy bank of dictionaries, assistance with regular replenishment
The practical result of the project
Creating a collective piggy bank of dictionaries:
- "Persistent Words" (immutable)
- "Word friends" (synonyms)
- "Words in reverse order" (antonyms)
- "twin words" (paronyms)
Replenishment of the mini library from homemade books
Familiarization of children and parents with the results of the project at the final presentation

8. Speech therapy project "piggy bank" difficult "words"
Tasks:
Formation of the syllable structure of words
Development of phonemic processes

Project type: Practice-oriented, long-term, individual
Implementation period: During the entire period of correction work

The content of the work:
Work with children
Games and exercises to prevent violations of the syllable structure of words;
Direct correction of errors in the syllable structure of words in a particular child. (thorough and consistent development of every type of syllable structure, first on the material of the words, then on the material of the phrase language)
The design of the cover of the book piggy bank from "difficult" words, step by step, as the elaboration of complex words and phrases, the accumulation of pictures with the corresponding syllable schemes underneath
Family work
Lecture for parents "Oh, those" difficult "words" (preventing violations and developing the correct syllable structure of the word)
Note to parents "Oh those difficult words"
Support of the child in the design of the book piggy bank "difficult" words, step by step, as elaboration of complex words and phrases, accumulation of pictures with the corresponding syllable schemes underneath.
Use this guide to consolidate language material during homework.
Work with teachers
Diagnostic tools that help kindergarten teachers of different ages to track the level of development of the syllable structure of words in children
Educational piggy bank “Formation of the syllable structure of words in ontogenesis. Recommendations for the prevention of violations and the development of the syllable structure in children of preschool age "
The practical result of the project
Make a book piggy bank out of "difficult" words.
Replenishment of the mini library from homemade books
Familiarizing children and parents with the results of the project in one-to-one tuition

9th speech therapy project "ABVGDEIKA"
Tasks:
Mastering the image of a letter;
Participation of every child in an active cognitive creative project to create the "Merry Alphabet"
Training in the selection of funds and materials for the implementation of their creative ideas, presentation of the results of their work in the form of a presentation.
Awaken the children's interest in creative interaction in collaboration.
Draw the attention of parents and teachers to collaborative work on developing the syllable structure of words in children.

Project type: research creative, long-term, collective
Implementation period: During the academic year

The content of the work:
Work with children
Preliminary work: games and exercises to master the image of letters.
Analysis of existing ABCs.
Illustrate each letter as you study it.
Presentation (story about the letter, looking at the collage), placing a page with the letter in the exhibition "Merry Alphabet"
Preparation and participation in the "ABVGDEIKA" vacation
Family work
Assistance in creating a page with a letter (drawing, creating from various waste materials ...),
Creating a collage for a specific letter (choosing words for the sounds that the letter denotes, determining the position of the sound in the word)
Work with teachers
Games and exercises to master the picture of letters.
Coordination of the process of creative research activities,
Help children find sources of information
Support and encourage children's activities
The practical result of the project
Final exhibition "Merry Alphabet"
Language holiday "ABVGDEIKA"

III. The final phase of the project:

Tasks:
1. Analysis of project activities and evaluation of the results of the effectiveness of the use of speech therapy projects in the correction process.
2. Final presentation of the results of the project activities by children and parents through exhibitions, presentation of a mini library of home-made books, jointly created albums, organization of the "ABVGDEIKA" vacation.
3. Presentation of the "Speech Therapy Paths" project for teacher-speech therapists and teachers from MADOU and the city.

The end product of the project will be:
Formation of a stable motivation of children for the self-realization of the language.
Improving parental skills in the upbringing and upbringing of children with language disorders, support and assistance with correction
Improving the expertise of MADOU teachers in helping children with speech disorders

Forecast of possible negative consequences.
The following possible difficulties and ways to overcome them are believed:
1. Weak motivation of the project participants.
Correction options: Introduction of additional forms of stimulation and encouragement, use of new, more interesting forms of work.
2. High morbidity among children, low attendance at kindergarten.
Correction options: regular return to the material already covered.
3. No conditions for the implementation of a planned event.
Correction options: Implementation of another event that contributes to the achievement of the goals and the implementation of the tasks.

In the future: Finding and developing new, innovative forms of correction work for children with language disorders in cooperation with all participants in the educational process.

In conclusion, I would like to point out that the use of project activities in the correction and speech therapy process is entirely possible and even necessary in order to achieve a more permanent, full-fledged mastery of new abilities and skills by children.
However, this activity should be corrective, that is, solve various cognitive and practical tasks during the design process together with adults and peers. Children with language underdevelopment should practice their language skills, train language skills and abilities.

List of literature used:

1. Babina E.S. Partnership of Preschool Education and Family in Speech Therapy - Logopedist magazine - No. 5, 2005.
2. Veraksa N.Ye., Veraksa A.N. Design activities for preschool children. M., 2010
3. Evdokimova E.S. Design technology in a preschool facility. Bullet. Moscow 2005
4. Kiseleva L.S. Project method in the activities of a preschool. Artie. M., 2005
5. Mironova S.A. The development of the language of preschoolers in speech therapy classes. -M. 2007.
6. Fadeeva Yu.A., Zhilina I.I. Educational projects in the group for children with OHP. M., 2012