home biology tutor Formation of word-formation skills in preschoolers with general underdevelopment of speech. T.B. Filicheva, T.V. Tumanova Organization of correctional pedagogical work

Formation of word-formation skills in preschoolers with general underdevelopment of speech. T.B. Filicheva, T.V. Tumanova Organization of correctional pedagogical work

Schedule

In the morning hours in groups for children with FFN, daily frontal classes are held - speech therapy and educational.

I lesson from 9:00 to 9:30;

II – from 9:40 a.m. to 10:10 a.m.

After the second lesson, the teacher leads one subgroup of children for a walk, the rest are engaged with a speech therapist.

In the afternoon, the educator daily (from 15:00 to 15:30) conducts subgroup and individual classes on the instructions of a speech therapist, and from 16:30 to 17:00 one of the classes (4-5 times a week) - according to a specially designed grid .

Subgroup lessons

Subgroups are selected children with similar speech deficiencies. The composition of subgroups during the year may vary depending on the specific goals and objectives of a particular period of study and the individual success of each child.

It is recommended to separately conduct classes with children with phonetic and phonemic underdevelopment at a sufficient level of development grammatical structure speech. Working with these subgroups, the speech therapist focuses on the formulation and consolidation of the pronunciation of sounds, on their differentiation and analysis of the sound composition of speech. Other subgroups include children whose speech defects relate not only to phonetics, but also to vocabulary and grammar, that is, children with elements of lexical and grammatical underdevelopment of speech. In the classes with these subgroups, in addition to all of the above, the speech therapist devotes a lot of time and attention to the development of vocabulary and grammatical formulation of speech. Such subgroups should be given much more time than subgroups with only phonetic-phonemic underdevelopment.

With children suffering from especially severe pronunciation deficiencies (rhinolalia, an erased form of dysarthria, etc.), in addition to subgroup classes, individual lessons can be held throughout the course of the training.

The teacher plans his lessons taking into account all the tasks. Together with a speech therapist, classes are planned to develop speech and to consolidate pronunciation skills.

Individual sessions

Setting and fixing the correct pronunciation of sounds is carried out during the hours allocated for individual and group lessons.

Sound correction techniques are generally accepted in speech therapy. At the same time, it is taken into account that with phonetic-phonemic underdevelopment, speech deficiencies are expressed in the incorrect pronunciation of sounds, as well as in insufficient discrimination of sounds and difficult sound analysis of the word. Thus, the speech therapist faces two tasks - the education of articulation skills and the development of auditory perception. As soon as the speech therapist manages to achieve the correct pronunciation of the sound, the third task is turned on - the isolation of the sound from the composition of the word. In the pedagogical process, these three tasks do not exist in isolation, and at all stages of speech therapy work are somehow interconnected.

In cases where children have difficulty pronouncing words of a complex syllabic composition, the education of a smooth, correct pronunciation of words of various syllabic complexity and phrases stands out as a special task.

When planning work on staging sounds, a speech therapist takes into account the following:

- the general sequence of speech therapy work;

- the generally accepted sequence of staging sounds.

Organization of correctional pedagogical work

If the pronunciation of several groups of sounds is impaired in a child, for example, whistling and hissing, r and l, and at the same time voicing is impaired, it is recommended to start working on all these groups simultaneously, but at the same time observing the sequence of each group. So, in the group of whistling and hissing sounds, they are put in the following sequence: s, s, z, z, ts, w, w, h, u. Voicing begins with z and b, in the future - from z it is put w, from b - d, otd - d. The sequence of setting sonorovr and l is individualized depending on which of these sounds will be easier to correct. Only under the condition of simultaneous production of several sounds belonging to different phonetic groups, a speech therapist will be able to prepare children who incorrectly pronounce a large number of sounds for frontal exercises.

It is necessary to take into account the individual characteristics of each child - the structure and mobility of the articulatory apparatus, the degree of development of auditory perception, the number of incorrectly pronounced sounds, the level of sound analysis, the degree of formation of the grammatical structure of speech, and working capacity. Depending on all these data, individual lessons are planned for each of the children. The content of the work will vary. With some children, you will have to spend more articulation exercises and plan more time for staging sounds, with others, you will have to pay more attention to the development of auditory attention, sound analysis, and the education of grammatically correct coherent speech.

Filicheva T.E., Tumanova T.V. Children with phonetic-phonemic underdevelopment. - M., 1999. - S. 16–19.

) About bookmaking. Education and training. Teaching aid for speech therapists and educators. - M.: "Publishing house GNOM and D", 2000. - 80 p. (Practical speech therapy.)

The proposed manual is intended for educators and speech therapists of preschool groups for children with phonetic and phonemic underdevelopment. The presented material contains a description of the features of the speech development of five-year-old children with methodological techniques their survey, reveals the organization and content of remedial education to overcome phonetic and phonemic underdevelopment in children. May be addressed to parents of children with speech disorders

INTRODUCTION A child's entry into school is an important stage in life, which changes the social situation of his development. To study in the 1st grade, the child must be prepared. It is important that 7-year-old children master, first of all, a competent phrase, extended speech, the amount of knowledge, skills, and abilities determined by the program of the preparatory group of preschool institutions general type. A group of leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.V. Chirkina, I.K. Kolpovskaya, A.V. Yastrebova, etc.) proved that there is a direct relationship between the level of speech development of the child and his ability to acquire literacy. Analysis of written works of schoolchildren who fail in the Russian language primary school allowed them to identify three groups of specific errors:

1. Letter substitutions ("bopeda" instead of "victory", "Tanu" instead of "Tanya", "drank" instead of "dust", "tist" instead of "cleans"...).

2 Violations syllabic structure and sound-filling of words ("sigh" instead of "shout", "sit" instead of "sitting", "dovr" instead of "yard", "bart" instead of "brother"...).

3. Violations of the use of lexical and grammatical categories:

BUT) continuous spelling official and significant words ("near the pine" - "whiskers", "shine moon" instead of "the moon shines");

B) omission and replacement of prepositions ("the vase is on the table", "the ball fell and the table");

C) violation of the agreement of adjectives and numerals with nouns ("five tables", "dirty shirt");

D) mixing case endings ("ride a car", "treated a tooth").

4. Errors in the construction of sentences:

A) skipping both main and minor members suggestions ("Sasha fish." "They began to ski");

B) separate writing of the main and subordinate clause ("When winter came. The children came to sled and skate");

C) the use of a subordinate clause without a main ("If it rains").

In the studies of domestic scientists (Levina R.E., Spirova L.F., Nikashina N.A. and others) the above described violations of writing are considered as the result of insufficient preparedness of the early stages of speech development for the transition to its subsequent stages, i.e. as a result of underdevelopment oral speech child. Even before entering school, a normally developing child develops practical generalizations about the sound and morphological composition of a word, which prepares him for mastering the skills of literate spelling. Therefore, pronounced violations of the formation of speech entail serious deviations in the formation of writing.

The nature of the errors is primarily due to two reasons:

A) insufficient level of formation of phonemic hearing;

B) problems in the development of the lexical and grammatical components of the language.

Speech underdevelopment of underachieving schoolchildren is not the same. In one category of children, violations concern only sound pronunciation and perception of phonemes, in another - lexical and grammatical development. Incorrect pronunciation of sounds, as a rule, is accompanied by insufficient discrimination of sounds similar in articulation or acoustic features. However, a weak distinction between close sounds by ear can also be observed when the pronunciation has already been formed. In both cases, specific errors occur in the letter in the form of letter substitutions.

The permutations of syllables and letters in words can be explained by violations of the interaction between the speech-motor and speech-auditory analyzers. The very manifestation of violations of the syllabic structure and sound-filling of words distorts their reproduction to such an extent that it is often not clear what the child wanted to write without appropriate explanations.

For example: "slpa krm" (sprinkled food), "igik" (snowman), "siphot" (traffic lights), "eyskovat" (excavator), "lando" (OK).

Against the background of general blurring of speech in a certain category of children, there is a lack of endings, an insufficient level of formation of grammatical categories. The undifferentiated meaning of many words indicates a low level of verbal generalization. Successful education of these children in a general education school without preliminary remedial classes is impossible.

It is known that secondary deviations are easier to prevent than to correct already formed violations. Therefore, prof. Levina R.E. the principle of a precautionary approach to children was put forward preschool age. This principle has found its practical implementation in the opening of speech therapy groups, special kindergartens for children with speech disorders. The tasks of remedial education include not only the correction of the primary defect, but also the mandatory preparation of children for schooling, i.e. mastering the elements of literacy.

COMPLETING GROUPS FOR CHILDREN WITH SPEECH DISORDERS On May 26, 1970, the Standard Regulations on Preschool Institutions and Groups for Children with Speech Disorders were approved. According to this document, the Ministry of Education public education, regional and regional departments of public education received the right to organize the activities of speech therapy kindergartens, nursery gardens with round-the-clock and daytime stay of children, as well as to open speech therapy groups at mass preschool and school institutions.

Speech therapists and neuropathologists of children's polyclinics in the course of a special examination identify preschoolers who have certain speech disorders and send them for further examination to medical and pedagogical commissions, the content and organization of which are determined by the Regulations on the republican and regional MPK of February 12, 1969. Main the purpose of the work of these commissions is to determine the speech status of the child on the basis of studying a number of documents, a detailed conversation with parents, a detailed examination of the child himself and making final decision about his enrollment (or not enrolled) in preschool or a group for children with speech and learning disabilities. At the same time, a number of documents necessary for the provision of the commission for each child were determined:

Extract from the history of its development;

Conclusion of the pediatrician on the general condition of the child;

Conclusion of a psychoneurologist (neurologist) about the state of intelligence;

The initial conclusion of a speech therapist on the level of development of the child's speech activity;

Pedagogical characteristics (in the case when the child attended preschool institutions).

Analyzing all the above documents, the medical-pedagogical commission decides whether the child is subject to enrollment in a speech therapy institution. Contraindications to enrollment may be the following:

The child has a hearing loss;

The presence of such visual impairments that define the child in the category of blind or visually impaired;

Decreased intellectual development;

Disorders of the musculoskeletal system, leading to a limitation of the child's self-service;

The presence of psychopathic behavior;

The presence of epileptic seizures;

The presence of diseases in the child that are contraindications for enrollment in children's institutions of a general type.

There are cases when, already during the child's stay in speech therapy kindergarten or a group, he has hearing defects, intellect and other contraindications listed above. The Medical and Pedagogical Commission in this situation decides on the mandatory expulsion or transfer of the child to a specialized institution of the appropriate profile.

In cases where the psychophysiological status of the child allows him to be sent to an institution for children with speech disorders, the medical and pedagogical commission determines which correctional profile group and for how long he enters. The following groups are included:

A) groups for children with general underdevelopment speech,

Where are children sent with underdevelopment of all components of speech (lexicon, grammar, phonetics).

Children with OHP I, II levels of speech development are accepted into speech therapy groups from 3-4 years of age for 3 years; with OHP level III - from the age of 5 for 2 years;

B) groups for children with underdevelopment of the phonetic side of speech (sound pronunciation) and poor phonemic awareness. These groups enroll children of five or six years of age with a period of study of 1 year with a occupancy of 12 people;

C) groups for children suffering only from a violation of sound pronunciation. Children are sent to these groups, starting from the age of five, for a period of 0.5 years of study. The occupancy of these groups is up to 15 people;

D) groups for stuttering children are completed from the age of 2 with a training period of 1-2 years. The number of children in the group is 10 people. It is desirable to complete a separate group for stuttering children without speech underdevelopment. In the case of a complex speech defect, children are united in one group, but classes are held in subgroups depending on the level of speech development;

E) groups for children with rhinolalia and dysarthria. If such an opportunity is not provided, then these children fall into the group with phonetic-phonemic or general underdevelopment of speech. And then the speech therapist conducts individual lessons with them throughout the entire period of study.

In the optimal variant, groups are completed taking into account the age and structure of the speech defect. If such an opportunity is not provided, then the guiding principle of selection is the nature of the speech pathology.

If the child is subject remedial education within 0.5 year, then it is credited: for the first half of the year - from September 1, for the second half of the year - from February 1. When a child is admitted to a speech therapy preschool institution, the following documents must be submitted:

Voucher of the department of public education on the direction of the child in this institution;

Application of parents with a request for enrollment;

The conclusion of the medical and pedagogical commission;

Child's birth certificate (certified copy);

Information about vaccinations and lack of contact with infectious patients.

Children who have reached the age of seven are transferred to study in general education school. It is possible to leave a child for a second course of study only at the conclusion of a psychoneurologist, if there are appropriate indications for this.

If a child is not enrolled in a speech therapy group, parents must justify the reason for the refusal and give appropriate recommendations for sending the child to institutions of a different profile.

REQUIREMENTS FOR DOCUMENTATION SUBMITTED TO THE MEDICAL AND PEDAGOGICAL COMMISSION The psychoneurologist's statement includes anamnestic data about the child, indications of the presence (absence) organic damage to the central nervous system. Here the doctor gives a conclusion about the intellectual development of the child.

The logopedic characteristic highlights the features of the speech development of the child. It is important to determine the degree of formation of each of the components of the language system. It is obligatory to confirm each of the stated provisions with samples of children's speech. This feature ends speech therapy conclusion, which must fully comply with the shortcomings described above.

The pedagogical characteristic reveals the features of mastering educational skills and abilities in the process of studying the kindergarten program. The educator notes:

How interested is the child in the activity?

What types of work cause the greatest difficulties;

How diligent is the child during classes;

How quickly the child switches from one activity to another;

How critical is the child in evaluating their results when performing tasks;

How does he accept the help of adults in case of difficulties;

What is the degree of independent activity in solving educational problems.

The game activity of the child is especially appreciated. Considering that by the senior preschool age children develop such complex types games like story-no-role-playing, dramatization, etc., it is important to evaluate:

Can the child organize such games;

What role does he play in this?

Can verbal regulation of game relations (i.e. through speech);

To what extent is adult assistance needed?

Which games do you pay more attention to? (mobile, desktop, didactic, etc.);

Does it use substitute items;

Prefers to play alone or with friends;

Plays silently or verbalizes the actions performed;

How does it decide conflict situations in the game: cries, complains to an adult, resorts to forceful methods, etc.

Describing the implementation of routine moments, the teacher notes the activity of the child on a walk, the degree of С? С "Р? С? Р? РёС? Р? Р? Р ° Р? Р? self-care skills (the ability to independently dress, undress, fasten buttons, etc.) and the desire to keep their clothes clean and tidy, the characteristics of the child in the process of eating (does he choke while eating, does he chew it thoroughly, are there any difficulties when using cutlery, etc.). The teacher analyzes how calmly the child falls asleep, whether his sleep is disturbing.

Such a detailed description allows you to predict the optimal adaptation of the child to new conditions and painless entry into a new team.

GROUP FOR CHILDREN WITH PHONETIC-PHONEMATIC UNDEVELOPMENT1. Characteristics of children with FFNV preparatory groups for children with underdevelopment of the phonetic-phonemic side of speech, children of six years of age with normal hearing and normal intelligence are accepted. In the picture of underdevelopment of speech, the lack of formation of its sound side comes to the fore. Characteristic for these children is the incompleteness of the process of formation of phonemic perception. The shortcomings of speech are not limited to the incorrect pronunciation of sounds, but are expressed by their insufficient discrimination and difficulty in the sound analysis of speech. At the same time, lexical and grammatical development is often delayed.

The lack of formation of the sound side of speech is expressed in the following.

Replacing sounds with simpler articulations. So, voiced ones are replaced by deaf, R and L sounds L ”and I, with the sound Ш or Ф, etc. Some children have the whole group of whistling and hissing sounds, i.e. fricative sounds are replaced with more simple articulation explosive sounds T, T", D, D". Children pronounce "tamolet" instead of "airplane", "slipper" instead of "hat", "codes" instead of "goat", etc.

In other cases, the process of sound differentiation did not occur, and instead of two or more articulatory close sounds, the child utters some kind of medium, indistinct sound, for example: soft sound W instead of W and S, instead of H and T, something like a softened H, etc.

On special demand, the child pronounces some sounds correctly, but does not use or replaces them in speech. For example, a child correctly pronounces simple words"dog", "fur coat", but in speech there is a mixture of sounds S and Sh, for example: "Shasa is going down the road" (Sasha is driving along the highway).

Often there is an unstable use of sounds in speech. The child pronounces the same word differently in different contexts or with repeated repetition.

Often these features of pronunciation are combined with distorted pronunciation of sounds, i.e. the sound can be pronounced distorted and at the same time mixed with other sounds or omitted, etc.

The number of sounds mispronounced or misused in speech can reach a large number (until 16-20). Most often, whistling and hissing sounds are unformed. (S, S", 3.3", C, W, W, H, SH); sounds T and D"; sounds L, R, R"; voiced ones are often replaced by paired deaf ones. Less often, some pairs of soft and solid sounds; there is no unpaired soft consonant I; vowel Y. There may be other flaws in pronunciation.

Here are examples of incorrect pronunciation of words by children of six or seven years of age: "tolynka" or "soynysko" instead of "sun", "lyade" instead of "gun", "syanik" instead of "teapot", "stupid" instead of "teeth", "payapan" instead of “drum”, “Tinyata lied in a yatik” instead of “Puppies were in a box”, “Divet under a client, quotas for calves, codyain, thrashes the house” instead of “Lives under the porch, tail in a ring, is friends with the owner, guards the house " etc.

Sometimes children have difficulty pronouncing polysyllabic words and words with a confluence of consonants, for example: "katil" instead of "tablecloth", "sipet" instead of "bicycle", "listry" instead of "electricity", etc.

The very nature of deviations in pronunciation and the use of sounds in speech by children indicates an insufficient completeness of their phonemic perception. This insufficiency also manifests itself in the performance of special tasks for distinguishing sounds. Thus, children had difficulty when they were asked to listen carefully and raise their hand at the moment of pronouncing a sound or syllable. No less difficulties arise when repeating syllables with paired sounds after a speech therapist (for example: PA-BA, BA-PA) with self-selection of words that begin with a particular sound, with the selection of the sound with which the word begins. Most children find it difficult to select pictures for a given sound.

The insufficiency of auditory perception is also indicated by the difficulties of children in the analysis of the sound composition of speech.

In addition to all the above features of pronunciation and discrimination of sounds, with phonetic-phonemic underdevelopment, blurred speech, compressed articulation, as well as poverty of the dictionary and some delay in the formation of the grammatical structure of speech are often observed.

Manifestations of speech underdevelopment in this group of children are expressed in most cases unsharply. And only with a special examination of speech, various errors in speech are revealed. case endings, in the use of prepositions, in the agreement of adjectives and numerals with nouns, etc.

The proposed system of preparing children with speech impairments for schooling requires a clear organization of their lives during their stay in kindergarten. Compliance with the regime of the day and the correct distribution of the load makes it possible to complete all tasks without undue stress and fatigue. It is also important to properly distribute responsibilities between the speech therapist and the educator.

The speech therapist works in the kindergarten from 9 a.m. to 1 p.m., of which 3.5 hours are devoted to frontal and individual lessons, and 30 minutes are allocated for documentation.

2. Organization of corrective pedagogical work Daily routine In the morning hours in groups for children with FFN, 2 frontal classes are held daily (speech therapy and educational):

I lesson from 9:00 to 9:30;

II - from 9:40 a.m. to 10:10 a.m.

After the second lesson, the teacher takes some of the children for a walk, the rest are engaged with a speech therapist.

In the afternoon, the teacher daily (from 15:00 to 15:30) conducts subgroup and individual classes on the instructions of a speech therapist, and from 16:30 to 17:00 one of the classes (4-5 times a week) according to a specially designed grid.

Subgroup classes In subgroups, children with similar speech deficiencies are selected. The composition of subgroups during the year may vary depending on the specific goals and objectives of a particular period of study and the individual success of each child.

It is recommended to separately conduct classes with children with phonetic and phonemic underdevelopment with a sufficient level of development of the grammatical structure of speech. Working with these subgroups, the speech therapist focuses on the formulation and consolidation of the pronunciation of sounds, on their differentiation and analysis of the sound composition of speech. Other subgroups include children whose speech deficiencies relate not only to phonetics, but also to vocabulary and grammar, i.e. children with elements of lexical and grammatical underdevelopment of speech. In the classroom with these subgroups, in addition to all of the above, the speech therapist devotes a lot of time and attention to the development of vocabulary and grammatical formulation of speech. Such subgroups should be given much more time than subgroups with only phonetic-phonemic underdevelopment.

With children suffering from particularly severe pronunciation deficiencies (rhinolalia, erased form of dysarthria, etc.) In addition to subgroup classes, individual lessons can be held throughout the course of the training.

The teacher plans his lessons taking into account all the tasks. Together with a speech therapist, classes are planned to develop speech and to consolidate pronunciation skills

Individual lessons Setting and fixing the correct pronunciation of sounds is carried out during the hours allocated for individual and group lessons.

Sound correction techniques are generally accepted in speech therapy. At the same time, it is taken into account that with phonetic and phonemic underdevelopment, speech deficiencies are expressed in the incorrect pronunciation of sounds, as well as in insufficient discrimination of sounds and difficult sound analysis of the word.

Thus, the speech therapist faces two tasks - the education of articulation skills and the development of auditory perception. As soon as the speech therapist manages to achieve the correct pronunciation of the sound, the third task is turned on - the isolation of the sound from the composition of the word. AT pedagogical process these three tasks do not exist in isolation, and at all stages of speech therapy work are somehow interconnected.

When planning work on setting sounds, a speech therapist takes into account the following:

The general sequence of speech therapy work;

The generally accepted sequence of staging sounds.

If the pronunciation of several groups of sounds is impaired in a child, for example, whistling and hissing, R and L, and at the same time voicing is impaired, then it is recommended to start working on all these groups simultaneously, but at the same time observing the sequence of each group. So, in the group of whistling and hissing sounds are put in the following sequence: C, C", 3, 3", C, W, F, H, S. Voicing begins with 3 and B, further from 3 Zh is put, from B - D, from D - G. The sequence of setting the sonors R and L is individualized depending on which of these sounds will be easier to correct. Only under the condition of simultaneous production of several sounds belonging to different phonetic groups, a speech therapist will be able to prepare children who incorrectly pronounce a large number of sounds for frontal exercises.

It is necessary to take into account the individual characteristics of each child - the structure and mobility of the articulatory apparatus, the degree of development of auditory perception, the number of incorrectly pronounced sounds, the level of sound analysis, the degree of formation of the grammatical structure of speech, and working capacity. Depending on all these data, individual lessons are planned with each of the children. The content of the work will vary. With some children, you will have to spend more articulation exercises and plan more time for staging sounds, with others, you will have to pay more attention to the development of auditory attention, sound analysis, and the education of grammatically correct coherent speech.

CORRECTIONAL EDUCATION PROGRAM (preparatory group) Examination of children - the first two weeks of training. Development of attention to the sound side of speech - during the year.

Development of auditory memory - during the year Education of the ability to speak clearly, distinctly, moderately loudly, at a leisurely pace - throughout the year

EXAMPLE PLAN OF LESSONS FOR THE FIRST PERIOD OF LEARNING.PRIVATESounds Number of classes Differentiation of sounds Preparation for mastering by ear in pronunciation У 1 У from other vowels Isolation of the stressed vowel from the beginning of the word А 1 А from other vowels (pi, mi, etc.) 1 And from other vowels and - a; and - at; and – a – y Series type analysis

And - a - ue 1 E from other vowels e - and - a - yn, p "1 P - b - p" Analysis of the reverse syllable, highlighting the last consonant from words like poppy, kott 1 T - d - kK - k "1 K - g - t - xP - t - k 1l 2 L "- l - r "A, and, y, e (repetition) O - e - and - a - y Isolation of the initial consonant and vowel after the consonant (cat) o 1X, x "1 X - kK - x 2 K - hyot 1L" - iot 2 L "- iota 1 Ы from other vowels Isolation of the initial consonant and the subsequent vowel from the word tira bag, sleigh. Analysis of the direct syllable of the su type. Analysis of words like sup.Y - th 2 Y - is 5 C - c - s - w - h - u

FIRST STUDY PERIOD September, October, first week of November. Frontal classes - three times a week, individual and subgroup - daily.

Individual and subgroup lessons1. Setting and initial consolidation of sounds K, L", X, I, Y, C, C", 3, 3", T, C, B, C", R, W, L, etc. in accordance with individual plans and with frontal plan.

2. Overcoming difficulties in pronouncing words that are complex in structure, consisting of correctly pronounced sounds.

3. Formation of coherent grammatical correct speech - for children with elements of lexical and grammatical underdevelopment.

Front lessons 1. Fixing the correct pronunciation of the sounds U, A, I, E, P, P, T, K, K, L, O, X, X, I, S, C (pronunciation of sounds for all children must be corrected in advance).

2. Distinguishing sounds by ear: all vowels (U, A, I, E, O, S), consonants T-d-k* (Tom - house - com), K - g - x - t, L "-l-y-R" -r, S-z-c-T "-sh-sch.

3. Differentiation of correctly pronounced sounds: K - X, L "- Y, Y - I.

4. In connection with fixing the correct pronunciation of sounds:

Assimilation of words of various sound-syllabic complexity (mostly two- and three-syllable);

Education of the focus on changing the grammatical forms of the word by comparing and contrasting the nouns of the singular and plural with endings and, s, and (pieces, bushes, houses), agreement of singular and plural nouns with verbs (barked... dog, barked... dogs), the correct use of personal endings of singular and plural verbs (washes - wash), selection of nouns for possessive pronouns mine, mine, mine, etc.;

Drawing up simple common sentences for a picture, for demonstrating actions, for questions. Combining multiple sentences into short stories. Learning texts by heart.

5. Preparation for the analysis of the sound composition of the word:

Isolation of the I stressed vowel sound in a word (Alik, duck, Olya), analysis and synthesis of a number of vowels (ayy, ayy);

Isolation of the last consonant in a word (poppy, tank, cat);

Analysis and synthesis of the reverse syllable type AP

Analysis and synthesis of direct syllables of the SA type;

Emphasis of a vowel after a consonant (cat, poppy, oak);

Complete sound analysis and synthesis of words like poppy, soup, nose, son

FORMATION OF PRONUNCIATION AND PREPARATION FOR LITERATURE This period lasts about one and a half months. The focus at this time is on:

1) mastering by children the easiest sounds to pronounce;

2) staging missing sounds;

3) preparation for the sound-syllabic analysis of words.

As a support for the development of phonemic hearing, the visual perception of one's own articulation, the articulation of a speech therapist and speech-motor analysis serve. As auditory perception develops, visual reliance on articulation weakens by the end of the first training period.

The development of sound pronunciation is, first of all, the education of attention to the sound side of speech. Correcting the pronunciation of sounds, a speech therapist teaches children to listen to speech, distinguish and reproduce individual elements of speech, be able to retain the material perceived by ear in memory, hear the sound of their own speech and be able to correct mistakes. All these tasks are solved primarily by understanding one's own pronunciation, working out a clear articulation of individual sounds. In the process of working with these sounds, children first learn to distinguish them from the sounds that are most roughly opposed to (for example: A - U - I), gradually moving to finer differentiations (O - U, K - X, P - B, etc.). Distinguishing sounds by ear is given Special attention not only at the first, but also at subsequent stages of learning, i.e. a comparison is made between correctly pronounced sounds that are similar in articulation and acoustic features (For example: differentiation S-Sh, then with the sounds Ts, 3, Sh, Ch, T"). This type of work, along with the development of articulatory motor skills, contributes to the completion of the process of phoneme formation, which was delayed for one reason or another. All delivered sounds are included in syllables, words, sentences, texts, consisting of sounds correctly pronounced by all children.

At the first stage of training, during the hours of frontal lessons, sounds are studied in the following sequence: U, A, (U-A), I, E, P, P", T, K, K", L", O, X, X" (K-X), AND (L "-Y), S (Y-I), S. Pairs of sounds are taken in brackets, which are differentiated in special classes. The order of the study of sounds and the number of lessons allotted for this work may vary at the discretion of the speech therapist.

In order to cultivate attention to the sound side of speech and develop auditory memory, the training system provides for special exercises that can be divided into two groups. One group of exercises is aimed only at the perception of speech - children respond with the help of actions, showing pictures. This includes the memorization of rows perceived by ear, specially selected instructions and material. These exercises are widely used at the very beginning of learning, when children's active, correctly pronounced vocabulary is very limited. The second group of exercises includes tasks not only correct perception proposed material, but also its reproduction. This includes the repetition of perceived by ear syllable series, series of words, sentences, memorization of various material related to fixing the correct sound pronunciation.

One of the main tasks of this period of learning is to prepare children for the analysis of the sound composition of the word. At this time, the attention of children is drawn to individual sounds and sounds in the composition of the word. Gradually, from the ability to hear a single sound in the composition of a word, children are brought to a complete sound analysis of the simplest monosyllabic words.

The training system provides for a certain correspondence between the studied sounds and certain forms of analysis.

Preparation for analysis has four steps:

1. At the very beginning of learning, the articulation of the sounds U, A, I is clarified, which are used for the easiest form of analysis - highlighting the first vowel sound from the beginning of a word. On the material of the same sounds, children are given the first idea that sounds can be arranged in a certain sequence. Children, articulating, pronounce the indicated sounds, for example: A U or I U A, then determine their number and sequence.

2. The second most difficult stage of preparation is the analysis and synthesis of a reverse syllable such as AP, UT, OK. At this time, children learn the sounds P, T, K, learn to highlight the last consonant from the end of the word (cat, poppy).

3. The third stage of preparation for the analysis of the word is the selection of initial consonants and stressed vowels from the position after the consonants (house, tank). Analysis and synthesis of the direct syllable. At the same time, the sounds O and Y are passed, the previously passed ones are repeated, the term "vowel sound" is assimilated).

4. Complete sound analysis and synthesis of words like poppy, soup, nose, son.

After these exercises, children easily master the terms "sound", "word", "vowel sound", "consonant sound".

During the first period of training, all exercises related to the analysis and synthesis of the sound composition of the word are carried out on the material of preserved consonants and vowels A, U, O, Y.

The material for fixing the correct pronunciation of sounds, if possible, is selected so that it simultaneously contributes to the expansion and refinement of the children's vocabulary, the ability to correctly build a sentence.

Despite the fact that the number of correctly pronounced sounds is limited, by the end of the first period it becomes possible to carry out some exercises that draw the attention of children to changing the grammatical forms of the word.

So, when differentiating the sounds I and L, nouns are selected for the possessive pronouns my ... lemon, deer, ticket; my ... tape, watering can, etc. When selecting words containing a particular sound, children are invited to select words not only in the singular, but also in the plural, while the children's attention is drawn to the endings of nouns in the plural (dogs, pine trees, chairs). Exercises for agreeing verbs with nouns in number are included. For example, children are given the task to complete a sentence of this type: Barked in the yard ... (dog). They barked in the yard... (dogs). Growing along the road... (spruce). Grow along the road... (ate).

At the same time, in connection with the opportunity to enter into the active correctly pronounced dictionary of children not only the name of objects, but also the name of actions (drank, drinks, drink; dug, digs, digs;

Were standing, standing, standing, etc.), work on the proposal begins. Children make proposals for demonstrating actions, using pictures, using key words, they distribute proposals on questions, etc.

From the beginning of the first stage of training, the development of graphic skills begins. These classes are taught by educators.

Below is a sample summary of the lessons of the first period of study.

LESSON SUMMARYTheme. Sound UPurpose: fixing the correct pronunciation of the sound U. Highlighting the sound U from a number of vowels and from the beginning of a word.

1. Organizational stage.

The speech therapist invites the children to sit down in a given sequence: Lena, Olya, Sasha, Katya, Dima, Seryozha, etc.

2. The duckling Utya appears at the children's house. The duckling pulls out its lips with a tube and buzzes woo. The duckling asks the children to help sing his song. First, the sound Wu is sung in chorus, and then only those whom Ucha has touched with a tube utter the sound. The speech therapist monitors the clear pronunciation of the sound.

Ucha divides the children into two groups: some pronounce the sound Wu loudly, others quietly. Then they switch roles. Utya gives the children cards with the sound symbol U. The speech therapist specifies which sound symbol was given to the children.

Speech therapist: - Sound U likes to play hide and seek. I will make the sounds, and you hold up the U sound card when you hear this sound. Pronounces: A-I-U; O-I-A-U.

Speech therapist: - The sound U is sometimes hidden in words. On the board are pictures that the children call: duck, duckling, snail.

The speech therapist, together with the children, pronounces these words, emphasizing the first sound U with his voice. Children answer the questions:

"What is the first sound?" "Which card should I pick up?" "What sound does the card represent?" "Name that sound again."

3. Children go to the middle of the group and sit around the speech therapist. Children use magnets to fish out pictures from a toy well. The speech therapist calls them, and the children raise the symbol card upon hearing the first sound U (top, boa constrictor, car, beehive, dill, etc.).

4. The duck gives the children wooden spoons and asks them to sing and tap out his song:

Woo-oo-oo; uuu.

The speech therapist counts with the children how many times they uttered the sound U.

5. To the music, children walk around the group and collect envelopes. At the expense of times - they took the envelopes. On the count of two, we got half of the picture. On the count of three, you've found your match.

Children name what pictures they got: ear, irons, duck, etc. The speech therapist specifies which sound is heard first in all words.

6. Bear cub Umka came to visit. He asks to finish the sentence with a word that begins with the sound U.

There is an electric one on the stand ...... Mom strokes

Dress ...... There are a lot of electric ones in the store ...... In the pond

A big one swims...... Ooty got sick......

7. The result of the lesson.

Children name what sound they learned to pronounce and distinguish, remember words with this sound, who came to visit, what sound they heard in their names.

Children receive silhouettes of pictures with the sound U for coloring and sticking in a notebook.

Subject. Sound A Purpose: fixing the correct pronunciation of the sound A. Isolation of the sound A from a number of vowels and from the beginning of a word. Determination of the number of sounds in combinations of the AAAA type.

1. Organizational stage.

The speech therapist invites the children to take their places in the order in which they are called: Lena, Tanya, Mgiia, etc.

2. Children remember what sound they had at their last lesson (y sound).

They call words with the sound Y, who learned to pronounce correctly: ear, snail, iron, ducklings, duck, duckling.

3. The speech therapist invites an assistant who puts on the board only those pictures that he calls:

Antenna, album, car, pharmacy.

Children in chorus pronounce the names of the pictures, highlighting intonation the first sound A.

The speech therapist draws the attention of children to the fact that in all these words the first sound is A

Children clearly pronounce the sound A in chorus and individually. A sound symbol appears on the board

Children are divided into two teams. The commander of the 1st receives a long strip, the other commander - a short one. One subgroup, after the signal of its commander, pronounces the sound A for a long time, and the other briefly.

4. The game "Mothers and Daughters".

Children go to the doll store, where they are offered to choose only the doll whose name begins with the sound A. The first to enter the store are those whom the speech therapist calls an affectionate name. The seller calls the names of the dolls, the children listen carefully and raise their hand when the first sound A is heard in the name of the doll: Ira, Lena, Anya, Alena, Sveta, Anna, Alina, Kira, Aina.

One of the children calls all the names with the sound A. Then each child "buys" a doll and calls her name with the sound A. A dialogue is organized on the topic:

I have Alina, and who is yours?

I have Anna, and you? etc.

Children cradle their "daughters" singing aa-aa.

5. Children sit in a semicircle near the speech therapist. Antoshka appears with wooden spoons and distributes them to the children. The Cheerful Antoshka orchestra is being organized. Children, tapping out a given rhythm, pronounce combinations of sounds A a-aaa, aa-a, etc.

Antoshka, with the help of children, determines how many A sounds are in these combinations.

6. The speech therapist tells the children about the naughty sound A, which runs away from the words, and offers to return the naughty back. For this, a ball game is organized. All participants form a circle, in the center of which stands a speech therapist. He throws the ball to one of the children, naming the word without sound A. For example: .ptek, .car, .ntenna, .nton, etc. The child, returning the ball, calls the whole word.

7. The result of the lesson.

Children name the sound that they learned to distinguish and pronounce correctly. As a reward, they receive a picture of the object from whose name the sound A escaped. Children turn to a speech therapist with a request:

"Give me, please, an antenna, a car, an album, etc." They stick this picture in their notebook.

Subject. Sounds U-ATSel: fixing the correct pronunciation and distinguishing the sounds U, A. Analysis and synthesis of a number of vowels such as AU, AAU. Plural formation of nouns.

1. Organizational stage.

Children come up to the magic tree, remove the symbols of only the sound Y and sit down in their places.

2. The game "Who is the most attentive?".

The speech therapist calls the words, and the children raise the desired symbol if they hear the first sound A or U in them:

Matinee, apricot, sofa, Olya, dill, antelope, cat, ears, orange, etc.

3. Umka appears with colorful garlands. The child called by him chooses any of them, expands, names all the pictures drawn on it, and then determines the extra one that does not fit.

For example: album, antenna, machine gun, ear, duck, snail, iron, pharmacy, etc.

4. Game "One-Many".

Children stand in a circle. Speech therapist (or assistant), touching the child with a magic wand, calls an object with the sound A or U. If one object is named, the child talks about several such objects.

For example: duckling - ducklings, antenna - antennas, iron - irons, cars

What principles should be relied upon in the work on the formation of word formation skills in preschoolers with general underdevelopment of speech. The stages of work are singled out, techniques, games, exercises for the formation of word formation in children with ONR are listed.

The group of children with OHP is a heterogeneous group, both in terms of etiology and in terms of the formation of the lexical and grammatical side of speech, which requires the use of a differential approach in speech therapy.

When developing a methodology speech therapy impact the following theoretical positions:

Psychological ideas about the process of generating speech as a complex, multi-operational process (N.I. Zhinkin; I.A. Zimnyaya; L.A. Chistovich, V.A. Kozhevnikov, V.V. Alyakrinsky and others). Speech activity includes the processes of generation and perception of speech, each of which has a multi-level structure, including sensory, perceptual, linguistic and semantic levels. All levels are interdependent and mutually controlled. Participation of linguistic subsystems as higher mental functions in the formation of speech utterances is the basis of the processes of word formation.

Modern ideas about the grammatical meaning of a word and its development in ontogenesis (A.N. Gvozdev; A.A. Leontiev; S.N. Zeitlin; A.M. Shakhnorovich and N.M. Yurieva and others). Complete mastery of vocabulary mother tongue is based on the assimilation of historically established models in it. Word formation is not only a system of special operations, but also an integral component in the formation of the entire language ability as a whole. Word formation is a powerful stimulus for the development of speech in general. In ontogenesis, there is an active achievement of methods of word formation and their practical application. Under normal speech development such a leap in cognitive development occurs in children at 3-4 years of age. The ability to understand derivative words in ontogeny is formed earlier than the ability to create derivative words.

Modern scientific ideas about the symptoms and structure of a speech defect with general underdevelopment of speech (G.I. Zharenkova; R.E. Levina; N.A. Nikashina; N.F. Spirova; E.F. Sobotovich; L.V. Lopatina; T.V. Tumanova and others). Secondary underdevelopment of word formation in children with ONR is noted. From the point of view of the level of unformed word formation, the category of children with ONR is characterized by heterogeneity, variability of symptoms: from a slight delay in the formation of the word-formation system of the language to pronounced agrammatisms in expressive speech. The main mechanism of unformed word formation in children with ONR is a violation of the differentiation of phonemes, which causes difficulties in distinguishing word-formation forms due to the fuzziness of the auditory and kinesthetic image of words.

Speech therapy work to overcome the underdevelopment of word formation in preschoolers with OHP should be carried out in a certain sequence, according to the stages of the appearance of the corresponding psychological functions and processes in ontogenesis. The stages of development of word formation are described in the works of A.N. Gvozdev, N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva and others.

In the process of speech therapy work on the correction of word formation disorders in preschoolers with OHP, one should rely on the following principles:

1. Pathogenetic principle.

The underdevelopment of the word-formation side of speech in preschoolers with OHP is secondary. These disorders arise, in particular, due to the fact that children's fuzzy speech does not provide an opportunity for the formation of clear auditory perception and control in the choice of appropriate suffixes and prefixes. In the linguistic material perceived from the surroundings, the lexical basis of the word acts as a constant verbal irritant for the child, and the service parts of the word act as a changing environment. Speech therapy work aimed at the development of word formation should be initially focused on the development and understanding of the word-formation meaning brought by morphemes, and then on their direct use.

2. The principle of a systematic approach.

In speech therapy work, it is necessary to take into account the fact that word formation disorders are interconnected with its vocabulary, so it is necessary to help the child learn the nuances of semantic changes that are created by parts of the word.

3. The principle of complexity.

General underdevelopment of speech is a complex syndrome that manifests itself in neurotic and speech symptoms. This determines the need for a complex impact on the entire syndrome as a whole.

4. The principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers.

This principle is based on the idea of speech activity as a complex functional system, as well as the doctrine of the complex structure of mental functions.

5. The principle of taking into account the "zone of proximal development".

According to this principle, the development and formation of insufficient word-formation operations should be carried out taking into account the nearest level of their development. It is necessary to plan tasks in such a way that it is possible for a child to complete them with little help from a speech therapist.

6. The principle of step-by-step ("step-by-step") formation of mental functions.

In the process of correcting violations of word formation, certain stages of speech therapy work are distinguished. The formation of mental actions is a complex and lengthy process. The formation of word formation is initially carried out based on auxiliary means, on external actions. Further, the development of insufficient word-formation operations is translated into a speech plan, gradually reduced, curtailed, automated. The last stage in the work on the function is the transfer of the mental action to the internal plane, its internalization.

7. The principle of consciousness.

From the very beginning of speech therapy work, it is necessary to rely on the conscious fulfillment of tasks for the development of word formation. Children should clearly understand the purpose of each task.

8. The principle of a differentiated approach.

The difference in the levels of formation of word formation involves taking into account the selected features. When organizing speech therapy work, appropriate games and exercises are selected.

9. The principle of taking into account the individual characteristics of the child.

In speech therapy work, it is necessary to take into account the individual difficulties of each specific child, for which it is necessary to draw up individual profiles of the state of word formation.

10. The principle of accounting for leading activities.

In groups of preschoolers with OHP, correctional work is carried out in the process gaming activity, which is a means of developing analytical and synthetic activities, motor skills, sensory sphere, vocabulary enrichment, assimilation of language patterns, and the formation of a child's personality.

11. The principle of using a workaround.

In speech therapy work with impaired speech development, reliance is placed on intact links, afferentations. The development and formation of insufficient word-formation operations must be carried out based on visual and kinesthetic afferentations.

12. General didactic principles.

When developing a methodology for speech therapy work on the development of word formation in preschoolers with OHP, some techniques and methods described by N.V. Ufimtseva, S.N. Karpova and I.N. Kolobova, L.V. Sakharny, L.V. Lopatina. In addition, the methodology was based on the long-term integrated planning of the work of a speech therapist in senior group preschool children with general underdevelopment of speech N.V. Serebryakova and N.V. Beggarly.

The content of the corrective work
to overcome violations of word formation
in preschool children with general underdevelopment of speech

In the process of forming word formation, the main attention is paid to the organization of a system of productive word-formation models. To form these models, first of all, the connection between the meaning of a morpheme and its sign form is clarified. The consolidation of this form is carried out on the basis of the definition of words with a common morpheme, the allocation of this common morpheme, and the clarification of its meaning.

Speech therapy work includes word formation of nouns and adjectives.

Formation of word formation is carried out in three stages.

Work on word-building affixes is carried out as follows:

the formation of words with a given meaning with the help of a speech therapist. At the same time, words are selected with the same word-forming affixes (by meaning and sound);
allocation of a common morpheme;
fixing the meaning of the affix;
analysis of the sound composition of the morpheme;
independent formation of words with this affix.

The final stage of the work is the operation of morphemes in the process of lexico-semantic exercises, i.e. in the expressive speech of the child, the consolidation of word-formation models, their generalization.

I stage.

Purpose: consolidation of word formation of the most productive models.

Tasks:

Exercise in the formation of nouns and adjectives with diminutive suffixes according to lexical topics("Autumn. Signs of autumn", "Vegetables", "Garden", "Fruits", "Garden", "Berries", "Mushrooms", "Forest", "Toys", "Trees in autumn", "Migratory birds", "Wild Animals", "Dishes", "Products", "Furniture", "Clothes", "Shoes", "Winter").
Learn to form, explain and use qualitative and relative adjectives in speech.

In order to develop word formation at the first stage, the following working methods:

"Show me what I'll call."

Pictures are placed in front of the children depicting pairs of objects of ordinary and small size. The speech therapist pronounces the words, clearly highlighting the suffix -IK-, explaining that the “magic part” with -IK- turns the object into a small one. Then the speech therapist calls pairs of words from the pictures and invites the children to determine where small objects are depicted, and where ordinary ones.

A similar task is carried out on the material of words with suffixes -CHIK-, - POINTS-, -ECK-, -Ts-.

Material:

bush - bush, garden - garden, table - table, ship - boat, ball - ball, watermelon - watermelon;
wardrobe - locker, chair - high chair, tomato - tomato, pocket - pocket, banana - banana;
ribbon - ribbon, skirt - skirt, fork - fork, plate - plate, apple - apple, Christmas tree - Christmas tree, snowflake - snowflake;
a cup - a cup, a spoon - a spoon, a mug - a mug, a pillow - a pillow, a toy - a toy;
a mirror is a mirror, a tree is a tree.

"Guess"

The speech therapist distributes to the children pictures-symbols depicting circles of large and small sizes of the same color, names the words in random order and offers to determine what subject he is talking about: big or small. Children choose the appropriate picture-symbol.

"Hear a sweet word"

The speech therapist pronounces the words, clearly highlighting the suffix -OK- (-ЁК-) with his voice and explaining that the “magic part” with -OK- turns ordinary words into affectionate ones. Then the speech therapist says a pair of words in random order and invites the children to clap their hands if they hear a “gentle” word.

A similar task is carried out on the material of words with suffixes -К-, -ОНК-, -ICHK-, -УШК-, -ЫШК-, -ИЦ-, -ЭЦ-.

Material:

forest - forest, snow - snowball, mushroom - fungus, boot - boot, fire - light;
birch-birch, fur coat - fur coat, drop - drop, berry - berry, car - machine, shoe - shoe;
birch - birch;
fox - fox, water - water;
winter - winter, grain - grain, feather - feather, wing - wing, nest - nest, log - log, sun - sun;
water - water, porridge - gruel, skin - skin, oil - oil, chair - chair, dress - dress;
coat - coat.

"Affectionately - unkindly."

The speech therapist throws a ball to the child, randomly naming words with and without diminutive suffixes, and offers to determine how the word sounds: affectionate or not.

The game "Call it affectionately."

Children are invited to invite a doll to visit. The doll is small, and therefore it can be called a "chrysalis". All items for the doll are also small and therefore they should be called affectionately.

During the game, children reproduce diminutive forms of nouns (table, chair, cucumber, tomato, vase, napkin, plate, etc.)

"Wizard".

The speech therapist invites the child to become a magician and, touching " magic wand» to a subject picture with an image of an object regular size, "turn" it into a small one by naming the word correctly. If the child completes the task correctly, then he is shown a picture of a small object.

Pictures depicting objects: nose, bush, garden, table, ship, ball, mosquito, cupboard, chair, sofa, tomato, pocket, tape, skirt, bag, fork, cup, plate, spoon, mug, pillow, tree, mirror .

"Thumbelina".

On the typesetting canvas there are pictures depicting Thumbelina and the objects that surround her. The speech therapist invites the children to name the objects that Thumbelina uses, reminding that since Thumbelina is a little girl, all her things are also very small.

Material: table, chair, vase, napkin, plate, bed, shoes, flower, handkerchief, pocket mirror, dress.

"Two bears".

Children are shown two bears - a large and a small one - and a set of subject pictures depicting large and small cups, saucers, spoons, hats, baskets, houses, mushrooms, pie. The speech therapist talks about two bears and invites the children to find and name what each bear needs, completing the sentence he started.

Sample answer: A big bear lives in the house. The little bear lives in the house.

Material:

Big bear... Little bear...
The big bear put on ... The little bear put on ...
The big bear took... The little bear took...
The big bear has collected... The little bear has collected...
The big bear baked ... The little bear baked ...

"Say the word."

The speech therapist invites children, by analogy, to supplement the sentence he began with the word that is necessary in meaning.

Sample answer: The hare is white, and the hare is white.

The scarf is blue, and the scarf ... (blue)
The flower is red, and the flower ... (red)
Sweet apple, and apple ... (sweet)
The pear is yellow, and the pear ... (yellow)
The sun is warm, and the sun ... (warm)
Fluffy cat and kitten (fluffy)
The house is low, and the hut ... (low)
Carrots are delicious, and carrots ... (delicious)
The belt is short, and the ribbon ... (short)
The birch is thin, and the birch ... (thin)
The girl is beautiful, and the doll ... (pretty)

"Call it kindly."

The speech therapist calls the word and throws the ball to the child. The child, returning the ball, forms a word with the help of diminutive suffixes.

Sample answer: smart - smart.

Material: white, red, fluffy, beautiful, sweet, good, blue, old, kind, warm.

"Think and name."

The speech therapist invites children to give words correct definitions.

Sample answer: If the shirt is dirty, then the shirt is dirty.

In case of difficulty, the question “what?” is asked. ("which?")

Material:

If it's cold outside, then the day ...
If there is noise on the street, then the street ...
If a person is lucky, then a person ...
If a person has talent, then a person ...
If it rains all day, then the day...
If a cow benefits people, then a cow ...

"Name it right."

The speech therapist invites the children to give the words the correct definitions by answering his question.

Sample answer: How to name a student for the mind? Clever.

Material:

How to call a fighter for strength? …
How to name a song if it causes melancholy? …
How to call a crow for crying? …
How to call a clown if he causes laughter? …
How to name a movie if it causes boredom? …
How to name a boy for a fight? …
How to say about a sock if it has a hole? …
What to name a girl if she has curls? …
How to call a person if he does good to people? …
How to call a person if he does evil to people? …
How to call a couch potato for laziness? …
How to name a book if it causes sadness? …

"Help the Dunno."

- in impressive speech:

The speech therapist randomly pronounces sentences with correct and incorrect adjectives and invites the children to clap their hands if they hear that the speech therapist has pronounced a sentence containing the wrong word.

- in expressive speech:

The speech therapist randomly pronounces sentences with correct and incorrect adjectives and invites children to correct it if he hears a sentence containing the wrong word, naming the correct option.

Material:

A hungry wolf roams the forest. Outside the window is a very noisy street. It's raining heavily outside. Today is a wonderful frosty day. The boy does not want to eat cold soup. The boy returned from a walk all dirty. Mom cooks healthy food. I heard a very sad song. A cowardly hare jumped out onto the edge. A very pugnacious boy lived in the yard.

Lotto game "What is made of what?"

Children are given loto cards with the image of various objects. The speech therapist names the object and the material from which it is made. For example, "a glass of glass." Children look for the image of this item on the cards. The one who has this item on the card must name the phrase of the adjective and noun, i.e. answer the question "what?" (glass cup), and then covers the picture with a chip.

speech material:

a glass glass is glass, a wooden spoon is wooden, a metal knife is metal, a porcelain cup is porcelain, a silk dress is silk, a wool scarf is wool, a rubber ball is rubber, a plastic toy is plastic, a coat is made of leather - leather.

"Craftsmen".

The speech therapist invites children to be masters and make objects from different materials. Children are given pictures of various objects. The speech therapist names the material from which they are made, and the children report what they will make.

Sample answer: silk scarf - silk scarf.

Material:

down scarf - down scarf, oak wardrobe - oak wardrobe, birch table - birch table, fur coat - fur coat, pea soup - pea soup, porcelain vase - porcelain vase, rubber boots - rubber boots, toys plastic - plastic toys, cherry jam - cherry jam, chintz dress - chintz dress, cotton blanket - wadded blanket, cast iron pan - cast iron pan, cardboard box - cardboard box, brick oven - brick oven, glass of crystal glass - a crystal glass, a paper folder - a paper folder, wheat bread - wheat bread, a snowball - a snowball, jam from apples - apple jam. A leather bag is a leather bag, a wool sweater is a wool sweater, a linen suit is a linen suit, a silver ring is a silver ring, a tree house is wooden house, a glass glass is a glass glass, a tin soldier is a tin soldier, a straw roof is a thatched roof.

"Cook".

The speech therapist invites children to become cooks and tell what can be cooked from the products that the speech therapist will name.

Sample answer: mushrooms - mushroom soup.

Material: lemon, potato, carrot, fish, meat, apple, strawberry, lingonberry, milk, oatmeal.

"Think and make a combination of words."

The speech therapist invites children to make phrases from two words proposed in the initial form.

Sample answer: winter and month - winter month.

Material:

"Help the Dunno."

The speech therapist informs the children that Dunno came to visit them, who often speaks incorrectly, confuses words. Children are invited to help Dunno by teaching him to pronounce words correctly, without errors.

- in impressive speech:

- in expressive speech:

Materials: fluffy pillow, cabbage soup, winter day, snowball, oak barrel, fur coat, kite, blueberry jam, straw roof, sea fish.

The speech therapist pronounces a sentence where the adjective is replaced by the noun from which it should be formed. Children need to correct the mistake by giving the correct answer.

Sample answer: It's raining outside in autumn - It's raining outside in autumn.

Material: Dad bought his son a soccer ball. The first day of summer has arrived. An air balloon flies over the house. There are a field of flowers in a vase. The cook cooked apple compote. Children made snow for a woman. Mom cooked vegetables salad.

II stage.

goal: consolidation of word formation of less productive models.

Tasks:

Form the formation of singular and plural nouns with suffixes -ONOK- (-YONOK)-, -AT- (-YAT-) on the topic “Wild and domestic animals and their cubs”.
Work out the formation of nouns with the suffix -ISCH- and -IN-
Learn to form (according to the model) single-root words (cat - cat - kitten - cat) on the topics "Wild and Domestic Animals".
Practice the formation of possessive adjectives on the topic "Wild and Domestic Animals"
Practice the formation of verbs of motion with prefixes.

In order to develop word formation at the second stage, the following are used: working methods:

"Show me who I'll name."

Pictures depicting pairs of an animal and its cub are placed in front of the child. The speech therapist pronounces the words, clearly highlighting the suffix -ONOK- (-YONOK-), explaining that the “magic part” with -ONOK- (-YONOK-) turns the animal into its cub. Then the speech therapist calls pairs of words and invites the children to determine where the cubs are depicted, and where their parents are.

a wolf is a wolf cub, a bear is a bear cub, a hare is a hare cub, a tiger is a tiger cub, a lion is a lion cub.

The game "Who has whom?"

During the game, pictures depicting animals and their cubs are used.

First, the speech therapist asks the children a riddle about the animal:

“The tail is a fluffy arc.
Do you know such an animal?
Sharp-toothed, dark-eyed,
Can climb trees
He builds his house in a hollow,
To live warm in winter.
Who is it? (Squirrel)

What is a baby squirrel called? (Squirrel)

Now we will play the game "Who has whom?". To do this, you need to remember the cubs of animals.

The speech therapist names the animals and shows pictures. Children remember the names of animal cubs (fox cub, kitten, etc.)

Speech therapist: “Listen again to the names of the baby animals and say what is heard at the end of all these words. Which a common part in these words? (-ONOK-; -YONOK-) And which animals have the names of cubs different from the names of adult animals? (cow - calf, horse - foal, sheep - lamb, dog - puppy)

"Wizard".

The speech therapist invites the child to become a magician and, having touched the "magic wand" to a subject picture depicting an animal, turn it into a cub, naming the word correctly. If the child completes the task correctly, then he is shown a picture of a baby animal.

Pictures: tiger, wolf, bear, hare, lion.

"In zoo".

On the typesetting canvas there are pictures depicting animals and their cubs. The speech therapist invites children to become guides and tell what animal (cubs) live in the zoo.

Sample answer: An elephant and a baby elephant live here.

Pictures: elephant - baby elephant, tiger - cub, wolf - cub, bear - cub, hare - hare, lion - lion cub.

"Show me what I'll call."

Before the children are laid out pictures depicting pairs of objects of ordinary and large size. The speech therapist pronounces the words, highlighting the suffix -ISCH- (for example, house - home) and explaining to the children that “the magic part with -ISCH- turns common item in big. Then the speech therapist calls pairs of words from the pictures and invites the children to determine which of them depicts large objects, and which ones are ordinary (for example: “Show me where the house is and where the house is”).

A similar task is performed on the material of words with the suffix -IN-.

Pictures: a house is a house, a nose is a nose, a cat is a cat, a mustache is a mustache, a mosquito is a mosquito, a bush is a bush, a tomato is a tomato, a wolf is a wolf; house - domina, nose - nose.

"Know what I'm talking about."

The speech therapist throws a ball to the child, randomly naming the words denoting “very large” and ordinary, and offers to determine what object (animal) he was talking about - big or not.

"Wizard".

The speech therapist invites the child to become a magician and, having touched the "magic wand" to a subject picture depicting an object of a normal size, "turn" it into a very large one with the help of the "magic part" -ISCH- or -IN-. Name the correct word. If the child completes the task correctly, he is shown a picture with the image of the corresponding object.

Pictures: house, nose, mosquito, bush, tomato, wolf, eye, hand.

"Mosquito and Elephant".

The speech therapist offers children pictures of an elephant and a mosquito. He names words in random order (nouns formed with the help of diminutive suffixes and suffixes with the meaning “very large”) and invites the children to raise the corresponding picture, determining what subject is being spoken about: big or small.

Material: house, garden, house, ball, sofa, wear, briefcase, notebook, mouth, cup, spoon, mustache, little book, mirror, hands, tree, knives, domina.

"Two brothers".

On the typesetting canvas there are pictures depicting two brothers - Ik and Ishch. The speech therapist tells the children a story about two brothers (Ike and Ishche): “Once upon a time there were two brothers. One was called IK, he was small and thin. And the other was called ISCH, he was tall and fat. Each of the brothers had his own dwelling. IK had a small house, and ISCH had a big house. Ik had a nose, and Ish had a nose. The speech therapist invites the children to choose words that would correspond to the appearance of one brother and another.

"Catch the ball."

The speech therapist pronounces phrases, throwing the ball to the children, and invites them to answer in one word, using the suffixes -IK- and -ISCH-.

Sample answer: small house - house; a big house is a house.

Material: small mosquito, small bush, big mustache, big bush, small carpet, big paw, small screw, big tomato, small eye, big foot, small hand.

"Big small".

The speech therapist randomly names the words and invites the children to match them with as many words as possible.

Sample answer: large - nose, domino, strengthen ...; small - a ball, a chair, a house ...

"Chain".

The speech therapist invites the children to continue the chain of words, forming new words according to the model.

Sample answer: man - man - man.

Material:

fist - ... - ... nose - ... - ... voice - ... - ...
leg - ... - ... arm - ... - ... boot - ... - ...
hair - ... - ... mustache - ... - ... eyes - ... - ...

"Superfluous word".

The speech therapist calls the children a number of words and offers to identify and name the extra word, explaining his choice.

Material:

hut - garden - porch - tree - window - courtyard - bench - door;
pen - leg - eye - cheeks - legs - forehead - garden;
wolf - house - eyes - mouth - hands - nose.

Formation of possessive adjectives.

The speech therapist tells a story:

“One day the animals woke up in the forest and did not find their tails. They decided that at night the wind cut them off and carried them through the forest. So the animals went through the forest to look for their tails. Let's help them too. But the tails hid in the forest, and in order to find them, one must be able to name them correctly, answering the question: “Whose tail is this?” Here on a pine tree hangs a gray, fluffy tail of a squirrel. Whose tail is this? (Squirrel). The squirrel has found its tail. And under the oak lies the brown tail of a bear. Whose tail is this? (Bearish). Let's give the bear its short tail. In the thicket of the forest, a wolf's tail was found. Whose tail is this? (Wolf). But in the moss you can see the red, fluffy tail of the fox. Whose tail is this? (Fox). And on the stump is a thin, small tail of a mouse. Whose tail is this? (Mouse). All the animals found their tails and were very happy about it.”

Then the speech therapist suggests remembering the names of the tails of domestic animals: the tail of a dog is dog, the tail of a cat is cat, the tail of a cow is cow, the tail of a horse is horse, the tail of a bull is bull, the tail of a goat is goat, the tail of a sheep is sheep, the tail of a ram is ram .

"Guess who's the boss."

Subject pictures are located on the typesetting canvas. The speech therapist invites the children to carefully consider them and answer the question “whose is it?” ("whose is it?")

Sample answer: mom's bag - whose bag is this? - Mom's bag.

Material: aunt's handkerchief, uncle's suit, dad's newspaper, grandma's glasses, grandpa's book, cat's house, father's tie, crocodile tail.

"Dr. Aibolit".

The speech therapist tells the children that at the hare's birthday the animals overate sweets and their teeth ached. Animals came to Dr. Aibolit to treat bad teeth. The speech therapist demonstrates pictures of Dr. Aibolit and animals and invites the children to name whose tooth Dr. Aibolit cured.

Sample answer: Dr. Aibolit cured a wolf's tooth.

Material: fox tooth, bear tooth, deer tooth, squirrel tooth, hare tooth.

"Hide and Seek".

The speech therapist informs the children that the animals decided to play hide and seek, but could not hide completely, and therefore they can be seen. Pictures depicting body parts of hidden animals are placed on the typesetting canvas and offers to guess who is playing hide and seek.

Sample answer: This is a fox's head - the fox is playing hide and seek.

Material:

head - fish, deer, fox, cow, bird, bear, hare, squirrel, wolf;
tail - fish, deer, fox, cow, bird, bear, hare, squirrel, wolf.

"The Distracted Student"

The speech therapist tells the children a story about an absent-minded student who, while performing homework, got it all mixed up. He drew animals, mixing up their heads, tails, etc. Children are shown absurd pictures depicting animals with other parts of the body. The speech therapist invites children to correct mistakes.

Sample answer: This is a wolf, it has a hare's tail, it should be a wolf's.

Material:

tail - goat, fish, ram, deer, cow, peacock, bird, bear, dog, hare, wolf, squirrel;
head - goat, fish, ram, deer, cow, peacock, bird, bear, dog, hare, wolf, squirrel;
body - goat, fish, sheep, deer, cow, peacock, bird, bear, dog, hare, wolf, squirrel.

"Whose house?"

The speech therapist shows the children pictures of animals and offers to determine whose dwelling it is by answering the question “whose house?”

Pictures: lair, lair, burrow, kennel, barn, hollow, poultry farm.

"Who's got a fur coat?"

The speech therapist shows pictures of animals and invites children to answer the question: who has what kind of fur coat?

Sample answer: the wolf has a wolf coat.

Material: fox coat, hare coat, bear coat, squirrel coat, deer coat, wolf coat.

"Help the Dunno."

- in impressive speech:

The speech therapist randomly pronounces phrases with correct and incorrect adjectives and invites children to clap their hands if they hear that the speech therapist has pronounced a phrase that sounds wrong.

- in expressive speech:

The speech therapist randomly pronounces phrases with correct and incorrect adjectives and invites children to correct it if they hear a phrase that sounds wrong, naming the correct option.

Material: daddy's newspaper, mom's coat, aunt's cloak, uncle's pen, fox's paw, cow's milk, peacock feather, lamb fat, dog house, wolf's lair, bear's ear, bird's beak, squirrel's hollow.

"Whose head?"

On the typesetting canvas there are pictures depicting animals (birds) and their heads. The speech therapist, pointing to the pictures, invites the children to identify and name in one word whose head it is.

Material: horse, chicken, mouse, swan, passerine, hawk.

Name the leaves correctly.

On the typesetting canvas are pictures of trees and leaves. The speech therapist offers one word to name a leaf of each tree.

Sample answer: oak leaf - oak.

Material: alder, maple, oak, pine, spruce, birch, linden, aspen, currant, apple, mountain ash.

Differentiation of verbs with prefixes (by pictures).

- in impressive speech:

"Follow instructions."

The speech therapist invites children to perform actions according to his instructions.

Material: enter the room, leave the room, get off the carpet, go to the table, move away from the chair, go around the corner, step over the threshold, move the chair, catch up with Katya.

"Show picture".

The speech therapist calls the words, the children must show the corresponding picture. Speech material: enters - exits, flies in - flies out, approaches - departs, adds and sails away, drives up - drives off - moves out, climbs in - gets off.
On the typesetting canvas there are pictures depicting objects and people. The speech therapist pronounces a sentence and invites the children to show the corresponding picture.

Material:

The boy enters the house. The boy leaves the house.
The bird flies into the cage. The bird flies out of the cage.
Grandmother approaches her grandson. Grandmother leaves her grandson.
The boy comes to the store. The boy leaves the store.
The car drives off the rock. The car hits a rock.
Ducks swim to the shore. Ducks swim away from the shore.

- in expressive speech:

The speech therapist invites the children to name actions from the pictures, and then come up with sentences with these words.

III stage.

goal: clarifying the meaning and sound of unproductive word formations.

Tasks:

Formation of nouns with the suffix -NIC-.
To fix the ways of forming new words with the help of prefixes and suffixes.
Formation of compound words.
Selection of related words and allocation of a common morpheme.

In order to develop word formation at the third stage, the following methods of work are used:

Game "What for what?"

The speech therapist invites the children to name the items that are on the table (bread, sugar, sweets, soap). Then he asks the question: “Where are these items stored?” (Bread - in a bread box, sugar - in a sugar bowl, sweets - in a candy bowl, soap - in a soap dish). As objects are named, they are placed in the container in which they are stored.

The speech therapist once again offers to listen to these words and determine their common part. At the same time, the speech therapist accentuates the suffix -NIC- with his voice.

"Waiting for guests."

The speech therapist invites the children to set the table for the arrival of guests. He shows pictures of dishes and asks to answer what this dish is called.

Sample answer: salad dishes - salad bowl.

Material: soup bowl, bread bowl, sauce bowl, cream bowl, butter bowl, candy bowl, cracker bowl.

"Difficult word".

The speech therapist reads a poem by E. Izmailov and invites the children to name what they encountered in it compound word.

He lived and was in the world of couples.
In appearance he was gray and old,
But with boiling water
He danced like a young man.
The steam from the kettles flowed,
He swirled over the saucepans,
No useful things
Didn't know how to do it at all.

Once upon a time there was a word move.
In the word exit, in the word entrance,
The word walkers pounded
And in the campaign walked into the distance.
They lived apart, but
Together they were connected -
They floated on the water.
The ferry is sailing.
In pairs go steam and move.
And so the steam and the move lived.

Having named a compound word, the children explain what words it came from.

"Come up with one word instead of two."

The speech therapist names the noun and the verb and invites the children to “create” a new word according to the model.

Sample answer: snow is falling - snowfall.

Material: stars fall - ... , leaves fall - ... , ice stabs - ... , catches fish - ... , breeds bees - ... , cuts wood - ..., loves books - ... , flies himself - ... , walks on foot - ... , squeezes juice - ... , sucks dust - ... , cleans the pipe - ... , dumps it himself - ... , catches mice - ... , rolls it himself - ... , lays pipes - ... , carries it with the help of electricity - ... , walks on its own - ...

In case of difficulty, the speech therapist calls the word, the children repeat it.

"Create a new word."

The speech therapist calls the noun and adjective and invites the children to “create” a new word according to the model.

Sample answer: black eyes - black-eyed.

Material: blue eyes - ... , green eyes - ... , long nose - ... , wide forehead - ... , sharp mind - ... , big eyes - ... , brown eyes - ... , thin eyebrows - ... , white teeth - ... , short tail - ….

The speech therapist shows the children several pictures that depict; garden, small garden ik, a gardener who waters garden flowers. The teacher explains to the children the meaning of each word, intonation highlighting the common part of the word, says that all these words are associated with the word "garden" ("garden" - a small garden, "garden flowers" - those that grow in the garden, "gardener" - a person who takes care of garden plants). Then the speech therapist reads the poem "How Words Grow" by E. Izmailov.

Somehow many years ago
They planted a strange garden.
There was no fruit garden -
He was only a word.
This word is like a root
It soon began to grow
And it brought us fruit
There are many new words.
Here from the garden
You seedlings
Here are some more landings.
Here is the gardener
The gardener is with him.
Very interesting
Walk in the garden of words.

After reading the poem, the children are given the task to make phrases or sentences with these words. In case of difficulty, plot pictures are shown.

Material: Collective farmers planted a garden. The gardener takes care of the garden, watering garden flowers and other plantings. The gardener sprinkles the garden paths with sand. The collective farmers have planted a large garden, and there is a small garden near our house. We also planted garden flowers in it. We take care of garden flowers.

"Name the extra word."

The speech therapist pronounces a group of three words, two of which are single-rooted, and the third contains a homonymous root, and invites the children to name an extra word, justifying their choice.

Material: nose - nasal - wear; water - lead - water; squirrel - white - whiten; foot - knife - knife; wine - guilty - grapes; exhausted - floury - torturing; unpick - steam out - steam room; a speck of dust - to blaze - to dust; trample - trample - melt.

"Choose related words."

Children are shown a plot picture depicting a forest. The speech therapist conducts a conversation on the picture, asking the children questions:

What is in the picture? (forest)
What is the name of the small forest? (wood)
What are the names of the animals and birds that live in the forest? (forest)
What is the name of the person who guards the forest and takes care of forest animals? (forester)
What is the name of the fairy tale character that lives in the forest? (forester)

Then the speech therapist calls the words "forest", "forest", "forest", "forester", "forester" and invites the children to determine what these words have in common.

Similar work can be carried out on the material of other words.

Material: game - toy, toy, game, toy, play; night - night, night, night, night light, spend the night; stove - stove, stove, baked, bake, bake, stove-maker; city - town, city, city, suburb; berry - berry, berry, berry; ice - ice, ice, ice, glacier, freeze.

"Name related words."

The speech therapist, naming the word, throws the ball to the children. The child, returning the ball, calls a related word.

Material: cat ... (cat, kitten, cat, cat, kittens, feline, kitty); fox ... (fox, fox, fox); garden ... (garden, garden, gardener, plant, planting); salt ... (salty, salt, pickles); forest ... (wood, forest, forester); water ... (water, underwater, water carrier, water).

"Find the common part in the words."

Material: run out, get out, jump out; come, run, sail; leave, fly away, run away; run away, drive off, sail away; fly in, run in, enter; come in, fly in, run in; run up, jump up, fly up; go over, cross over, cross over.

Find the extra word.

Material: carry away, come, lift; run, come, bring; throw out, enter, jump out; come, jump, run; get out, run in, fly out; crawl away, work out, run in; swim across, move away, jump over; get in, get in, get out.

"Name the words."

The speech therapist invites the children to name as many words as possible that have a common part (prefix) at the beginning: re-, you-, under-, in-, for-, at-, from-, s-.

CONCLUSION

In modern speech therapy great importance is given to a systematic approach to the study and overcoming of speech underdevelopment in children. In this regard, the study of word-formation processes in older preschoolers with speech underdevelopment, pilot study of these processes in order to determine the level of their formation and identify typical errors is relevant. An analysis of the literature has shown that violations of word formation in older preschoolers with general underdevelopment of speech can manifest themselves in varying degrees - from single errors in the understanding and use of grammatical forms to a gross violation of word formation processes. Grammatically correct speech is one of the main linguistic prerequisites for the formation of written speech, and the role of understanding the structure of word formation in teaching reading and writing is great.

Thus, children with OHP cannot spontaneously, without outside help, take the only correct path of speech formation - ontogenetic, i.e. children need the help of a speech therapist. The difference in the levels of formation of speech skills and etiology requires a differentiated approach in speech therapy work.

Bibliography:

Shevtsova Irina Kakhramanovna,
Kindergarten No. 23 of the Vyborgsky District
St. Petersburg

Tumanova T.V. TUMANOV(Toumanova) Tamara Vladimirovna (b. 1919, Shanghai), artist. According to the national Russian. From 1926 she studied in Paris at the school of O. I. Preobrazhenskaya. Since 1933 soloist pl. European and Amer. troupes: Balle rus de Monte Carlo (1932, 1933–38), Balle 1933 (1933), Original balle rus (1940), Ballet tietre (1944–45), Grand balle du Marks de Cuevas" (1949), "Festival ballet" (1952-54), the Paris Opera (1947-50, 1952-59), "La Scala" (1951-52, 1956). In the repertoire of T. - ch. parts in the classical ballets ("Sleeping Beauty", "Giselle" and others.>.), As well as in the post. modern choreographers: J. Balanchine - "Competition" by Orik, "Mozartiana", "Crystal Palace", "Kiss of the Fairy"; L. F. Myasina - "Children's Games" to the music. Bizet, "Fantastic Symphony" to the music. Berlioz, "Labyrinth" to music. Schubert, "Cocked Hat"; S. Lifar - "Phaedra" Orik, "Stranger" A. Jolivet; J. Sharra - "The Seven Deadly Sins" to music. Verretti; M. Valman - "The Legend of Joseph" and others. She acted in films (in the American film "We sing in the evening" she played the role of Anna Pavlova). Conducted concert activities.

G. M. Schlugleit.

Ballet. Encyclopedia. - M.: Great Soviet Encyclopedia. Chief Editor Yu.N. Grigorovich. 1981 .

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Tumanova- Wikipedia has articles about other people with that surname, see Tumanov. Tumanova surname. Known carriers: Tumanova, Ekaterina Borisovna (1855 after 1930) Russian revolutionary, populist. Tumanova, Irina Tumanova, Tamara Vladimirovna ... Wikipedia

Tumanova, Tamara Vladimirovna- This article or section needs to be revised. Please improve the article in accordance with the rules for writing articles. Wikipedia eats ... Wikipedia

Tumanova, Irina- Irina Tumanova Full name Irina Tumanova Place of birth Moscow Countries ... Wikipedia

Tumanova, Ekaterina Borisovna- Ekaterina Borisovna Tumanova Birth name ... Wikipedia

Tumanova, Irina Alexandrovna- President of the Confederation of Business Women Far East, president of the regional women's commercial charitable organization "Anna"; born September 2, 1952; graduated from the Far East State University, Academy ... ...

Tumanova, Lyudmila Anatolievna- Screenwriter, performer of the author's song; was born in 1945 in Kurgan. In 1962, after graduating from the 9th grade, she entered the Studio at the Kurgan Regional Drama Theater, where she studied for a year. In August 1963, she began working as an assistant director at the Kurgan ... ... Big biographical encyclopedia

Tumanova, Marina Ivanovna- (née Ptitsyna; b. 11. 11. 1951) Rod. in Alexandrov, Vladimir region in a family of teachers. Graduated from the Moscow Institute of Fine Chem. technologies (1975). Worked at the Research Institute (1975-92). Published as a poet since 1965. Author of the book. poems: Before the unthinkable ... ... Big biographical encyclopedia

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TUMANOVA Nina Petrovna- (b. 2.2.1924), Soviet film critic. Honored Art Worker of the RSFSR (1984). Member of the CPSU since 1945. Candidate of Art History (1953). In 1949 she graduated from Moscow State University. Participated in the creation of Brief history Soviet cinema "(1969), as well as manuals for ... ... Cinema: Encyclopedic Dictionary

Books

Civil process in questions and answers. Tutorial, Tumanova L.V.. Tutorial prepared by a team of authors on the basis of theoretical developments in the field of civil procedural law and an analysis of the practice of applying the Civil Procedural ...

Formation of word-formation skills in preschoolers with general underdevelopment of speech. T.B. Filicheva, T.V. Tumanova Organization of correctional pedagogical work

1. Pathogenetic principle.

2. The principle of a systematic approach.

3. The principle of complexity.

4. The principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers.

5. The principle of taking into account the "zone of proximal development".

6. The principle of step-by-step ("step-by-step") formation of mental functions.

7. The principle of consciousness.

8. The principle of a differentiated approach.

9. The principle of taking into account the individual characteristics of the child.

10. The principle of accounting for leading activities.

11. The principle of using a workaround.

12. General didactic principles.

The content of the corrective work to overcome violations of word formation in preschool children with general underdevelopment of speech

I stage.

"Show me what I'll call."

"Guess"

"Hear a sweet word"

"Affectionately - unkindly."

The game "Call it affectionately."

"Wizard".

"Thumbelina".

"Two bears".

"Say the word."

"Call it kindly."

"Think and name."

"Name it right."

"Help the Dunno."

Lotto game "What is made of what?"

"Craftsmen".

"Cook".

"Think and make a combination of words."

"Help the Dunno."

II stage.

"Show me who I'll name."

The game "Who has whom?"

"Wizard".

"In zoo".

"Show me what I'll call."

"Know what I'm talking about."

"Wizard".

"Mosquito and Elephant".

"Two brothers".

"Catch the ball."

"Big small".

"Chain".

"Superfluous word".

Formation of possessive adjectives.

"Guess who's the boss."

"Dr. Aibolit".

"Hide and Seek".

"The Distracted Student"

"Whose house?"

"Who's got a fur coat?"

"Help the Dunno."

"Whose head?"

Name the leaves correctly.

Differentiation of verbs with prefixes (by pictures).

"Follow instructions."

"Show picture".

III stage.

Game "What for what?"

"Waiting for guests."

"Difficult word".

"Come up with one word instead of two."

"Create a new word."

"Name the extra word."

"Choose related words."

"Name related words."

"Find the common part in the words."

Find the extra word.

"Name the words."

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Books

The content of the corrective work
to overcome violations of word formation
in preschool children with general underdevelopment of speech