Playing with sand. Master class for teachers “Playing with sand on the interactive complex “Well” as a means of developing speech skills in children with speech disorders

Natalia Tkacheva

Using play exercises with sand in individual speech therapy work with children with speech impairments is very effective, since all children play with great pleasure sand. Therefore, the transfer of training and development tasks to sandbox gives a unique effect. On the one hand, motivation for classes increases significantly, on the other hand, the development of cognitive processes occurs more intensively and harmoniously. Usage sandboxes in pedagogical practice it gives a complex educational and therapeutic effect.

Goal of the work: correction of all components of speech, development of cognitive interest in various areas of knowledge and activities, harmonization of psycho-emotional state.

Tasks:

Develop tactile - kinetic sensitivity and fine motor skills.

Stabilize your emotional state by absorbing negative energy.

Develop creative actions, find non-standard solutions leading to successful results.

Improve visually - spatial orientation and speech abilities.

Expand words knowledge.

Master the skills of sound analysis and synthesis.

Develop phonemic hearing and perception.

Develop coherent speech and lexical and grammatical concepts.

Help in learning letters, mastering reading and writing skills.

Advantages sandy therapy comes down to next:

firstly, the child’s desire to learn something new, experiment and work independently increases.

secondly, in sandbox tactile sensitivity develops as the basis of “manual intelligence”.

thirdly, in games with sand, all cognitive functions, and most importantly, speech and motor skills, develop more harmoniously and intensively.

fourthly, object-based play activities are improved, which contributes to the development of plot-role games and child's communication skills.

Based on methods of work in pedagogical sandbox, the teacher can make the traditional methodology for expanding vocabulary, developing coherent speech, developing phonemic hearing and perception in preschool children more interesting, exciting, and most importantly, more productive.

Sand therapy, as the leading method of corrective action.

In many cases, playing with sand acts as the leading method of corrective action. In other cases - as an auxiliary means to stimulate the child and develop his sensorimotor skills.

All games, using sand therapy, are divisible by three directions:

1. Educational games, such games aimed at developing tactile-kinesthetic sensitivity and fine motor skills of the hands. And most importantly, the child talks about his feelings, thereby spontaneously developing his speech, vocabulary, perception of different tempos of speech, pitch and strength of voice, we work on breathing, attention, memory and phonemic hearing develop. The main thing is learning to write and read.

2. Cognitive games, with their help we help to understand the diversity of our world.

3. Projective games, with their help we carry out psychological diagnostics, correction and development of the child.

The basic principles of playing on the sand are very accurately outlined in the book by T. D. Zinkevich-Evstigneeva and T. M. Grabenko "Workshop on sand therapy» .

They believe that the following are necessary to organize sand games: principles:

1. Creating a natural, stimulating environment in which the child feels comfortable and protected while being creative.

2. "Revival" abstract symbols: letters, numbers, geometric shapes.

3. Real "accommodation", playback all kinds of situations together with the heroes. On the basis of this principle, the mutual transition of the Imaginary into the Real and vice versa is carried out.

Simulation of fairy tale games on the sand.

When modeling fairy tale games on sand, we try to follow the same steps games, which are highlighted by T. D. Zinkevich-Evstigneeva.

Stages games:

1. Introduction to the gaming environment.

2. Introduction to the game and its characters.

3. Modeling conflict and difficulties.

4. Choice of help.

5. Fight and victory.

6. Affirmation of victory.

7. The prospect of further adventures.

At first games We encourage attentive listening and active participation. We use various sayings and nursery rhymes. Then the children listen to the beginning of the story, fairy tale and build in sandbox everything what is required by the plot games. The child builds and speaks. Thus, speech is coupled with action. A simple game helps solve many educational and psychological problems. And the main one is the development of phonemic hearing, that is, the ability to hear and isolate individual sounds and sound combinations in words.

We can use different letters: plastic, cut from sandpaper, cardboard. You can not only write letters with your finger, but also sculpt them from sand. It is easy to create, correct, and restore words on sand. You can write with anything whatever: finger, stick.

At the end of each fairy tale, the fairy tale is restored or transformed. countries. With such simple tales we strive to create space, in which every child could feel successful and could solve some of their unspoken problems.

Commonly used games, which are proposed by T. D. Zinkevich-Evstegneeva and T. M. Grabenko in "Workshop on creative therapy":

Slide your palms along the surface of the sand, performing zigzag and circular movements.

Perform the same movements, placing your palm on the rib;

"Walk" with your palms along the paved routes, leaving your traces on them;

Create all sorts of fancy patterns on the surface of the sand with the prints of palms, fists, knuckles, and ribs of the palms;

"Walk" on the sand separately with each finger of the right and left hand in turn.

Interaction with sand stabilizes the emotional state. We have repeatedly observed how excited children who came to class calmed down and became much kinder.

Speech therapy games, used in the development of the sound side of speech.

At the first stage speech therapy When restoring gaps in the development of the sound side of speech, we use games on the development of phonemic hearing:

Select figures whose names have a sound (A) or another vowel;

Select figures whose names have automated sound (With) or (w) etc.

Then the task can specify: make oral sentences in which words with sound (With) are at the beginning, middle, end of a word. This simple game helps us solve a lot speech therapy tasks: consolidate the skills of correct pronunciation of an automated sound, develop the ability to hear and isolate individual sounds and sound combinations in a word, etc.

Children love to make letters out of sand, raking it with the edges of their palms. Words in the sand can be written in printed and written letters, first with your fingers, then with a stick, holding it like a pen. Sand allows you to keep your child working longer. It is easier to correct mistakes on sand than on paper, where traces of mistakes are always visible. This allows the child to feel successful.

Subject "Dividing words into syllables" mastered with the help games"Build the steps". On hills made of sand, we have houses with one, two and three windows. Children must lay out steps from the words printed on the cards, deciding on what principle they will be located. Monosyllabic words are laid out near a house with one window; with two - two-syllable; with three windows - trisyllabic.

Children like the game "My city". The task is given to select figures whose names contain a given sound, and build a city using these figures. Then you can make up an oral story about this city and its inhabitants.

If children do not know how to combine speech with hand movements in the sand, they either play or speak, it is necessary to teach them this. To correct sound pronunciation, the child is first taught to combine the movements of the tongue and fingers in the sand while learning and practicing special articulation exercises, automating isolated sounds, pronouncing syllables and words. If the sound-pronunciation aspect of the child’s speech is not suffers, you need to force him to recite familiar poems, nursery rhymes with rhythmic movements in the sand.

Experience has shown that the use sandy therapy gives positive results:

Interest in speech therapy classes;

Fine motor skills of the hands develop;

Phonemic hearing and perception develops;

The skills of correct pronunciation of automated sound are consolidated;

The vocabulary is expanding;

Sound skills are being mastered syllable analysis and synthesis;

Coherent speech and lexical and grammatical representations develop;

Reading and writing skills are being mastered;

Performance is maintained throughout the entire lesson.

Thus, games on the sand help stabilize the child’s emotional state, develop not only tactile-kinesthetic sensations, but also contribute to the development of sound-letter analysis, speech, voluntary attention and memory.

© Sapozhnikova O. B., Garnova E. V., text, 2016

Introduction

The possibilities for using the sandbox have not been fully explored and are truly limitless. A psychologist, a teacher who organized an art studio, a speech pathologist teacher to organize alternative correctional work, and educators can use the sandbox in their work. It is safe to say that the sandbox is a new, interactive and inexpensive psychological and pedagogical resource. On its basis, it is possible to offer the organization of additional, including paid educational services.

Playing with sand develops fine motor skills, stimulates speech activity, and contributes to the replenishment and automation of vocabulary. The sandbox provides an opportunity to visually demonstrate the practical application of grammatical forms and categories, and also allows you to repeatedly practice their use. Of course, on the basis of a pedagogical sandbox, it is possible to successfully and dynamically develop phonemic perception and phonemic hearing in the atmosphere of a role-playing and at the same time didactic game, and carry out automation and differentiation of delivered sounds.

The most important indicator of speech development is coherent speech. It is the coherent utterance that is most severely impaired with general underdevelopment of speech, and the predicative, substantive and phonetic side of it suffers. The technique of modeling in a sandbox makes it possible to fill the child’s speech with a specific action being performed, to comment on his own real manipulations with a certain object, which will help the preschooler activate his passive vocabulary. In addition, the created situation greatly helps to concentrate on the main thing and contributes to the development of dialogical speech as a precursor to a detailed monologue utterance.

Another stage and method of developing coherent speech, including in children with speech pathology, is retelling. The organic combination of a literary basis and the ability to simulate and play out the described situation helps to remember it better, develops speech, thinking and imagination.

All that is needed for the phrase to appear is a kind, competent teacher, a box, sand, small toys, a fairy tale or story.

A few words about the retelling

For teachers working with children with speech disorders, the most relevant educational area is “Speech Development” of the Federal State Educational Standard for Education. Its tasks include mastering speech as a means of communication and culture, developing coherent, grammatically correct dialogical and monologue speech, as well as familiarization with book culture, children's fiction, and listening comprehension of texts of various genres.

Thus, both children with normative speech development and preschoolers with speech disorders need to develop dialogic speech and form an understanding of texts and genres of children's literature.

The solution to these problems reflects the targets of the Federal State Educational Standard for Education, aimed at the development of a creative and socially active personality, which implies the ability to communicate.

The retelling of a work of art, resulting from familiarization with it, shows the level of its perception and understanding, reflects cognitive skills, and also indicates the formation of the emotional sphere in cases where a subjective assessment of the characters and their actions is necessary.

In addition, retelling works of fiction improves coherent speech and develops the expressiveness of children's speech. Retelling is a coherent, expressive reproduction of the text of a listened work of art.

Currently, there are various classifications of retelling. As a rule, its volume and degree of independence are taken as a basis. Let us present the classification that seems to us the most comprehensive.

Types of retelling:

– detailed (retelling close to the text);

– in parts or one part (fragment);

– with a change in face;

- Similarly;

– retelling-dramatization, which is carried out with the help of toys or a table theater, is very well suited for both younger and older preschoolers.

When working with normatively developing children in preschool institutions, detailed retelling is most often used. Teachers use it, first of all, as a means of developing memory and to form an idea of ​​coherent speech, offering a highly artistic example that is, as a rule, difficult for children to access. This type of retelling presupposes the need to clearly maintain the temporal sequence of events, to reflect in one’s speech the specific vocabulary of the work and its genre, which is often unusual. In addition, the child does not have dynamic and visual support, all this creates additional difficulties when retelling. They become an insurmountable obstacle if the preschooler is burdened with disorders of psychophysical development. The liveliness and emotionality of the selected work of art significantly improve the quality of the retelling.

Basic requirements for the text for retelling:

– complete and accessible content;

– variety of genres;

– clear composition;

– simple but rich language;

– small volume.

The language of the works should be accessible to children, distinguished by understandable vocabulary, short, clear phrases, without complex grammatical forms, bright and expressive, contain elements of dialogic speech, which contributes to the development of its communicative function and expressiveness. The content should be understandable to children, close to their experience, and the characters should have bright character traits. It is important that the storyline consists of a series of sequential events with a fairly strict time sequence.

The greatest difficulty for preschoolers is presented by descriptive texts.

The retelling lesson has a logically consistent typical structure (V.V. Gerbova, E.P. Korotkova, A.M. Borodin).

Taking into account the specifics of preschool children with speech disorders, we would like to turn to the experience of teaching retelling with systemic speech disorders using the “chain text” technique of V.K. Vorobyova. The child selects from a bank of pictures those that relate to his plot, and with the help of the teacher, forms a story, indicating the first and last word with a nominative function. Thus, having before his eyes visual support in the form of the first and last word, as well as in the form of a sequence of presentation, the preschool speech-language pathologist only selects the predicate word. As a result of using the scheme of a sentence and a story, children learn to understand the essence of the latter, which is characterized, according to V.K. Vorobyova, by the presence of its object and obligatory predicative side. Preschoolers receive a positive storytelling experience and a powerful emotional message from a situation of success.

And here is the sandbox...

A box of sand and a tray of toys, actively used in psychotherapy and psychoanalysis by the followers of C. G. Jung, have so far been unclaimed in pedagogical practice. Indeed, Jung's theoretical foundation was successfully modified by D. Kalf and M. Lowenfeld into the successful Sandplay method. Started as a diagnostic “Erica-method”, or “peace test”, developed by S. Bühler, it was later transformed by M. Lowenfeld into the “peace technique” and finally developed by D. Kalf. Currently, this method of communicating with the world and oneself on an unconscious-symbolic level, which increases self-confidence and opens up new paths of development, is used in working with representatives of various age groups.

For research and modeling, a box is used, the bottom and sides of which are painted in a pleasant sky blue color, symbolizing the sky and water. A soft green color is also acceptable, which has a calming effect on most people. The size of a standard box is 50×70×8 cm. These parameters allow you to see the entire area of ​​the sandbox, and the depth holds a sufficient amount of sand and water, preventing them from freely leaving its boundaries.

However, in preschool educational institutions, boxes of other sizes can be used. For example, for organizing group classes, it is reasonable to have a large sandbox measuring 100×140×10–12 cm. For individual work, a small sandbox measuring 25×35×5 cm is justified. To ensure safety, only non-hazardous materials are used in the manufacture of the box; a tongue-and-groove connection is recommended , no nails. However, the box must hold water or wet sand (the water reaches the bottom). For stability and convenience, you can install a support from below, but not legs. If there is no separate room for working with sand, and the box is in a group, it is recommended to cover it with a lid. In this case, the box turns into a table or pedestal, which saves space in the group room.

The sandplay method uses not only sand, but also water. Sand is not nearly as uniform as it might seem at first glance. Let's start with the fact that it comes in different colors. We are talking about undyed, natural sand (black volcanic sand in Kamchatka or white sand in Santorini).

Sand can have additives in the form of clay, chalk, shell rock or be without them. It's amazing to see how tactile sensations change depending on the additives. For example, clay noticeably adds heaviness, shell rock adds dryness, etc.

Much depends on the size of the grains of sand: in some cases they are very small, like specks of dust, and in others they are quite noticeable, quite large and visible to the naked eye. Well, of course, sand differs in the material from which it is made. It is better to purchase certified sand in pet stores. It needs to be looked after.

SanPiN does not give instructions on how to process sand. Therefore, it can be washed, dried and calcined at a temperature of 90–100 °C, since the material can stick together, melt, and the resulting crystals can damage the skin. Sand is considered a hypoallergenic material, but nevertheless, when working with children with disabilities, it is necessary to clarify the presence or absence of contraindications for them to work with this material. Sand is not recommended for use with children with intellectual disabilities, as they do not always follow the rules, which seems dangerous to their life and health. But children with Down syndrome, who have thin skin, can also damage it during the most ordinary manipulations in the sandbox.

It is quite difficult to avoid interaction with water in teaching work with children. Therefore, we consider it advisable to have several sandboxes. In one of them you can keep wet (soaked to a depth of 1.5-3 cm) or wet sand, and in the other - dry. To develop tactile sensitivity, you can also fill boxes with sand of different fractions.

Of course, you can also use local sand if it is properly disinfected. In any case, despite extremely careful and economical use, sand supplies will need to be replenished periodically.

A tray with toys is also required for activities. All items needed for work can be arranged by topic on open, freely visible racks or shelves. To practice, they can be laid out on a separate table if access to the racks seems difficult. The need to take toys and objects from the table ensures motor activity of preschoolers during class. Toys should represent the entire diversity of the object, plant and animal world. In addition to real images, there should be representatives of the fairy-tale world and “magical” objects. If the toys you need are difficult to find, you can make figures out of cardboard and laminate them. We will talk about this in more detail later, when we consider the methodology of working in the sandbox with children.

The sandplay method presupposes certain rules for interacting with sand, which seem reasonably reasonable in pedagogical practice. These include assigning a certain place to the child at the side of the sandbox. Compliance with this rule makes it possible to correctly diagnose the created picture of the world, which is conventionally divided into iconic time zones. So, a right-hander will always have a zone of the past (emotions, events) on the left, and a zone of the future on the right, which is very weakly expressed in children, since they live in the present. Another rule: you need to maintain the correct ratio of construction time and discussion time of the created picture. It is impossible not to mention one more rule: a ritual figurine must be used as an intermediary between a person and his inner world, between him and the outside world. She acts as an interested, benevolent observer or describes a picture created by a person, or she can remain silent, but sometimes acts as a provocateur, a trickster. This is determined by the objectives of this stage of psychological counseling or analysis.

Recently, new techniques for working in the sandbox have begun to appear. In particular, the modeling technique, which is based not so much on a statement of the current mental state, but on the search for a way out of difficult situations, building bridges between the past and the present, the present and the future, and a positive movement forward. The use of this technique opens up opportunities for using the sandbox in the pedagogical educational process.

Organization of work with children in the pedagogical sandbox

The book presents activities that can be carried out in the sandbox. However, we recommend that you start by becoming familiar with the sand, the sandbox and the rules of behavior. The number of children depends on the size of the box. So, 3–5 preschoolers can freely stand around a standard sandbox, and up to 15 people can stand around a large one. It is clear that a small sandbox is designed for no more than two people. When calculating, one should not forget that space will be required for a symbolic ritual figurine.

The experience of mastering the sandbox space has a pronounced social character. During classes, “leaders”, “aggressors”, “gray cardinals” appear, and the emotional climate of this group is felt.

The rules are formulated by a ritual character better known to children. It can be any toy. For us, this is the Turtle, but it can easily be replaced with any real inhabitant of the desert or a fairy-tale hero from oriental fairy tales (Little Muk, Aladdin, Princess Budur, etc.). You can give animals human traits (to organize communication) and fairy tale titles (King of Camels, Queen of Snakes, etc.) to give weight to their words and orders. Nevertheless, in the interests of the topic, it is proposed to use thematic figures that designate and set up children to perceive certain knowledge.

The ritual character is a guardian, the leader of a certain Sand Country, and therefore has certain rights. In particular, rules are formulated and transmitted through it. Despite the “royal” or “fairy-tale” status, the rules are presented in the form of requests, not orders, which are difficult for children to perceive and interfere with the establishment of easy, trusting relationships. The rules should be simple, understandable, and if possible not contain a particle Not and there shouldn't be many of them. From our point of view, the rules should look like this.

“I have been collecting grains of sand for a long time and I ask you to take care of them. Let’s shake them off our hands and toys back into the sandbox.”

“I love it when children and toys live together in my sandbox. We also take care of other people’s buildings, just like our own.”

“You can take only one toy or object from the table each time, so that there is enough for everyone.”

“At the end of work, everyone cleans up their toys and objects, smooths out the sand: they also need to rest.”

“The toys that are collected here are my friends, and I ask you to leave them with me, even if you really like them, so that you and other children can also play with them.”

Depending on the specifics of the teacher, these rules can be expressed in poetic form, which is perfectly perceived by preschoolers. At first the rules are communicated by the ritual character, but then they are repeated by the children themselves. This promotes the development of phrasal speech and memory. You can reproduce the rules in a chain or “prompt”. You need to start remembering the rules with children who have difficulty retaining or reproducing information.

In case of violation of the rules (and this is related to the issue of establishing boundaries), the keeper of the Sand Country can close the sandbox. For this, a dark opaque scarf is used. This action has a strong impact on children, since the tactile sensations are very pleasant, and preschoolers have a hard time with the premature termination of the lesson.

The symbolic ritual figurine also has its own code of conduct. It can be located on the side of the sandbox, hover above the surface of the sand, come close to objects and buildings, hover at the character’s eye level, but never (even at the child’s repeated and persistent invitation) descend to the surface of the sand. This develops in the child an understanding of the inviolability of his personal territory.

A lesson in the sandbox can be divided into three parts: introductory (entry ritual), main and final (exit ritual).

The ritual of entry - a kind of organizational moment - allows you to introduce the child to an educational task and set him up to solve educational problems. Taking into account the concept of the priority of the tactile type of perception of preschoolers (approximately 60%), starting the lesson with contact with sand, you can prepare children for productive interaction. We offer simple tasks that provide a pleasant feeling and a situation of success. Here it is advisable to remember the rules of behavior in the sandbox. The duration of the introductory part does not exceed 5–7 minutes.

The main part takes more time: children get acquainted with the game plot or complete tasks. The time of sand exercises can be increased by 5–10 minutes (depending on age) compared to a regular lesson. Additional time may be spent moving children to get toys, rest and relaxation through stereotypical sand manipulations.

In the main part, the functions of the teacher are performed by a ritual character who distances the adult from the group of children. To do this, the teacher just needs to put forward the ritual figurine and slightly change the voice. This change of host has a beneficial effect on children, allowing them to relax and immerse themselves in a fairy-tale atmosphere. Unlike a teacher, a symbolic figure can suggest a forgotten or key word, ask an auxiliary question and will definitely find an opportunity to praise the child, if not for the result, then for the efforts made. Of course, when planning a lesson using sand techniques, teachers solve not only problems related to the educational field of “Speech Development”, but also other cognitive and/or moral and emotional problems.

The exit ritual is comparable in time to the introductory part (no more than 5–7 minutes). He ends the lesson. Here the results are summed up and the final discussion of the topic takes place. The ritual character thanks the children for their time spent and completed tasks and says goodbye to them. After the exit ritual, the teacher, who is reactivated, can ask the children to talk about the activity and also initiate cleaning in the sandbox.

This division is rather arbitrary, but it seems reasonable to us, based on our experience of organizing children’s activities in the sandbox.

Regarding teaching retelling, we would like to add that it is good to use retelling-dramatization. We introduce children to a work of art through playing the plot, which contributes to better memorization and specification of verbs and actions. After this, we suggest making a retelling. Depending on the individual characteristics of preschoolers, to create a situation of success, the teacher, through a ritual figure - the leader, can offer to start, continue or complete the retelling of the text while simultaneously playing the plot several times. For variety, you can introduce a retelling from another person, change the names and nicknames of the main characters, role-play the plot, or offer to come up with a different ending to a work of art.

At the end of each lesson, it is necessary to dismantle the sandbox to give children the opportunity to rest a little, move around and change activities. After this, the ritual character sets the parameters of the retelling.

The greatest difficulties for preschoolers are caused by time orientation. Therefore, we did not change the time sequence and time characteristics that are present in the literary basis of the retelling. We also took into account the primary speech defect and did not create additional difficulties for the children. However, we suggest that colleagues who work with children without speech or other developmental anomalies try changing the time of year, day, and other time indicators.

About toys

As promised, we will dwell in more detail on the subject equipment of pedagogical sand techniques.

The first thing to remember: you can never have too many toys! No matter what collection of objects and figurines you collect through the efforts of all the staff, they are still not enough. Despite the rule and all your tricks, the toys will magically disappear. By hook or by crook, children will carry them away, hiding them in their underpants and clenching them in their sweaty fists. Often, preschoolers find a protector or friend in the form of a toy or object. Therefore, just like sand, the collection of toys and objects must be constantly replenished.

Evgenia Lavrova
Development of speech in preschool children using sand games

In his work on We use sand play as an aid to speech development.. Game with sand one of the forms of natural activity of a child, this is what the child likes to do, in games with sand more harmonious and intense are developing all cognitive functions such How: perception, attention, memory, thinking, as well as speech and motor skills.

Interaction sand stabilizes the baby's emotional state when playing with sand The child learns to articulate his feelings and listen to himself. What contributes speech development, voluntary attention and memory. The child learns to understand himself and others, and gains the first experience of self-analysis.

The benefits of games with sand boil down to next:

- develop fine motor skills of the hands;

- develop activity, expand the life experience conveyed by .... the teacher in a form that is close to the child (principle of accessibility….information);

Helps expand vocabulary;

Contribute to development of coherent speech;

Object-based play activities are improved, which contributes to development plot-role play and child’s communication skills.

Based on the techniques of working in the sandbox, we make a traditional technique for expanding vocabulary, development of coherent speech, the formation of phonemic hearing and perception in more interesting for preschool children, exciting, more productive.

All games using games with sand can be divided into two directions:

1. Educational games: aimed at development fine motor skills of the hands and tactile-kinesthetic sensitivity. And most importantly, children articulate their feelings, thereby spontaneously his speech is developing, vocabulary, perception of different tempos speeches, pitch and strength of voice, attention develops, memory.

2. Educational games, with their with help we help explore the diversity of our world.

At the beginning of the game, we give instructions for attentive listening and active participation. We use various sayings and nursery rhymes. Then the children listen to the beginning of the story, fairy tale and build in the sandbox everything that is required by the plot of the game. The child builds and speaks. Thus, speech is coupled with action. Simple game helps solve many educational problems.

Aspects speech development, affected during games with sand

1) Enrichment of vocabulary

Games with sand are carried out in an interesting fairy-tale form, problematic situations are necessarily used. The selection of games corresponds to the lexical topics of the weeks. For example, when studying a topic "Pets" the child is offered the following games:

"Treasure". Primary goal - development of fine motor skills.

Chatting on the topic "Spring", the guys are drawing on sand in the sandbox. Fantasizing, they create a portrait of spring, while developing grammatical structure, pronounce the words-signs that characterize it.

During our classes, we imagine together with the children. Children plunge their hands into the sand, find various objects there, then are discussing: "What is this?" or "Whose is this?". Or, when finding objects, they name the sound with which they begin, or guess the presence of a sound in the name of the object.

2) Work with tempo speeches

While playing with sand in preschool children develops perception of different tempos speeches and independent reproduction of a certain tempo of a phrase. Speech is associated with hand movements of different speeds sand, which affects the normalization of tempo speeches.

Organization of games with sand consists of the following stages:

1 Organizational stage is an introduction to a toy - an intermediary in games with sand, for example, the sand fairy. With her with help All rules of behavior, prohibitions, and rewards are explained to children. During the game, pay attention children to their tactile sensations, thereby encouraging them to speak out.

2. Playing with the sand fairy. The sand fairy invites children to visit him and invites him to play.

Experience has shown that the use of games with sand gives positive results:

- fine motor skills develop;

The vocabulary is expanding;

- coherent speech develops, lexico-grammatical representations;

The desire to play and act with objects, which naturally arises during play, simplifies and facilitates the assimilation of the necessary words and concepts. They better assimilate the meaning of each word and expression that is new to them, and remember them faster. We draw attention to the fact that children not only name individual qualities, but also repeat the description of objects in their entirety, which helps. when teaching communications speeches. This is how the skill of coherent speech is gradually developed.

Sharing games with sand and didactic games allows you to enrich your vocabulary children, clarify knowledge about objects, their purpose, sort objects by logical categories: toys, clothes, dishes, etc. Children enjoy learning simple sayings, poems, sayings, making up sentences, short stories, fairy tales.

Real "accommodation", playing out all sorts of situations together with the heroes of fairy-tale games, which helps develop coherent speech because it happens "verbalization" actions, logical thinking develops, grammatical structure is formed speeches.

1. The main and leading activation technique speeches and the child’s thinking while playing with sand As for experimentation, this is a question for the teacher.

2. When organizing and planning conversations with children, when considering objects, it is necessary to provide questions, answering which the child will use complex sentences.

3. The teacher must think about how to place children at tables, how to properly prepare and arrange the material for the game experiment.

4. Techniques for enriching and clarifying vocabulary

a) showing an object with a name;

b) repetition of a new word;

c) explanation and purpose of the item;

d) a combination of demonstration and explanations by the teacher with a game-experiment with children.

5. Must be understandable children's teacher's speech, as one of the conditions for successful children's speech development. The teacher explains each new word or asks them to interpret it independently, summarizing their answers.

4. Combination of verbal responses with practical actions children. Upon review children with objects, their properties, qualities, the teacher’s explanation must be combined with a variety of actions children(for example, the teacher suggests touching an object, bending it, knocking, etc.) This technique helps the child better assimilate new information and makes the environment at the GCD varied and interesting.

8. Provide opportunities for using a new word in different speech contexts “metal plate.” Which? I have a spoon and so does she. which? metal. What is the car made of? Made of metal."

9. The leader in classes is the method of discerning observation with with help various analyzers and various examination methods. (Practical actions: press on an object, bend, pull, measure, etc.; comparison with known trial experiments, questions to an adult, etc.). Children identify the properties of an object and name the material from which it is made.

10. Based on cognitive activity, the teacher solves vocabulary problems work: enters into the active dictionary children new words, consolidates what is already known.

Publications on the topic:

Modern society needs an active, adaptive personality, capable of establishing conflict-free communication and finding original solutions.

Development of coherent speech in children of senior preschool age Mastering your native language is one of the most important acquisitions in preschool childhood. Children with delayed speech development experience.

F.I. O-Khavshabo Elena Ivanovna teacher of the highest category. Place of work – MBDOU “General developmental kindergarten No. 29”, Maykop Republic.

Card index of games with sand for speech development for senior preschool age.

"One is many"
Target: teach how to form the plural of nouns.
Equipment: sandbox, small toys or object pictures.
Progress of the game: the adult hides toys or pictures in the sand, the child must take out any of them and name them in the singular and then in the plural. For example: “Cucumber - cucumbers, chair - chairs, spoon - spoons.”

"Colorful Fantasy"
Target: Exercise children in the ability to select nouns for adjectives.
Equipment: sandbox, tokens of different colors.
Progress of the game: The adult hides the tokens in the sand, the children take turns taking out the token and selecting nouns that denote objects of a given color. For example, a child comes across a white token, he names the words: snow, chalk, sugar, salt, etc.

“What’s extra?”
Target: to develop children’s ability to determine the place of sound in a word (beginning, middle, end).
Equipment: sandbox with wet sand, a set of small toys: car, carrot, bag, bear, house, catfish, etc.
Progress of the game: The sandbox is divided into three zones, children build a house in each zone. In one there are words with the sound [m], [m] at the beginning of the word, in the other - words with the sound [m], [m] in the middle of the word, in the third - words with the sound [m], [m] at the end of the word . From a set of toys, children select and distribute items into houses.

"Sand Games"
Target: to train children in the ability to form verbs of the same root with prefixes (na, you, pere, do); expand and activate your vocabulary.
Equipment: sandbox with dry sand, containers and bowls for playing with sand.
Progress of the game: First, a conversation is held about the properties of dry sand. Then the child is invited to play with the sand. While the child is playing with sand, the teacher asks him questions: “What are you doing now?” (I pour sand into a glass; pour sand from a plate; pour sand from one bowl into another; pour sand into this glass). After this, the child can play independently.

"Help Dunno"
Target: to develop children’s ability to talk about an animal and describe its appearance; promote the development of coherent speech.
Equipment: a sandbox with dry sand, object pictures with wild animals, a diagram for writing a story, a letter from Dunno.
Progress of the game: The teacher informs the children that they have received a letter from Dunno and reads it out: “Hello, dear children! Please help me write a story about one of the animals living in the forest. I want to take part in the “My Favorite Animal” competition. To do this, I have to write a story about this animal, but I can’t do it. I hope you can help me." Then the teacher invites the children to take turns finding any animal in the sand and compose a descriptive story based on the diagram. While completing the task, the teacher helps the children with guiding questions. The game continues until all the children have told about their animal.

"Guess the riddle and find the answer"
Target: promote the development of fine motor skills of the hands, tactile sensations, thinking, attention, speech; strengthen children's ability to solve riddles.
Equipment: sandbox with dry sand, items - clues.
Progress of the game: The teacher hides all the objects before the game starts in the sandbox. Then he offers to guess the riddles; the one who correctly guesses the riddle has the right to find the answer in the sand by touch. If he finds it wrong, one of the other children can help him. When all the clues have been found, the children can continue to play independently with them in the sand.

"Find a Friend"
Target: promote the development of sound culture of speech, thinking, attention, phonemic hearing; consolidate children's ideas that sounds are hard and soft.
Equipment: sandbox with wet sand, object pictures depicting a butterfly, cow, frog, rooster, bear, whale, squirrel, peacock, mouse and horse.
Progress of the game: The teacher takes pictures from the box (butterfly, cow, frog, rooster, bear) and distributes them to the children. Then he suggests: - Make houses for these animals, soon their brothers will come to visit them. (Children do.) Next, the teacher takes out the following pictures from the box (squirrel, whale, peacock, horse, mouse) and says: - How do we find out where, whose brother is? To do this, let's say the names of the animals and highlight the first sound in these words. - whale - [k"] - he will go to visit the cow, the first sound in this word is [k]; [k] and [k"] are brothers.
Children take turns naming those shown in the pictures, highlighting the first sound and selecting a pair. Conclusion: How do these pairs of sounds differ? (Hard - soft.)

“Whose is all this?”
Target: to develop children’s ability to coordinate words - objects and words - signs in the required number and case. Replenish your vocabulary. Promote the development of logical thinking.
Equipment: sandbox with dry sand, figurines of pets.
Progress of the game: children are asked to take a figurine of any animal out of the sand, after which they are asked questions that must be answered in one word. The questions are: Whose tail? Whose ear? Whose head? Whose eyes? For example: cow - cow's, cow's, cow's, cow's.

Games on a tray with sand.
"Sun"

Target: to train children in the ability to form words with the same root, to activate their vocabulary.
Progress of the game: Invite your child to draw a sun while saying a nursery rhyme:

In the morning the sun woke up,
Reached out carefully
It's time for the rays to get up -
One two three four five

After the child completes the task, ask him to name words similar to the word “sun”
For example: Sunny, sun, sunny, sunflower.

"Fish"
Target: enrich children's speech with nouns denoting the names of fish; promote the development of fine motor skills of the fingers.
Equipment: tray with sand.
Progress of the game: The teacher asks the child a riddle: “She lives in water,
there is no beak, but it pecks.” The child must guess the riddle and draw the answer.

After this, talk to your child about what other fish there are (sea, freshwater), where they live, etc. then offer to draw famous fish themselves.

"Bug"
Target: consolidate the correct, distinct pronunciation of the sound [zh].
Equipment: sand tray.
Progress of the game: invite children to remember a previously learned poem:

Beetle, buzz the beetle,
Where are you hiding, tell me?
- Zhu, zhu, zhu, zhu
I'm sitting on a tree
-Beetle, beetle, show yourself!
Spin around me!
- Zhu, zhu, zhu, zhu
I'm flying and circling.
Then offer to draw a beetle in the sand.

“Erase the excess.”
Target: promote the development of coherent speech, the ability to explain your choice; train logical thinking.
Equipment: tray with sand.
Progress of the game: The teacher draws three objects in the sand - geometric shapes, simple objects that are easily recognizable by their outlines, for example, a leaf, a flower and a fish. Children are asked to erase the extra object, explain why this particular object is “extra” and, if desired, continue the series (for example, leaf-flower-tree).

Warm-up games

"Hello, sand!"

Target: reduction of psychophysical stress.

Progress of the game: The teacher asks to “say hello to the sand” in different ways, that is, to touch the sand in different ways. Child:

Touches the sand alternately with the fingers of one, then the other hand, then with all fingers at the same time;

Easily/with tension squeezes his fists with sand, then slowly pours it into the sandbox;

Touches the sand with the entire palm - the inside, then the back;

He rubs sand between his fingers and palms.

Children describe and compare their sensations: “warm - cold”, “pleasant - unpleasant”, “prickly, rough”, etc.

"Sand Rain"
Target: regulation of muscle tension, relaxation.
Equipment: sandbox with dry sand.
Progress of the game: the teacher says: “Guys, in a sandy country there can be an unusual sandy rain and a sandy wind blowing. It is very nice. You can make such rain and wind yourself. Watch how it happens."

The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, into his palm.

The child closes his eyes and places his palm with his fingers spread out on the sand, the adult sprinkles sand on a finger, and the child names this finger. Then they change roles.

“Sand wind” (breathing)
Target: teach children to control inhalation and exhalation.
Equipment: sandbox with dry sand.

Progress of the game: Children learn to breathe through a straw without sucking sand into it. Older children can be asked to first say a pleasant wish to their friends, give a wish to the sandy country by “blowing it into the sand”, you can also blow out depressions and holes on the surface of the sand. For these games, you can use disposable cocktail straws.

This exercise can be combined with aromatherapy (however, psychologists who have undergone some training in this area have the right to use aromatherapy). The child inhales the smell of an aromatic mixture specially selected for him (tonic or relaxing). When exhaling, the child easily blows sand onto his palms, blowing it into the sandbox.

"Unusual Traces"
Target: development of tactile sensitivity and imagination.
Equipment: sandbox with dry sand.

Progress of the game: the teacher says: “The cubs are coming” - the child presses forcefully onto the sand with his fists and palms.

“Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions.

"Snakes Crawling"- the child, with relaxed/tense fingers, makes the surface of the sand wavy (in different directions).

"Spiderbugs are running"- the child moves all his fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting each other with your hands under the sand - “bugs say hello”).

"Krokazyabla"- children leave a wide variety of traces in the sand, come up with a name for the fantastic animal that left such traces (later this animal can be drawn and made it an inhabitant of the sand country).

Games and exercises with sand in working with children with general speech underdevelopment.

The level of development of children's speech is directly dependent on the degree of formation of small movements of the fingers. The more active and precise the finger movements of a small child, the faster he begins to speak. By coordinating the movements of fine motor skills, the child improves the articulatory apparatus, speech breathing, and masters the intonation and rhythm of speech.

In search of new forms and methods of teaching children with speech disorders, I turned to the use of sand games.

For games and activities in the sandbox, in addition to the sandbox itself, you will need many auxiliary items on various lexical topics: people, animals, cars, sea creatures, etc. Various natural materials (pebbles, sticks, fruits, nuts, shells) are also suitable etc.).

The use of sand games in a group for children with general speech underdevelopment is a very effective tool in educational and correctional development work. Games and exercises with sand can be used in children’s independent play activities, in individual speech therapy work, and also as an element of a subgroup lesson, during which many tasks are solved:

- development of speech breathing;

- development of phonemic representations;

— development of articulatory motor skills;

— automation of delivered sounds;

— improvement of lexical and grammatical means language;

— formation of the syllabic structure of speech;

- development of coherent speech;

- literacy training;

- development of fine motor skills.

Along with this, it is known that sand absorbs negative mental energy and has a relaxing effect. Experience shows that the use of sand therapy allows even a “complex” child to open up, maintain the preschooler’s ability to work longer, and also increase interest in speech therapy classes.

Development of speech breathing

When performing games and breathing exercises, it is necessary to ensure that children take in air through the nose, exhale slowly and smoothly, ensuring that the air stream lasts.

“Draw a path.” From cat to dog, the speech therapist makes a shallow groove in the sand. The child uses an air stream through a cocktail tube to level the road.

"What's hidden?" The picture is covered with a thin layer of sand. Blowing away the sand, the child opens the image.

"The bunny runs away from the wolf." Small depressions (footprints) are made in the sand leading to the hare's house. Place a wolf nearby. It is necessary to “cover up” all traces so that the fox does not discover the hare.

"Treasure". A toy or object is buried shallowly in the sand. It is necessary to blow off the sand to reveal what is hidden.

"Pit." The child blows out a hole in the sand with a smooth and long stream of air.

Improving the lexical and grammatical means of the language

"I know five names" The child selects adjectives (attribute words), verbs (action words) and places a shell, a pebble, or a button on each word.

“What’s missing?” A game to reinforce the use of nouns in the genitive singular and plural. The speech therapist erases some of the objects in the sand picture, and then asks the child to name what has changed.

“Who can’t live without what?” A game on the use of singular and plural nouns in the genitive case with the preposition “without”. The speech therapist erases part of the picture, and then asks the child to name: who cannot exist without what (there is no hare without ears, there is no fox without a tail...).

"Cars". A game on the use of prepositions in speech: to, between, for, before, because of. The speech therapist places the cars on the sand field. The child talks about the location of the car relative to others.

“Pick up a word.” The child discovers toys hidden in the sand and selects adjectives for their names, matching them in gender with the nouns (fish - fast, saucer - plastic, tiger - striped).

"Call me kindly". An adult puts a large pebble in the sand, a small child, choosing the diminutive meaning of the word for what the adult named (Branch - twig, plate - plate).

Development of phonemic representations

Game "Hard and Soft". A game to differentiate between hard and soft sounds. Invite children to give gifts (toys, pictures) to the two kings who ruled the kingdoms of hard and soft sounds.

"Hide your hands"- hide your hands in the sand when you hear a given sound.

“Lay out the pattern.” Children lay out beads made of colored pebbles (blue and green) on the sand, depending on what sound they heard in the word.

"Secret". The speech therapist buries green, blue, and red pebbles in the sand. The child takes out a pebble and, depending on the color of the pebble, names a word for a given sound (vowel, hard consonant, soft consonant).

Articulatory motor skills.

Traditional articulatory gymnastics exercises are performed using movements of the fingers in the sand.

"Horse". Click your tongue, at the same time with your fingers, rhythmically, in time with the clicks, “jump on the sand.”

"Swing". Move your tongue rhythmically up and down, and move the index finger of your leading hand along the sand in the same direction in time with the movements of your tongue.

"Watch." Move your tongue rhythmically left and right, with the index finger of your leading hand in time with the movements of the tongue in the same direction along the sand.

Automation of delivered sounds.

"Start the engine." Pronounce the sound “R” while tracing a path along the sand with your index finger. A variation of this exercise is to draw the letter P in the sand, while pronouncing the sound R. You can similarly work with other sounds, combining writing the letter with pronouncing the sound.

"Slide". Take sand into your hand and pronounce the sound “S”, pouring a pile. A variant of this exercise is to choose a toy with the sound “C” from the toys lying or half-buried in the sand and, having collected sand and pronouncing this sound, fill it up.

"Soundtracks". Pronounce the syllables assigned by the speech therapist, “walking” them with your finger over pebbles or shells.

“Name toys with sound...” The speech therapist buries toys with the sound “SH” in the sand: a mouse, a bear, a matryoshka doll, a cat so that the toy in the sand is indicated by a low mound. Then he invites the child to remember toys whose names contain the sound “SH.” The child names the toy and digs up the sand. If the dug up toy coincides with the one named by the child, then he gets the opportunity to play with this toy.

Formation of the syllable structure of a word

"Sticks." The speech therapist (then the child) draws a given number of sticks in the sand, and then comes up with a word based on their number.

“Correct the mistake.” The speech therapist draws the wrong number of stripes in the sand. The child analyzes the number of syllables in a word and corrects the error by adding or removing an extra strip.

“Divide the word into syllables.” The child prints the given word on the sand and divides it into syllables with vertical stripes.

Development of coherent speech

"Puzzles". The child buries an object in the sand and describes it without naming it. The one who guesses what object we are talking about digs it up in the sand.

"Draw and tell." The child creates a picture in the sand and accompanies his actions with speech.

Literacy training

"Hidden Letters" The speech therapist hides plastic letters in the sand. The child must find and name all the letters.

This game can be made more difficult by giving instructions like: “in the upper right corner”, “in the lower left corner”.

“Say the word.” The child takes out the letter hidden by the speech therapist and names a word starting with this sound.

"Read the word." The speech therapist writes a word in the sand. The child is reading. Then they change roles.

Development of fine motor skills

"Circles in the sand." With your fingers, draw circles with your child: the largest one, smaller ones inside, even smaller ones - and so on until you form a dot in the center of the circles. Now invite your child to decorate the circles with different objects: pebbles, shells, buttons, coins. Just like circles, you can decorate anything: fingerprints, palm prints, toys, etc.

"Whose traces":

- “The little bear cubs are coming” - the child presses forcefully on the sand with his fists and palms;

- “Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions;

- “Snakes are crawling” - the child makes the surface of the sand wavy with his fingers;

- “Bugs - spiders” - the child immerses his hands in the sand and moves all his fingers, imitating the movements of insects.

The importance of sand therapy in speech therapy work is as follows:

• the use of a comprehensive system of correctional and educational work leads to persistent positive dynamics in speech development and the emotional-volitional sphere;
• the child’s painful experiences associated with speech defects are eliminated, mental health is strengthened, and this helps to improve social adaptation;
• phonemic perception, articulatory and fine motor skills, sound pronunciation, syllable structure of words, grammatical structure, vocabulary, lexical-grammatical relations, and coherent speech improve.