Self-education plan for a speech therapist teacher. Individual self-education plan “Use of ICT in the work of a speech therapist teacher
Individual self-education plan
for 2012 – 2017 academic years
speech therapist teacher
Tsareva Svetlana Viktorovna
INDIVIDUAL TOPIC OF SELF-EDUCATION
“Use of ICT in the work of a speech therapist”
Topic study plan
|
No. |
Stages |
Deadlines |
Forms for presenting results |
|
| Diagnostic |
|
2012 – 2013 academic year |
Meeting of the Ministry of Defense, discussion with colleagues | |
| Prognostic |
|
2013 – 2014 academic year |
Speech at a school MO meeting | |
| Practical |
|
2014 – 2015 academic year |
Speech at a meeting of the Moscow Region | |
| Generalizing |
|
2015 – 2016 academic year |
Speech at the school pedagogical council | |
| Implementation |
|
2016 – 2017 academic year |
Creative report |
Self-education report
At the first stage for self-education in the 2012–2013 academic year, I studied and summarized psychological and pedagogical literature on the problem of using ICT in speech therapy work with children.
Rationale for the chosen topic: Correcting children’s speech deficiencies requires systematic training and takes a lot of effort and time from both the teacher and the children. Most children attending speech therapy centers have problems in the development of perception, attention, memory, mental activity, varying degrees of motor underdevelopment and sensory functions, spatial concepts, and features of receiving and processing information. These children experience a decrease in interest in learning, a reluctance to attend additional classes, and increased fatigue. To interest them and make learning conscious, we need non-standard approaches, individual development programs, and new technologies.
The process of presenting material in a speech therapy session should be somewhat different, more individualized. This problem can be solved using computer technology. When using ICT in speech therapy classes in a correctional school, it helps to achieve sustained attention and maintain interest throughout the entire lesson. A positive point is that the use of ICT is aimed at including all analyzing systems in the work.
The topic of introducing technical and automation tools into the educational sphere in general and into correctional institutions in particular has become relevant today.
In this regard, I have determined the following direction for my methodological work: the use of ICT in the correctional and developmental work of a teacher - speech therapist, as a way to optimize the process of speech correction.
Studying literature on the problem
Cherlina N.A. 2004 November 4 Speech therapy and the Internet. Magazine "Speech therapist" No. 3 Tomilina S.M. 2006 December 5 The use of information technology in the work of a speech therapist in a secondary school. Magazine "Speech therapist" No. 5. Kuzmina E.V. 2008 February 6 Increasing ICT - competence of teachers. Magazine "Handbook of a senior teacher of a preschool institution" No. 12 Ivanova E.V. 2009 January 7 Use of ICT in the work of a speech therapist in a kindergarten O. A. Khodchenkova www.iech.ru March 8 Internet resource: schl138.kob./Infomatic/PowerPoint/L 1/htm
At the second stage on self-education in the 2013-2014 academic year, I formulated the goal and objectives of working on the topic, determined the means, forms and methods of work, and predicted the results.
Goal: to develop a system of correctional and speech therapy work with students using information computer technologies
Study and summarize psychological and pedagogical literature on the problem of using information and computer technologies in working with children.
To identify the level of speech development of students using information and computer technologies.
Develop and systematize methodological and didactic materials.
Introduce a system of work on the use of information computer technologies in correctional and speech therapy work with students, disseminating positive experience.
Conditions for the implementation of the assigned tasks:
Using new computer models.
Work with a computer in one lesson for 5-10 minutes, no more than twice a week (individually, depending on the age of the child, the characteristics of his system, in accordance with the requirements of SAN PiN).
Expected result:
Increasing interest in educational material in speech therapy classes;
development of independent work and self-control skills;
development of attention, hand-eye coordination, cognitive activity;
development of voluntary regulation of students’ activities: the ability to subordinate their activities to given rules and requirements, restrain emotional impulses, plan actions and anticipate the results of their actions;
increasing the effectiveness of speech therapy work in general.
At the third stage on self-education in the 2014–2015 academic year, the following work was done on the use of ICT in speech therapy work:
1. Corrective and developmental speech therapy programs and programs for the correction of mental processes were selected, installed and used in the work (audio disk “Learning to speak correctly”, “Igrodrome”, “Trainer for the development of attention and memory”).
2. Created or downloaded from the Internet, media libraries containing POWERPOINTMICROSOFT presentations were used.
Presentation materials were used for:
Development of speech breathing;
gymnastics for the eyes;
automation of delivered sounds in isolation, in syllables, words, phrases, and coherent speech;
differentiation of acoustically similar sounds and graphically similar letters;
development of phonemic awareness;
development of elementary and complex forms of language analysis and synthesis;
mastering lexical topics;
development of word formation and inflection skills;
development of coherent speech and cognitive abilities, etc.
3. Pictures were selected to correct sound pronunciation, replenish the vocabulary and develop the grammatical structure of speech.
4. A methodology for speech therapy examination has been developed.
5. Open speech therapy classes were conducted using ICT “In search of the sound C”, “Visiting Masha”.
6. Internet resources were regularly used in the work.
At the fourth stage In the 2015–2016 academic year, the following work was done on the use of ICT in speech therapy work:
1. Diagnostic materials, documentation of the speech therapist (reports, plans, speech cards, lists of children, etc.) in electronic form have been systematized.
2. Pictures and presentations are organized into folders for correcting sound pronunciation, replenishing vocabulary and developing students’ grammatical structure and coherent speech.
3. A data bank of computer developmental speech therapy programs and games has been created.
4. The following materials have been prepared and posted on educational websites:
|
Internet resource |
Name material |
Series, no. publications |
|
| Literary quiz “The Magical World of Fairy Tales” | SERIES 138685-169809 | ||
| Report on the “Week of Speech Therapy” | Publication number 1020 | ||
| All-Russian educational portal "Prodlenka" | Lesson summary “Walk in the forest” | SERIES 139244-196552 | |
| All-Russian educational website “Speech therapy portal” | Summary of individual speech therapy lesson “A trip to the circus” | Publication No. 1045 | |
| All-Russian educational portal "Prodlenka" | Project “Reading is the best teaching” | SERIES 139244-196548 | |
Municipal state preschool educational institution "Kindergarten No. 29"
“Plan for self-education of a speech therapist teacher”
Arkhipova Elena Anatolyevna
Forms of work |
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Teachers | Self-education | Parents |
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September | speech therapy examination | Word games for young children | Prepare monitoring of speech therapy examination at the beginning of the school year; Develop calendar, long-term plans; The study of methodological literature | Speech at a parent meeting. Introducing parents to the diagnostic results: the main deviations in speech development and the causes of their occurrence are revealed. Consultation for parents: “How to speed up the best results of speech therapy work in children with SLI” |
Subgroup and individual lessons, conversations in accordance with work | Development of non-speech and speech hearing. Games aimed at developing sound analysis and synthesis |
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Design of the transfer folder. Topic: “Development of phonemic processes in children with SLI.” "Sound analysis of the word." “Phonological hearing is the basis of correct speech.” “How to expand a child’s vocabulary.” | Consultation for parents: “Grammatically correct speech is the key to successful learning at school” |
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Create a set of exercises, didactic games and material; Create an “Attentive Ears” corner in your office; Take part in PMPk, ped. councils, methodological associations; The study of methodological literature | Consultation for parents: “Phonological hearing is the basis of correct speech” |
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Design of the transfer folder. "Our fingers are playing." |
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Prepare (conduct) a consultation for teachers on the topic: “Formation of phonemic hearing and perception in speech in preschool children” | Consultation for parents: “Preparing your hand for writing” (development of graphomotor skills).” |
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Design of the transfer folder. Topic: “How to expand a child’s vocabulary” |
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Prepare (conduct) an open lesson for teachers on the topic: “Formation of speech development in children with speech development disorders” |
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speech therapy examination | Consultation for parents: “How and how to develop a child’s speech in the summer” Automation of delivered sounds |
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Methodological literature:
1. Alexandrova sounds, or Phonetics for preschoolers /. – St. Petersburg: Detstvo-press, 2005. – 48 p.
2. Altukhova to hear sounds / - St. Petersburg: Lan Publishing House, 1999. - 112 p.
3. Durova. How to teach children to hear and pronounce sounds correctly /. – M.: Mosaic-Sintez, – 112 p.
4. Tumakova preschooler with a sounding word / Ed. . – M.: Mozaika-Sintez, 2006. – 144 p.
5. Fundamentals of speech therapy work with children: A textbook for speech therapists, kindergarten teachers, teachers, students of pedagogical schools / Under the general. ed. Doctor of Science, Prof. . – 2nd ed., rev. – M.: ARKTI, 2003. – 240 p. 6., Filicheva teaching children with underdevelopment of the phonemic structure of speech. M., 1978.
7.Tkachenko notebook. Development of phonemic awareness and sound analysis skills. St. Petersburg, 1998.
8. Gorchakova phonemic processes in children with speech impairments // Modern trends in special pedagogy and psychology: Scientific proceedings of the All-Russian scientific and practical conference "Modern trends in special pedagogy and psychology" - Samara, SSPU, 2003 - pp. 70-83
9.Dyakova and correction of phonemic perception in preschool children.
10. Seliverstov games with children. - M.: VLADOS, 1994 - 344 p.
11.Tkachenko notebook. Development of phonemic awareness and sound analysis skills. St. Petersburg, 1998.
12. Shvachkin phonemic perception of speech at an early age. // News of the APP of the RSFSR, issue 13. 1948. – P.101-133.
13. Beltyukov analyzers in the process of perception and assimilation of oral speech. - M.: Pedagogy, 1977. – 176 p.
Municipal budgetary preschool educational institution kindergarten "Beryozka"
APPROVE:
Head of MBDOU kindergarten "Beryozka"
S.V.Lokotilova
Order No. ______ dated “____”___________20____
Self-education plan
Development of coherent speech in preschoolers with disabilities
2018-2019 academic year
Igrim 2018
Time frame for theme development : from 2018 to 2020
The purpose of self-education : increasing the methodological basis, level of qualifications, professional skills and competence.
Tasks:
Increase your own level of knowledge;
Develop a long-term plan for working with children;
Carry out diagnostics at the beginning and end of the school year;
Create a working curriculum;
Set up a speech activity center in the group and in the office;
Prepare and conduct consultations for teachers and parents on the topic;
Participate in seminars, conferences, webinars of various forms and levels;
Conduct a master class for teachers and parents on the topic.
Rationale for the chosen topic .
The number of pupils with speech disorders is increasing year by year, the degree of manifestation of the speech defect is worsening, so the problem of stimulating speech development is very relevant. A child’s speech is formed in the process of communication with peers and adults around him.
The Federal State Educational Standard for Preschool Education defines target guidelines, among which speech occupies one of the central places as an independently formed function, namely: by the end of preschool education, the child understands oral speech well and can express his thoughts and desires.
In this regard, one of the main tasks of a teacher-speech therapist of a preschool educational institution becomes the organization of a unified educational process with the interaction of specialists (teacher-speech therapist, teachers of groups of all ages in kindergarten, teacher-psychologist, music directors, physical education instructor) and parents in order to create effective conditions for the full development of a child’s speech.
The result of the work should be high results in mastering the kindergarten program, good quality of preschool training, in particular speech, and the creation of methodological tools (recommendations, booklets, consultations, manuals for parents, teachers, students on further support and improvement of speech function).
Self-education - one of the forms of advanced training for teachers, independent systematic training. The choice of a methodological topic is determined by the degree of its relevance for the teacher, the preschool educational institution, the teacher’s level of knowledge of the scientific and theoretical base and practical skills necessary in teaching, knowledge of issues of psychology, didactics, and educational theory.
Self-education plan .
Creative collaboration with teachers of preschool educational institutions, primary schools, and other social organizations that accompany the development of the child on the topic.
Children's portal "Sun", "Teacher's World", "APRel", “TEACHER’S PORTAL”, “Information lesson”, “Speech therapy for everyone”, “My Ugra”, etc.
Professional and pedagogical activities.
Timely identification of children with special developmental needs, collection of anamnesis, development of questionnaires and conducting surveys, formation of a correction group, development of an individual route for speech correction for each child.
Beginning of the school year
In current of the year
Creation of an accessible, safe, variable, multifunctional subject-development environment in accordance with the Federal State Educational Standard for Educational Education.
During a year
Consulting parents on issues of speech development through communication on the pages of the teacher’s personal website - speech therapist, kindergarten website.
During a year
Assisting music directors in preparing children for matinees, festivals, and competitions.
According to the DOW plan
Preparing children for reading competitions, creative competitions, Olympiads, and literacy quizzes.
During a year
Development of scenarios and holding events together with preschool teachers: entertainment, master classes, pedagogical projects, exhibitions, quizzes, competitions, consultations, teacher councils.
During a year
Consultations for parents: group and individual: “Federal State Educational Standard of Education for Speech Development”, “Causes of Speech Impairments”, “Manifestations of Speech Impairments”, “Conditions for Full Speech Development”, “Normal Speech Development: How to Achieve It?”, “Articulation Gymnastics: with or without it”, “Speech and motor skills”, “How to start working on correcting sound pronunciation”, “Speech breathing: what is it?”, “How to make children’s speech figurative and expressive”
During a year
“Joint card index” - selection, search, production, creation of didactic games, manuals that can be used both in kindergarten and at home. Forms of work: round table, search in stores, on the Internet, joint projects.
During a year
Seminars - workshops, integrated classes on the development of breathing, voice, intonation and motor skills of a preschooler
During a year
Seminar-workshop “Methods and techniques for developing coherent speech through improving the child’s motor sphere”
May
“Prevention of dysgraphia in children 5-7 years old” - preparing a child for writing and developing fine motor skills
During a year
Preparation and conduct of PMPC: examination of children in the middle group, enrollment of children in speech therapy groups for the next school year
April
Generalization of work experience on a methodological topic: self-analysis of classes, report on the work done, monitoring of child development, maintaining diagnostic cards, development of recommendations for parents and teachers on the topic, publications on educational websites, portals, participation in face-to-face and correspondence conferences, seminars, webinars, Mersibo , Extension.
During a year
Availability, maintenance, updating of a personal website
Constantly
During a year
Methodical work.
Replenishment of the methodological piggy bank, generalization and dissemination of practical experience on the topic.
Beginning of the year, regularly
Development and approval of an annual work plan, work program for a speech therapist teacher for the 2018 – 2019 academic year
September
Mastering the methodological base, methodological literature, familiarizing with available and proven Internet resources, summarizing the existing experience of teachers on the problem.
Throughout the entire period
Development of a correction program for the academic year.
Beginning of the year
Creation of an electronic database: training manuals, presentations, literature on the topic, regulatory documentation, educational games, card files.
During a year
Decorating stands, groups, and offices with screens, memos, booklets: “Today in class,” “Our nimble fingers,” “Fingers can talk,” “Speech and movement.”
During a year
Development of scenarios for joint events with preschool teachers: entertainment, master classes, pedagogical projects, exhibitions, quizzes, competitions, consultations, teacher councils.
During a year
Preparation of consulting material for parents on the topics: “Federal State Educational Standards for Preschool Education on Speech Development”, “Law on Education in the Russian Federation”, “Causes of Speech Impairments”, “Manifestations of Speech Impairments”, “Conditions for Full Speech Development”, “Normal Speech Development: How to achieve?”, “Articulation gymnastics: with or without it”, “Speech and motor skills”, “How to start working on correcting sound pronunciation”, “Speech breathing: what is it?”, “How to make children’s speech figurative and expressive”.
During a year
“Joint card index” - creation of a card index and a database of didactic games, manuals for use in kindergarten and at home.
During a year
Development of methods and techniques for the development of coherent speech by improving the child’s motor sphere
During a year
Development of a program for the prevention of dysgraphia in children 5-7 years old (preparing the child for writing and developing fine motor skills)
During a year
Preparation and conduct of PMPK: filling out documentation for PMPK, report
April
Independent development of teaching materials of various levels and nature.
During a year
Generalization of work experience on a methodological topic: self-analysis of classes, report on the work done, monitoring of child development, maintaining diagnostic cards, development of recommendations for parents and teachers on the topic, on educational websites, portals, participation in face-to-face and correspondence conferences, seminars, webinars, Mersibo.
During a year
Training, advanced training courses, webinars, conferences,
Constantly
Systematization and replenishment of the portfolio with materials on the topic of self-education.
Constantly
Availability of a personal website: maintenance, updating, improvement, monitoring, self-reporting.
Constantly
Publication of systematized pedagogical experience in collections, on the portal “Extension”, “Infourok”, “Speech therapy for everyone”, “Logoportal”, “”, “Open Lesson”.
Regularly
3. Study of specialized literature.
Studying and posting materials on sites:Studying periodicals, methodological literature.
Library of the magazine “Preschool teacher: Interaction of preschool teachers with parents.”
Bolshakova S. E. Formation of fine motor skills of the hands: Games and exercises. – M.: TC Sfera, 2006.
Bot O. S. Formation of precise finger movements in children with general speech underdevelopment // Defectology. - 1983. - No. 1.
Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers. - M.: Shkola-Press Publishing House, 2001.
Vorobyova L.V. Educational games for preschoolers. – St. Petersburg: Publishing house. house "Litera", 2006.
Vorobyova T. A., Krupenchuk O. I. Ball and speech. – St. Petersburg: Delta, 2001.
Golubina T.S. What will the cell teach? M., Mosaic - synthesis, 2001.
Ermakova I. A. Developing fine motor skills in children. – St. Petersburg: Publishing house. house "Litera", 2006.
Journal "Handbook of senior preschool teachers." 2007. No. 2. P. 37-41; article “Self-education of teachers in preschool educational institutions.” Author: K.Yu. Belaya, Ph.D. ped. Sciences, Head of the Department of Pedagogy and Methods of Preschool Education at the Moscow Institute of Open Education, Honored Teacher of the Russian Federation.
Zvereva O.L., Krotova T.V. "Parent meetings in preschool educational institutions."
Konovalenko S.V., Kremenskaya M.I. Development of the psycho-physiological basis of speech in preschool children with developmental disorders. St. Petersburg, Detstvo-press, 2012.
Krupenchuk O.I. Finger games. – St. Petersburg: Publishing house. house "Litera", 2007.
Krupenchuk O.I. Preparing your hand for writing: contour, line, color. St. Petersburg 2005
Krupenchuk O.I. Training fingers - developing speech: preparatory group of kindergarten. St. Petersburg, Publishing House Litera, 2009.
Lopukhina I. S. Speech therapy - speech, rhythm, movement: A manual for speech therapists and parents. – St. Petersburg: ICHP “Hardford”, 1996.
Discoveries: Approximate basic educational program for preschool education / E.G. Yudina. - M.: Mosaic - Synthesis. - 2015 – 160s.
Ruzina M.S. Country of finger games. St. Petersburg, Crystal, 1997.
Tsvintarny V.V. Playing with fingers and developing speech - St. Petersburg: ICHP "Hardford", 1996.
Chirkova S.V. "Parent meetings in kindergarten."
Self-education plan for a speech therapist teacher
for the 2018 - 2019 academic year
Individual topic of self-education:
“Development of coherent speech in preschoolers in the process of working on retelling and storytelling.”
Time to work on the topic th: September 2018 – May 2019
Sources of self-education:
methodological literature,
Internet resources,
exchange of experience on the basis of MBDOU,
Result:
consulting teachers of MBDOU;
posting methodological developments on the MBDOU website;
generalization of the studied material in the “Portfolio” (section “Professional improvement”).
Rationale for choosing the topic:
This topic of self-education was not chosen by chance. Teaching a child to talk means forming his coherent speech. This task is included as a component of the general task of developing children’s oral speech in preschool educational institutions. It is also the most important in speech therapy work with preschoolers. With the formation of coherent speech, all aspects of the child’s oral speech are improved. All this is necessary both for the most complete overcoming of speech development defects in children, and for preparing older preschoolers for the upcoming school education.
Work plan
Tasks
Forms and methods of implementation
deadlines
Planning work for the academic year
Determining the topic of self-education.
September
Development of a long-term work plan on the topic being studied.
Studying information from various sources on the topic of self-education
The study of methodological literature.
during a year
Review of information on the Internet.
Familiarization with innovative techniques on the topic.
Study of psychological and pedagogical research on the problem of teaching preschoolers to compose stories and retellings.
Identification of features of violations when composing stories and retellings in older preschool children
Diagnosis of coherent speech of children of preparatory groups.
October
Implementation of corrective influence on preschool children attending speech therapy classes.
Introduction of modern educational technologies into the correctional process for
development of coherent speech in preschoolers in order to correct oral speech disorders, form key competencies and increase the motivation of preschoolers.
during a year
Improving the methods of correctional and developmental speech therapy process.
Generalization of teaching experience on the topic
Production and replenishment of visual material on this topic.
during a year
Design of folders and transfers for consulting legal representatives of preschool children.
Writing a report on the work done.
Consulting preschool teachers on the topic.
Publication on the preschool educational institution website.
The study of methodological literature
Questions to Study
Deadlines
Literature
Reporting forms
Program requirements for the development of coherent speech in preschoolers
August
From birth to school. Approximate basic general education program for preschool education/edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, 2014
Methods for forming coherent monologue speech of preschoolers
September
Glukhov V.P. Methodology for the formation of coherent monologue speech of preschool children with general speech underdevelopment. Textbook special course manual. – M.: Alpha, 1996.
Zhukova N.S. and other speech therapy.
Consulting for educators
Overcoming general speech underdevelopment in preschool children: Book. for speech therapist/N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva.Ekaterinburg: Publishing house ARD LTD, 1998
Linguistic and research aspects of the problem of composing a story and retelling by preschoolers.
October
Gvozdev A.N. Questions of studying children's speech. – M.: Education, 1964.
Parent counseling
Directions of correctional work on teaching preschoolers how to compose a story and retell it.
november
Korotkova E.P. Teaching preschool children storytelling: A manual for kindergarten teachers. garden – 2nd ed. correct and additional . – M.: Education, 1982
Consulting for educators
Kolodyazhnaya T.P. Markaryan I.A. Speech development of preschool children. – M.UC Perspective, 2009
Educational technologies used in teaching preschoolers how to compose a story and retell it.
December
January
Studying Internet resources.
Design of the “Additional Material” folder
Methods for developing skills in writing descriptive stories through visual modeling
February March
Smyshlyaeva T.N. Using the method of visual modeling in the correction of general speech underdevelopment of preschool children [Text]/T.N. Smyshlyaeva, E.Yu. Korchuganova // Speech therapist - No. 5 – P.28
Design of the folder “Visual modeling method”
The use of visual modeling in the formation of coherent speech utterances in older preschool children with special needs O. V. Pishchikova -( )
Maletina N. Modeling in descriptive speech of children with special needs [Text] / N. Maletina, L Ponomareva // Preschool education. – 2004.- No. 6.
Contents and methods of examining the state of coherent speech of preschoolers
April May
Gribova O.E. Technology of organizing speech therapy examination: method. Manual.- M.: Iris-press, 2005
Design of the folder “Surveys of the state of oral speech of preschool children”
Speech examinations in children. Under the general editorship of I. T. Vlasenko, G. V. Chirkina. Compiled by T. P. Bessonova. Issue 2. Moscow. 1996
Municipal budgetary preschool educational institution
"Kindergarten No. 17"
Kanash city
Documentation
self-education
speech therapist teacher
Petrova Vera Dmitrievna
Studying literature on the topic
| Title of book, article | Brief summary, notes | Tkachenko T.A. | Preparing preschoolers to read and write: phonetic symbols. Vlados, 2013. | The book presents theoretical principles and practical recommendations, as well as a system of classes for preschool children to teach them the skills of sound analysis and synthesis, without which mastering literacy is impossible. The manual contains entertaining games and exercises, as well as lesson notes. | N.V. Solovyova | Preparing for literacy training for children with speech impediments. – M.: TC Sfera, 2009. | The manual contains original comprehensive tables that allow you to analyze the sound composition of a word and the composition of a sentence. | N.N. Sazonova E.V.Kutsina N.G. Khrushkova | Phonetic stories and fairy tales (for children 5-7 years old). Notebook. In 3 parts. – Ekaterinburg: Litur-opt LLC, 2012. | By studying with this notebook, the child will learn to identify words with a given sound, determine the position of the sound in a word, and match words to sound and syllabic patterns. | Durova N.V., Nevskaya L.N. | Set of 4 books: Let's play with words. From word to sound. From sound to letter. We read it ourselves. – M.: Shkola-Press, 1998. | A set of 4 books helps to introduce children to the fact that our speech consists of many words that sound different or similar, teaches them to distinguish between hard and soft consonants, stressed and unstressed vowels, and conduct sound analysis of words. Introduces children to vowel letters and the rules for writing them. All this is of great importance for subsequent learning to read and write correctly. | Bondareva L.Yu. | Teaching literacy to preschoolers and primary schoolchildren. – Yaroslavl: Academy of Development, 2008. | V.V.Baronova | Formation of sound-syllable analysis skills in preschoolers with speech disorders using a visual model. // Speech therapist in kindergarten. 2012, No. 3. | Kudrova T.I. | Modeling in teaching literacy to preschoolers with speech underdevelopment. // Speech therapist in kindergarten. 2007, No. 4, p. 51-54. | Karelskaya E. | Using symbols in working on sounds. Preschool education. 2000, no. 1. | Smolyanskaya V.S. | Card index of games for teaching preschoolers literacy and reading. 2010. | Kostyleva N.Yu. | Fun exercises for teaching literacy to preschoolers. |
Practical implementation of the topic of self-education
| Form (open lesson, message, speech, master class, article, project, etc.) | Subject | Level (preschool educational institution, city, district, regional) | date | Consultation for teachers | Subject: « | Consultation for educators | Topic: “Using mnemonic tables in teaching children to read and write.” | Consultation for parents | Topic: “The role of play in preparing children to learn to read and write.” | Methodical development | Mnemonic tables for teaching literacy to older preschoolers. | Exhibition | Exhibition of didactic games and aids for teaching children to read and write. | Speech at the teachers' meeting | Report on the work done for the academic year. |
Tasks:
1. Determine the degree of development of the problem in the theory and practice of speech therapy.
2. Increase your own level of knowledge by studying the necessary literature, visiting RMOs, and self-education.
3. Develop a long-term plan for working with children.
4. Prepare diagnostics for the beginning and end of the school year.
5. Develop lesson notes on the formation of correct sound pronunciation and teaching literacy to children with special needs (compensatory group preparatory to school), plans for individual work with children on the formation of phonemic perception, skills of sound-syllable analysis and synthesis.
6. Organize front-line classes on the formation of correct sound pronunciation and literacy training for children with special needs (compensatory group preparatory to school) and individual classes with children on the development of phonemic perception, skills of sound-syllable analysis and synthesis.
7. Conduct consultation for parents on the topic “The role of play in preparing children for literacy.”
8. Conduct consultation for teachers on the topic « Games and exercises for the development of phonemic awareness using visual symbols.”
9. Carry out consultation for educators on the topic “Use of mnemonic tables in teaching children to read and write.”
10. Make didactic games and aids for teaching children to read and write.
11. Prepare methodological development
12. Make changes to the content of the subject-developmental environment of the group.
13. Prepare a speech at pedagogical council on the topic of self-education (report on the work done).
| Month | Forms of work | September | Diagnostics of the level of development of phonemic perception and sound analysis skills in children at the beginning of the school year. | Development of a long-term plan for working with children on the formation of phonemic perception, skills of sound-syllable analysis and synthesis. | Conducting individual lessons on the formation of correct sound pronunciation and literacy training, individual work with children on the formation of phonemic perception, skills of sound-syllable analysis and synthesis. | Consultation for teachers. Subject: « Games and exercises for the development of phonemic awareness using visual symbols.” Consultation for educators. Topic: “Using mnemonic tables in teaching children to read and write.” Exhibition didactic games and aids for teaching children to read and write. Prepare methodological development“Mnemotables for teaching literacy to older preschoolers.” Make changes to the content of the subject-developmental environment of the group. | Development of lesson notes on the formation of correct sound pronunciation and literacy training, plans for individual work with children on the formation of phonemic awareness, skills of sound-syllable analysis and synthesis. Production of didactic games and aids for teaching children to read and write. | Consultation for parents: "The role of play in preparing children for literacy." | Diagnostics of the level of development of phonemic perception and sound analysis skills in children at the end of the school year. | Writing a progress report for the academic year performance with him at the teachers' council. |
Pavlova Elena
Work plan for self-education of a speech therapist teacher
Unconventional methods work on the prevention and overcoming of speech disorders in preschool children
Justification for the chosen Topics:
The topic of introducing non-traditional methods into the educational sphere in preschool institutions has become relevant these days. Correcting speech deficiencies in preschool children requires systematic training and takes a lot of effort and time from both the teacher and the children. Most children attending speech therapy centers have problems in the development of perception, attention, memory, mental activity, varying degrees of motor underdevelopment and sensory functions, spatial concepts, reception and information processing. Preschoolers experience a decrease in interest in learning, a reluctance to attend additional classes, and increased fatigue. To interest them and make learning conscious, we need non-standard approaches, individual development programs, and new technologies. The process of presenting material in a speech therapy session should be somewhat different, more individualized. This problem can be solved using unconventional methods work.
The use of non-traditional methods in speech therapy classes in kindergarten allows you to achieve sustained attention and maintain interest throughout the entire lesson. A positive point is that the use of non-traditional methods is aimed at including work all analyzer systems.
Goals: Carry out correctional speech therapy work using unconventional methods
Tasks:
1. Study literature on the topic of self-education.
2. Get acquainted with innovative methods and technologies in the ICT environment.
3. on the topic being studied for the academic year.
Planned work for the academic year
Studying new products in speech therapy literature
Psychological and pedagogical foundations of the use of non-traditional methods in preschool educational institutions
Sanitary, hygienic and medical aspects of the use of non-traditional methods in preschool childhood.
Prepare theoretical material on the topic self-education.
Prepare a booklet on topic: “Unconventional methods work on overcoming speech disorders in preschool children"
-Prepare photographic material: “Speech therapy games using non-traditional material”
Systematize educational games and exercises using non-traditional methods to help the speech therapist.
To produce didactic material on the use of marbles pebbles in correctional speech therapy work.
Prepare material for a master class for teachers- speech therapists of the region topic: “The use of non-traditional methods and forms in speech therapy work»
-Develop a long-term plan for the academic year on the use of non-traditional methods work in correcting the speech of pupils.
-Develop A reminder for parents on using non-traditional methods at home
Systematize practical material on this problem.
Participation in work methodical association speech therapists of the district: topic “Use of non-traditional forms and methods in speech therapy work»
Informational resources:
1. Magazine "Speech therapist". No. 3 -8, 2006
2. Koltsova M. M. Motor activity and development of child brain functions. – M., 1973
3. Koltsova M. M., Ruzina M. S. Child learns to speak. Finger play training – St. Petersburg: ID "Mime", 1998
4. Povalyaeva M. A. Speech therapist’s reference book. – Rostov-on- Don: "Phoenix", 2001
5. Povalyaeva M. A. Non-traditional methods in correctional pedagogy. Rostov-on- Don: Ed. RGPU, 1997
6. Trokhimchuk L. V. Physiological and pedagogical correction of motor skills of the child’s leading hand. - Rostov-on-Don, 1994
7. Tsvyktarny V. We play with our fingers and develop speech. – N. Novgorod: Phlox, 1995
