|
Section I: Information part of the project |
|
Section II: Substantive part of the project |
|
1. Project summary 2. The relevance of the topic and the problem the project is aimed at solving 3. Goals and objectives of the project 4. Possible risks and ways to overcome them 5. Planning work on project implementation 6. The image of the final result, the criteria for its evaluation 7. Resource support of the project 8. Prospects for the development of the project |
|
Section III: Project Budget |
|
Literature |
|
Applications |
Section I: Informational part
Project passport
|
Project name: |
"We speak beautifully" |
|
Project type: |
Long-term, practice-oriented |
|
Institution name |
MBDOU "Kindergarten No. 317", Perm |
|
Institution address |
|
|
Institution telephone, fax |
|
|
OU email address |
|
|
Full name of the head of the educational institution |
|
|
Project Manager |
|
|
Project duration |
August 2012 - May 3013 (interim) |
Section II: Substantive part of the project
1. Project summary
A modern preschool educational institution is a kindergarten that has the ability to develop sustainably and draw up a program of correctional and developmental work in accordance with the needs of preschoolers and the requests of parents.
This project is aimed at providing correctional and developmental speech therapy assistance to children and their parents (legal representatives) who are interested in the development of the child. The project is designed for children from 3 to 5 years old attending a preschool. It allows you to relieve tension and ensure the availability of speech therapy assistance in the sensitive period of development and formation of the speech of preschoolers in the conditions of the speech therapy center of the preschool educational institution.
Project "We speak beautifully" is open in nature: having studied the requests of the parents of children attending the junior and middle groups of the kindergarten based on the results of the survey, it was decided to introduce and invite interested parents to attend speech therapy classes together with children, which will provide pedagogical assistance and increase the competence of parents. Thus, individualization of the provided speech therapy assistance is achieved at a specific request of parents and a particular child with speech underdevelopment, an individual route is developed aimed at correcting speech pathology.
The project will be implemented through various forms of organizing the provision of services:
1. Collective on the basis of the preschool educational institution (parent meetings, club)
2. Individual on the basis of the preschool educational institution in the correction room, by appointment).
This project is expected to be implemented in four stages:
Stage III - practical: 11.02.2013 - 30.05.2013
2. The relevance of the topic and the problem the project is aimed at solving.
“The strategic goal of the state policy in the field of education is to increase the availability of quality education that meets the modern needs of society and every citizen (the Concept of the Federal Target Program for the Development of Education for 2011-2015, approved by the Government Russian Federation dated February 7, 2011 N 163-r). All this implies a comprehensive satisfaction of the needs of the population in educational services, improving the quality of preschool education, and the search for effective forms of organizing the activities of preschool institutions.
The legal framework and the regulation on the speech therapy center of the preschool educational institution makes it possible to reconsider the priorities for the provision of speech therapy assistance and the involvement of parents, which will contribute to more efficient and high-quality work of a speech therapist with children under 5 years old in the conditions of the speech therapy center of the preschool educational institution.
To assess the possibilities of this work, MBDOU "Kindergarten No. 317" in Perm conducted various studies, summarizing the results of which we can draw the following conclusions:
1. Parents of younger preschoolers are interested in improving the quality of their children's speech.
2. The preschool educational institution has sufficient resources in the form of human resources (speech therapist teacher (1.5 rates)).
3. On average, more than 50% of families with children of primary and secondary preschool age need this assistance.
In this connection, there was a need for a conceptually new organization of the work of the speech therapy center of the preschool educational institution, which would be aimed at providing speech therapy correctional and developmental assistance to younger preschoolers and their parents.
This leads to the following contradictions.
1. In a preschool educational institution with general developmental groups, the task of correctional and developmental activities in the implementation of the program is additional. In the GCD schedule there is no time specially allotted for the correctional and developmental activities of a speech therapist, so you have to carefully schedule and deal with children in such a way as not to interfere with the assimilation of the educational program and not violate SanPin.
2. Children of senior preschool age are enrolled in the speech therapy center, although statistical data show the need to provide corrective assistance at an earlier period, when the shortcomings were not fixed in the child's active speech.
3. There is an increasing need to provide early qualified assistance to an ever-increasing number of children in accordance with the social order of parents.
4. There is insufficient moral, psychological and professional preparedness of educators in providing corrective assistance to children with disabilities.
5. The main forms of organizing work with children with disabilities in speech development are individual and subgroup directly organized activities. GCD is short-term (15-20 minutes), short-term (1-2 times a week) and is designed for 6 or 12 months of training, if necessary, accompanying some children for 2-3 years.
6. A speech therapist is forced to intervene in the learning process on the day when the child attends his classes. The children themselves receive correctional assistance in portions, and not daily.
7. Demand by parents for early childhood development services, and the absence of alternative models.
8. The desire of the family to receive guaranteed and qualified psychological and pedagogical support in the preschool that the child attends.
Resolution of the indicated contradictions we see in the implementation of a new model for the provision of speech therapy KNOD in the presence of parents for children from 2.5 to 5 years old (with the possibility of providing the consumer with a choice of service time) based on the speech therapy center of the preschool educational institution.
The analysis of the situation prompted us to develop this project.
The novelty of the project lies in the development of a new system of interaction with families whose children attend junior and middle groups of preschool educational institutions, in the application of new forms of cooperation with the family, in the implementation of a special approach to the correction and development of the child's speech.
3. Goals and objectives of the project.
Targetproject- creation and organization of corrective directly organized activities (hereinafter KNOD) on the basis of the speech therapy center of the MBDOU "Kindergarten No. 317", which provides an individual approach to a child with speech pathology and subsequent equal starting opportunities upon admission to school and maximally satisfies the needs of parents.
Project objectives:
1. To develop an organizational base for the creation and functioning of the KNOD of the MBDOU logopoint, to test the organizational, content and methodological conditions of individual KNOD in the presence of parents.
2. To study consumer demand for KNOD among families with preschool children of 3-4 years old attending preschools.
3. Design a model of the logopoint of a preschool educational institution, directions and types of activities, forms of service provision.
4. Ensure the functioning of innovative models of work of the MBDOU logo point (in the first, second half of the day).
5. Create software and methodological support for the services provided by the speech center.
6. Assess the possibilities of the spatial environment of the logopoint and the material and technical equipment of the correctional and developmental process and create conditions for organizing corrective directly organized activities with children 3-5 years old attending preschool educational institutions and assisting in preparing for literacy and school entry.
7. Improve the material and technical base of the MBDOU logopoint.
Project value:
- Creation of conditions for the provision of timely correctional and developmental speech therapy assistance in the conditions of the speech therapy center of the MBDOU and changes in the material, technical and didactic equipment of the correctional and educational process of the MBDOU.
- Providing assistance to parents of children with disabilities in a preschool speech therapy center.
- The implementation of innovative activities under the project will allow to summarize the many years of pedagogical experience of a speech therapist teacher, which in turn will contribute to changing the social and pedagogical image of the MBDOU in the region.
Preparatory (research) part of the project.
The success of building a project implementation mechanism based on the formulated relevance requires the definition of the object and subject of work.
project object is a speech therapy center of the municipal budgetary preschool educational institution in terms of improving the quality and development of additional forms of preschool education.
Project subject- a set of organizational and developmental activities aimed at increasing the speech capabilities of preschoolers.
Research methods– analysis of the environment, questioning, monitoring the needs and opportunities of the society, studying the conceptual approaches of the policy of the Department of Education of Perm in the field of preschool education.
A survey of parents of junior and middle groups showed that 100% of parents consider the development of the child's speech functions to be an important problem. Of these, they noted that:
- speech disorders make it difficult to communicate with peers in kindergarten - 21%;
- will cause future problems in school - 35% of families;
- interfere with full-fledged communication with people in the future - 44% of respondents.
To overcome difficulties: 72% - consider it expedient to consult and train with a child care specialist; 47% - see problems in the development of their child; at the same time, 40% do not attach importance to the shortcomings of speech development at this age.
4. Possible risks and ways to overcome them.
In the course of our research, we calculated the possible risks and provided ways to overcome them.
|
Factors representing the possibilities (favorable factors) of the external environment: |
|
|
Factors that pose a threat to OS: |
|
|
Strengths OU: |
|
|
Weak sides OU: |
|
Determination of a possible strategy for the implementation of the project:
Leveraging strengths to capitalize on new opportunities:
- Organize and hold a parent meeting with the provision of data from a survey of children's speech, identify problems and priority areas for overcoming them.
- To acquaint parents and teachers of the institution with the project, invite them to cooperate.
- Conduct a survey of parents of junior and middle groups of MBDOU through a questionnaire in order to identify the demand for services within the framework of the project.
Compensation for weaknesses due to good opportunities:
- KNOD in the presence of parents to provide in the evening from 15.00 to 19.00, as well as in the summer recreational period.
- Conduct consultations for teachers on the implementation of a speech therapy program in a preschool educational institution
- Use the library of the institution and the Internet in the development and selection of methodological support for KNOD in the presence of parents.
Using strengths to mitigate threats:
- To study the experience of this work in the city of Perm and the region.
- Organize a consultation center for parents on the basis of the institution with the aim of their pedagogical education
Stage I - preparatory: September - October 2012.
Stage II - organizational - design: November 2012 - February 2013
Stage III - practical: 11.02.2013 - 30.08.2013
Stage IV - analytical: September 2013.
5. Planning work on project implementation.
Phased plan - project implementation schedule
The project is expected to be implemented in four stages:
Stage I - preparatory: October 2012
Stage II - organizational - design: November 2012 - February 2013
(Stages I and II are being held in an accelerated mode due to the prepared methodological and practical base for 2007-2012).
Stage III - practical: 02/11/2013 - 08/30/2013
Stage IV - analytical: September 2012
Project duration- 7 months.
|
Directions |
Actions for the implementation of tasks |
Expected results |
Implementation participants |
|
Istage - preparatory: September - October 2011 |
|||
|
Study of the regulatory framework of the regional and federal levels |
Ranking of the legislative framework for the implementation of activities in the context of the implementation of the Federal State Educational Standard |
Registration of the folder "Regulatory support for preschoolers 3-5 years old with speech pathology in the logopoint of the preschool educational institution" |
Teacher speech therapist |
|
Conducting a marketing research of consumer demand for educational services |
Get family statistics |
Information bank of children in need of speech therapy support |
|
|
IIstage - organizational - design: November 2011 |
|||
|
Regulatory support for creation |
|
Teacher speech therapist, teacher-psychologist and teachers working with children 3-5 years old |
|
|
Designing a model of the logopoint of a preschool educational institution |
|
Model of the Logopoint of the preschool educational institution |
|
|
Software and methodological support |
|
A package of documents for each direction: Individual plans Perspective plans Methodological support Diagnostic materials |
|
|
Creation of comfortable conditions for the provision of services |
|
Comfortable subject-developing environment in all areas (readiness of the correction room for the implementation of activities) |
|
|
IIIstage - practical: 02/22/2012 - 08/31/2012 |
|||
|
Organization of an information campaign |
|
Teacher speech therapist, educational psychologist and educators |
|
|
Carrying out speech therapy KNOD in the presence of parents |
|
||
|
IVstage - analytical: September 2012 |
|||
|
Intermediate monitoring of the activities of speech therapy KNOD in the presence of parents |
|
Teacher speech therapist |
|
6. The image of the final result, the criteria for its evaluation.
Project result- a model for organizing correctional and developmental work with children aged 3-5 years in the conditions of a speech therapy center of a preschool educational institution, through the successful functioning of a speech therapy KNOD in the presence of parents.
The activity model of the speech therapy center MBDOU "Kindergarten No. 317"
|
Conditions |
Variation of stay |
|
|
Logopedic KNOD in the presence of parents (during the academic year) |
Summer-health period |
|
|
Working time |
February–May 2013 |
June - August 2013 |
|
Daily regime |
1st half of the day / 2nd half of the day |
|
|
20 minute individual |
20 minute individual |
|
|
Weekly cycle |
1-2 times a week |
1-2 times a week |
|
Special offers |
consultations of a teacher-psychologist |
|
Expected results of the project:
quality
- Decrease in the number of children in need of speech therapy support to the elder preschool age(assessment mechanism - quantitative analysis);
- Availability of a proven model of a speech therapy center (assessment criterion - the presence of the package "Regulatory and legal documents regulating the activities of the speech center of the preschool educational institution for the provision of speech therapy KNOD in the presence of parents")
- Creation of a bank of teaching materials .
- Enriched spatial and subject-developing environment of the correction room and DOW groups.
- The presence of a speech therapy program of psychological and pedagogical support for the families of pupils (assessment criterion - the presence of a description of the experience of the activity of the pedagogical team).
- Satisfaction of parents and teachers with the quality of services provided (the evaluation criterion is the results of a consumer survey).
- Expansion of the information field on the activities of the logopoint of the preschool educational institution.
- Planning the work of the consultation center for parents (trainings, seminars, consultations).
quantitative
- Implementation of FGT to improve the quality of education and provide equal opportunities for children with disabilities when entering school.
- Involving parents in the system of preschool education as equal partners in conducting correctional and developmental work with children aged 2.5 to 5 years (assessment criterion - monitoring indicator for the examination of the speech of preschool children).
- Coverage of different categories of consumers of educational services (children and parents).
- High and regular attendance by a child of a group, a decrease in morbidity
- Trained and consulted at least 80 parents (legal representatives)
- An increase in the proportion of children with normal speech development to older preschool age.
- Active participation of parents in the educational process
We will evaluate the effectiveness of the project
- By increasing the number of requested and provided additional services: the demand for services: the provision of services to children aged 3-5 years.
- By increasing the demand for visiting a speech therapy KNOD in the presence of parents: quality of service; positive reviews parents; by the stable attractiveness of the institution for the parent contingent of the microdistrict of the city
- By interest in the experience of establishing leaders of other preschool educational institutions and the desire to test in their kindergartens.
7. Resource support of the project:
Personnel: at the moment, junior and middle groups are staffed by educators and assistant educators, the staff of the preschool educational institution is 1 speech therapist teacher (1.5 rates), 1 psychologist teacher, 2 music directors, 1 physical education instructor.
Informational: the correction room is equipped with a large amount of modern methodological literature, a computer with Internet access, a printer, and the site of the preschool educational institution is functioning.
Temporary: the project is designed for 7 months, we believe that this time is enough for its implementation and obtaining primary results.
Material and technical: in the preschool educational institution correction room: speech therapist and psychologist; Art studio, there are visual, didactic aids on various lines of children's development, computer and multimedia equipment.
Project management structure
Project Manager:
- provides general guidance.
- monitors the implementation of the project implementation plan.
- develops a legal framework for the provision of speech therapy KNOD in the presence of parents.
- analyzes the satisfaction of parents with the quality of the service provided.
- analyzes the results of the project.
- organizes the work of specialists and teachers
- draws up regulatory and methodological material for the project,
- creates conditions for the implementation of the educational process,
- forms an individual order of the parent.
- organizes activities for children.
- forms a bank of teaching materials.
- analyzes the results of diagnostics of children.
- coordinates the relationship between project participants.
- develops and adjusts the work schedule of specialists (taking into account the request of parents).
8. Prospects for the development of the project
In case of successful implementation of the project, it can be used as one of the variable models for providing additional services to preschool families. The provision of services within the framework of the idea of this project (individual order of parents, individual routes for mastering the program) makes it possible to implement a modern approach to the level of preschool education.
The results of the project implementation will be used for long-term design of work by the teaching staff (for the next 5 years). The experience of the project implementation can be used by other institutions, as in the course of its implementation the normative and substantive aspects of providing additional services to children will be developed.
Competence Model
Competence of parents in the speech development of children:
- KNOW about the child's problem
- BE ABLE TO USE KNOWLEDGE
- I WANT TO HAVE KNOWLEDGE
- I can help myself
Project result:
- The level of competence of parents in matters of speech development has increased, contact has been established with family members, educational and corrective effects on the child have been agreed.
- A system of methodological and practice-oriented activities for parents on the speech development of 3-5 year old preschoolers has been developed and tested through the organization and conduct of individual speech therapy KNOD in the presence of parents.
- A piggy bank of methodological, practical and electronic manuals, file cabinets has been created.
- Uniform requirements for parents and a child have been developed and adopted in terms of the approach to education.
Opportunities for further development of the project:
- Based on the experience gained in the implementation of the project “We speak beautifully”: to conduct speech therapy KNOD in the presence of parents at the logopoint of the preschool educational institution for children from 2.5 to 7 years old.
- Publications of work experience, its dissemination in the city and region.
- Speeches at seminars, conferences of various levels (Presentation of the experience of speech therapists on GMOs, at the regional seminar at PSGPU).
The purpose of creating a speech therapy KNOD in the presence of parents at the speech center of a preschool educational institution for children from 2.5 to 5 years old is to increase the competence of parents raising children with disabilities and correctional and developmental potential, as well as drawing the attention of specialists and teachers to the value of the family, as the most important institution of family education.
Literature:
1. Law of the Russian Federation dated.
2. The concept of the Federal target program for the development of education for 2011-2015, approved by the order of the Government of the Russian Federation of February 7, 2011 N 163-r
3. Standard regulation on a preschool educational institution, approved by Decree of the Government of the Russian Federation of September 12, 2008 No. 666.
Speech therapy project "Learning to speak correctly" as a means of increasing the pedagogical competence of parents in matters of speech development
Project object: correction of the speech of preschoolers.
Project subject:interaction between a teacher - a speech therapist and parents
Project implementation period: 6 months.
Project participants:speech therapist, educators, pupils and parents of preschoolersschool preparatory group.
Objective of the project: increasing the level of competence of parents in matters of speech development of children.
Tasks:
- To study the level of pedagogical competence and requests of parents regarding the speech development of the child;
- Develop a long-term work plan to increase the level of pedagogical competence of parents in matters of speech development;
- To acquaint parents with the results of the speech development of children, to select books for classes with children at home (presentation);
- Develop and conduct activities for parents on the speech development of children;
- Develop information sheets for parents with recommendations on the speech development of children;
- To study the dynamics of children's speech development in order to determine the effectiveness of working with parents;
Possible risks:
- Unwillingness of parents to participate in questionnaires, individual conversations and consultations.
- Passive participation of parents in the parent club "School of Speech Therapist".
Project product:
- Developed information sheets for parents with recommendations on the speech development of children;
- Creation and presentation by parents of books - babies, made for classes with children at home;
- Correctional - developing lesson with the participation of children in the presence of parents.
- Presentation of work experience on the project in the preschool educational institution.
The implementation of the project involves work on III stages.
Stage | Tasks | |
I stage Information and analytical (September) | To determine the level of pedagogical competence of parents in matters of the speech development of their children; To identify the motives driving parents in interaction with teachers; Analyze the data obtained and develop a long-term plan for working with parents. | Individual interviews with parentsto identify the desire of parents to interact with a speech therapist and educator. Development of a long-term plan of work with parents to improve the level of pedagogical competence |
II stage basic (practical) | To test a system of methodological measures within the framework of the parent club "Speech Therapist School" with the aim of the active participation of parents in the process of correctional and speech therapy work with children, the exchange of experience between parents. | Carrying out a system of methodological activities for parents on the speech development of preschoolers within the framework of the parent club "School of Speech Therapist". 2. Presentation of a card file of tasks for fixing sounds: “Hispelka”, “Snarl”, “Whistle”, “Buzzer”. 3. Conducting an open speech therapy lesson "Birthday of Maya the Bee." |
III stage final th (control and diagnostic) | Assess the level of pedagogical competence of parents based on the results of the work done; To analyze the dynamics of the speech development of children in order to determine the effectiveness of the work done with parents. To disseminate the experience of work on this topic in a preschool educational institution. | Analysis of the effectiveness of the work of a speech therapist teacher with parents on the issues of speech development of children through a survey. The effectiveness of correctional and speech therapy work with children is analyzed on the basis of diagnostics of their speech development at the end of the year. The speech therapist teacher broadcasts the results of the work done at the pedagogical council of the preschool educational institution. |
PROJECT IMPLEMENTATION PLAN
Timing | |
SEPTEMBER |
|
OCTOBER |
|
NOVEMBER |
|
DECEMBER |
|
JANUARY |
|
FEBRUARY |
|
MARCH |
|
Expected results:
During the implementation of the project, we expect to receive the following results:
1. Active involvement of parents in the correctional and pedagogical process.
2. Parents are able to independently build ways to solve their difficulties, based on the acquired practical skills and abilities.
3. The results of the survey, indicating an increase in the level of pedagogical competence of parents in matters of speech development of children.
4. Positive dynamics of the speech development of children, indicating the effectiveness of the work carried out with parents.
Relevance.
The speech therapy project "Learning to speak correctly" is aimed at increasing the competence of parents in matters of speech development of a younger student.
At present, it is no secret to anyone that every year the question of teaching children with speech pathology is becoming more and more acute. It is obvious that for full-fledged speech therapy work, close cooperation between a speech therapist, teacher and parents is necessary. First of all, it is worth noting the need to form motivation for classes among parents. Many parents have very distant information about who a speech therapist is and how correctional work is carried out. It is necessary to carry out educational work, set up and draw the attention of parents to the problem of the child. In order to overcome these problems, this project was developed.
The relevance and relevance of the project lies in the fact that the participation of parents in the correctional speech therapy process is necessary.
Practical significance of the project. The project can be claimed by educational institutions to improve the model of interaction between a speech therapist teacher and parents as part of the correctional process. The recommendations contained in the project can serve as a starting point when planning work with parents in a speech therapy center.
Conclusion
Many parents have very distant information about who a speech therapist is and how correctional work is carried out. It is necessary to carry out educational work, set up and draw the attention of parents to the problem of the child. In order to overcome these problems, this project was developed.
The speech therapy project "Learning to speak correctly" is aimed at increasing the competence of parents in matters of speech development of a preschool child.
Speech therapy project "One word, two words ..."
In recent years, the problems of continuity in the work between preschool and school educational institutions have been especially sharply discussed. A special problem of such discussions is the essence of the concept of readiness for systematic education, namely: what are the prerequisites that determine the harmonious development of the child in preschool, should be formed? Research recent years proven: the sooner you start building readiness for learning (naturally, by methods adequate to the age characteristics of the child), the more efficient it is.
One of the tasks of the Federal State Educational Standard for Preschool Education in 2014 is to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in the development and education of children.
According to the Federal State Educational Standard for preschool education, the conditions necessary to create a social situation for the development of children that correspond to the specifics of preschool age include:
- interaction with parents (legal representatives) on the education of the child;
- their direct involvement in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family.
The quality of the educational process in a preschool institution can be ensured by unified approaches to the upbringing of children by parents and teachers, so the issue of pedagogical competence of parents is a key one today.
One of the most important indicators of the harmonious development of the child is the level of his speech development. The number of children with speech disorders in preschool institutions is growing every year. Unfortunately:
- not all children can receive qualified specialist assistance in a timely manner;
- not all parents adequately assess the capabilities of their child and often do not see, or do not want to see, problems in the development of their child;
- and many parents simply do not know how to help their child in his harmonious development.
Analyzing the current situation, the need to create a project "One word, two words..." aimed at interacting with parents of pupils of middle groups in order to implement the full-fledged speech development of the child.
The relevance and relevance of the project are determined by the real needs of the domestic preschool education system and the existing contradictions between:
- an increase in the number of children with speech disorders and the lack of the possibility of providing corrective and speech therapy assistance to all those in need terms of preschool general developmental type;
- the need for the participation of parents in the correctional speech therapy process and the lack effective technologies interaction between the educational institution and the family in this area.
Project participants: speech therapist teacher, children of middle preschool age, their parents,
Objective of the project: "Improving the level of competence of parents in matters of speech development of children" .
Tasks:
- Improving the pedagogical competence of parents of preschool children in the prevention and correction of speech disorders.
- Teaching parents available methods of speech therapy influence on the course of the speech development of their child.
- Creation of an atmosphere of trust, mutual understanding and cooperation between parents and a speech therapist in matters of the harmonious development of the child.
Expected results:
- Interest and active participation of parents in the prevention and correction of speech disorders in children of middle preschool age.
- Education of parents in accessible forms and methods of sound correction (articulation and breathing exercises, finger exercises, simple sound analysis) and the ability to apply the acquired knowledge in the work of correcting the pronunciation of their children.
- Positive dynamics of speech development of children of middle preschool age at the end of the year.
Description of the project: strategy and mechanism for achieving the goal
The project activity is carried out in three stages.
Stage 1 - preparatory (information and analytical).
- Questioning of parents of pupils of middle groups in order to identify problematic issues of speech development of children;
- Express diagnostics of the level of speech development of children of middle groups;
- Analysis of the level of pedagogical competence of parents about the speech problems of children and ways to eliminate them;
- Selection of methodological literature on practical speech therapy in work with preschoolers;
- Presentation: informing parents about the main directions of project activities "One word, two words" .
Stage 2 - main (practical).
selection and testing of a system of methodological measures for parents on the speech development of preschoolers.
- holding a workshop, master classes, consultations, exhibitions of methodological literature for parents.
- individual consultations (of necessity);
- creation of an information and methodological stand "Speech therapist's corner" (monthly, theoretical material);
These forms of work make it possible to involve parents in active participation in the correctional process, involve the establishment of trusting relationships between teachers and parents, and parents' awareness of the role of the family in the education and upbringing of the child.
Stage 3 - final (analytical).
- Questioning of parents in order to determine the level of competence of parents in matters of speech development of children;
- Repeated express diagnostics of the level of speech development of children of middle groups
- Analysis of the effectiveness of the work done: by the parents and by the speech therapist;
- Creative report on the project "One word, two words ..." at the pedagogical council of preschool educational institutions and the Moscow Region of speech therapists.
Bibliography:
- Makhaneva M.D., Kozlova T.M. "The main general educational program of the kindergarten - elementary school» M. 2011.
- Federal State Educational Standard for Preschool Education.
- Khvattsev M.S. speech therapy. "Working with Preschoolers" M. 1996.
- Filicheva T.B. "Fundamentals of speech therapy" M. Enlightenment 1989.
- Zhukova N.S., Mastyukova E.M., Filicheva G.B. "Speech therapy" . Yekaterinburg, 1998.
- Mironova S.A. "Speech development of preschoolers in speech therapy classes" . M. 2007.
- Fomicheva M.F. "Educating children with the correct pronunciation" . M. Voronezh, 1997.
I present to your attention the project: "The country of beautiful speech." The name of the project was not chosen by chance, only once in the country of beautiful speech - the child will confidently step into the country of knowledge. And we teachers should help him with this!
The Federal State Educational Standard, which came into force on January 1, 2014, contains five main areas. One of them is the speech development of children. IN Lately the number of children with speech disorders is significantly increasing, while quantitative and qualitative changes in their development are observed.
Speech disorders are increasingly associated with neurological, psychological and social problems, which significantly aggravates the speech symptoms of disorders.
Taking into account this provision, this project of the activity of a speech therapist teacher at the speech therapy center of the preschool educational institution was developed.
The project defines possible ways inclusion of the activities of a speech therapist teacher in the work of a preschool educational institution for the implementation of the federal state educational standard.
"It's not easy to get into this country.
Literacy lives there
And along the path of beautiful speech
She will lead us.
All children need to learn
To speak correctly.
In this country that time we will rush
We will always live there.
Little country
Right country
They speak and write correctly
She calls us all!
There will be no place in this country
Rude and evil words
No Zvukovomor will take root there.
We must learn
Pronounce sounds
We need to learn urgently
Speak correctly"
Relevance:
The federal state educational standard for the content of the main general educational program of preschool education has determined new directions in the organization of the speech development of children aged 3–7 years. By the age of 7, the child's speech development should be characterized by the ability to ask questions to an adult, in cases of difficulty, turn to him for help, adequately use verbal means of communication, and also be able to speak dialogically.
The Federal State Educational Standard of preschool education defines targets - the social and psychological characteristics of the child's personality at the stage of completion of preschool education, among which speech occupies one of their central places as an independently formed function, namely: by the end of preschool education, the child understands spoken language well and can express his thoughts and desires.
Thus, according to the requirements of the Federal State Educational Standard, the speech development of children attending educational preschool educational institutions includes:
- possession of speech as a means of communication and culture;
- enrichment of the active vocabulary, development of coherent, grammatically correct dialogic and monologue speech;
- development of speech creativity;
- development of sound and intonation culture of speech, phonemic hearing, acquaintance with book culture, children's literature, listening to the texts of various genres of children's literature;
- formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.
Speech is also included as an important component, as a means of communication, cognition, creativity in the following targets:
- actively interacts with peers and adults, participates in joint games; able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;
- can fantasize aloud, play with sounds and words;
- shows curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions;
- possesses initial knowledge about himself, about the objective, natural, social and cultural world in which he lives.
In fact, none of the targets of preschool education can be achieved without the development of speech culture.
To achieve the targets, it is necessary to systematically prevent speech disorders in children, since many of them have features that can disrupt the favorable course of speech ontogenesis, which is most clearly manifested by the age of five.
Recently, the number of children with speech disorders has significantly increased, while quantitative and qualitative changes in their development are observed. Speech disorders are increasingly associated with neurological, psychological and social problems, which significantly aggravates the speech symptoms of disorders.
In the modern practice of preschool education, a number of problems arise that need to be addressed.
Firstly, children quite late enter the field of professional activity of a speech therapist.
Secondly, by this age, the child already acquires a number of secondary and tertiary developmental disorders, significantly reducing the level of his learning ability.
Third, prevention and correction of speech disorders in preschoolers remains insufficiently effective if the speech disorder is not the subject of a comprehensive impact of all preschool specialists.
Based on the following, I singled out the pedagogical problem:
Today, in front of a speech therapist teacher in the conditions of a preschool speech therapy center, when we solve the maximum number of tasks in the shortest possible time of corrective work with a simultaneously increasing level of speech disorders, it is necessary to find forms of work aimed at preventing and correcting speech and personality disorders.
To find a way out of this situation, I, as a specialist working with children with speech disorders, developed the project “The country of beautiful speech - teach me to speak correctly”.
Target :
- Organization and creation of conditions for the preventive work of a teacher-speech therapist in MBDOU "Fairy Tale" with children 5-6 years old.
Tasks:
- detection and timely prevention of speech disorders;
- development of all components of speech (articulatory motor skills; physiological breathing; development of the pace, rhythm of speech, coordination of speech with movement; development of auditory attention and phonemic perception; clarification, expansion and enrichment of the lexical side of speech; formation of the grammatical structure of speech; development of coherent speech of preschoolers 5-6 years old);
- implementation of continuity in work with the parents of pupils and employees of the preschool educational institution;
- care for the health, emotional well-being and timely comprehensive development of each child;
- creative organization of the educational process.
Achieving the set goal and solving problems is carried out taking into account the following principles:
- the principle of a proactive approach, dictating the need to identify children with functional and organic developmental disabilities, on the one hand, and the development of an adequate speech therapy impact, on the other;
- the principle of a developmental approach (based on the idea of L. S. Vygotsky about the "zone of proximal development"), which consists in the fact that education should lead the development of the child;
- the principle of consciousness and activity of children, which means that the teacher should provide for methods of activation in his work cognitive abilities children. Before the child it is necessary to set cognitive tasks, in the solution of which he relies on his own experience. This principle contributes to a more intensive mental development of preschoolers and provides for the child's understanding of the material and its successful application in practical activities in the future;
- the principle of accessibility and individualization, which provides for taking into account age, physiological characteristics and the nature of the pathological process;
- the principle of gradual increase in requirements, which implies a gradual transition from simpler to more complex tasks as skills are mastered and consolidated;
- the principle of visualization, which ensures close interconnection and wide interaction of all analyzer systems of the body in order to enrich the auditory, visual and motor images of children.
Taking into account these priority goals, objectives and principles, this project of the activity of a speech therapist at the speech therapy center of the MBDOU "Fairy Tale" was developed. The project defines possible ways to include the activities of a speech therapist MBDOU in the work of a preschool educational institution to implement the federal state educational standard to the content of the main general educational program of preschool education.
Methods:
- verbal ( individual conversations, consultations,);
- practical (holding workshops);
- visual (a selection of speech material on lexical topics, showing multimedia presentations, demonstrating didactic material, memos for parents, a magazine for parents "My talker");
- game (games, physical education, articulation, breathing and finger gymnastics).
Logistics:
- Computer, multimedia installation, didactic games for the development of speech, mirrors, toys for the development of breathing, musical instruments, audio recordings with various sounds, jars - "trinkets", lacing, puzzles, mosaics, etc.)
Staffing:
- Teacher speech therapist;
- educators MBDOU,
- music worker,
- head of physical education,
- children and parents of the senior group.
Technologies:
- Technology of joint activity;
- Technology of speech therapy examination;
- Technologies for the formation of speech breathing;
- Technologies for the development of the intonation side of speech;
- Technologies for correcting the tempo-rhythmic organization of oral speech;
- Computer techologies.
Expected Result:
The project is long term. Implementation period - 1 year.
Stage 1- preparatory (diagnostic; information-analytical).
- Monitor the development of speech in children 5-6 years old.
Find out the educational needs of teachers and parents, their level of competence in matters of speech development, establish contact with them, and coordinate the educational impact on children.
Stage 2- basic (practical).
- develop and test a system of methodological measures for teachers and parents on the speech development of preschoolers 5-6 years old through the organization and conduct of events.
Stage 3- final (control and diagnostic).
- To analyze the effectiveness of the preventive work of a speech therapist teacher with teachers and parents on the speech development of children 5-6 years old.
Diagnostic work is carried out in sections according to the methodology of N.V. Serebryakova includes speech therapy examination children of senior preschool age preschool educational institution (beginning and end of the year), in order to make speech therapy conclusions, as well as to determine priority areas for preventive work.
The system of the correctional and preventive process can be depicted as a circle of specialists: a speech therapist teacher, educators and parents. Moreover, parents should be on the same level with specialists. And this can be achieved only through educational activities about the development of the child in the norm and possible pathologies, because. this is one of the conditions for the full speech development of preschoolers.
The best results are noted where speech therapists, educators and parents act in concert. Within the framework of the project, in working with teachers and parents, it is important to form a multilateral interaction of all participants in the correctional and preventive process.
To achieve this goal, I have identified a range of tasks that need to be solved. To achieve this, educators and parents:
- should clearly represent the goal of their activities, which is the full development of the child and in a harmonious interaction with each other.
- should be armed with the necessary tools for work (special knowledge necessary to understand the importance and mechanism of influence on the development of the child's speech, practical skills to help the child in the correction and prevention of speech development).
Interaction between professionals and parents
Enlightenment block
- Acquaintance with the age-related features of neuropsychic development, the stages of the formation of children's speech;
- Acquaintance with the results of diagnosing the speech development of children;
- Creation of five minutes with games, exercises;
- Making stands with general recommendations;
Practice block
- Demonstration of methods of work on the correction and development of speech during consultations;
- Conducting thematic seminars - workshops, joint entertainment.
Forms of work of a speech therapist with educators in MBDOU for the prevention of speech deficiencies in children
- consultations master classes;
- seminars - workshops;
- weekly provision of calendar planning on lexical topics;
- organization of a mini-library "Correctional work on the speech development of preschoolers."
Forms of work of a speech therapist with parents
- questioning;
- parent meetings;
- seminars - workshops;
- consultations;
- speech therapy five minutes on lexical topics;
- Design of the informational and methodological stand "Tips of a speech therapist" ("Games in the kitchen", "On the way to kindergarten", etc.)
- instructions for parents;
- magazine "My talker";
- individual consultations.
All this work allows you to create a positive emotional attitude of parents to work together to raise and educate children, as parents can clearly see the problems of their own children and methods for solving them.
Activity quality assessment
The effectiveness of the project can be seen in the following:
- Improving the efficiency and quality of the provided corrective and preventive services.
- Modernization of the correctional and preventive process through the introduction of computer technology, technology of joint activities. Project performance indicators.
An increase in the number of children with the norm of speech development and a decrease in the indicator with a low level of speech development in children aged 5-6 years.
Evaluation mechanism:
- Diagnosis of speech development of older children;
- Analysis of the speech development of children.
FORWARD PLANNING
PREVENTIVE WORK OF A SPEECH THERAPIST TEACHER
MBDOU "SKAZKA" IN THE SENIOR GROUP
| Period |
Note |
|
| September | 1. Questioning of parents Application No. 1
2.Monitoring of the development of speech of children of the older group Application №2 3. Analysis of monitoring results and identification of priority areas for the development of children's speech 4. Parent meeting on the topic: "The development of the speech of children 5-6 years old"; Monitoring results Application №3 |
1. Conducted by a speech therapist 2. Teacher-speech therapist and educators 3. Teacher-speech therapist 4. Teacher-speech therapist and educators |
| October | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. Application No. 4
2. Workshop for parents of older children "Teach children to speak correctly" Application No. 5 3. Poster consultation for parents "Why do we need finger gymnastics" Appendix No. 6 4. Organization of a mini-library "Correctional work on the speech development of preschoolers" |
2. Teacher-speech therapist and parents 3. Teacher-speech therapist 4. Teacher-speech therapist 5. Educators |
| november | 2. Issue of the magazine "My talker" 1# 3.Individual consultations 4. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech. |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 3. Teacher-speech therapist and educators 4.Educator |
| December | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. 2. Master class for teachers on the topic: "Articulation gymnastics" 3. Poster consultation for parents on the topic: “Why do we need articulation gymnastics” Application No. 7 4. Reminders for parents Application No. 8 5. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech. |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 2. Teacher-speech therapist 3. teacher-speech therapist 4. teacher-speech therapist 5.caregiver |
| January | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. 2.Individual consultations |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 2.speech therapist and educators 3.caregiver |
| February | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. 2. Issue of the magazine "My talker" 2# 3. Poster consultation for parents on the topic: “Why you need to be able to speak correctly and beautifully” Application No. 9 4. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech. |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 2. Jointly a speech therapist and educators 3. Teacher-speech therapist 4.caregiver |
| March | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. 2. Poster consultation for parents on the topic: "On the way to kindergarten" 3. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech. |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 2. Teacher-speech therapist 3.caregiver |
| April | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. 2. Poster consultation for parents on the topic: "Games in the kitchen" 3. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech. 4. Entertainment on the topic: "The holiday of a beautiful speech" |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 2.speech therapist teacher 3. caregiver 4. Together the teacher-speech therapist, educators, music director children and their parents |
| May | 1. Weekly provision of calendar planning to educators and specialists of MBDOU and speech therapy five-minute sessions for parents on lexical topics according to block planning. 2. Weekly classes on the development of speech, united by a single lexical theme and the idea of traveling to the country of beautiful speech. 3. Issue of the magazine "My talker" 3 No. 4.Monitoring the development of speech in children of the older group 5. Analysis of speech monitoring and project implementation efficiency |
1. Developed by a speech therapist teacher, conducted by educators and specialists of MBDOU 2. caregiver 3.Shared speech pathologist, educators and specialists 4. Teacher-speech therapist 5. Teacher-speech therapist, educators and specialists of MBDOU. |
BLOCK PLANNING
WEEKLY PREVENTIVE WORK OF A SPEECH THERAPIST TEACHER
ON LEXICAL TOPICS IN THE SENIOR GROUP
|
OCTOBER |
|
| 1 Week | "Autumn. Signs of Autumn”, “Trees in Autumn” |
| 2 weeks | "Vegetables", "Garden" |
| 3 week | "Fruit", "Garden" |
| 4 week | "Mushrooms, berries, forest" |
|
NOVEMBER |
|
| 1 Week | "Cloth" |
| 2week | "Shoes" |
| 3 week | "Toys" |
| 4 week | "Dishes" |
|
DECEMBER |
|
| 1 Week | "Winter", "Wintering Birds" |
| 2 weeks | "Pets in Winter" |
| 3 week | "Wild Animals in Winter" |
| 4 week | "New Year" |
|
JANUARY |
|
| 2 weeks | "Furniture", "Parts of furniture" |
| 3 week | "Cargo and Passenger Transport" |
| 4 week | "Professions in transport" |
|
FEBRUARY |
|
| 1 Week | "Kindergarten. Professions. Labor actions. |
| 2 weeks | "Studio. Seamstress. Cutter. Labor actions» |
| 3 week | "Construction. Professions. Labor actions» |
| 4 week | "Our Army" |
|
MARCH |
|
| 1 Week | "Spring. Signs of spring. Arrival of birds» |
| 2 weeks | "Houseplants" |
| 3 week | "River, lake and aquarium fish" |
| 4 week | "My small Motherland - Mezhdurechensky" |
|
APRIL |
|
| 1 Week | "Our home is Yugra" |
| 2 weeks | "Space" |
| 3 week | "Where did the bread come from?" |
| 4 week | "Mail" |
| 1 Week | "Traffic Laws" |
| 2 weeks | "Insects" |
| 3 week | "Summer is coming soon" |
Used Books:
- NOT. Veraksa, T.S. Komarova, M.A. Vasiliev.
- Program "From birth to school" M.-MOSAIC-SYNTHESIS 2010
- N.V. Nishcheva Program of correctional developmental work in speech therapy group kindergarten for children with general speech underdevelopment SPb CHILDHOOD-PRESS, 2007
- N.V. Nishcheva "The system of correctional work in a speech therapy group for children with general underdevelopment of speech" SPb CHILDHOOD-PRESS, 2005
PROJECT "WE SPEAK - CORRECTLY!"
Educational areas: Speech, artistic and aesthetic, social and communicative development.
Type of project: research, educational and creative.
Project participants: a speech therapist teacher, group teachers, children of 4-5 years old in a group with OHP, their parents.
Project duration: long-term (1 year), group.
“Take care of our language, our beautiful Russian language is a treasure, it is a property handed down to us by our predecessors! Treat this mighty weapon with respect; in the hands of the skilled, it is able to perform miracles. ”- Ivan Sergeevich Turgenev
Project relevance. “The strategic goal of the state policy in the field of education is to increase the availability of quality education that meets the modern needs of society and every citizen (Concept of the Federal Target Program for the Development of Education for 2011-2015, approved by order of the Government of the Russian Federation dated February 7, 2011 N 163-r) . All this implies a comprehensive satisfaction of the needs of the population in educational services, improving the quality of preschool education, and the search for effective forms of organizing the activities of preschool institutions.
The project was compiled on the basis of legal documents:
The legal framework and the regulation on the speech group of the preschool educational institution makes it possible to revise the priorities for providing speech therapy assistance and involving parents, which will contribute to more efficient and high-quality work of a speech therapist with children under 5 years old in a speech group with OHP in the preschool educational institution.
The speech group for children with OHP enrolls children of middle and older preschool age in the direction of the city PMPK and a child psychiatrist.
This project is aimed at providing correctional and developmental speech therapy assistance to children and their parents (legal representatives), to increase their competence in matters of speech development. The project is designed for children from 4-5 years old attending a group with OHP in a preschool institution. It allows you to relieve tension and ensure the availability of qualified speech therapy assistance during the sensitive period of development and formation of the speech of preschoolers in the conditions of the speech group for children with OHP in preschool educational institutions.
The novelty of the project lies in the development of a new system of interaction with families whose children attend the preschool speech group, in the application of new forms of cooperation with the family, in the implementation of a special approach to the correction and development of the child's speech.
The project will be implemented through various forms of organizing the provision of services:
In the course of speech therapy it is necessary:
Based on the foregoing, we see the relevance and significance of the problem of increasing the competence of parents in matters of speech development of children.
Objective of the project: To increase the level of competence of parents in matters of speech development of children, to provide an individual approach to each child with speech pathology, and to determine subsequent equal starting opportunities when entering school and satisfying the needs of parents as much as possible.
Project objectives:
Project participants: speech therapist teacher, children of senior preschool age, their parents, music director, educators.
The main forms of organization of the project are individual and subgroup directly organized activities with children with speech development deficiencies. GCD is 20 minutes one lesson daily, designed for a one-year period of study.
Project Risk: (frequent absences of children for no reason, illness, quarantine).
Project value:
This project is expected to be implemented in four stages:
Stage I - preparatory: August 2014.
Establishing a trusting relationship with the child, creating a positive emotional mood and stimulating interest in classes, questioning parents (see on the website). Questioning parents allows you to find out their understanding of the existing speech disorder in a child who advised to consult a psychiatrist for advice, features of the mother's pregnancy, information about the parents and data on the course of the early development of the child
Stage II - organizational - design: September 2014
To implement this stage, we begin work with an examination of all components of the language system (speech therapy examination) and filling out speech cards for each child, where I fill in the date of admission to the group, what complaints from parents, I study the sensorimotor level, note the state of impressive and expressive speech, study the state of coherent speech (see website). I apply the methodology for examining the oral speech of preschoolers - a manual edited by N.V. Nischeva "Speech card of a child with ONR from 4-7 years old" in processing. Based on the data obtained, I compose:
Thus, based on the collected data, it is possible to analyze the characteristics of the family and family upbringing of the child as a whole, reveal the level of competence of parents in matters of speech development, develop tactics for communicating with each parent and find an approach to the child. This will help to better navigate the pedagogical needs of each family, take into account its individual characteristics and needs.
Information promotions:
Carrying out speech therapy KNOD (daily, on open days):
Stage IV - analytical: May 2014.
Analysis of the results of the project:
The effectiveness of these results:
Expected Result:
Project management structure (project manager):
Methodological sources:
Rozhkova Olga Viktorovna