The use of unconventional techniques in the work of a speech therapist. The use of non-traditional methods of speech therapy in corrective and developmental work with children. Working with colored sand

Alla Eliseeva
Non-traditional methods and techniques in the work of a speech therapist teacher

Methodical association

Eliseeva Alla Vyacheslavovna

MBDOU kindergarten combined type №19

While conducting traditional lessons with children, I noticed that it is very difficult to keep the attention of children, to awaken interest in the content of the lesson, to ensure that the learned material is retained for a long time in memory and used in new conditions.

Job with a child should be dynamic, emotionally pleasant, not fatiguing, varied. And this objectively pushed me to search unconventional game techniques, methods, manuals and to create a speech environment. After all, the child develops against the background of the environment. The environment shouldn't be easy "Setting"as a source of child development. It is important to interest the child and surprise him so that he himself wants to participate in various games, perform exercises that will make his speech better.

I bring to your attention a number unconventional exercise, methods, receptions, didactic games, and teaching aids that promote development:

Fine motor skills

Phonemic perception

Speech breathing

Auditory attention

Not only tactile memory, but also other types memory: verbal, figurative, motor, emotional

Formation of lexical and grammatical categories

Reinforcing correct pronunciation

Strengthening children's health

According to E.F. Arkhipova, the inclusion of finger exercises performed on Kuznetsov's Ipplicator is to optimize the process of automating sounds with erased dysarthria. It is known about the dominant role of the hand, the articulatory apparatus in the voluntary motor organization of speech, which makes it necessary work over articulation and the simultaneous development of the functionality of the fingers. The movement of the fingers of the hand stimulates the maturation of the central nervous system, and one of the manifestations of this will be the improvement of the child's speech.

Experimentally proved the effectiveness of inclusion in the structure of speech therapy lessons at the stage of automation of sounds in syllables, words, phrases, pure words of finger exercises on Kuznetsov's Ipplicator (T.V. Sorochinskaya RF patent for invention No. 2092150 "Method for correcting speech disorders in children" registered in the register in 1997)

Magic caps

Constantly be on the lookout, discover new directions and look for more interesting ways in the learning and development of children preschool age.

In this regard, over the course of three years, I have developed a series of didactic manuals "Magic Caps", helping in solving many problems in the development of language processes in children of senior and preparatory age for school, in teaching them to read and write and prepare for school.

Each "Track" or "The tablet" along with specific goals, they are aimed at developing visual perception, spatial orientation, and improving fine motor skills of the fingers.

Droplets

Of great importance in the development of a child's written and oral speech is maturity, the readiness of his sensorimotor skills, in particular, the development of the hand. After all, written speech requires the most complex small movements of the fingers, which are intimately connected with higher mental processes.

Getting acquainted with the works of Maria Montessori, I drew attention to how much is paid to the motor development of babies and specifically to the development of fine motor skills, arm muscles and fine finger movements, from where the actual idea is to include in my work colored droplets and emerged

By squeezing and unclenching the pipette cap with three main fingers, the child thereby exercises exactly those fingers with which he will write later. Exercise requires utmost attention, concentration, which is also important.

* In my practice I use su-jok - massagers in the form of massage balls, complete with massage metal rings. The ball can stimulate the areas on the palms, and the massage rings are put on the fingers. They can massage hard-to-reach places. As you know, self-massage is a powerful biological stimulant that affects the functions of the skin, the level of supply of oxygen and nutrients to the body, contractility and working capacity muscles of the massaged hand

Clothespins

* Playing with clothespins develops fine motor skills of the hands. They are especially useful if the child's fingers act uncertainly, awkwardly. Games with clothespins develop a pinch grip well, the ability to redistribute muscle tone with a pinch grip. It is very important to practice consistently (right hand, left hand, both hands, go from simple to difficult

Games with clothespins may well take pride of place on the shelf among other toys. They arouse great interest in children and contribute to the enrichment of their everyday and practical speech experience.

Massage ball

It's no secret that self-massage of the hands is a means of increasing immunity, since there are nerve endings on the palms. If their activity is activated, the functional state improves. internal organs.

* With the help of such unconventional methods and techniques arouses interest in classes, the ability to understand verbal instructions, the development of the tempo-rhythmic, intonational and syllabic structure of speech, attention, memory, perseverance, enrichment of the active vocabulary, the formation of coherent speech, help to make speech bright and emotional.

I try to make the child himself want to study and get pleasure from it, then the development process will not harm his health.

The forms presented to you work, methods, receptions are systemic in nature, alternating them at each lesson, I keep the interest and desire of the children to use these entertaining games and exercises in our joint activities, which is very important in work.

And most importantly, for more than three years, there has been a high productivity and efficiency of using such methods and techniques in overcoming speech difficulties of our guys.

The practical part of my master class, I will start with these words:

"To rejoice even in small achievements, to strive for excellence, since it has no limit!"

- Good day to all! Today I invite you to attend a speech therapy lesson and participate in it with me. Guys, let's get to know each other.

Exercise "Greetings"

Participants stand in a circle and, starting with the leader, must greet each other in some unusual way (elbows), all other participants repeat the greeting of each participant or, throwing the ball to each other, call their names.

Health-saving technologies are an integral part of speech therapy correctional work.

Tell me, what is the psychological profile of a child with speech pathology? That's right, this is a child with low working capacity, increased fatigue, with an unformed arbitrariness of mental processes, in addition, he is also often ill.

Overcoming these difficulties is possible only through the creation of a health-preserving environment and the correct choice of forms, methods and techniques of speech therapy correction.

In my work, I actively use both traditional and non-traditional methods: articulatory gymnastics, finger gymnastics, massage and self-massage, gymnastics for the eyes, Su - Jok - therapy, bioenergoplasty, kinesiological exercises, breathing exercises.

There is no doubt that the above methods are components of health-preserving technologies.

Thanks to the use of health-saving technologies, children experience:

Improving memory, attention, thinking;- increasing the ability to voluntary control;

Improvement of the general emotional state;- increased efficiency, self-confidence;

Motor functions are stimulated; - fatigue decreases;

Spatial representations are improved;- the respiratory and articulatory apparatus develops;

- speech function is stimulated;- the somatic state improves.

And today, dear colleagues, I would like to acquaint you more closely with the above methods. I would be glad if you use these methods in your work.

An integral and very important part of speech therapy work isarticulatory gymnastics.

Regular performance helps:

improve the blood supply to the articulatory organs and their innervation (nerve conduction);

improve the mobility of the articulatory organs;

strengthen the muscular system of the tongue, lips, cheeks;

reduce the tension of the articulatory organs;

I carry out articulatory gymnastics with children using mirrors, which we will now do.

The task. Articulating gymnastics with mirrors "The Tale of the Uvula".

One of the forms of health improvement work is -finger gymnastics

Scientists who study the activity of the child's brain, the psyche of children, have found that the level of speech development is in direct proportion to the degree of formation of fine movements of the fingers. Performing various exercises with the fingers, the child achieves good development of fine motor skills of the hands, which contributes to the development of attention, thinking, memory, has a beneficial effect on the development of speech and prepares the hand for writing. An intense action on the fingertips stimulates blood flow to the hands. This favors psycho-emotional stability and physical health, increases the functional activity of the brain, tones the entire body.

Options:

-reusable paths for the development of the motor skills of your fingers, you need to take a felt-tip pen and walk along them as evenly as possible, without touching the extreme lines, from a camel to a grasshopper

-toys on buttons with detachable details

- traffic jams

- mysterious clothespins

- fabulous paper clips

- counting sticks

- sand games

- mosaic, etc.

In my work with children, I useself-massage of hands . Under the influence of simple massage exercises, muscle tone is normalized, tactile sensations are stimulated, and also under the influence of impulses going in the cerebral cortex from the motor zones to the speech zones, the speech function develops more beneficially.

Let's do the exercise

If the fingers are sad, they want kindness. (Press your fingers tightly to the palm.)

If the fingers cry - someone offended them, then. (Shake your brushes.)

We will regret our fingers - we will warm them with our kindness. (We "wash" hands, breathe on them.)

We will press our palms to ourselves, (alternately, 1 above, 1 below.)

We will begin to iron gently. (We stroke the palm with the other palm)

Let their palms hug, let them play a little. (Cross your fingers, press your palms.)

Each finger needs to be taken and hugged tightly. (Clamp each finger in a fist.)

Great opportunities in the health preservation of children are provided bybreathing exercises.

Alexandra Nikolaevna Strelnikova argued:“People breathe badly, talk, shout and sing because they are sick, and they get sick because they cannot breathe correctly. Teach them this and the disease will recede. "

I would like to introduce and teach you some game techniques of breathing exercises. Breathing exercises are performed with poetic and musical accompaniment.

"HOURS" "COCK"

The clock goes forward, the cock flapped its wings,

They lead us behind them. He suddenly woke us all up.

I.p. - standing, legs slightly apart.Stand up straight, legs slightly apart,

1- wave of arms forward "tick" (inhale) Hands to the sides - (inhale) and then clap

2- swing your arms back "so" (exhale)Im on your hips, exhaling to pronounce "ku-ka-re-ku" repeat. 5-6 times.

Where can we use breathing exercises? Yes, in any kind of activity: as part of physical education, at a music lesson, on a walk, in a game, for example, you can blow on a cotton ball and drive it into the goal or onto a boat in a basin, etc. Respiratory exercises are carried out daily for 5-10 minutes in a well-ventilated area. I use it as physical minutes in the process of speech therapy classes or as part of it.

Respiratory gymnastics is not recommended for children with brain injuries, spinal injuries, bleeding, high arterial and intracranial pressure, heart defects and some other diseases!

In order for our children to have good eyesight, we must devote a lot of time in our classes. gymnastics for the eyes . This should become the norm, the rule of life. As a basis, I chose exercises for the prevention of visual impairment and activation of the eye muscles.Since it is difficult for children to focus their eyes on moving objects, I use bright toys in my work. I do exercises with children sitting, my back is straight, my legs rest freely on the floor, my head is in one position, only the muscles of the eyes work.

Let's spend, friends, now exercises for the eyes.

We saw the feather and played with the feather of the firebird.

They take a pen in their hand, stretch it forward in front of them, focus their gaze on it.

The feathers flew to the right, the children looked to the right. Take the feathers to the right, follow the movement with your eyes.

I use elements with success in my workacupressure . Scientists have long known that there is a connection between skin areas and internal organs. As a result of acupressure, the body's defenses are strengthened. And he himself begins to develop "drugs" that are much safer than pills.

Do an exercise to prevent colds

"The cold has come"

It's warm to ride on the train, let's look out the window.

And it was winter outside, the cold came. Yes, yes, yes, the cold came.

Rub your palms together.

Yes, yes, yes, the water turned into ice.

Gently slide your thumbs down your neck from top to bottom.

Doo-doo-doo- I'll slip on the ice.Index fingers Pput out your palms

to the forehead and massage the wings of the nose .

Doo-doo-doo- I'm skiing.Rub your ears with your palms.

Dy-dy-dy, there are traces in the snow.Put your palms to your forehead with a "visor"

and rub the forehead vigorously with movements to the sides - towards the middle of the forehead.

Di-di-dinu, hare. Wait a minute!Shake your finger.

The next method I will introduce you to isSu - Jock therapy .

Su - Jok therapy is the latest achievement of oriental medicine. Translated from the Korean language Su – brush, Jock – stop. SuJok-therapy has an effect on bioenergetic points in order to activate the body's protective functions and is aimed at influencing the areas of the cerebral cortex in order to prevent speech disorders.

Now we will perform the Su-Jok massage of the fingers; it will be presented in poetic form. This massage is performed with a special massage ball. I will pronounce the text, show the movements, and you repeat.

A prickly hedgehog is rolling, there is no head or legs, Pruns and puffs on the palm, puffs, puffs.

(we roll the ball, slightly squeezing with palms in straight movements between palms)

Runs over my fingers and puffs, puffs, puffs. Running back and forth, it tickles me, yeah, yeah, yeah ( finger movements)

Go spiny hedgehog to the dark forest where you live! (we put the ball in the palm and take it with our fingertips)

The purpose of the massage: to act on biologically active points according to the Su-Jok system, stimulating the speech zones of the cerebral cortex.

And now I want to introduce you to one more method -kinesiology.

Kinesiology is the science of developing the brain through certain motor exercises. The founders of kinesiology are American educators, Ph.D. Paul and Gail Dennison. As Michel de Montel rightly pointed out, a well-organized brain is worth more than a well-filled brain.

The secret of Cleopatra's beauty and youth was that she used kinesiological exercises throughout her life, due to which she kept her brain in an active state. In my work I use exercises of Alla Leonidovna Sirotyuk such as: "Ring", "Fist-rib-fist", "Ear-nose", etc.

-edge-palm "

"Fist-edge-palm" - four positions of the hand on the plane successively replace each other. It is performed first with the right hand, then with the left hand. Then with both hands at the same time.

Palms up palms down,

And now they are on the side - and squeezed into a fist.

Now let's do one more task:

"Mirror Drawing". This is drawing with both hands at the same time, while doing this task, the hands and eyes are relaxed. These exercises help to synchronize the work of the cerebral hemispheres, which makes it possible to more effectively correct deviations in the development of children's speech.

What is bioenergoplasty?

Bioenergoplasty is a new and interesting area of \u200b\u200bwork on the development of children's speech and includes three concepts: bio-human, energy-force, plastic-movement. Bioenergopastics is aimed at joint movements of the hand, articulation apparatus, which helps to activate the natural distribution of bioenergy in the body. Thanks to exercises for the development of bioenergoplasty, the child's blood circulation improves, while the muscles of the face are strengthened, fine motor skills of the hand develops, respectively, speech.

Dear colleagues, I propose to carry out an exercise on the development of bioenergoplastics. I'll show you first and then we'll do it together.

"Woodpecker"

Knock-knock-knock, Knock-knock-knock, someone's knock is heard.

On the first line, tap with the fist of the right hand on the open palm of the left, on the second - vice versa, tap with the fist of the left hand on the open palm of the right. With a tense tip of the tongue, knock on the upper incisors, clearly pronouncing the sound "d-d-d-d"

It's a woodpecker on a pine tree

Connect all fingers of the right hand, depicting the beak of a woodpecker, left hand raise, spread your fingers to the sides, depicting a tree. With the tense tip of the tongue, knock on the upper incisors, repeatedly and clearly pronouncing "d-d-d-d"

Pounds on the bark with its beak.

Using this exercise as an example, we saw how the articulation apparatus is connected with hand movements.

Path for the development of general motor skills "Path of Health"

Purpose: to form children's knowledge about ways to strengthen the ligamentous and muscular apparatus of the foot and prevent flat feet, the tracks help children to confidently perform the task, form in children the skills of correct posture, strength endurance of the muscles of the feet.

The track is made of dense fabric folded in half (the fabric is sanitized) and stitched into several sections. Each compartment contains various fillers (peas, pebbles, cones, buttons, plastic flowers, seeds, sticks, pencils, buttons, plastic bottle caps, strings of various lengths and thicknesses, etc.).

We will set out early, do not forget about posture.

How tall the grass is, now nettles, now sedge,

We raise our legs higher as we walk along the road.

Passing along the path, we pronounce a clean phrase.

Wasp-wasp-wasp: there are many wasps in the class (there is a coconut on the table). Sa-sa-sa: a wasp is on the table (a fox is sleeping in a cage).

As-as-as: the kids are running to the class (sweet pineapple). Su-su-su: we are afraid of the wasp (we look at the fox).

Relaxation. Now mentally put on your left hand everything that you came to the master class with today: your baggage of thoughts, knowledge, experience. And on the right hand - what they got at the new master class. And let's clap our hands at the same time and say - THANKS! You have done a great job, be always healthy!

The result of the master class

Dear colleagues, I have shown you the variability of using various methods and techniques in my work for the development of children's speech. I use these techniques in my work and I can say with confidence that they have a positive effect on speech development, children's working capacity increases, and the quality of the educational process improves.

And at the end of the master class, I suggest you meditate.

Let's find our heart, press both hands to our chest, and listen to how it knocks: "knock, knock, knock." Now imagine that you have a piece of tender sun in your chest instead of a heart. A bright and warm light burns and spreads over the body, arms, legs. There is so much of it that it no longer fits into us. Let's smile and give each other a little light and warmth of our hearts.

MCOU Polovinskaya secondary school

Krasnozersky District, Novosibirsk Region

Master Class

"Non-traditional methods of work in speech therapy practice"

Topic: "A journey along mysterious paths in the playroom"

purpose : to expand the information field of application of innovative technologies in the correctional upbringing and educational process.

Tasks:

show options for games that contribute to the development and improvement of memory, attention, thinking; stimulation of motor functions and reduction of fatigue; the development of respiratory and articulatory apparatus;

develop communication skills and positive relationships,

create a positive and welcoming atmosphere,

to acquaint those present with a variety of methods and techniques that have a positive effect on the speech development of children.

Motto : Listen - and you will find out, look - and you will understand

do - and you will learn, do better than us.

Every day: always, everywhere, in the classroom, in the game -

right, we clearly say nowhere we are in no hurry!

Prepared by:

teacher speech therapist

I categories

Kalashnikova Larisa Viktorovna

February - 2016

Speech therapy is carried out using various methods. The teaching method in pedagogy is considered as a way of joint activities of the teacher and children, aimed at the development of knowledge, skills and abilities by children, at the formation of mental abilities, the education of feelings, behavior and personal qualities.

In speech therapy work, various methods are used: practical, visual and verbal. The choice and use of one method or another is determined by the nature of the speech disorder, the content, goals and objectives of correctional speech therapy, the stage of work, age, individual psychological characteristics of the child, etc.

Practical methods (game exercises and simulation).

An exercise - This is the child's repeated repetition of practical and mental assigned actions. Effective in the elimination of articulatory and vocal disorders, in the formulation of sound, etc.

Imitative-performing methods.

Performed by children in accordance with the pattern (respiratory, vocal, articulatory, developing general, manual motor skills).

Construction.

It is used in the elimination of optical dysgraphia. Children are taught to construct letters from elements, from one letter to another.

Creative exercises... Using the learned methods in new conditions, on new speech material.

The implementation of any exercises contributes to the formation of practical skills and abilities only if the following conditions are met:

the child's awareness of the goal. It depends on the clarity of the statement of the problem, the use of the correct demonstration of methods of implementation, the dissection of the display of complex exercises, taking into account the age and mental characteristics of the child;

systematic, which is implemented in multiple repetition (in speech therapy classes, outside of them, in the classroom, in extracurricular time using a variety of speech and didactic material and various situations of speech communication);

gradual complication of conditions taking into account the stage of correction of the age and individual psychological characteristics of the child; conscious implementation of practical and speech actions;

independent execution at the final stage of correction (although at initial stages exercise correction can be performed with the help of a speech therapist, with mechanical assistance, etc.);

differential analysis and performance assessment .

Game method involves the use of various components of game activity in combination with other techniques: demonstration, explanation, instructions, questions. One of the main components of the method is an unfolded imaginary situation (plot, role, game actions).

Various games are used with children of preschool age: with singing, didactic, mobile, creative, dramatization. Their use is determined by the tasks and stages of correctional speech therapy, the nature and structure of the defect, age and individual mental characteristics of children.

Modeling - is the process of creating models and their use in order to form ideas about the structure of objects, about the relationships and connections between the elements of these objects.

The effectiveness of their use depends on the following conditions:

the model should reflect the basic properties of the object and be similar in structure to it;

be accessible to a child of a given age;

should facilitate the process of mastering skills, abilities and knowledge.

Sign-symbolic modeling is widely used. For example, in the formation of sound analysis and synthesis, graphical schemes of the structure of a sentence, syllable and sound composition of a word are used.

Visual methods - forms of assimilation of knowledge, abilities and skills, which are significantly dependent on those used in training visual aids and technical training aids.

Observation - the use of pictures, drawings, articulation profiles, layouts, as well as showing the articulation of sound, exercises.

Visual aids should:

be clearly visible to everyone;

are selected taking into account the age and individual psychological characteristics of the child;

correspond to the tasks of speech therapy work at this stage of correction;

be accompanied by precise and specific speech;

a verbal description of the object should contribute to the development of analytical and synthetic activity, observation, and the development of speech.

Benefits can be used for various purposes:

correction of violations of the sensory sphere (ideas about color, shape, size, etc.),

the development of phonemic perception (in the picture, find objects in the names of which there is a practiced sound),

development of sound analysis and synthesis (find objects in the plot picture, in the name of which there are 5 sounds),

consolidation of the correct pronunciation of the sound,

development of vocabulary,

development of grammatical structure,

the development of coherent speech (drawing up a story based on a plot picture, a series of plot pictures).

Reproduction of tape recordings, records on records accompanied by a speech therapist conversation, retelling. Tape recordings of the speech of the children themselves are used for analysis, to identify the nature of the violation, to compare speech at different stages of correction, to foster confidence in the success of the work.

Filmstrips, motion pictures are used to automate speech sounds during a conversation when retelling the content, to develop the skills of continuous fluent speech while eliminating stuttering, for the development of coherent speech.

Verbal methodsare determined by the age characteristics of children, the structure and nature of the speech defect, goals, objectives, stage of corrective action.

When working with preschool children, verbal methods are combined with practical, visual methods.

At school age, it is possible to use only verbal methods without backing them up with visual and practical.

Story is a form of teaching in which the presentation is descriptive. It is used to create in children an idea of \u200b\u200ba particular phenomenon, to evoke positive emotions, to create a sample of correct expressive speech, to prepare children for the next independent work, to enrich the vocabulary, to consolidate the grammatical forms of speech.

Preliminary conversation. The speech therapist reveals the knowledge of children, creates a mindset for mastering a new topic.

Summarizing conversations ... They are carried out to consolidate and differentiate speech skills and abilities.

The use of conversation in speech therapy work should comply with the followingconditions:

rely on a sufficient amount of ideas, the level of speech skills and abilities, to be in the zone of the child's proximal development;

correspond to the logic of the child's mental activity, take into account the peculiarities of his thinking;

to activate the mental activity of children using a variety of techniques, including leading questions;

questions should be clear, precise, requiring an unambiguous answer;

the nature of the conversation should correspond to the goals and objectives of the correctional work.

Conversation objectives:

development of cognitive activity,

strengthening the correct pronunciation,

clarifying the grammatical structure of sentences,

strengthening the skills of fluent continuous speech, etc.

Verbal techniques:showing a sample, explanation, explanation, pedagogical assessment.

Explanation and explanation are included in visual and practical methods. For example, when staging a sound, along with showing, the speech therapist uses an explanation of its correct articulation, pays attention to the position of the tongue, lips, and accompanies the demonstration with explanations.

Of great importance in speech therapy work is a pedagogical assessment of the result of the task, the method and progress of its implementation. It contributes to the improvement of the quality of the correctional process, stimulates and activates the child's activity, helps to form self-control and self-esteem.

Speech therapy is carried out in the following forms of education:

frontal,

subgroup,

individual lesson,

The actual problem of speech therapy work is the search for ways to increase its effectiveness.

Efficiency is due to:

the level of development of speech therapy as a science;

the connection between theory and practice;

the nature of the defect and the severity of the symptoms of the disorder;

the age of the person, the state of his health;

mental characteristics of a person, his activity in the process of eliminating speech disorders;

the timing of the start of speech therapy work and its duration;

implementation of the basic principles of correctional and speech therapy work, especially the principle of complex impact;

skill and personal qualities of a speech therapist.

Gorbunova Alfiya Mullahmatovna teacher speech therapist
Municipal budgetary preschool educational institution
Kindergarten number 13 "Ryabinka" Tchaikovsky, Perm Territory
(article in MS_Word format download 41KB)

Often, speech therapists have to deal with persistent violations of sound pronunciation in children. General speech underdevelopment, erased dysarthria, and often even polymorphic dyslalia are combined with neurological symptoms. Children with such speech pathology, as a rule, are somatically weakened, suffer from movement disorders, they have low working capacity, and increased fatigue. Some speech pathology children are hyperactive, others, on the contrary, are asthenic. In such cases, a long-term corrective effect on the child is required. At the same time, for successful speech therapy work, classes should be dynamic, emotionally pleasant, interesting for the child. It is in such situations that a speech therapist can use unconventional methods.

Non-traditional methods of activating the organs of articulation can be used not only in working with pathology, but also as a prophylaxis.

The use of non-traditional methods for the prevention of complex speech disorders in relation to young children of the group at risk in speech development gives stable positive results. In most children, when using non-traditional methods, the work of the central nervous system is normalized. Signs of this are: normalization of the tone of articulatory and facial muscles, activation of fine differentiated and the formation of arbitrarily coordinated movements of the organs of articulation, partial elimination of pathological symptoms (hypersalivation, synkinesia, deviation). As a result, the sounds of early ontogenesis actively appear, the interdental pronunciation of whistling sounds is normalized. Most of these children, subsequently, do not need speech therapy work, since sounds are formed and introduced into speech spontaneously. The general somatic health of children is also improving, the adaptation period in the preschool educational institution goes more safely.

The non-traditional methods used in our kindergarten are easy to use, affordable, effective, do not require expensive equipment, have practically no contraindications and age limits, and a personality-oriented approach to working with a child gives an excellent effect.

We can say with confidence that the complex of unconventional methods used by us belongs to health-preserving technologies.

In our work, we use the following non-traditional methods of activating the organs of articulation: articulation games with spoons, exercises for the lingual and labial, buccal muscles with water, speech therapy massage and self-massage, local contrastothermia, DENS - therapy, bioenergoplasty.

It is known that the pronunciation of sounds is provided by good mobility and differentiated work of the organs of the articular apparatus. To develop clear and coordinated movements of the organs of articulation helps not only to conduct articulatory gymnastics in its traditional form, but also a variety of articulation exercises with spoons, which are playful in nature and cause positive emotions in children. Children are happy to help their tongue with spoons to "take the lift to the upper floor", practicing the upper ascent of the tongue; massage the tongue, lips, tapping, patting and stroking them with spoons.

Exercises with water, which we successfully use in practice, contribute to the strengthening of kinesthesia. Since water is a denser substance than air, it more actively irritates the sensitive areas in the mouth, stimulating innervation. Children carry out exercises with water both in a speech therapy lesson and at regular moments when they rinse their mouth with water after eating. Having collected a small amount of water in a "cup" (tongue in the shape of a cup), stick it out far forward from a wide open mouth and bring it back, move it from one corner of the mouth to another, trying not to spill a drop. Having collected water in the mouth, they place it either behind the left cheek, then behind the right, then under the upper lip, then under the lower. Throwing back the head, rinse the throat.

Studying the reflex connections of the tongue, mouth and brain, scientists came to the conclusion that prolonged mouthwash has a certain effect on the activity of the central nervous system. Studies have shown that the onset of rinsing is accompanied by the activation of arousal processes. Then, at the time of the release of liquid saliva, especially at the end of the rinsing, slow potentials increase on the encephalogram, the alpha rhythm becomes more regular and pronounced. Such complex changes can be compared with a kind of massage of the brain, which has a very beneficial effect on the processes occurring in it.

Speech therapy massage and self-massage training, actively used by us in corrective work, contribute to the rapid normalization of the tone of articulatory muscles and the formation of coordinated articulatory movements. Using various types of logomassages, we combine them and supplement them with individual elements: classic, acupuncture, with the use of massagers, lollipops of various sizes, flat lollipops, toothbrushes, teethers, silicone fingertips, etc. By treating biologically active speech zones, we automatically stimulate and biologically points responsible for immunity, thereby contributing to the health of the child.

For a more active effect on the articulatory muscles, we use local contrast thermal therapy (cryotherapy) - alternately applying ice for a short time to the muscles of the lips, cheeks, tongue, and a hot egg, wrapped in handkerchiefs.

In order to normalize the tone of the articulatory muscles, we effectively use DENS - therapy. When using this physiotherapy procedure, the time for producing sounds and their automation is significantly reduced.

To achieve the best results in preparing the articulation apparatus for the production of sounds, so that the process is more entertaining and captivating for children, we use a method such as bioenergoplasty - this is a friendly interaction of the hand and tongue. The use of bioenergoplasty effectively accelerates the correction of defective sounds in children with reduced and impaired kinesthetic sensations, since a working palm multiplies the impulses going to the cerebral cortex from the tongue. Add hand movement to all classical articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, make them precise, light, rhythmic:

The system of activities planned by us to activate the organs of articulation using non-traditional methods has established itself as an affordable, effective tool that can be actively used in speech therapy practice.

The application of the above methods contributes to the achievement of positive results in a short time. In speech pathology children:

The muscle tone of the articulation organs is normalized;

The motor functions of the articulatory apparatus are stimulated;

The speech function is activated

Efficiency increases,

The somatic condition improves.

USE OF BIOENERGOPLASTY METHOD

AND OTHER NON-CONVENTIONAL METHODS

IN THE WORK OF THE LOGO TEACHER

AT THE DOW LOGO.

teacher-speech therapist MDOU CRR "Crystallik" -

kindergarten number 30

Druzhko Lilia Vladimirovna

Introduction

2. Using non-traditional methods of activating the organs of articulation

3. Overcoming speech difficulties in children using non-traditional methods

4. Non-traditional techniques used in speech therapy practice

Conclusion.

List of references

Applications

Introduction

The constant increase in the number of children with developmental disabilities puts forward diagnostic, correctional and preventive directions for the activities of preschool educational institutions among the most significant. The largest group - up to 60% of all preschoolers - today are children with speech disabilities.

The current situation in the system of education and training of preschool children shows that the number of children with speech disorders is steadily growing. Among them, a significant part are preschool children with general speech underdevelopment. Having full hearing and intelligence, they, as a rule, are not ready to master the school curriculum due to the lack of formation of all aspects of speech - lexical, grammatical and phonetic. These children make up the main group for academic failure.

Speech pathology does not exist by itself. Inadequate speech activity leaves an imprint on the formation of a sensory, intellectual and affect-volitional sphere in children. Insufficient stability of attention, reduced memory capacity, emotional excitability, lag in the development of the motor sphere, insufficiently developed motor skills of the fingers are noted. Objective examination shows that children with speech defects have not only a lag in the development of mental processes, but also a general somatic weakness.

In this situation, a systemic, integrated approach to the correction of speech and accompanying mental and somatic development of the child is relevant.

Of course, the basic are generally accepted, traditional pedagogical methods, but with the obligatory use of additional, non-traditional methods. Although earlier in speech therapy practice, additional methods were used, but very little time was devoted to them. Basically, pedagogical methods of influencing the speech pathologist dominated, which, unfortunately, could not solve all the problems.

The use of additional methods will help create conditions for optimal physical and neurophysical development in speech therapy classes, ensure the proper level of children's health and help correct speech defects.

1. What are non-traditional techniques and their importance in speech therapy practice

The concept of "non-traditional methods" is defined as a complex process (activity) of the creation, distribution, implementation and use of a new practical tool. Non-traditional correctional experience is considered as a system of a specialist's activity that changes the traditionally established practice of correction. The results of this activity are expressed in changes in content, in methods, in forms, in technologies, in means of correction. The introduction of non-traditional methods into practice allows you to improve the correction process.

In connection with the increase in the number of children suffering from speech disorders, the search for new forms and methods of correctional and developmental work is very relevant today. In this situation, the choice of a systemic integrated approach to correcting the speech and accompanying mental and somatic development of the child is relevant. In special literature, in various methodological and popular scientific publications, defectologists, speech therapists, teachers and psychologists present new non-traditional forms of work with children in addition to traditional methods. The works of such authors as T.M. Grabenko, T. D. Zinkevich-Evstigneeva, M.A. Povalyaeva, E.A. Pozhilenko, M.I. Chistyakova and others.

The specificity of non-traditional methods of correction is aimed at ensuring two coordinated processes: accompanying the child's development and accompanying the process of his education, upbringing, and correction of existing deviations. It includes corrective work aimed at correcting or weakening existing violations, and developmental work aimed at unleashing the potential of the child, achieving an optimal level of development.

Techniques of non-traditional forms are designed to restore mental and physical performance, eliminate fatigue, lethargy, asthenic syndrome. It can also serve as prevention of cerebral circulation disorders, elimination of insomnia, nervousness. non-traditional speech therapy articulation schoolboy

2. The use of non-traditional methods of activating the organs of articulation in speech therapy work

Often, speech therapists have to deal with persistent violations of sound pronunciation in children. General speech underdevelopment, erased dysarthria, and often even polymorphic dyslalia are combined with neurological symptoms. Children with such speech pathology, as a rule, are somatically weakened, suffer from movement disorders, they havelow efficiency, increased fatigue. Some speech pathology children are hyperactive, others, on the contrary, are asthenic. In such cases, a long-term corrective effect on the child is required. At the same time, for successful speech therapy work, classes should be dynamic, emotionally pleasant, interesting for the child. It is in such situations that a speech therapist can use unconventional methods.

Non-traditional methods of activating the organs of articulation can be used not only in working with pathology, but also as a prophylaxis.

Basically, non-traditional methods are easy to use, affordable, effective, do not require expensive equipment, have practically no contraindications and age limits, and a personality-oriented approach to working with a child gives an excellent effect.

We can say with confidence that a complex of unconventional methods refers to health-preserving technologies.

The following non-traditional methods of activating the organs of articulation are used: articulation games with spoons, exercises for the lingual and labial, buccal muscles with water,speech therapy massage and self-massage, DENS - therapy, bioenergoplasty.

Exercises with water, successfully used in speech therapy practice, contribute to the strengthening of kinesthesia. Since water is a denser substance than air, it more actively irritates the sensitive areas in the mouth, stimulating innervation. Children carry out exercises with water both at a speech therapy lesson and at regular moments when they rinse their mouth with water after eating. Having collected a small amount of water in a "cup" (tongue in the shape of a cup), stick it out far forward from a wide open mouth and bring it back, move it from one corner of the mouth to another, trying not to spill a drop. Having collected water in the mouth, they place it either behind the left cheek, then behind the right, then under the upper lip, then under the lower. Throwing back the head, rinse the throat.

Speech therapy massage and self-massage training, actively used in corrective work, contribute to the rapid normalization of the tone of the articulatory muscles and the formation of coordinated articulatory movements. Using various types of logomassages, you can combine them and supplement them with individual elements: classic, point, with the use of massagers, lollipops of different sizes, flat lollipops, toothbrushes, teethers, silicone fingertips, etc. When processing speech biologically active zones, they are automatically stimulated and biologically points responsible for immunity, thereby contributing to the health of the child.

For a more active effect on the articulatory muscles, local contrast therapy (cryotherapy) is used - alternately applying ice for a short time to the muscles of the lips, cheeks, tongue, and a hot egg, wrapped in handkerchiefs.

In order to normalize the tone of the articulatory muscles, DENS therapy is effectively used. When using this physiotherapy procedure, the time for producing sounds and their automation is significantly reduced.

To achieve the best results in preparing the articulation apparatus for the production of sounds, so that the process is more entertaining and captivating for children, we use a method such as bioenergoplasty - this is a friendly interaction of the hand and tongue. The use of bioenergoplasty effectively accelerates the correction of defective sounds in children with reduced and impaired kinesthetic sensations, since a working palm multiplies the impulses going to the cerebral cortex from the tongue. Hand movements are added to all classic articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, make them precise, light, rhythmic.

A planned system of measures to activate the organs of articulation using non-traditional methods has established itself as an affordable, effective tool that can be actively used in speech therapy practice.

The application of the above methods contributes to the achievement of positive results in a short time. In speech pathology children:

The muscle tone of the articulation organs is normalized;

The motor functions of the articulatory apparatus are stimulated;

The speech function is activated

The efficiency increases.

3 . Overcoming speech difficulties in children using unconventional techniques

The use of non-traditional methods in correctional work is recognized in modern pedagogical science as one of the most effective means of preventing and correcting disorders in speech development. This is confirmed not only by numerous scientific studies, but also by the experience of organizing correctional and pedagogical assistance to children in need. The efficiency of non-traditional methods is the higher, the earlier their implementation is started. The use of non-traditional methods in speech correction is especially important. These methods contribute to the development of the communicative function of speech, while significantly increasing the effect of the speech therapist's work. Non-traditional methods are perfectly combined in a complex speech correction due to the fact that the child better remembers and assimilates speech material.

The effectiveness of unconventional methods is determined by:

Unusual design, organization and methods of conducting classes,

The interest of children,

The development of their creative independence,

Creating a favorable climate in the classroom,

Orientation of children to communication.

Correctional classes using non-traditional methods aimed at overcoming severe speech disorders are focused on:

Development of sensory and sensory perception of the surrounding world;

Solving emotional and volitional problems of the child;

Development of spatial representations, motor coordination, awareness of one's own body,

Formation of positive self-esteem in a child with speech disorders.

4. Non-traditional techniques used in speech therapy practice

A relatively new unconventional method in speech therapy practice includessand therapy.

Sand play is a natural and accessible form of activity for every child. A child often cannot express his feelings, fears in words, and then playing with sand comes to his aid. And most importantly, he gains invaluable experience in symbolic resolution of many life situations.

The therapeutic effect of playing with sand was first noticed by the Swiss psychologist and philosopher Carl Gustav Jung. The most important psychotherapeutic property of sand is the ability to change the plot, events, relationships. Since the game takes place in the context of the fairy-tale world, the child is given the opportunity to change the situation that is uncomfortable for him. He learns to overcome difficulties on his own.

The observations of psychologists show that it is the first joint games of children in the sandbox that can visually show parents the peculiarities of the behavior and development of their children. Parents see that the child becomes overly aggressive or timid in communication with peers - this can become a reason for thinking about the upbringing system.

You can play sand not only on the street - you can arrange a mini-sandbox at home, in kindergarten, in a speech therapy room.

Through sand therapy, not only the harmonization of the psychoemotional state occurs, but also corrective speech therapy tasks are directly solved:

Tactile-kinesthetic sensitivity and fine motor skills of the hands develop powerfully,as the basis for the development of "manual intelligence";

The skill of correct sound pronunciation is strengthened.

Develop more harmoniously and intensivelyall cognitive functions (perception, attention, memory, thinking);

The development of subject-play activity is being improved, which further contributes to the development of the child's communication skills;

Contribute to the expansion of vocabulary;

Help to master the skills of sound-syllabic analysis and synthesis;

Allow to develop phonemic hearing and perception;

Contribute to the development of coherent speech, lexical and grammatical concepts;

Help in the study of letters, mastering the skills of reading and writing;

They develop activity, expand the life experience transmitted by the teacher in a form close to the child (the principle of information accessibility);

Stabilize emotional states by absorbing negative energy;

Allow the child to correlate games with real life, to comprehend what is happening, to find ways to solve a problem situation;

They overcome the "bad artist" complex, creating artistic compositions from sand using ready-made figurines;

Develop creative (creative) actions, find non-standard solutions leading to a successful result;

Improve visual-spatial orientation;

The child's desire to learn something new, experiment and work independently is significantly increased;

Playing with sand has no methodological limitations. This provides great opportunities for working with children with speech impairments.

Sand therapy elements are used in various types of work. For example, during the preparation for the production of sounds during the traditional performance of articulation exercises: when performing the exercise "Horse"- to click the tongue, at the same time with the fingers rhythmically, to the beat of the clicks, "jump on the sand."

Performing the exercise "Turkey" - quickly lick the upper lip with the tongue with the sound "bl-bl-bl", move your fingers in time to the movements of the tongue in the thickness of the sand,

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

At the stage of automating sounds, the following exercises are performed: "Motor" - pronounce the sound "P" by sliding your index finger along the sand. A variant of this exercise - a child in the thickness of the sand is looking for a toy - a car. Having found her, he utters this sound. Exercise "Hill" - choose from lying or half buried in the sand toys with the sound "C" and, picking up the sand and uttering this sound, fill it up.

Most of the techniques, games, exercises in literacy classes using the sandbox are aimed at developing visual attention and memory, thinking, creative imagination, and coherent speech. In the process of playing, the child learns not only to distinguish the given sounds by ear, but also to correlate them with letters that he can draw with his finger, stick, sculpt or dig in the sand.

In playing with sand, children develop and develop the skills of auditory control, both over the pronunciation of the sounds of someone else's speech and their own. The perception and distinction between correct and defective sound pronunciation develops. Also, children develop the perception of a different tempo of speech and independent reproduction of a certain tempo of the phrase. Speech is associated with hand movements of different speed on the sand, which affects the normalization of the rate of speech. Developing phonemic hearing, we use the following exercises: "Two cities" - the sandbox is divided into two parts. The child lowers objects or toys with differentiable sounds in different cities (for example, in “city C” and “city III”.

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

The use of objects of various textures in playing with sand develops tactile sensitivity and fine motor skills of the child's hands, which is necessary for the development of correct sound pronunciation.

Sand can also be used in private lessons. The child plunges his hands into the sand, finds various objects there, then discusses: "What is this?" or "Whose is this?" Or, finding objects, name the sound from which they begin or guess the presence of any sound in the name of the object. When working on the syllable structure of a word, you can play the following games:

“Divide the word into syllables” - the child prints a given word on the sand and divides it into syllables with vertical stripes. A variant of this exercise is to choose toys from the sand with a given number of syllables.

It is difficult for children with speech impairments to master the sound analysis of words and sentences.For successful training in these types of work, game exercises are used: "Write", "Find"- the child writes or searches for different letters in the sand, then makes up syllables, words, and sentences from words.

The use of playing with sand and in improving the grammatical structure of speech: in the assimilation of possessive and relative adjectives, the coordination of adjectives with nouns, numerals with nouns, etc.

Speech pathology children also have a specific peculiarity of coherent speech, the difficulties in mastering which are due to the presence of secondary deviations in the development of mental processes in children. The children really like to retell stories and fairy tales with demonstration of actions using toys. In the process of retelling, children begin to fantasize, coming up with a continuation of the story. On the sand, classes are successfully held on composing stories - descriptions, stories - comparisons.

In the game "My Treasure" - the child buries an object in the sand and describes it without naming it. Other children guess and search for the subject.

Also used are the techniques of playing with sand, which are proposed by T. D. Zinkevich-Evstigneeva and T. M. Grabenko in the "Workshop on Creative Therapy":

Slide your palms along the surface of the sand, performing zigzag and circular movements (like cars, snakes, sledges, etc.);

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

Create with prints of palms, fists, knuckles of the hands, with the edges of the palms, all kinds of bizarre patterns on the surface of the sand;

- "walk" on the sand separately with each finger of the right and left hand alternately (first only with index fingers, then - with middle, nameless, large and finally, little fingers). Next, you can group your fingers in two, three, four, five. Here, the child will be able to create mysterious tracks;

You can “play” on the surface of the sand, like on a piano or a computer keyboard. In this case, not only the fingers move, but also the hands, making soft up and down movements. To compare the sensations, you can invite children to do the same movements on the table surface.

Interaction with sand stabilizes the child's emotional state. Along with the development of tactile-kinesthetic sensitivity and fine motor skills, children listen to themselves and articulate their feelings. And this, in turn, contributes to the development of speech, voluntary attention and memory. But the most important thing is that the child gets the first experience of reflection, learns to understand himself and others.

When restoring gaps in the development of the sound side of speech, games are used to develop phonemic hearing: choose figures whose names contain the sound [a] or another vowel; select figures with automated sound in their names, etc.

Then the task is concretized: to compose orally sentences in which words with a given sound are at the beginning, middle, end of a word. These simple games help to solve many speech therapy problems: to consolidate the skills of correct pronunciation of the automated sound; to develop the ability to hear and isolate individual sounds and sound combinations in a word.

Children are very fond of drawing on the sand, "typing" letters and words, first with a finger, then with a stick, holding it like a pen. The sand allows the child to work longer. It is easier to fix on the sand than on paper, where traces of mistakes are always visible. This is very important for the child, since he does not fix his attention on mistakes and failures, but feels psychological comfort from a quick correction.

General conditions for organizing sand therapy.

A large waterproof box is used as a sandbox. Its traditional size in centimeters is 50 x 70 x 8 cm, (where 50 x 70 is the field size, and 8 is the depth). It is believed that this size of the sandbox corresponds to the volume of the visual field. The traditional sandbox size is designed for individual work. For group work, it is recommended to use a sandbox measuring 100 x 140 x 8 cm.

Material. Wood is the traditional and preferred material. In the practice of working with sand, plastic boxes are often used, but sand does not "breathe" in them.

Color. The traditional sandbox combines the natural color of wood and blue. The bottom and sides (except for the upper plane of the side boards) are painted blue. Thus, the bottom symbolizes water, and the sides symbolize the sky. Blue color has a pacifying effect on a person. In addition, the "blue" sandbox filled with sand is a miniature model of our planet in human perception. If the means and space of the office allow, you can experiment with multi-colored sandboxes, when the bottom and sides are painted in one or more colors.

Now it can be filled one third or half with clean (washed and sifted) oven-calcined sand. The sand used must be changed or cleaned from time to time. Cleansing is done at least once a month. The sand must be removed from the sandbox, sieved, rinsed and calcined.

To organize games with sand, a large set of miniature objects and toys is required, which together symbolize the world. Before you start playing with sand, you need to talk to the children about the rules of playing in the sandbox. This will help the poem of T.M. Grabenko:

There are no harmful children in the country -

There is no place for them in the sand!

You can't bite here, fight

And throw sand in your eyes!

Don't ruin foreign countries!

Sand is a peaceful country.

You can build and weird

You can do a lot:

Mountains, rivers and seas

To have life around.

Children, do you understand me?

Or should I repeat it ?!

To remember and be friends!

The basic principles of sand games.

1. Creation of a natural stimulating environment in which the child feels comfortable and protected, showing creative activity.

2. "Renewal" of abstract symbols: letters, numbers, geometric shapes etc., which allows you to formulate and strengthen the positive motivation for classes and the child's personal interest in what is happening.

3. Real "living", playing all kinds of situations together with the heroes of fairy-tale games, which helps the development of coherent speech, since actions are "enlightened", logical thinking develops, and the grammatical structure of speech is formed.

3. A set of playing material (stored in plastic containers with holes):

Blades, wide brushes, sieves, funnels;

Various plastic molds of different sizes - geometric; depicting animals, vehicles, people; dough molds;

Miniature toys (5-10 cm high) depicting people of different sexes and ages; various animals (domestic, wild, prehistoric; inhabitants of the aquatic world: various fish, mammals, molluscs, crabs; insects); plants (trees, shrubs, flowers, grass, etc.); vehicles (land, water, air transport, fantastic vehicles);

A set of household utensils (dishes, household items, table decorations);

Various buildings and structures (houses, palaces, castles, other buildings); furniture; human habitat objects (fences, hedges, bridges, gates, road signs);

Accessories (beads, masks, fabrics, buttons, buckles, jewelry, etc.);

Examples of some exercises (Appendix 1)

There are three rules for the sand specialist:

Joining the child. The sand picture created by the child contains rich information about his inner world and current state. Understanding the child and his problems, feeling the rhythm of the sand picture, feeling the unique figurative structure of the picture - all this is included in the concept of joining.

Sincere interest, intrigue of events and stories that unfold in the sandbox.Considering a picture of a child, a specialist, as it were, combines two hypostases. On the one hand, this is an inquisitive open traveler who is extremely interested in what is happening in the world that the child created. On the other hand, he is a sage seeking to find the truth.

Strict adherence to professional and human ethics. This rule is at the same time a prerequisite for any kind of professional assistance to a person. The teacher cannot, in the presence of the child, without demand, remove the figures from the sandbox, rebuild the picture or express a value judgment. The inner world of a person is extremely fragile, and only strict adherence to the ethical code and the high professionalism of a specialist can protect a child from mental trauma.

The Su-Jock method.

This is the latest achievement in oriental medicine.

Translated from the Korean language, Su means a brush, Jock means a foot. Thus, Su Jok therapy is a method of treatment using hands and feet. In the structure of the hand and foot, an amazing similarity to the structure of the human body appears. In the human body, one can distinguish a trunk and five protruding parts - a head with a neck and four limbs. Looking at our hand, we see that the hand also consists of a palm and five protruding parts - fingers. (Appendix 2)

The thumb, consisting of two phalanges, resembles the head and neck. Each of the four limbs of the body has three parts. In the hand, the shoulder, forearm and hand are distinguished; in the leg - thigh, lower leg and foot. Each of the four fingers of the hand, from the second to the fifth, consists of three phalanges. These and other similarities confirm that the thumb is related to the head, the second and fifth toes, and the third and fourth to the legs. Among all parts of the body, the foot is most similar to the hand and is in second place in the degree of similarity to the body. The similarity is evidence of the deep internal connections that exist between the body, hand and foot, and explains the great potential of Su Jok therapy.

Su Jok therapy is highly effective, safe and simple, the best self-help method that exists today. With the help of balls ("hedgehogs") and rings, it is convenient to massage your fingers in order to have a beneficial effect on the entire body. This allows you to increase the child's potential energy level, enrich his knowledge of his own body, and develops tactile sensitivity.

The goals of the method:

Normalize muscle tone;

Indirectly stimulate the speech areas in the cerebral cortex.

Studies by neuropathologists, psychiatrists and physiologists have shown that the morphological and functional formation of the speech areas of the cerebral cortex occurs under the influence of kinesthetic impulses coming from the fingers. Therefore, Su Jok therapy activates the development of the child's speech.

The effectiveness of the use of non-traditional methods of therapy largely depends on their combination with traditional means of correction. In the process of this combination, the child gradually gradually masters the necessary speech skills and abilities.

The main advantages of Su-Jok therapy:

High efficiency. When used correctly, the pronounced effect often occurs within a few minutes, sometimes seconds.

Absolute safety of use. This healing system was not created by man - he just discovered it, but by Nature itself. This is the reason for her strength and security. Stimulation of the correspondence points leads to healing. Misapplication never harms humans - it is simply ineffective.

The versatility of the method. With the help of Su-Jok therapy, any part of the body, any organ, any joint can be treated.

The availability of the method for every person. In Su-Jok therapy you do not need to learn or memorize anything. What is memorized is easily forgotten. It is enough to understand the method once, then you can use it all your life.

Ease of use.

Along with finger games, mosaic, shading, modeling, drawing for speech therapy purposes, su-jok therapy activates the development of the child's speech. With the help of rings, "hedgehogs" it is convenient to massage your fingers for a beneficial effect on the entire body. It is advisable to combine massage of the palms and fingers with speech exercises that are relevant at this stage of work (this can be a repetition of syllable chains, chanting pure words, etc.).

The effectiveness of the use of non-traditional methods of therapy largely depends on their combination with traditional means of correction and, of course, on their systematic nature. In the process of this combination, the child gradually gradually masters the necessary skills and abilities.

Japanese finger massage technique - Thumb massage increases brain activity. If children are worried during speech and twirl objects in their hands, they should not be snatched from their hands - this is how the child's body relieves excitement. Japanese scientist Yoshiro Tsutsumi has developed a system of exercises for self-massage. It included: rubbing the pads of the fingers, massage of the palmar surfaces with stone, metal or glass colored balls "marbles", massage with walnuts, massage with hexagonal pencils, massage with "rosary".

Some Su-Jok therapy techniques:

Massage with a special ball.Since there are many biologically active points in the palm of your hand, massage with a special ball is an effective way to stimulate them. By rolling the ball between their palms, children massage the muscles of the hands. Each ball has a "magic" ring.

Elastic ring massage helps to stimulate the work of internal organs, since the entire human body is projected onto the hand and foot, as well as on each toe and foot.

Manual massage of hands and fingers.Massage of fingers and nail plates of hands is very useful and effective. These areas correspond to the brain. In addition, the entire human body is projected onto them in the form of mini-correspondence systems. Therefore, the fingertips need to be massaged until they feel warm. This has a healing effect on the entire body. It is especially important to work on the thumb, which is responsible for the person's head.

Foot massage. The impact on the points of the feet is carried out while walking on ribbed paths, massage mats, rugs with buttons, etc.

Forms of work with children while normalizing muscle tone and stimulating speech areas in the cerebral cortex, correcting pronunciation (sound automation), developing lexical and grammatical categories, and improving spatial orientation skills.

1. Massage Su - Jock balls(children repeat words and perform actions with the ball in accordance with the text)

I roll the ball in circles

I drive him back and forth.

I will stroke my palm with it.

It's like I'm sweeping away a crumb

And I will squeeze it a little,

Like a cat squeezes its paw

I will press the ball with each finger

And I'll start with the other hand.

2. Massage the fingers with an elastic ring(children alternately put on massage rings on each finger, reciting a finger gymnastics poem).

3. Using Su - Jok balls when automating sounds(the child alternately puts on a massage ring on each finger, while pronouncing a poem to automate the set sound).

4. The use of Su - Jok balls in the improvement of lexical and grammatical categories(Exercise "One-Many", "Name it affectionately", "Say the opposite").

5. Using Su - Jok balls to develop memory and attention.

6. Using balls for general motor exercises.

7. Using balls of three colors: red, blue, green (for sound analysis of words).

8. Using balls to improve the skills of using prepositions.

9. Using balls for syllabic analysis of words (exercise "Divide words into syllables").

Finger game "Turtle" (in the hands of the children Su Jok).

Description

There was a big turtle

And she bit everyone out of fear

(children roll Su Jok between their palms)

Bite, bite, bite, bite,

(Su Jok between the thumb and the rest, which the child holds with a "pinch". Press rhythmically on Su Jok, shifting from hand to hand).

I'm not afraid of anyone

(children roll Su Jok between their palms).

Finger game "Hedgehog"

Description : the exercise is performed first on the right hand, then on the left.

Hedgehog, hedgehog, cunning hedgehog,

you look like a ball.

(children roll Su Jok between their palms)

There are needles on the back

(massage movements of the thumb)

very very sharp.

(massage movements of the index finger)

Although the hedgehog is small in height,

(massage movements of the middle finger)

showed us thorns

(massage movements of the ring finger)

And the thorns too

(massage movements of the little finger)

look like a hedgehog

(children roll Su Jok between their palms).

Finger game "Finger boy"

Description : the exercise is performed first on the right hand, then on the left.

Finger boy

Where have you been?

(put the Su Jok ring on the thumb)

I went to the forest with this brother,

(put the Su Jok ring on the index finger)

I cooked cabbage soup with this brother,

(put the Su Jok ring on the middle finger)

I ate porridge with this brother,

(put the Su Jok ring on the ring finger)

I sang songs with this brother

(put the Su Jok ring on the index finger).

Starting position: stand up straight, raise your palms to face level, lower your elbows.

Paradoxical gymnastics A.N. Strelnikova.

Paradoxical gymnastics helps to increase the volume of inspiration and diaphragmatic expiration. Each movement corresponds to a specific breathing phase. So, breaths are taken with movements that compress chest... The inhalation should be as active as possible, the exhalation should be passive. Unlike traditional breathing exercises, a noisy short breath is taken with the nose with slightly bent lips. Exhale freely through the mouth.

All exercises are rhythmic. Each of them is performed 8 times, after a 3-5 second break, it is recommended to move on to the next exercise. The total duration of gymnastics is 5-7 minutes. At the beginning of training, one exercise is mastered. Each next day, one more is added. Here are some exercises:

Exercise 1. "Palms".

Take a short noisy active breath with your nose and at the same time clench your fists. Exhale smoothly, freely through the nose or through the mouth, unclench the fingers, relax the hands.

Exercise 2. "Belt"

Starting position: stand up straight, clench your fists, press them to your belt.

At the moment of a short noisy breath with your nose, force your fists to the floor, as if throwing something off your hands. During the push, unclench your fists, spread your fingers. On exhalation, return to the starting position.

Exercise 3. "Bow"

Lean forward slightly, round your back, lower your head and arms. Take a short noisy breath at the end point of the bow ("sniff the floor"). Then smoothly, freely exhaling through the nose or mouth, return to the starting position.

Exercise 7. "Turning the head"

Starting position: stand up straight, arms down.

Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, again take a short breath to the left. Exhale passive between breaths.

Exercise 8. "Ears".

Starting position: stand up straight, look in front of you.

Tilt your head slightly to the right shoulder - a short noisy breath through your nose. Then tilt your head to the left - also inhale. Exhale passive between breaths, do inclines without interruption.

Exercises for children with cerebral palsy, cerebral palsy, ZRD, ADHD, conduct disorders and other neurological and psychiatric problems.

Exercise "Blowing engines"starting position - sitting. Breathing only through the left, and then only through the right nostril (while the right nostril is closed with the thumb of the right hand, the rest of the fingers look up, the left nostril is closed with the little finger of the right hand). Slow deep breathing. The effect is to activate the work of the right and left hemispheres.

Exercise "Balloon" starting position - sitting or lying on the floor. Breathe in. Relax the abdominal muscles, start inhaling, inflating a ball in the abdomen, for example, red. Pause (holding your breath) exhale. Draw in your stomach as much as possible. Pause. Breathe in. When inhaling, the lips are drawn out with a tube and noisily "drink" the air.

Exercise "Bee Buzz". The thumbs cover the ears, the other four fingers cover the eyes, while the middle and ring fingers are slightly pressed on them. Take a deep breath and pronounce the sound "m" throughout the entire exhalation. connect vibration by lightly pressing and releasing in fast pace thumbs in the ears. When the air ends, immediately take a deep breath and as you exhale, pronounce this sound again. So from 3 to 5 times. As a variant of this exercise, you can use the sound "f" (the mouth is slightly open) instead of the sound "m", and also alternate them. The effect is to harmonize the work of the brain.

Exercise "Ah!"starting position - stand up, feet shoulder-width apart, arms down, palms facing forward. On a quick breath, the arms are drawn to the armpits, palms up. On a slow exhalation, they descend along the body, palms down. Effect - this type of breathing has a powerful mobilizing effect, quickly relieves psycho-emotional stress.

"Puppet therapy"

The author of the term "puppet therapy" can no longer be found, but it is known that the practice with puppets itself has existed for a long time. For example, the Wales neuropathologist Malcolm Wright used puppets and puppet theater as early as 1926 to relieve vaccine-related neuroses in children.

Modern "puppet therapists" consider the puppet theater to be the most effective way of working with children.

In speech therapy classes, puppet therapy can be used in case of violation of the child's behavior, fears, with an insufficient communicative sphere.

With a favorite image of a hero from a fairy tale, cartoon, favorite toy, the teacher plays with children stories related to a traumatic situation for the child. The dramatization of the story should capture the child, evoke vivid positive emotions in him. The plot is built on an "increasing" basis, ends with violent emotional reactions (laughter, crying), stress relief.

For the development of the emotional sphere, there is a special set of six similar dolls with different facial expressions: sadness, joy, calmness, anger, fear, surprise. The child puts one doll on his hand, then another and, with appropriate intonations, pronounces neutral phrases such as “Good

by day "or" What time is it? "

Role-playing drama therapy - reconstruction of a behavioral reaction when playing out a specially selected plot.

Psychodrama - children do not play ready-made roles, but improvise under the guidance of a teacher.

Fairytale therapy

Fairytale therapy is the oldest method of practical psychology in human civilization and one of the youngest methods in modern corrective practice.

Fairytale therapy occupies a special place among non-traditional methods. It allows you to expand your horizons and form a holistic view of the world around you. Role-playing skills are developed through a fairy tale.

reference. It influences the development of the cognitive and emotional-volitional sphere.

The tale finds application in various areas of work with preschool children with speech disorders. And therefore, the task of a speech therapist is to surround him with a game so that he does not notice that in fact

busy with hard work - correcting speech defects.

The tale performs extremely important speech and communication functions:

Lexical-shaped, as it forms the linguistic culture of the individual;

Activates and develops the child's internal auditory-speech memory;

When retelling, dramatization, the formation of speech culture occurs;

The main language functions are developing - expressive (verbal-figurative component of speech) and com-

municative (ability to communicate, understand, dialogue);

Has a psychotherapeutic effect.

In the process of correctional work, the possibilities of fairy tale therapy are unique. No other type of activity can provide such a complex impact on the child's speech sphere.

After conducting classes using fairy tale therapy with children of middle preschool age, the following results can be observed:

1. Children have improved indicators characterizing the level of speech development, the state of phonemic hearing and attention, the quality of performance of basic movements, movements of small arm muscles.

2. The children have increased speech activity, emotional expressiveness, coordination of speech and movement,

the state of coherent monologue speech has improved.

3. Children learned to expressively convey simple actions of game characters, to perform movements in the rhythm of music.

Libropsychotherapy - therapeutic reading, bibliotherapy - treatment through a book (specially selected works)

This is a science aimed at correcting speech disorders, at the formation of moral values \u200b\u200bin children, increasing the intellectual and educational level on the basis of synthesizing the reading situation.

Practical methods of bibliotherapy is the principle of selection of books, types of texts used.

The inclusion of bibliotherapy in a comprehensive program of correctional pedagogy will contribute to the development of speech, the formation of children's behavioral reactions and spiritual values \u200b\u200binherent in the Russian community (kindness, understanding, mercy, good-naturedness, patriotism, empathy, love for neighbor, etc.)

Bibliotherapy harmoniously complements other types of children's health improvement through art and play (aesthetic therapy). Bibliotherapy is the most accessible of all types of aesthetic therapy, apart from medical communication with nature (naturpsychotherapy).

Art therapy

The term "art therapy" (literally - art therapy) was introduced by A. Hill (1938) when describing his own work with tuberculosis patients in sanatoriums. According to M. Libman, art therapy is the use of means of art to convey feelings and other manifestations of the human psyche in order to change the structure of his attitude.

The Russian Encyclopedia of Social Work states that art therapy is the methods and technologies for the rehabilitation of persons by means of art and artistic activity. The means of art include: music, painting, literary works, theater, etc.

The modern definition of art therapy is based on the concepts of expression, communication, symbolization, with the action of which artistic creativity is associated

Classes are suitable for adults and children “My creations are in me- all this is me! "

Art therapy is more focused on the creation process itself than on the end result. In such sessions, the most important topic for the participants is set, and all work is built in accordance with it. This is not only fine art, it is also a discussion of feelings, experiences, his true needs, help in finding resources to independently solve their problems. It's like a path to yourself!

Children with hyperactivity;

Squeezed and shy;

To respond to negative feelings, experiences, losses;

To relieve aggressive and depressive conditions;

People with psychosomatic problems.

Lesson objectives:

Removing body clamps, internal barriers that prevent living in harmony with the world;

Self-disclosure, knowing yourself through the prism of your creations, exploring your I;

Development of creativity, your own vision of the world;

Development of self-confidence;

Correction of somatic and emotional disorders through the reaction of their true feelings and experiences (loss, disappointment, depression, aggression);

Personal development;

The advantages of art therapy over other forms of work:

Has no restrictions on use;

It is a means of non-verbal communication, which is especially valuable for those who are not fluent in speech;

It is a powerful means of rapprochement, an intermediary between a specialist and a participant in the process.

Methods:

Fine art itself (self-portraits, collages, hand-drawing, on wet paper, etc.)

Incentive drawing through the use of ready-made images

Diagnosis of drawing

Color meditation (using texts on a background of color)

Relaxation (use of Mondals, harmonizing music, aromatherapy)

Music therapy

Working with clay, plasticine

Gestalt therapy methods.

Phytotherapy

Treatment with medicinal plants. Here, more goes to the emotional mood in the classroom and in conjunction with other methods of influence.

restoration of mental and physical performance;

elimination of fatigue, lethargy, asthenic syndrome;

prevention of cerebrovascular accidents;

elimination of insomnia, nervousness;

prevention and elimination of memory disorders;

restoration of muscle tone.

With a spastic form of dysarthria:

Infusions from pine nut shells

Infusions of calendula flowers

Dill seed infusion

Decoctions of sweet clover

Baths from infusion of thyme

Decoction of fir branches

With paretic form of dysarthria:

Ginseng infusions

Infusions from Maryin root

Buckwheat infusions

Infusions from common scabies

Baths from a decoction of herbs: wheat, sweet clover, silver cinquefoil

Decoctions of thistle and bedstraw soft

To improve performance, improve memory, concentration of attention:

Decoctions of St. John's wort, lily of the valley

Ginseng tinctures

Raw cabbage juice

Rubbing in juniper oil combined with point massage according to the method of K.A. Semenova

With neurosis-like stuttering:

Fees:

Collection number 1:

Heather, dried heather, motherwort, ulcer, valerian - 40 grams each. Pour the mixture with 0.5 tbsp. boiling water, leave for 8 hours, strain and drink 4-5 times a day before meals and before bedtime.

Collection number 2:

Chernobyl roots, coltsfoot leaf, cyanosis roots, sweet clover, lilac - 20 grams each. At 1 st. spoon of the mixture, 0.5 l. water, boil for 5 minutes, leave for 30 minutes, drink 4 doses 15-30 minutes before meals.

Chromotherapy

(color therapy, light therapy).

This is the science that studies the properties of light and color.

Objectives: to normalize muscle tone, neutralize a negative state

The effect of light on the child's body.

Blue, light blue - calming effect, relaxing effect, reducing spasms, inhibiting effect. Red, pink - increased efficiency, a feeling of warmth, stimulation of mental processes. Green - calming effect, creating a good mood. Yellow is the color of joy and peace, neutralization of a negative state.

Chromotherapy in individual lessons has a beneficial effect on the nervous system. So, depending on the state of the child, you can create a color background of lighting (put a chiffon scarf of a certain color over the lamp, which does not darken, but creates a soft light of a certain color range.)

Music therapy

Music therapy is a medicine that is listened to. Light calm music during remedial exercises has a calming effect on the nervous system, balances the processes of excitation and inhibition. In speech therapy classes, you can use the following music therapy techniques:

Listening to music, for example, while shading or drawing in class.

Rhythmic movements to music.

Combining music with work to develop hand praxis.

Singing clean phrases with musical accompaniment.

Music therapy direction of work contributes to:

Improving the general condition of children

Improving the performance of the quality of movements (expressiveness, rhythm, smoothness develop);

Correction and development of sensations, perceptions, representations

Stimulation of speech function

Normalization of the prosodic side of speech (timbre, tempo, rhythm, expressiveness of intonation).

The goal of speech therapy and logorhythmic classes using music therapy is to create a positive emotional background:

Removal of the anxiety factor

Stimulation of motor functions

Development and correction of sensory processes (sensations, perceptions, representations) and sensory abilities

Disinhibition of speech function

Development of a sense of rhythm, tempo, time

Development of thinking skills and imagination

Development of verbal and non-verbal communication skills

Normalization of the prosodic side of speech

Features of use:

The volume of music should be strictly dosed (not loudly, but not quietly either);

Those works that all children like should be used for listening;

It is better to use pieces of music familiar to children (should not distract attention with novelty);

The listening time should be no more than 10 minutes at a time.

5. Non-traditional methods of eliminating dysgraphia in younger students

In addition to traditional methods and techniques for the correction and prevention of dyslexia and dysgraphia, classes in phonetic rhythm are useful (Vlasova T.M., Phonetic rhythm: A manual for a teacher. M., 1989). This is a system of motor exercises, in which various movements (body, head, arms, legs) are combined with the pronunciation of a certain speech material (phrases, words, syllables, sounds). Such classes are needed by children with phonemic hearing impairments, with complex dyslalia and erased dysarthria, with impaired voluntary motor skills and low

formation of auditory-motor coordination.

Classes in phonetic rhythm help not only correct the deficiencies in sound pronunciation and normalize speech breathing, rhythm, tempo and fusion of speech, voice, intonation, but also enrich vocabulary, broaden the child's horizons, develop inter-analytic connections, which together helps to overcome and prevent possible difficulties in reading and writing.

Exercises are performed with and without music. During the lesson, the children, together with the speech therapist, stand in a circle. The necessary movements are not previously learned, but are repeated several times synchronously. Instructions, as well as all speech material, are presented to children visually and audibly. The exercises include individual sounds, syllables, syllables, words, phrases, phrases, tongue twisters, counting rhymes, short texts and poems that are familiar to children and accessible to their understanding. After children learn to repeat the movements correctly, the number of repetitions decreases. Visual demonstration and repeated repetition stimulate the student to imitate correctly. (Appendix 3)

Conclusion

Analysis of work using non-traditional methods in speech therapy work with children made it possible to conclude that it is possible to use them in

correctional work with children with speech disorders, aimed at correcting sound pronunciation, developing phonemic hearing, coherent speech, developing the grammatical structure of speech, while learning to read

and writing, etc.

The use of non-traditional teaching tools shows that non-traditional methods are simple, affordable, effective, do not have

age boundaries, contribute to the successful correction of speech and social adaptation of preschool children, which indicates the need for their widespread introduction into the practice of speech therapy.

Based test work it can be generally concluded that the use of non-traditional methods of therapy gives positive results:

Students' interest in speech therapy classes increases significantly;

Learners feel more successful;

There is no place for monotony and boredom in the classroom.

POEM SUPPORT TO BIOENERGOPLASTY METHOD

Hippo

Opened my mouth wide-

The result is a "hippo".

And then they closed their mouth-

The hippo is resting.

Pancakes

We decided to bake pancakes.

We kneaded a lot of dough.

To make it more fun

Invited all friends

Delicious jam

Cooked jam

And we baked the cake.

All friends were invited to a feast

And they treated me to jam.

Harmonic

One two three four-

We opened our mouth wider.

Three, four, five, six -

And we have an accordion.

Fungus

They raised their tongue up,

He became like a fungus.

We'll hold it for a little while

And then we pull the leg.

Fence

In the morning we went out into the yard

And built a fence

The teeth are closed now

Everything turned out for us.

Needle

Our tongue is like a needle

We will make it sharp, thin.

One, two, three, four, five,

We need to remove the needle.

Turkey

Our turkey got angry,

He did not let him play in the meadow.

He drove everyone out of the yard,

Run away kids.

Coil

Like a coil we rolled

Our skillful tongue.

Twisted, bent

And put it back in my mouth

Swing

We swung on a swing

They climbed high up.

Up and down, up and down

Hold on very tight

The cat is angry

Our pussy got angry:

"Who ate sour cream from a bowl?"

They poured her milk

I ate everything and went to bed.

The cat is angry

We have a cat in our apartment

Likes to hiss a little.

The back is arched,

Angry with you and me.

Rabbit

Loves to chew on a fluffy rabbit

Both cabbage and carrots.

The rabbit was given a carrot

And patted the ears.

Scapula

One, two - pull it down

We turn into a spatula,

So that our language is skillful,

We are charging

Horse

A horse galloped to us,

We heard the sound of hooves

Raise the tongue up

And let's go to the meadow.

Frogs

Turned us into frogs

We reached out to the ears.

They reached out, smiled,

And then they returned home

Painter

We will clean up the house

And we will help mom.

We will take the brushes in our hands,

We will paint everything ourselves

Sail

The wind blows the sail

Our boat is urged on.

One, two, three, four, five,

We will keep the sail

Piglet

The wind blows the sail

Our boat is urged on.

One, two, three, four, five,

We will keep the sail

Comb

Our teeth are a scallop,

She brushed her tongue.

We will comb our hair many times

So that it is smooth with us.

Tubule

Like a tube

We have a pipe.

We'll blow a pipe

Pull the lips with a tube.

Proboscis

The baby elephant pulled out its trunk,

He invited us to play.

Lips "folded with a proboscis"

We made friends with the elephant

Watch

Like the hands of a clock

We move our tongue.

Our watch is in a hurry

They want to help the tongue.

Cup

Like the hands of a clock

We move our tongue.

Our watch is in a hurry

They want to help the tongue.

We brush our teeth

We certainly love very much

Brush your teeth gently.

One, two, three, four, five-

We will rinse your mouth.