Analytic note
Federal state educational standard preschool education approved the basic principles, one of which is to support the initiative of children in various types activities.
The child's initiative is the most important indicator of children's intelligence, its development, which is manifested in all types of activities, including music. Development creativity child allows a special way to influence the formation of his social and personal growth in the long term to achieve the goals that the teacher focuses on the Concept of modernization of Russian education.
Introduction into practice of technology for the development of musical creative abilities of children preschool age, which are implemented in different forms musical activity, involves not only the development of his musicality, but also the development of constructiveness and creativity of thinking, mobility, dynamism, independence, and the success of self-realization in society.
Analyzing the activities for the implementation of the work program for the development of musicality for children 3-7 years old, and the results pedagogical diagnostics mastering the program, came to the conclusion that it is necessary to direct efforts towards the development of the child's initiative, his motivation.
Successful mastering of the musicality development program was ensured mainly due to the development of musical thinking at the reproductive level. The component of freedom of creative self-expression on the basis of acquired skills and abilities was expressed to an insignificant degree: while acquiring various musical experience, the child practically did not know how to creatively transform and use it in various types of independent activities.
Identified the problem: the development of musical creativity in preschool children is impossible without the introduction of a system educational activities on the basis of musical creative pedagogy.
Assuming that the use of a system of educational activities based on special technologies will ensure the development of the musical creative abilities of preschool children, she identified this area as a priority.
Defined the goal - the creation of conditions for the development of musical creative abilities of preschool children in various types of musical activities.
To achieve the goal, the following tasks were set:
- to develop and implement a system of musical-game tasks and developmental exercises aimed at developing the musical creative abilities of children;
- to enrich the developing subject-spatial environment aimed at developing creative abilities, initiative and independence of preschool children in musical activities;
- to increase the competence of teachers and parents of preschool educational institutions in matters of musical development of preschool children.
To solve the tasks set, she built her own pedagogical activity on the basis of combining the principles of musical and creative pedagogy of K. Orfa with the methods of domestic children's musical pedagogy - creative (“Elementary Music Making with Preschoolers” by T.E. Tyutyunnikova) and professional.
Planned result at the level of all participants in educational relations:
· children:
positive dynamics in the development of creative musical abilities of preschool children;
· parents:
participation in educational process; acquiring experience in joint musical creative activity with kids;
· music director:
increasing the level of professional competence on the development of musical creative abilities of preschool children; activation of personal creative potential; gaining experience in the use of creative music pedagogy in the educational process; enrichment of the experience of creating and improving the developing subject-spatial environment in accordance with the Federal State Educational Standard; technology development project activities; expanding the experience of partnerships with all participants in educational relations.
When developing a system of educational activities aimed at developing the musical creative abilities of preschool children in various types of musical activities, I used the technologies and approaches of Orff pedagogy (elementary music making). His concept of "elementary musical education" is based on the idea of personality-oriented improvisational and creative musical education. The emphasis is not on constructive and technological, but on artistic and creative tasks that contribute to the awakening and development of musical abilities. The main didactic principle of the musical and pedagogical concept of Karl Orff is “we learn by doing and creating”. The child takes part in everything, is involved by the teacher in the process of active actions. Action, the ability to do something - a reliable guarantee of the assimilation of any knowledge. In collective music-making, children not only learn from the teacher, but also from each other. The idea, peeped from the partner, finds a different embodiment - this is how the variable development works, which is necessary for acquiring a versatile musical experience. Children need create And worry, to understand.
The principles of musical education that underlie the methodology of the national children's musical creative pedagogy "Elementary Music Making with Preschoolers" (author T.E. Tyutyunnikova) are similar to the principles and methods of orff technology. In each of the sections of the program "Learning to create" (developed by the section "Music. Creative musical pedagogy" of the Pedagogical Society of Russia), a significant place is given to creating conditions for the natural motivation of musical and creative activity of children, ways of their internal emancipation. The methodology is based on two methods that determine the techniques, methods, means necessary for the development of children's emotionality, their creativity, love for music-making, the formation of skills and abilities.
Method of activation of creative manifestations implies children's improvisational creativity directed by the teacher, creation of situations for creativity. Here improvisation is considered as the main principle of musical and personal development of children. Method for modeling the elements of musical language allows you to show and let the child feel the features in an accessible and visible form for him means of expression and their relationship. The modeling method is the learning mechanism here. Rhythmic and pitch relations, dynamics, tempo, form, texture and other components of the musical language are modeled in various ways.
Designing pedagogical activity for the development of musical creative abilities, she relied on the technology of creative musical pedagogy (author T.E. Tyutyunnikova), which corresponds to the tasks and requirements of the Federal State Educational Standard.
The main areas of activity were identified:
- organization of a developing subject-spatial environment that ensures the development of creative abilities, initiative and independence of preschool children in musical activities;
- development and implementation in practice of a system of musical-game tasks and developmental exercises aimed at developing the musical creative abilities of children;
- development of a monitoring system for the development of musical creative abilities in accordance with the methodological theme;
- interaction with teachers, parents, social partners.
Educational activities were carried out on the basis of the work program, revised taking into account the Federal State Educational Standard. To solve the problems of musical development, she used a model of educational activity, which included continuous educational activity, various forms joint activities teacher and children, independent activities of children, as well as interaction with teachers, parents and social partners.
Pedagogical activity in organizing a developing subject-spatial environment (hereinafter referred to as RPPS) was carried out in accordance with the OOP of the kindergarten, the work program and the requirements of the federal state educational standard for preschool education.
The educational space of the music hall is equipped with a variety of training and education tools (didactic aids, toys, children's musical instruments, game attributes, costumes), including technical ones (TV, music center, synthesizer, projector, screen). A variety and sufficient number of children's noise musical instruments was provided by active participation parents and children in the manufacture of non-traditional instruments from various materials. Sets of creative noise orchestras have been formed: the orchestra will be “cooked”; orchestra" school supplies»; orchestra of "mother's objects"; an orchestra of "daddy's instruments"; forest orchestra.
The elements of the environment for the musical development of preschool children are multifunctional, which provides the possibility of a variety of use of objects, manuals, attributes. Depending on the tasks, they can be a didactic aid, a noise or children's musical instrument, an attribute for a game, dance, movement study, a means of communication, stimulus material for the manifestation of creative, leadership, individual characteristics child.
In order to improve the software and methodological support pedagogical activity on the musical development of children:
- replenished the methodological library with new sections (health-saving technologies of musical development, material of regional content);
- created an electronic version of the library methodical literature and musical material, as well as an information bank of literature on the creative musical development of children;
- compiled a handwritten collection containing folk, including the Ural round dance and musical games, a card index of author's musical games;
- developed author's versions of games of other authors with the inclusion of tasks in them creative development or certain didactic components, taking into account the individual approach to pupils;
- developed author's scores for the children's orchestra, taking into account the specific individual characteristics and needs of each participating child.
All this contributed to maintaining interest in different types musical activity, the development of musical creative abilities in preschool children.
For the development of creative musical abilities of preschool children, games, musical-game tasks and developmental exercises were selected from different sources, which were systematized by type of musical activity.
For effective use of this material, card indexes of musical games and game tasks were compiled, aimed at the communicative-social and musical-creative development of preschoolers, which included the author's material (games, notes, texts, game models).
Examples game material in the file cabinet (by type of activity):
- singing (“Sounding threads”, “How a crocodile screams”, “My song”, “Yasha is sitting”);
- musical and rhythmic movements ("Dance teacher", "Hours", "I'm afraid - I'm not afraid", "Dance-freeze", "8 steps");
- listening (“I see music”, thematic creative tasks to convey a musical image in a drawing);
- playing musical instruments ("Mani-mo", "Top, top, thumpers", "Colorful cats", "What the crow heard");
- a dramatization game (“Tarya-Marya”, “The Gates Opened”, “Once the Musicians”, “Guests”, “Kostroma”, “Like Uncle Tryphon”).
To create a favorable psychological climate took into account the individual and age characteristics of the pupils. She contributed to the formation of a stable motivation of children for musical activity, the development of artistic taste, the expansion and enrichment of their musical and figurative ideas through taking into account and reflecting their current interests and needs in continuous educational activities. She paid constant attention to the formation of personal qualities of pupils, created conditions for the development of communication abilities, ensuring positive socialization, developing children's initiative and independence.
In the educational process, she actively used modern pedagogical technologies:
- special technologies (technology of musical education of K. Orff and his followers);
- health-saving (logo-rhythm, finger games, motor warm-ups, phonopedic method of voice development, psycho-gymnastics, game massage);
- project method (child-parent project "I know who wrote this music"; individual creative projects"My Suite", "I draw music"; group children's creative projects "Music of autumn: cheerful and sad", "Fairy tales-noise-makers");
- information and communication technologies (video presentations “Dances of the peoples of the North”, “Lace: the beauty of Russian round dances”, “Shrovetide”, “Smile will make everyone warmer”, “Orchestra and conductor”, “Orchestra of Russian folk instruments”, “Ural spoons” , “Meeting with the Orchestra”; virtual tours “Merry Weekend”, “Vokuznitsa”).
I compiled a video library in accordance with the calendar and thematic plan, the materials of which I used in various forms of the educational process:
- cartoons on road and fire safety;
- video materials on the formation of children's ideas about the world around them (birds, space, seasons, natural phenomena, professions, theater, Ural creative teams, cultural figures),
- cartoons based on the stories of P. Bazhov;
- cartoons and films with music by P.I. Tchaikovsky, M.P. Mussorgsky, S. Prokofiev, V. Bibergan (Ural composer), A. Khachaturian, C. Saint-Saens, A. Vivaldi, E. Grieg, J. S. Bach, L. Beethoven, as well as Soviet songwriters (In Shainsky, G. Gladkov, Gr. Gladkov, V. Lvovsky, A. Rybnikov, A. Gradsky, E. Krylatov, Sh. Kalosh, D. Krivitsky, I. Tsvetkov).
Carried out a gradual transition from reproductive, explanatory and illustrative methods to productive teaching methods (research and search). For example, when working in the section "playing children's musical instruments in the orchestra", the children independently suggested different variants orchestrations of this or that work, performed, independently chose the best from several options. Encouraged initiative and creativity in traditional outdoor games with musical accompaniment.
Focusing on encouraging initiative and a variety of creative manifestations, in working with children I used the following pedagogical methods and tricks:
- games, game tasks and exercises; musical and didactic games; sound games; logarithmic games and exercises; finger games, developmental exercises fine motor skills;
- display, visual and illustrative methods, the use of didactic aids;
- modeling;
- improvisation;
- experimentation; creative, research and experimental, design assignments;
- creation of problem situations;
- use of ICT;
- switching (combining) activities;
- positive reinforcement, encouragement;
- self-assessment of the effectiveness of their own activities (for older preschoolers);
- monitoring the musical activities of peers and adults.
She paid much attention to project creative activity and the use of ICT, which allows her to effectively influence the educational process of musical development.
To assess pedagogical activity, she developed a map for monitoring the development of musical creative abilities in preschool children, which allows tracking not only the dynamics individual development pupils, but also to analyze individual indicators.
The monitoring results were used to optimize group work, as well as individually differentiated work through dynamic adjustment of the content of activities aimed at developing the creative potential of children in all types of musical children's activities.
According to the monitoring of the development of the musical creative abilities of pupils, a significant increase in the number of children in whom the indicators of musical creativity are manifested at a sufficient and close to sufficient level was noted. If in the 2013-2014 academic year at the end of the year, insufficient indicators were noted in 40% of children, then at the end of the 2015-2016 academic year this figure dropped to 12%. The manifestation of indicators of musical creativity at a sufficient level among pupils of preschool educational institutions at the end of the year increased from 7% (May 2014) to 48% (May 2016).
The positive dynamics of the development of musical creative abilities in preschool children allows us to conclude that pedagogical activity is effective and expedient.
In addition to fixed monitoring indicators, I also observed changes in children that are of particular value to me as a teacher: children have become more proactive, their motivation for musical activity has increased, and their self-esteem has grown. I constantly witnessed bright positive emotional manifestations of children in collective musical activity, their satisfaction with the possibility of self-realization in the process of musical creativity, as well as the growing need to acquire new creative experience.
Tracking the progress of graduates, she noted that over the past 4 years, about 20% of kindergarten graduates successfully continue their musical development in children's music schools, two children are educated in a special ten-year school at the UGK im. M.P. Mussorgsky. Among the kindergarten graduates there are laureates and diploma winners of music competitions of various levels. These data also testify to the success of the musical development of children at the level of preschool education, their persistent interest in musical activity, and the desire to expand their direct performing abilities.
The model of pedagogical activity for the development of musical creative abilities, in addition to educational and educational work with children, also included such areas as interaction with teachers and parents of pupils.
Organizing interaction with teachers, applied person-oriented differentiated approach. Conducted consultations for young teachers (“The role of the educator during organized musical learning activities”, “Preparing children for matinees, holidays, entertainment”, “Logo-rhythmic games and musical physical education in NOD”, “Music in the organization of sensitive moments”, “Organization of independent musical activities of children”, “Content of musical corners in groups”). Together with experienced teachers, she developed and took part in open educational events different levels: methodical association of educators, methodical association of speech therapists, participation of children in festivals, competitions (including in regional olympiads according to the program additional education – English language), regional events, conducting master classes.
At the request of teachers, she provided advisory and technical support in working with PC programs, on the use of ICT in the educational process (assistance in preparing presentations, electronic design of illustrative material).
I am a member of the methodological council of the kindergarten, an expert in reviews and competitions within the institution, the secretary of the Pedagogical Council, a member of the Attestation Commission.
One of the areas of interaction with teachers is the development of their creative potential. Since 2009, the vocal ensemble of kindergarten teachers has been taking part in concerts and leisure activities for children and parents, in 2017 the folklore ensemble became the winner of the city festival of creative opportunities for teachers "Big Change".
Through the Internet, she interacted with colleagues from other preschool educational institutions, including from other cities of Russia (communication, exchange of experience through email and Skype video calls). On the site "Educational and methodical office "Ped-piggy bank" I maintain a personal blog /blogs/irina-sergevna-kurkina, where I post author's material and scripts.
When implementing the work program for the musical development of preschool children, I used the network form. It included the organization of musical leisure and entertainment for children's pupils with the participation of teachers and students of Children's Music School No. 3, the Krasno Solnyshko folklore ensemble (artistic director Matveeva T.V.), artists of Yekaterinburg theaters and the Philharmonic.
A striking example of networking is the musical lounge “The song led us to Victory”, which was held in 2015 as part of the regional campaign “Victory March”. Pupils, parents, employees of the kindergarten, its graduates and students of Children's Music School No. 3 took part in it (materials of the event and a film report are presented on a personal blog).
Realizing the content of the part formed by the participants in educational relations, I actively cooperate with the composer, professor of the UGK M.A. Bask. Forms of cooperation: organization of meetings between the composer and children, concerts, methodological and consulting assistance. The collection of author's songs, musical games and scores for children's orchestra, which is being prepared for publication, has a review from the composer.
Organizing interaction with the families of pupils, she relied on conceptual approaches modern educators(Doronova T.N., Solovieva E.V., Grizik T.I., Arnautova E.P.) and GEF DO ( section III, item 3.2.5):
- Dialogic communication;
- active nature of cooperation;
- direct involvement in educational activities;
- support educational initiatives families.
To implement these approaches, I used active forms of interaction:
- joint parent-child projects "Music Workshop", "I know who wrote this music!"
- workshops and master classes ("We play at home - we develop musically", "Logorhythmic and musical finger games", "How to draw music", "Home orchestra");
- participation of parents in educational and leisure activities (holidays, musical entertainment, concerts).
In order to increase the competence of parents on the musical development of preschool children, she conducted consultations on the following topics: "Development of the musicality of children of primary preschool age", "Musical development as a factor in preparing children of senior preschool age for school", "Development of the child's musical creative potential as a path to the development of children's initiative and independence."
Posted information for parents on the parent forum and in groups social networks created by the parents of pupils for the rapid exchange of information.
As a result of systematic and systematic work on the development of musical creative abilities of preschool children, she achieved positive development dynamics, as evidenced by the results of diagnostics.
Along with the positive dynamics of the development of musical creative abilities, I noted the following changes:
- activating the level of children's initiative, increasing motivation for musical activities;
- increasing the self-esteem of children;
- vivid manifestations of positive emotional experience in collective musical activity;
- children's satisfaction with the possibility of self-realization in the process of musical creativity, their need for new opportunities.
The results obtained when using a new approach to the musical development of preschool children through the introduction of the technology of musical and creative pedagogy testify to its expediency and effectiveness.
During the implementation of the system of pedagogical activities to create conditions for the development of musical creative abilities in preschool children, the following problems were identified:
- individualization of the musical development of children, including the development of musical creative abilities;
- variability of the content, forms, ways and methods of implementing the system of activities for the development of children's musical creative abilities.
The identified problems are relevant in modern conditions of development of the education system and the introduction of the Federal State Educational Standard. To solve them, it is necessary to search for and introduce new forms of work aimed at implementing the principle of individualization of education. In this regard, I define the goal of pedagogical activity for the coming years as the creation of conditions for the individualization and variability of work on the development of musical creative abilities in preschool children.
I set myself the following tasks:
- adjust work program in the part formed by the participants in educational relations, taking into account the partial program aimed at developing musical creative abilities in preschool children;
- draw up individual development routes for children based on the results of pedagogical diagnostics;
- carry out educational activities taking into account individual routes children's development;
to introduce innovative forms of educational activities to develop the musical creative abilities of children, ensuring individualization.
An analysis of one's own pedagogical activity allows one to draw conclusions about the success of the results achieved at the level of all participants in educational relations. Improving personal professional competence through the introduction of technologies of musical creative pedagogy, activating personal creative potential, creating the necessary RPPS, expanding the practice of using educational work modern pedagogical technologies, including ICT, the expansion of the experience of partnership and network interaction has made it possible to effectively increase the effectiveness of the pedagogical tasks set.
Actively broadcast experience at events of various levels:
- 2013, regional methodological association of musical leaders, master class "The Art of Spoon Playing";
- 2015, regional methodological association of educators and music directors, the topic "Creating a virtual tour";
- 2015, XXI City Open Pedagogical Readings, the theme is "Support for the initiative and independence of children in musical activities as a condition for the successful implementation of the BLO DO";
- 2016, regional methodological association of musical directors, master class on the theme " Virtual tour in Yekaterinburg";
- 2016, city workshop for teachers of the preschool educational institution "On an excursion with parents: museum pedagogy in the preschool educational institution."
I have publications:
- author's songs "This autumn has come to us", "Street rules" in the magazine "Music Director's Handbook" (No. 8 2013, No. 8 2014). I have a written confirmation from the editors of the magazine that the songs "My Horse" and "Mama" are included in the release plan of the magazine "Music Director's Handbook" and will be published in accordance with the schedule approved by the editors;
- author's material and scripts on a personal blog on the Ped-piggy bank website.
copyright material and scripts on a personal blog on the site "Ped-piggy bank" (
The purpose of the master class: the creation of conditions for the professional self-improvement of the teacher, in which an individual style of creative pedagogical activity is formed.
Master class objectives:
- present the main ideas of the dialogical approach in educational practice;
- characterize the teacher's creative laboratory;
- demonstrate the possibilities of artistic creativity methods in the practice of helping children with speech disorders;
- to expand understanding of the profession of a speech therapist.
Participants: specialists in the field of correctional pedagogy and special psychology, methodologists, heads of educational organizations, representatives of public organizations.
Focus group: three subgroups of 3 people.
Didactic material: gouache, brushes, pens, albums (according to the number of participants), a mirror, scissors, a toothbrush, a spool of thread, a video presentation on the topic.
Equipment: multimedia projector, screen, laptop.
Short description:
Speech therapy traditionally lies at the intersection of medicine and pedagogy, and speech therapy practice presents a particular difficulty for dialogic psychology due to its focus on the technical aspects of speech. All the more interesting is the successful work experience presented within the framework of the master class, where the dialogical approach allowed organizing creative interaction between children and adults, which made it possible not only to solve speech therapy problems, but also to discuss a wider range of topics and issues. It is shown how addressing to a whole personality, including spiritual and moral dimensions, allows you to use it creative forces which is the key to positive change.
Expected results: development of the ability for dialogical interaction with the child; stimulation of motivation to model educational activities using the methods of artistic creativity.
As a result of the master class, participants:
They will know: features of the application of artistic creativity methods in the practice of helping children with speech disorders; varieties of methods of artistic creativity, corresponding to different goals of speech therapy work.
They will be able to: apply the methods of artistic creativity in a specific learning situation.
Plan of the event:
- Introduction to the topic. introduction. Purpose: actualization of knowledge in this problem area.
- Main part. Purpose: to get to know theoretical foundations methods of artistic creativity in speech therapy practice.
- Practical part. Purpose: work in mini-groups, presentation of the results of the work.
- Discussion of the results of the work. The final word of the leader on all questions and proposals. Purpose: summarizing the results of the work.
Master class progress
1. Introduction to the topic. Introduction.
– Good afternoon, dear colleagues! Allow me to present to your attention the master class “Methods of artistic creativity in speech therapy practice”. In addition to the title title, the master class has a working title, and it sounds something like this: “About a child, artistic creativity, dialogue and more…”. Why is that?
About the child, because the child is the center of the pedagogical Universe...
About artistic creativity, because artistic creativity- this is one of the possible and numerous ways to the center of the universe ...
About dialogue, because dialogue is a context that allows you to overcome the path to the center of the Universe, while pushing its boundaries to infinity ... It's no secret that dialogue is a polysemantic concept. Therefore, let's define the terminology. We will not talk about dialogue as an exchange of remarks in the process of communication, we will not talk about dialogue as a form of speech. We will talk about dialogue as a way of relations between people, and to be more precise, about dialogue as the quality of these relations. The deeper you look into the concept of dialogue, the more tangible becomes its universality and versatility. It seems that in the world of humanitarian knowledge there are no secrets that cannot be opened with the help of this magic key. Or those that can be touched while maintaining a monologue position. In the field of artistic creativity, which today is also will be discussed, the need for dialogism does not seem as obvious as in the field of pedagogy or speech therapy. But this is only at first glance. For artistic creativity and for the knowledge of artistic creativity from the first steps, a person needs a dialogical position.
So, heading for dialogue, we begin.
2. The main part.
Substantiation of the main ideas of the pedagogical technology used by the teacher:
The child must live in peace. Question: Do you think this phrase is complete? Why? In what world should a child live? The child's natural habitat is mystery, wonder, magic. I invite you to the magical world of childhood, in which everything lives and breathes. In this world, you can find a jar that keeps the smell of the sun and a trace of a wound, in which a damp rag for the board will certainly turn into the Frog Princess, and a cricket behind the stove into a violinist on the roof. Getting into this world, any Adult becomes a wizard. And it will happen to you too. Let's check? Here are four objects familiar to everyone: a ballpoint pen, a spool of thread, a mirror and a toothbrush. Turn these items into magical ones and use them to create images. After creating it, look at the image and try to tell what you saw ...
I will return to our guests and tell you about the reasons why you should engage in artistic creativity.
Reason 1: artistic creativity is following socio-cultural traditions. The first people originally existed in chaos and tried to create a cosmos out of it. This is how handprints in the sand appeared, later - rock paintings, and then other creative products.
Reason 2: Being engaged in artistic creativity, the child develops cognitive abilities. He assimilates sensory standards, learns to think spatially and figuratively, trains attention and memory. And all this in an interesting activity, without tears, reproaches and resentment ...
Reason 3: creativity and language are twin brothers. They were born next to each other, and in our brain they continue to live side by side, helping each other. You, like no one else, know how significant drawing is in speech therapy practice, which helps the baby to express what is not yet possible to express through words.
Reason 4: children with speech disorders are usually shy, anxious, indecisive. Classes in artistic creativity allow you to harmonize the emotional sphere of the baby: relieve emotional stress and anxiety, increase the overall emotional background, develop a focus on the sphere of human relations.
Reason 5: artistic creativity brings up the will, motivation and discipline: you can and should do it constantly, regularly and without interruptions. Winter and summer, weekdays and holidays. Almost with the same tenacity with which champions train in the gym and on the rink. The only difference is that artistic creativity is the education of character without the risk of injury.
Reason 6: Artistic creativity develops communication skills. The child gets acquainted not only with the work of I.Ya. Bilibin or V.M. Vasnetsov. Peering into ingenious images, kids get acquainted with their authors, learn to see another person, understand the world and themselves in this world.
7th reason: perhaps the most important - creativity brings up hearty hearing and kindred attention, that is, it brings up a Person.
Characteristics of the creative laboratory, presentation of the results:
No doubt your efforts will be rewarded. The results will not keep you waiting, they will be different for everyone, but wonderful and unique for everyone. And this is convincingly proved by children's texts obtained in the practice of working with preschoolers with general underdevelopment of speech. (Children of the 6th year of life entered the speech therapy group with the conclusion “general underdevelopment of speech, II-III level of speech development”, underwent a course of correctional training for two years).
Monotype technology. In one of the classes, we applied paint to the cassette holders and put stamps on a piece of paper. Everyone has their own pictures. . I wanted to talk about each of them:
Alina M.: 6.5 liters:
These are traces. And this magic man. He can do everything. The sun gave him magic. The cloud gave beauty. The grass helped to get to the fabulous forest where the bear lived. The bear and the magical man fought over these footprints. But then they realized that these were their footprints.
Some of the images were like stories. Life began in them: creatures thought, walked, met and talked - helped each other ...
Ilya L., 6 years old:
The snake crawled and sees: there is a sad horse.
Snake: What happened to you?
Horse: - I have no head and legs.
The snake attached everything of its own, and they became one.
It suddenly turned out that you can look at all the images at once and see ... filmstrip!
Nastya K., 6 years old:
We ended up in Anapa. There is the sea, the beach, the sun, the rocks. The waves are dancing on the sea. The rocks are high, high, to the sky. I swim there. But suddenly we meet a crocodile on the shore. He is light green. Everyone was afraid of him, and the mood deteriorated. I dived deep and surfaced. He was no longer there. And I saw that Santa Claus was leaving. He brought gifts: an airplane, balloons, a horse, a clockwork fish and a robot dog, and a delicious cherry cake.
Technology "Threadcopy". With bated breath, we apply paint to the thread, leaving the ends unpainted. We straighten the thread on a sheet of paper, fold the sheet in half, hold the sheet with the palm of your hand and pull the thread. We unfold the sheet, and there ... There is a bird, and a candle, and a month ... How can you keep silent?!
Dasha Ts., 6 years old:
The moon has risen in the sky. And then a bird flew in. The bird touched the moon, and it fell and went out. Out of nowhere, a magic candle appeared. She lit the moon, and it became more wonderful than wonderful, but she could not raise it. Then the candle added another wonderful fire, and the moon rose. So the candle and the magic fire saved the month.
Ivan O., 6.5 years old:
There lived a bird. The bird was sitting on a branch, and the moon shone above it. Light wet droplets fell from it. It was cold for a month because winter was coming. There was a wonderful garden nearby. There was a house in the middle of the garden. The bird flew up to the house and saw that a candle was burning in the house. Suddenly a strong wind blew, and the bird fell on the grass. The bird was picked up and rescued by Big Daddy. Huge dad brought the bird home and warmed it. The bird stayed in the house.
Technology "blotography". At another lesson, we got the idea to “play blots”. We put an inkblot on a sheet of paper, inflated it through a straw and finished painting with a brush. So there were new images and interesting stories. You listen to them and understand that a whole world lives in the soul of a child, filled with images and experiences. We adults only need to listen and try not to miss the most important thing.
Kirill P., 6.5 years old
There lived a fish in an aquarium. She was very cheerful, but she was bored alone in the aquarium, and the fish became sad. Therefore, one day, the fish decided to go to a water school. At school, a fish befriends a lonely crab. They left school together after school and jumped rope. Then the fish found more friends. They began to study a person, whether they thought he was good or not. They learned that people are sometimes angry, they catch fish and want to fry them. But there are also kind people who kindly look at the fish when they swim in the sea.
3. Practical part.
Presentation of the results of the work.
And now let's look into the creative workshop of our wizards. Focus group participants show pictures and talk about them.
4. Discussion of the results of the work.
Closing remarks on all questions and proposals.
- Discussion on the results of the joint activities of the host and participants of the master class.
- Closing remarks by the facilitator on all comments and suggestions.
“Our journey into the magical world of childhood is coming to an end. We now know experimentally that “a child must live in a world of BEAUTY, GAME, FAIRY TALE, MUSIC, DRAWING, FANTASY, CREATIVITY”. These are the words of an amazing person, a wonderful teacher V.A. Sukhomlinsky.
Literature:
- Interpersonal relations of preschool children: diagnostics, problems, correction / E.O. Smirnova, V.M. Kholmogorova. - M.: Humanitarian. ed. center VLADOS, 2005.
- Melik-Pashaev A.A., Novlyanskaya Z.N. Steps to creativity. Moscow: Binom Publishing House, Knowledge Laboratory, 2012.
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1) when presenting new material, visualization of knowledge (demonstration - encyclopedic programs; Power Point presentation program); 2) holding virtual practical work using training programs such as "Games for Tigers"; 3) consolidation of the material presented (training, various training programs, practical tasks); 4) system of control and verification (testing with evaluation, control programs); 5) independent work students (training programs such as "Differentiation of sounds S-Sh", encyclopedias, developing programs); 6) training specific abilities of the student (attention, memory, thinking, etc.).
Logopedinform Oryol 1. Kostyrina Tatyana Grigorievna, teacher-speech therapist of the Lyceum 21, head of the creative group. 2. Vasilyeva Elena Alexandrovna, teacher-speech therapist of MOU SO school 13, head of the methodological association of teachers-speech therapists of the Orel educational institution. 3. Pankratova Irina Valerievna, teacher-speech therapist of the MOU SO school Milenina Yulia Anatolyevna, teacher-speech therapist of the MOU SO of the school Natalya Anatolyevna Voitsikhskaya, teacher-speech therapist of the MOU SO school Elena Nikolaevna Tolmacheva, teacher-speech therapist of the MOU SO school Barkova Natalya Leonidovna, teacher-speech therapist of the MOU SO school Yulia Vyacheslavovna Kornina, teacher-speech therapist Oksana Yevgenievna Tsapok, teacher-speech therapist Irina Viktorovna Tsygankova, teacher-speech therapist Vera Nikolaevna Abramova, teacher-speech therapist of school 12 Our creative team was founded in 2008 year with the aim of developing and implementing active learning methods using information technology.
Directions of our work. 1. Creation and application didactic material in the correctional work of teachers-speech therapists MOU SO schools in the city of Orel. 2. Search and implementation of new methodological developments using an Internet resource. 3. Creative communication and exchange of pedagogical experience of teachers-speech therapists of the MOU SO of schools in the city of Orel. 4. Communication and exchange of pedagogical experience with colleagues from other regions of the Russian Federation.
Methodological substantiation and evaluation of the effectiveness of using IT in work speech therapist teachers. Usage efficiency Microsoft programs Power Point for creating didactic material for frontal speech therapy classes. Mastering the skills of creating didactic material for remedial classes using the Microsoft Power Point program (practical lesson). It is planned to conduct a practical lesson on training in drafting test tasks. Creation of didactic material, active communication of speech therapists and exchange of methodological experience.
“Differentiation of sounds C-Z, C-Z, letters C, Z” (Kornina Yu. V) “Sounds B, B and letter B” (Tsygankova I.V.) “Articulation gymnastics”, “Differentiation of sounds P-B, P - B, letters P, B ”(Voytsikhskaya N. A.) “Synonyms” (Milenina Yu. A.) “Differentiation of sounds Ch-Sch, letters Ch, S” (Tolmacheva E. N.) “Sound Zh and letter Zh "(Abramova V.N..)" The formation of words with a diminutive meaning in a suffix way"(Kostyrina T. G.) "Exercises aimed at developing a directed air jet" (Barkova N. L.)
computer program"Assignments for the differentiation of sounds S-Sh". Presentation on the topic "Synonyms" (Milenina Yu. A.) Survey album oral speech. (Kostyrina T. G.) Presentation on the topic “Development of articulatory motor skills” (Voitsikhovskaya N. A., Barkova N. L., Kostyrina T. G.) Presentation on the topic “Differentiation of sounds B-P, B-P. Letters B, P ”(Voitsikhovskaya N.A.)
Presentation on the topic “Sound and Z, Z, letter Z” (Kostyrina T. G.) useful links for a speech therapist. Presentation on the topic “Differentiation Ch - Shch” (Tolmacheva E.N.) Presentation on the topic “Sound and B, B, letter B” (Tsygankova I.V.) Presentation on the topic “Formation of words with a diminutive meaning”. (Kostyrina T.G.) Presentation on the topic “Sound and the letter Zh” (Abramova V.N.)
Consistency and consistency of information; -thesis and informativeness; - visibility and effective presentation of the material; - ease of return to previous information; - the possibility of supplementing or correcting information; -copyability; - transportability; -increase the interest of students; -reducing the time spent preparing for classes; - release of the teacher-speech therapist from the need to purchase expensive didactic material.
Irina Ivanovna Tishkina
Creative report of a speech therapist
creative report
speech pathologist
Speech is beautiful when it is like a stream
Runs among the stones is clean, unhurried
And you are ready to listen to her flow
And exclaim: "Oh, how beautiful you are!"
words by E. Schukina
Speech therapy work during the academic year was built in accordance with the "Regulations on the organization of the teacher's work - speech therapist at KSU"Yasnovskaya school"».
In 2011 I graduated from the Musical pedagogical faculty by specialty "Defectology". Pedagogical 3 years and 4 months of experience. All these years I have been working as a teacher-speech therapist at KSU "Yasnovskaya secondary school".
Problem speech pathologist: "The development of coherent speech in children through the game"
Behind academic year the following types of activities were carried out at the logopoint works:
Examination of children's speech;
Participation in parent meetings, methodological associations, teachers' councils;
Individual counseling for parents and teachers;
Correction of defects in sound pronunciation, development of phonemic perception, improvement of the lexical and grammatical side mother tongue, coherent speech, the formation of the syllabic structure of a word in preschoolers, parsing words into syllables, finding vowels and consonants.
In the 2015 academic year, on the basis of the conclusions of the PMPK, 18 children were enrolled in the speech center.
Identification of the level of actual speech development of children enrolled in speech therapy classes, and processing of survey data for an objective speech therapy conclusion allow us to summarize the following data on speech defects children:
Phonetic speech disorder - (out of the total number of children enrolled in the speech center) ;
Phonetic-phonemic underdevelopment of speech -;
General underdevelopment of speech - 33%.
In the office where I conduct classes, there is everything necessary to make the child want to study. Children are happy to make contact, as I accept them as they are with their advantages and disadvantages. Each child is individual and each has its own key. I build my work strictly on trust, in relationships I use a democratic style of communication. I try to treat negative moments with humor.
Preschool age is the most favorable time for correcting deficiencies, including speech ones, since the psyche of children of this age is susceptible to various pedagogical influences.
For all the time I have been working, I have prepared cards for each sound, material on certain topics on speech therapy, visualization on the development of an air stream, material on the development of large and fine motor skills of the hands, cards on the development of articulatory motor skills, various spelling cards.
All correctional work (correctional and developmental classes, individual work with children on staging and automating sounds, development phonemic hearing, the formation of lexical and grammatical categories, etc.) was carried out in accordance with the calendar and thematic planning for the 2015-2016 academic year.
At the end of the school year, the results will be summed up to control the effectiveness of correctional and speech therapy work on the dynamics of the development of children's speech.
In December, 3 children with normal speech were released. Those children who were waiting for enrollment were enrolled at the logopoint.
All children in need of speech therapy assistance are taken under control. For the period from September to March, individual consultations were held with the parents of children attending the speech center and children awaiting enrollment in speech therapy classes. For each request of the parents (enrollment to the logopoint, the state of the child's speech, the child's behavior at speech therapy classes, doing homework speech therapist, etc.. d., recommendations and advice on all issues are given).
One of the most important areas in corrective action speech therapist is interaction with parents. I believe that one of the main conditions for successful work with a child is the establishment of trusting relationships, psychological contact with parents. At the beginning of the school year, I spend dating days, trying to learn as much as possible about the child, his speech development. I never give any guarantees and do not make long-range forecasts, because I know from practice that the most unforeseen situations can arise. From the very beginning of my work, I have been trying to convince parents that their help is simply necessary. I strive to become their adviser and assistant, I try to make parents believe that I will do everything necessary to help the child. Behind Last year many parents do not take their children's problems seriously enough, considering this the cost of age, give many excuses for the speech defects of their children "he's messing around", "doesn't want", "Learned for school", “I also spoke badly at his age”. And many parents themselves have speech defects, in such cases it is necessary to provide maximum assistance without the support of relatives. Parents to a certain extent get used to the speech of their children, do not notice the shortcomings, and therefore do not help them learn correct speech. I see my task in teaching parents how to correctly form speech, explaining, showing them what speech therapy work is.
No matter how much I try to help the child, but if there is no counter activity of the parents, speech therapy work will turn out to be little productive, since it is they who consolidate the skills and abilities acquired in remedial classes.
Thus, creative report organizational-methodical and correctional-developing work and all the tasks set to increase the efficiency of speech therapy work for the academic year have been completed.
Related publications:
Analytical report of the social teacher of the preschool educational institution In 2014/2015 academic year year activity social educator was aimed at realizing the rights and freedoms of pupils, ensuring their protection.
The final report of the teacher-speech therapist for the 2014-2015 academic year No. Indicators Number of children 1. Total number of children 14 2. OHP 14 As of September 1, 2014, the preparatory group for school is compensating.
Creative report "Formation of skills of safe behavior" Remember the time when you played catch-up outside after dark, those days when your parents let you play without hesitation.
GCD of a speech therapist and teacher-psychologist for children from 5 to 6 years old "New History" Prepared by a teacher-psychologist Shatilova Larisa Vladimirovna, a speech therapist Shishkova Svetlana Aleksandrovna, the first qualification category.
Teacher self-education report for 2014–2015 Long-term work plan for the 2014-2015 academic year Month September - November Problem Continue to form knowledge on self-education of the teacher.
The work plan of the creative group of speech therapists and educators of compensatory groups for children with severe speech disorders (OHP)
MBDOU " Kindergarten No. 60 compensating type "
for the 2016-2017 academic year.
Leaders of speech pathologists:
Mitina Elena Alekseevna
Sokolova-Muravyova Galina Vladimirovna
The composition of the creative group of educators:
Martyusheva Maria Petrovna
Lapshina Valentina Vladimirovna
Vetchinkina Tatyana Rostislavovna
Sergeeva Evgenia Evgenievna
Topic for 2016-2017 academic year:
« Modern approaches to the organization of correctional speech therapy and educational activities with children from the TNR.
Goal of the work:
Improving professional competence and pedagogical skills in the context of updating education.
Tasks:
1. Improve the professional and pedagogical skills of speech therapists and educators speech groups.
2. Disseminate the experience of teachers.
3. Develop creative initiative, individual self-educational activities.
The work plan of the creative group for 2016-2017 academic year. year.
| date | Theme of the meeting | Events | Responsible |
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| "The main aspects of the competence of educators of compensatory groups for children with TD in the development of speech of preschoolers in accordance with the Federal State Educational Standards of Education." | 1. Approval of the work plan of the creative team for the 2016-2017 academic year. year. 2. Development and approval of perspective-thematic plans for correctional and speech therapy work for 2016-2017 academic year. year. 3. Consultation: “The development of a child’s speech is one of the most important educational areas GEF DO". 4. Review of the literature on the correction of ONR in children. | Educator: Martyusheva M.P. |
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| "The use of ICT in correctional work with children with SPD". | 1. Consultation: "The use of interactive presentations in the process of development and education of children with OND." 2. Review of computer games aimed at the development of speech. 3. Master class: "Creating a multimedia presentation." | Speech therapists: Mitina E.A., Sokolova-Muravyova G.V. |
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| "Speech therapy training in the system corrective work on overcoming speech underdevelopment in children with TNR. | 1. Consultation: "Methods of conducting articulation and breathing exercises." 2. Master class: "The use of Su-Jok therapy in working with children with ONR." 3. Creation of a card index of games for the development of articulatory and fine motor skills in speech groups. | Speech therapists: Mitina E.A., Sokolova-Muravyova G.V. Educator: Lapshina V.V. |
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| "The use of health-saving technologies in correctional and speech therapy work." | 1. Consultation: "The use of health-saving technologies as a prerequisite for the formation of health-saving competence of preschoolers." 2. Master class: "Massage and self-massage in the system of sound pronunciation correction." 3. Report of teachers-speech therapists and educators of speech groups MBDOU on the topics of self-education. 4. Summing up the work of the creative team for the 2016-2017 academic year. year. 5. Creation of a multimedia presentation "Lexical and grammatical games on the topic" Winter ". | Speech therapists: Mitina E.A., Sokolova-Muravyova G.V. |
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