Game technologies in speech therapy work article on speech therapy on the topic
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN No. 6
general developmental type ___________________________________________________________________________________________________________________
143422, Moscow region, Krasnogorsky district, village. Petrovo-Dalnee, st. Sadovaya
tel/fax: 561-22-75
Prepared by speech therapist I.N. Smirnova
Explanatory note
A classification of educational technologies has been undertaken in the scientific literature. There are several approaches. Thus, one of the approaches to classifying educational technologies was taken by N.V. Bordovskaya and A.A. Rean. Scientists identify five types of educational technologies: task-based, gaming, computer, dialogue, and training technologies.
The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by a cognitive orientation.
Gaming technologies are an integral part of pedagogical technologies. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. L. S. Vygotsky, A. N. were engaged in the development of the theory of the game, its methodological foundations, clarification of its social nature, and its significance for the development of the student in Russian pedagogy. Leontyev, D.B. Elkonin et al.
Currently, gaming technologies are of great interest to teachers. More than once there has been an attempt to scientifically classify the game and define it in one comprehensive concept, but to date only the connections between the game and human culture have been scientifically determined, the significance that the game has on the development of the personality of a child and an adult has been clarified, and the biological nature of the game has been empirically identified. games and its conditioning by psychological and social factors. Meanwhile, gaming technologies remain “innovative” in the Russian education system.
Undoubtedly, both domestic and world pedagogical practice has accumulated baggage that can be used. This is, first of all, gaming technology. They have found wide application in our practice. Gaming technologies have enormous potential from the point of view of a priority educational task: the formation of a child’s subjective position in relation to his own activities, communication and himself.
The choice of gaming technology is justified by the fact that play is the leading activity of preschool children. Game motivation prevails over educational motivation, but on its basis readiness for learning at school is formed.
The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase the effectiveness of correctional and developmental work, develop curiosity, and interest in the Russian language.
These goals led to the formulation and solution of tasks:
Study and analyze literature on the topic.
To study the features of using gaming technology in speech therapy work.
Create an office passport with a list of printed board games and aids.
Select teaching aids on the topic of gaming activities in speech therapy practice.
Constantly update and expand the card index of word games.
Select toys for speech therapy work.
Develop lesson notes in a playful way.
Provide methodological assistance to educators in conducting preventive work using games.
Provide advisory assistance to parents on conducting classes in a playful way when performing speech therapist tasks.
Expected results:
Increasing motivation for speech therapy sessions.
Increasing the effectiveness of correctional and developmental work.
Improving performance in sound pronunciation classes and preparing for literacy.
A selection of gaming material: didactic toys, games, educational aids for correctional work.
Development of the necessary visual aids for conducting individual and subgroup lessons in a playful way.
Development of consultations for parents and teachers on the topic of using different types of games for speech development.
Development of lesson notes in a playful way with children of the older group (studying at the speech center) on the formation of the phonemic aspect of speech and preparation for learning to read and write, enriching and activating the vocabulary, and developing the skill of coherent utterance.
Adapted lesson notes for children of the preparatory group (studying at the speech center) S.P. Tsukanova, L.L. Betz on the development of the phonemic aspect of speech and teaching literacy to children of senior preschool age.
A selection of gaming materials for working with “non-speaking” children.
Development of aids for performing articulation and breathing exercises in a playful manner.
A selection of gaming aids and didactic games for the development of psychological speech skills.
Media library of licensed computer programs and games, game educational presentations for speech therapy work.
music library for performing logorhythmic exercises and finger gymnastics.
Using gaming technology in speech therapy work
To carry out correctional and developmental work using gaming technologies, toys, didactic and computer games were selected at the speech therapy center.
Using toys
Toys are used in classes as heroes that create motivation, a playful situation and a surprise moment. Almost every subgroup lesson in the senior group “has a guest.” This could be the dinosaur Zvukhoozhka, the bear Umka who can play the drum, a donkey playing the balalaika, a doll that tells children about parts of the body, a little squirrel who is looking for friends, an old man and an old woman from a fairy tale, etc. Almost always, these toys immerse children in some kind of - a fairy-tale or game situation where children must help the heroes or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce a sound, but also helped Umka learn his favorite sound U, etc.
Role-playing games are used to work with children of primary preschool age with developmental disabilities and level 1 or 2 ODD. To evoke verbal responses in a non-speaking child, some kind of story is played out with several toys and the child is involved in a role-playing game. In this way, short dialogues are practiced, which can consist of onomatopoeia and simple words, and you can repeat the newly appeared word repeatedly using it in a game situation.
One of my favorite toys is a ball. It is used for dynamic breaks and didactic games. And hedgehog balls are also for hand massage.
Game form of classes
The game form of classes is created by game motivation, which acts as a means of inducing and stimulating children to educational activities. The implementation of gaming techniques and situations in the classroom takes place in the following main areas:
a didactic goal is set for children in the form of a game task;
educational activities are subject to the rules of the game;
educational material is used as its means;
an element of competition is introduced into educational activities, which transforms a didactic task into a game one;
successful completion of a didactic task is associated with the game result.
Speech therapy classes are held in a playful way. At the beginning of the lesson, a didactic task is set in a playful form. For example: a guest appears, a letter arrives with a task for children, or an immersion in a fairy tale. During the lesson, by performing exercises on the instructions of the hero. Children can also play roles (athletes, travelers, astronauts, passengers, etc.). For successful completion of tasks, children can be assessed with chips, stars, etc., which introduces a competitive element.
Older preschoolers really like activities in the form of competitions, quizzes, and competitions. But in this case, the speech therapist needs to think carefully about assigning children to teams or selecting children to perform various activities, so that the child feels comfortable in the lesson, does not withdraw, and does not hesitate to take part in the competition. It is necessary to create a friendly atmosphere in the group, in the team, so that children support each other, act together, amicably.
Workbooks are used for individual and subgroup lessons. In the older group - notebooks by N.E. Teremkova, in preparatory school - S.P. Betz, L.L. Tsukana “I am learning to speak and read.” Children really like the entertaining stories proposed by the authors of the manuals. Each notebook has permanent characters who support the game plot throughout the entire learning period.
Subgroup speech therapy classes in preparation for learning to read and write are conducted in senior and preparatory school groups. To facilitate the assimilation of educational material, several didactic aids have been produced. In the office there are castles of sounds, in which girls gradually settle in - vowel sounds and boys - consonant sounds. To indicate the stages of the lesson, the sequence of exercises, tasks, a manual “Path of Tests” was prepared.
To attract the child’s attention to articulatory gymnastics, drawings for the speech therapist’s story “Tales of a Merry Tongue” and gymnastics with Smeshariki are used.
Didactic games
Particular mention should be made of didactic games, which are created and organized by adults and are aimed at developing certain qualities of the child. These games are widely used in kindergartens as a means of teaching and educating preschoolers. A child is attracted to a game not by the educational task inherent in it, but by the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.
Didactic games with objects are very diverse in terms of game materials, content, and organization. The following teaching materials are used:
• toys,
• real objects (household items, tools, works of decorative and applied art, etc.,
• objects of nature (vegetables, fruits, cones, leaves, seeds).
Games with objects make it possible to solve various educational problems:
• Expand and clarify children’s knowledge,
• Develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification),
• Improve speech,
• Develop all mental processes.
Among games with objects, a special place is occupied by plot-didactic games and dramatization games, in which children play certain roles, for example, a seller, a buyer in games like “Shop”. In such games, patience, perseverance, intelligence are cultivated, and the ability to navigate in space is developed.
. Printed board games, which are now widespread, are also games with rules. All of these games are usually competitive in nature: unlike role-playing games, there are winners and losers. The main goal of such games is to strictly follow the rules, so they require a high degree of voluntary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.
Printed board games are varied in content, educational tasks, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. Types of printed board games: lotto, dominoes, labyrinth, cut pictures, puzzles, cubes, etc.
Verbal games are distinguished by the fact that the process of solving a learning task is carried out mentally, based on ideas and without relying on visualization. Therefore, word games are carried out mainly with children of middle and senior preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, riddle games (“What time of year is this?”, guessing games (“What would happen if.?”).
The didactic game has its own structure, which includes several components. The main component is the didactic (learning) task. Play actions are ways of demonstrating a child’s activity for play purposes. Rules – ensure the implementation of game content. They make the game democratic - all participants in the game obey them.
There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.
Didactic games are used in classes and in children’s independent activities. Being an effective teaching tool, they can be an integral part of the lesson, and in early age groups - the main form of organizing the educational process.
Didactic games are widely used in correctional and developmental work with children with speech impairments. For each area of work, games have been selected to solve a narrow correction problem. Much attention is paid to the “Sound Pronunciation” section, because When carrying out work on automation, differentiation of sound and its introduction into speech, the work should be varied and not bore the child. Game motivation stimulates interest in a positive result. On the other hand, gaming motivation can also serve as a complication when consolidating the skill of correct pronunciation, because Having become carried away by the game plot, the child ceases to control pronunciation and may lose. Therefore, he has to concentrate on two tasks at the same time: following the rules of the game and monitoring the correct pronunciation. Some games, such as “Electronic Quiz”, “Logical Kid”, allow the child to independently control the correctness of the task.
With the help of didactic games, work is carried out to consolidate the skills of inflection, word formation, and coherent speech. When it is necessary to consolidate acquired skills, children can choose a game on their own, using the symbolic designation of games.
The most favorite games for children to develop the psychological basis of speech. Games such as “What’s missing?”, “What’s changed?”, “Remember and name”, “Wonderful bag”, etc., are used in correcting sound pronunciation, syllable structure, and activating the dictionary.
The office has printed board games that are used with children of different ages in different areas of speech therapy work. Some games have been adapted for working with children with speech disorders.
The office is equipped with a computer, which makes it possible to use ICT in speech therapy work. We independently developed 3 game presentations “Sound C”, “Sounds S-Z”, “Merry Talkers”. In order to develop breathing, a sense of rhythm, phonemic hearing, perception, pronunciation, coherent speech, and grammatical structure, the speech therapy programs “Games for Tigers” and “Learning to Speak Correctly” are used.
Consultations are held annually for educators and parents on the use of games in correctional work. Tips and recommendations are posted on the kindergarten website and the speech therapy center website.
Gaming technologies are widely used in preschool age, since play is the leading activity during this period. The child masters role play by the third year of life, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them. The child’s imagination and symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and skills of their cultural expression are formed, which allows the child to be involved in collective activities and communication. The concept of “game technologies” includes a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. A pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by a cognitive orientation.
Based on the nature of the pedagogical process, the following groups are distinguished:
- teaching, training, controlling and generalizing
- cognitive, educational, developmental
- reproductive, productive, creative
- communicative, diagnostic, psychotechnical, etc.
The specifics of gaming technology are largely determined by the gaming environment:
- distinguish between games with and without objects
- desktop-printed
- indoor
- street, on site
- computer and with TSO, as well as with various means of transportation.
The game form of classes is created by game motivation, which acts as a means of inducing and stimulating children to various types of activities.
The purpose of gaming technologies is to solve a number of problems:
- didactic (broadening horizons, cognitive activity; formation of certain skills and abilities necessary in practical activities, etc.)
- developing (development of attention, memory, speech, thinking, imagination, fantasy, creative ideas, skills to establish patterns, find optimal solutions, etc.)
- educational (nurturing independence, will, formation of moral, aesthetic and ideological positions, nurturing cooperation, collectivism, sociability, etc.)
- socializing (familiarization with the norms and values of society; adaptation to environmental conditions, etc.).
The relevance of using games as a means of correction is due to the fact that games, being the main and favorite activity of children, make it possible to quickly and more firmly form impaired mental processes, personal qualities, motor skills, and intelligence. Accurate and early diagnosis of speech disorders and timely correction, including play therapy, are all the more relevant since the percentage of children with speech disorders increases every year.
The implementation of gaming techniques and situations in the classroom takes place in the following main areas:
- a didactic goal is set for children in the form of a game task; - educational activities are subject to the rules of the game; -an element of competition is introduced into educational activities, which transforms a didactic task into a game one; -successful completion of a didactic task is associated with the game result.
The main pedagogical tasks when working with children with speech impairments are the following:
- Development of fine motor skills of hand muscles
- Development of coordination abilities
- Improving breathing function during games and gaming exercises
- Formation of phonetic hearing
- Oral speech development
- Formation of clarity of articulation
- Formation of visual-motor coordination in the process of performing game exercises.
To form the motivation for children’s speech activity, the following techniques are used:
- incentives;
- conversations;
- stories;
- emotionally expressive reading of fiction;
- creating a problematic situation;
- demonstration of interesting illustrations, photographs;
- meetings with fairy-tale characters;
- the use of dolls, attributes and elements of costumes of different characters.
In the system of correctional work with children with speech disorders, I include games and play exercises that increase mental activity, improve speech skills that contribute to the development of mental processes, and increase the emotional activity of children.
Speech therapy work to correct speech disorders in various categories of children has its own specifics. Using specific methods and techniques, I achieve the child’s correct pronunciation of sound, its automation, and play is one of the ways of children’s learning process. In the process of correcting speech defects and educating the child’s personality as a whole, various situations of speech communication are modeled, which are best and most easily perceived by the child during the game, which is one of the practical methods of speech therapy. Deviations in the development of children suffering from speech disorders are not overcome spontaneously; they require specially organized work from teachers (including the child’s parents) to correct them, where one of the means of teaching and upbringing and compensating for deficiencies is play. To work with children with disabilities (TNR), games are used that evoke verbal responses in a non-speaking child; a story is played out with several toys, and the child is involved in the game. In this way, short dialogues are practiced, which can consist of onomatopoeia and simple words, and you can repeat the newly appeared word repeatedly using it in a game situation.
The use of the above methods and techniques when carrying out correctional work, as well as the creation of the most diverse, interesting speech environment, helps solve problems of correcting speech deficiencies in preschoolers more effectively and in a shorter time, activates mental processes and shapes the child’s personality as a whole.
