Olga Titova
Musical lesson with TNR children “Visiting the cat Murka”

IN GUESTS TO THE CAT« MURKE» »

(thematic)

Target: Develop Creative skills in all types musical activity . Instill in children a love for music.

Develop musicality, to develop the ability to convey mood, emotions, feelings through musically- motor and song activity.

Tasks:

Educational: Teach children to listen to a piece to the end, to understand the character and content music, react to it emotionally; recognize familiar songs by the melody played; form singing skills skills: sing without tension in the D-B range, at the same tempo with everyone, pronounce the words clearly. Encourage onomatopoeia, Continue to teach how to play bells. Start and end movement with music. Promote the development of expressive movement skills that reflect character music"it's coming cat» . Develop spatial orientation skills.

Developmental: develop attention, voluntary memory, using eidetic techniques - mnemonics tables. (Eidos-image, mnemonics - all techniques and methods for memory development.)

Educational: To cultivate a caring attitude towards animals, a desire to take care of them.

Materials and equipment:

1. House cats.

2. Table of mnemonics for the song "Tsap - scratch".

3. Bells.

4. Piano, computer.

5. Musical and didactic game"Find a Pair"

6. Basket with kittens (toys)

8. Toy Cat

9. Hotels

Sounds music B. Shainsky "Smile". Children enter the hall (after entering the hall, they stop to greet.

M.R.: (singing) Hello guys!

Children answer: Hello!

Now let's imagine how animals and birds would greet me.

Hello kittens! Children: Meow meow meow!

Hello little mice! Pee-pee-pee!

Hello, cows! Moo-moo-moo!

Hello, doggies! Woof woof woof!

Hello guys! Hello!

M.R.: I’m very glad to see you see. Today we have guests. Let's say hello to them too.

Children: Hello! - Extend their arms forward, palms up.

M.R.: I see you have today good mood. Let's share our mood with each other, hug and get a boost of energy.

M.R.: Today we will go to guests to my favorite animal. Want to know who it is? Listen to the riddle.

Mystery: Who loves sour cream? Who's sleeping in a ball? And when they pet it, will it start purring a song?

Children: Cat

M.R.: how does the cat walk? What are her paws like? And what’s in the paws... - "scratchy".

M.R.: And we go to her in guests on a steam locomotive.

The train departs and the journey begins.

M.R.: The train gives a signal, he is already tired of standing (the children are pulling "oooh")

The train is picking up speed and singing its song.

Musically-rhythmic movement "Train" T. Suvorova

Musically-rhythmic movement "Horse" T. Suvorova

M.R.: How fast we rode on horses, but we have not yet reached the place, and our path continues on foot, and somewhere we need to run on our tiptoes.

March "We learned to walk" muses Makshantseva

M.R.: Guys, here we are.

M.R.: Here is a cozy, bright house, our pussy lives in it.

Come on, let’s quietly ring the bell, and now ring it loudly and sit down on the chairs.

Children sit on chairs near the piano. (he will be raised to collect the peg) CAT HOUSE NEAR THE PIANO

meowing can be heard Cats.

M.R. shows cat who is sad.

M.R.: Guys, let’s say hello to Murochka. (children answer). Look, ours cat Murka, for some reason he’s sad. Let's hear what happened to the cat. (the cat whispers in M's ear. R.)

M.R. guys, now I’ll sing you a song that will tell you what the cat is sad about.

M.R. performs a song, the children listen. Song "Serenkaya" (white) kitty" (And drip)

M.R.: Children, what is this song about? Which song, happy or sad? Even some?

M.R.: Listen again. The song is performed a second time by playing the instrument.

M.R: Guys, let's cheer up our Murochka and sing her a song.

Let's sit straight, straight and sing calmly.

Let's place our feet firmly on the floor and lock our toes.

But first, remind me how the cat sings? (children sing D of the first octave "meow")

And the kitten? (children sing in A of the first octave "meow") What other song does the cat like to sing? (murr.)

Children perform a song. Song "Pur, pur, pur" O. Boromykova

M.R.: Guys, pay attention to the picture. Who is depicted on it?

Right, Cat. This is where she lives. But there is an empty window here...

Musically- didactic game "Find a Pair"

M.R.: Now guess what song we will sing for Murochka? M. r. sings the melody of the song "Scratch-scratch".Children guess the melody and name the song. That's right, it's a song about kittens, it's called "Scratch-scratch". Let's all say the right words together “tsap-tsap, tsap-scratch, scratches”.

M.R: We will sing this playful song in a gentle voice, affectionately, melodiously.

Song "Tsap - scratch" music S. Gavrilova, lyrics. R. Aldonina.

Children perform a song with movements according to the text.

Lyrics of the song Children's Movements

The kitten's paws are soft pillows, Children turn their fists from side to side

And inside there are scratches and sharp toys! Open your palms, spread your fingers, show your hands with your palms up and down

Tsap, tsap, tsap-scratch, sharp toys! Clench your fingers into fists and unclench them.

Teaches his son cat: Don't yawn, son! They shake a finger

Where there is a little rustling, they put their palm to their ear "listen".

There's probably a mouse in there!

Tsap, tsap, tsap-scratch, there’s probably a mouse there. Clench your fingers into fists and unclench them.

M.R.: I liked how tenderly you sang the song! Well done! And our Murochka is already smiling.

Let's sing the song again? The song is performed for the second time

(Cat whispers in ear)

The cat asks you to find her kittens and put them in this basket. Let's go look!

M.R: We’ll walk on tiptoes and find the kitten in no time! (children follow the teacher on tiptoes, approach the stump, there is a kitten sitting there)

M.R.: That’s where he hid! Get into the basket!

M.R.: We'll jump like bunnies. Hey, kitten, come out! (children move forward by jumping and moving forward to the chairs, under one of them there is a kitten)

M.R.: And we found the second one!

M.R.: All the kittens were collected and They were given to Murka!

M.R.: Guys, look, Murochka is cheerful, thanks you and wants to dance with the children.

Dance "Leopold the Cat"

M.R.: Murochka, let’s play and we’ll push each other along!

Word game "We are funny guys..."

M.R.: Guys, we will definitely play again, but next time, Murochka needs to rush to the kittens, and it’s time for us to return, say goodbye to her. (Children say goodbye).

And we will return with you to "flying carpet". Look how big and beautiful the magic carpet is! (imagination) Hurry up, we all take our seats and fly off... (the children sit down "curl up" onto the carpet and sway from side to side) UNDER MUSIC IN. A. Mozart fragment of symphony No. 40 in G major

Well, here we are.

Guys, please come to me and let's let's remember:

Who did we visit today? away?

What was Murochka’s mood?

What is Murochka's mood now?

What did we do to cheer up our cat?

gifts, help yourself.

M.R.: What good children came to me today. We all really liked you.

M.R.: Murochka, with gratitude, left you gifts, help yourself.

Goodbye!

Children under music"Smile" Shainsky, leave the hall.

Using games and exercises for mathematics classes in children with SLI

“Without play there is not and cannot be full-fledged mental development. A game is a huge window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.”
V.A. Sukhomlinsky
Mathematics in mental development children is of great importance. Its study contributes to the development of memory, speech, imagination, emotions, forms perseverance, patience, and creative potential of the individual. Children begin to plan their activities better and express their thoughts more consistently and accurately. But teaching math to children preschool age will not be effective without the use of games.
It is noted that children very actively perceive tasks - jokes, various puzzles, logical exercises. They are with great desire looking for a solution that will lead them to some result. And then, when the task is also accessible to the child, he develops a positive emotional attitude to her, which motivates him to be mentally active. The child becomes interested in the final goal.
In my work I used games aimed at ordinal and reverse counting. The children were offered a “tablet” where they had to find a number and arrange the cups with the number in order, in reverse order, or starting from a given number. Children not only consolidated counting to 10, but also consolidated their orientation skills on a plane.
The greatest interest among children was caused by such a game as "Math Puzzles" In this game, they not only fixed the score to 10, but also got an interesting picture as a result.

Great help in solving examples and getting to know the composition of numbers was provided by - number houses, which are always in the children's field of vision. They can refer to them both during the lesson and during direct activities.
The favorite game of older children is playing with Legos and construction sets. Therefore, it was also used to form elementary mathematical representations, namely for quantitative counting (correlating number and quantity).

The game “Add needles to the hedgehog” solved the same problem. Children correlated quantity and number. And with the help of manipulations with clothespins, they developed fine motor skills.
Game "Who is faster". The goal of this game is also to consolidate the quantitative score. Children used cubes to score points and reflect them on stars. The one who fills it out the fastest wins.

One of the biggest difficulties that arose in mathematics classes was computational skills, solving examples of addition and subtraction. Therefore, a wide variety of materials were used to form them. Exercises such as “Help the caterpillar count the dots on its back and the hedgehog count its needles.”
Special attention was given understanding the concepts of “whole” and “part”. Where children could practically reproduce calculations and note what changed when solving them.

A very interesting and unusual task for the children was solving examples using puzzles. And their main task was to consolidate computing skills.
Pinning names geometric shapes is an integral part of the program, and to make it more interesting, for children it was used game "Find and hide the figure."

Such game like “What is what?” not only helped to consolidate the names of geometric shapes, but also to note the size, color and find among the many shapes.

To develop spatial orientation skills, we used exercises “Repeat”, “Memorize and repeat”. First, the children started with a small field consisting of 4 squares, and then it became larger.

Solved a similar problem game "Place the fish in aquariums." Children practiced orientation on a piece of paper, completing tasks such as - two fish live in the upper right corner, 5 fish live in the lower left corner, etc.

Much time was spent on development fine motor skills hands, especially when studying numbers, so that children learn its graphic appearance and location on the sheet. Such exercises were used as “Lay out a number from beans”, “Make from plasticine”, “Trace along the contour” and The last task of the work was to teach how to navigate according to the diagram, lay out symbolic images of objects from sticks.

Used Dienesh blocks and Cuisenaire sticks. Dienesh blocks are a universal teaching material that allows you to successfully implement tasks cognitive development children. Cuisenaire rods allow you to model numbers, properties, and relationships. Dependencies between them using color and length.

The reason for this may be developmental pathologies during pregnancy or birth injuries, birth defects, malocclusion, or head injuries. Also, the occurrence of disorders is influenced by severe infectious diseases, problems with the formation of the child’s psyche. Children have a tendency to imitate the adults around them, so if someone in the family has speech problems, the child may also have them.

For children with severe speech impairments, a warm family environment is important for recovery

These violations must be identified as early as possible and measures taken to get rid of them. For this purpose, the help of psychiatrists, speech therapists, and defectologists is sought.

In case of severe speech disorders, training in normal secondary school will be difficult and ineffective. Children are very limited in communication, have a minimal vocabulary, and some do not speak at all. There are special kindergartens and schools for children with such defects.

Features of conducting training and development classes

Due to speech impairments, a child may have mental retardation, but this does not indicate intellectual retardation. As a result of the impossibility of normal interaction with the teacher, problems arise with understanding the curriculum.

Such children are often withdrawn, unsure of themselves, they may develop a negative attitude towards reality, a tendency to nervous breakdowns, lethargy and apathy.

In addition to exercises with teachers and doctors, the atmosphere in the family is very important for treatment. It is necessary to find close emotional contact with the child, support him for his efforts and praise him for his successes. But there is no need to pamper him and feel sorry for him, or, conversely, scold him for his peculiarity, reproach him or set an example for others - this will completely kill his self-esteem.

Children with severe speech impairments have completely preserved hearing and an initially normal state of intelligence. However, the delay speech development gradually begins to affect the formation of higher mental activity. Therefore, children with SLI are often unfairly mistaken for intellectually disabled.

This impression is made due to the fact that the child suffers from all aspects of speech:

• pronunciation;
• lexical;
• grammatical.

In addition to these manifestations, children with SLI suffer from limited thinking, insufficient memory and voluntary attention, and the ability to generalize and analyze. At an older age, there is an inability to master the skills of reading, writing, and the perception of mathematical concepts.

For this reason, it is very important to begin corrective activities with such children as early as possible. After all, what smaller child“missed” in development, the easier it will be to restore the necessary rates of speech formation and, consequently, higher mental functions.

Symptoms of severe speech impairment in children

Depending on the severity of the condition, children either do not speak at all, using babbling and gesturing methods of communication, or have a very poor vocabulary. Their statements are constructed in the absence of grammatical norms and are not always understandable to others due to deficiencies in pronunciation.
At the same time, violations in other areas are also characteristic:

• decreased verbal memory;
• lagging behind logical thinking, ability to analyze and synthesize;
• motor skills are insufficiently developed - both fine and large;
• it is difficult to carry out actions according to verbal instructions;
• the emotional-volitional sphere is poorly developed, motivation is reduced, self-doubt, negativism and irritability are expressed.

The lack of opportunity to establish social contacts and fully study significantly reduces the quality of life of children with SLD, so corrective classes must be carried out with them. Based on the severity of the violation and the specific condition, a “lesson schedule” is assigned.

Classes with children with severe speech impairments

Due to the peculiarities of the state of higher mental functions and age, classes with children are conducted in game form with frequent changes of activities in order to avoid fatigue and maintain interest and attention. The duration of the lesson also cannot be long. Therefore, the interest and support of family members is extremely important. Doing homework and creating a developmental and speech environment in the child’s environment significantly contribute to achieving success.

According to speech therapy classification, the following conditions are classified as severe speech disorders:

• general speech underdevelopment;
• alalia;
• aphasia;
• bradyllia;
• rhinolalia;
• dysarthria;
• stuttering.

Based on the specific condition of the child, the speech pathologist-defectologist builds a lesson plan. However, given the presence of a secondary delay in the development of higher mental activity, it is necessary to use not only exercises to overcome the primary disorder, but also include tasks necessary to correct the general condition.

Directions for correctional classes for severe speech disorders:

• Breathing exercises. Necessary for the formation of correct speech breathing. Many teachers use Strelnikova’s exercises.
• Development of fine motor skills - finger games, various activities, associated with the work of hands and fingers (drawing, modeling, applique, laying out mosaics, sorting out cereals, etc.). In addition to their main goal, such games also develop attentiveness, perseverance, and the desire to achieve results.
• Stimulation of coordination of movements and orientation. Good results are obtained by using logorhythmics - performing certain movements to music and accompanied by text evokes positive emotions in children, while also developing the skill of perceiving verbal information.
• Exercises to develop the articulatory apparatus are mandatory in in this case. Facial gymnastics and “tongue exercises” should be present in every lesson.
• The expansion of children's lexical vocabulary occurs within the framework of didactic games. Such games not only enrich vocabulary, but also stimulate the child to communicate.
• Development tasks phonemic hearing, speech analysis and synthesis are necessary so that the child can correctly recognize sounds, and subsequently master reading and writing.
• The development of coherent speech occurs gradually within the framework of didactic games and exercises. Stimulation of speech occurs with the help of leading questions from the teacher, games to select words with opposite or similar meanings, descriptions of objects, etc.
• Games and exercises are also conducted to develop observation, attention and memory.

For children with SSD, it is important to adhere to a daily routine and rest, to maintain a calm mental state and a positive attitude. Due to the child’s weak ability to perceive oral information, it is necessary to support it in visual ways. Various teaching materials, cards and, of course, toys are used for this.
Parents of children with speech impairments need to know that with timely and correct correction, many problems can be corrected. Most optimal age 3-4 years to start classes. But even more early age An experienced speech therapist will be able to diagnose the child’s speech development and determine the presence of disorders. It should be remembered that subsequently speech problems lead to a delay in the formation of higher mental functions.

Volosneva Tatyana Nikolaevna
Job title: teacher speech therapist
Educational institution: MADOU MO, Nyagan "D⁄s No. 9 "Snow White"
Locality: Nyagan city, Khanty-Mansi Autonomous Okrug, Tyumen region
Name of material: Lesson notes
Subject: Lesson notes for a child with STD
Publication date: 07.05.2018
Chapter: preschool education

Lesson with a child with a speech disorder to develop general speech skills.

Target: Formation

active speech communication (general speech skills).

Tasks:

Correctional and developmental:

Stimulate the appearance of onomatopoeia, the first words;

To teach understanding of questions of indirect cases;

Develop

auditory

perception,

speech-auditory

visual

attention,

constructive

Continue working on non-speech breathing;

Develop fine, articulatory motor skills;

Accumulation of passive vocabulary, accumulation of predicative vocabulary;

Develop logical thinking;

2. Educational: education of perseverance, hard work, respect for nature and love for

animals, feelings of empathy.

Equipment: doll, mirror, pictures of a whale, cat, hedgehog, water, cotton wool, Lyapko applicator

finger, su-jok ball, jar, Delphi simulator, sheet with the image of a hedgehog, whale, cat, forest, house,

Activities of a speech therapist

Answers, actions of the child

Organizing time.

Look who came to visit us. This is Olya.

Let's say hello to her.

Hello, Olya! Are you happy about Ole?

Psycho-gymnastics.

Show how glad you are when Olya comes to your place

guests; how sad are you when she leaves? Let's go

will be offended

say hello

will invite

will be delighted when she is offered a treat.

Development of articulatory motor skills. Development

non-speech breathing.

Olya came to visit us, let's treat her.

Let's bake delicious pancakes,

The pancakes are hot, let's blow on them

Let's take some delicious jam for the pancakes.

Let's pour tea into a cup.

Let's blow hot tea on it.

Let's treat Olya to some candy.

After eating you need to brush your teeth

Pronunciation

"Hello"

Child

does it

m i m i c h e s k i e

exercises

Fulfillment

Tricks

bioenergoplastics.

performs

articulatory

exercises

together

movements

ex. "pancakes"

Blow on protruding tongue

ex. "jam"

ex. "cup"

using

Stimulation

repetitions

names

toys,

development of tactile sensations.

introduce

friends.

I wonder who they are? Here are their photos (cat, whale, hedgehog)

Friends

friendly,

inquisitive

interesting tasks. The hedgehog wants me something

say, ah-ah, he wants to be played with.

Massage using Su-Jok balls

Hedgehog, hedgehog, cunning hedgehog,

you look like a ball.

There are needles on the back

very, very prickly.

Even though the hedgehog is small in height

showed us the thorns

And the thorns too

look like a hedgehog

Accumulation of passive vocabulary. Stimulation

repetition of onomatopoeia. Auditory development

perception and attention.

"Delphi" apparatus

ex. "sweetie"

“let’s brush our teeth” while driving

tongue on the upper teeth and a brush on

fingers.

Reflected

repetition

names

toys, identifying them by tactile

signs

(fluffy,

kol yuch i th,

roll Su Jok between your palms

thumb massage movements

massage

movement

index

middle finger massage movements

massage

movement

nameless

massage movements of the little finger

roll the Su-Jok between your palms.

invites us to visit. Let's go to?

Oh! While we were walking, our

whale! Let's call him: “Keith!!! Keith, where are you?

come up with.

lives underwater and does not hear very well.

special device (jar)

magic device, let's try it with

his. ("Delpha")

Bottom line

Liked it

…………………

everyone goes home so that no one gets lost and

draw a path. Let's say goodbye to our

new friends.

Interactive

given

live

call it

p o t o r

onomatopoeia of animals.

Saying “to the bank”, we call quietly,

then louder.

Development

apparatus

"Delpha"

depicted:

Olya, hedgehog, whale, cat. On the other is a house,

conducts