Integrated lesson of a speech therapist and educational psychologist in a senior group

Integrated lesson of a speech therapist and educational psychologist in a senior group

Integrated lesson with a speech therapist and educational psychologist

Topic of the lesson.
Journey to the magical Land of Sounds Author : Kushnareva Irina Alekseevna - educational psychologist at MBDOU No. 60 “Yagodka” in the village of Kuleshovka, Rostov region. Description of the material: Dear guests and users of the Portal, I offer an integrated lesson with a speech therapist and educational psychologist for older preschoolers, which is aimed at consolidating articulatory skills, developing mental processes and fine motor skills, and reducing psycho-emotional stress. The goal is to include the child in the lesson; creating a trusting, fairy-tale-magical atmosphere. Objectives: Educational
: 1. consolidate the concepts of “sound”, “letter”, “vowel”, “consonant”, “soft consonant”, “hard consonant”, “voiced consonant”, “voiceless consonant”;
2. identifying children’s real fears, building social trust; development of self-confidence, reduction of anxiety levels. Developmental:
- to form articulatory skills;
- activate voluntary attention and mental abilities; - develop the ability to recognize and distinguish phonemes by hardness - softness, by sonority - deafness; - develop auditory attention and creative imagination in the process of perceiving music; - develop fine motor skills, memory, attention, perception, thinking; — exercise the ability to navigate in space, consolidate the ability to move in accordance with music and text; - reduction of psycho-emotional stress. Educational
: To develop the ability to respect the opinions of others.
Equipment: chest, basket, spiky balls of red, blue and green according to the number of children, figurines of gnomes, red, green and blue flags according to the number of children, bells according to the number of children, letters A. O. U. I. articulation schemes for vowel sounds, balloons, presentation, melodies, ball, gnome toy, trays with semolina according to the number of children, tablecloth. Preliminary work: repeat with children the diagrams indicating vowels, consonants, hard, soft consonants, deaf and voiced sounds. Prepare the decoration of the hall (trees, leaves, gnomes), a table with trays of semolina, chairs in front of a mirror. Course of the lesson 1. Psychologist - Greeting “ Tangle
”.
Children come in and sit on chairs in a circle, the “Merry Sunshine” SLIDE is on. Hello guys! Glad to see you! Tangle
will help us with this .
I hold a ball in my hands. When I start saying hello, I will give it to the one standing to my right. Whoever receives the ball wraps the thread around his finger and passes it to his neighbor with words of greeting. I'm starting...Great! The ball has returned to me. Now let's raise our hands together and lower them down. Try to perform the movements at the same time, because if someone hesitates, the thread will break and our circle will collapse. Now let’s carefully place the thread on the floor. Did you enjoy playing? Why do you think our thread didn’t break? Because we played together and were attentive to each other. Do you feel how good, warm and cozy we feel? Even the sun smiles at us, look at this slide. 2. Speech therapist - rhythmic exercise “ Sun
” (for correlating words with movement - children stand in a circle).
- Let's show our guests how friendly, kind we are, how good we feel under the rays of our cheerful sun: “The sun extended its palms to us, The sun called us to the fairy-tale paths, Let's spin around with the sun, Let's make friends with the sounds!” (children depict the rays of the sun - raise their hands up, join their palms, and walk in a circle, spinning). 3. Psychologist - Game “ Save the Chick
”.
Guys, the sun has warmed up, and the birds will fly to us. Imagine that you have a small, helpless chick in your hands. Extend your arms forward with your palms facing up. Now bend your elbows and bring them towards you. Slowly, one finger at a time, fold your palms, hide the chick in them, breathe on it, warming it with your even and calm breathing. Now open your palms and you will see that your chick has joyfully taken off. Smile at him and don't be sad. He will still come to you. 4. Speech therapist - Guys, we have guests today. Look at this Gnome, he came to us from the Land of Sounds. Speech therapist - self-massage, articulation gymnastics. — Guys, the Land of Sounds is an amazing country. Sound Dwarfs live there, they love to sing different sound songs - vowels and consonants, soft and hard, voiced and deaf. In this country they learn to pronounce all sounds correctly and beautifully, and for this you need to train your tongue. The gnome invites you to warm up your facial muscles under the rays of this sun - do a facial massage. Self-massage “ Sunny
” (children approach a large mirror).
The sun from the sky sends a ray, a ray, a ray (movements along the forehead from the middle to the temples). And he boldly disperses Clouds, clouds, clouds (smooth zigzag movements on the forehead). The ray gently warms the cheeks, cheeks, cheeks (rub the cheeks). The sun puts dots, dots, dots on his nose (tap his finger on his nose and cheeks). -Now let’s train the tongue - articulation gymnastics “Fun Tongue”. This tongue has come (stick out tongue). He has now moved to the right (stretch the tip of his tongue to the right). I saw everything I needed and walked to the left (stretch the tip of my tongue to the left). He doesn’t close the window, he lifts his tongue upward (the tip of his tongue reaches towards his nose). He doesn’t close the window, he lowers the tongue downwards (the tip of the tongue reaches towards the chin). He played hide and seek with you and raced off on his horse (click your tongue, keep your mouth wide open, stretch your lips in a smile). - Now you can hit the road! 5. Psychologist – relaxation
(2 min.) (ritual of entering the magical land of sounds).
-Aren't you afraid to go on this journey? (No!) -Well, then go ahead. Close your eyes... The speech therapist turns on the music and the SLIDE “Spring Forest” - the AUDIO RECORDING “Sounds of the Spring Forest” sounds, the children lie in a free pose on the carpet, at this time the speech therapist arranges pictures of the spring forest. Inhale...exhale.., inhale...exhale.., inhale...exhale... Imagine a spring forest. He seems friendly and hospitable. The first leaves begin to appear on the tree branches. Grass and the first flowers appear on the ground. The air is filled with freshness and saturated with the smell of freshness. Clouds are visible through the tree crowns, the spring sun is shining, its rays break through the foliage of centuries-old giant trees and gently touch your hair and your face. Feel the wind blowing on your face. You hear the whisper of the wind. You hear birds singing. It’s so calm, so good in the forest... Spring nature is simply beautiful. Here you feel completely calm and happy. So we found ourselves in the fairy-tale forest of the magical land of sounds! (Children open their eyes and find themselves in a fairy tale.) 6. Speech therapist (children go with the speech therapist and inspect the decoration of the hall). - Look, there are bushes, trees, spruce trees all around, the sun is shining above your head, and there are pine cones and leaves on the paths under your feet. We found ourselves in a real forest. — Guys, what time of year is it now? (Spring) So what is our forest like? (Spring) What trees? (Spring) What sunshine? (Spring) - Guys, don’t forget, our forest is in a magical land of sounds. Remember what sounds you heard when you went on a trip? (Children's answers) The psychologist turns on the “Gnomes” SLIDE (red, blue, green) and the ringing of bells. - Listen, it seems, some sounds? Yes, these are the inhabitants of the country - Sound Dwarves, playing in the clearing. -Let's take a closer look at the gnomes, are they the same? What is the difference? (Red, blue, green caps). Speech therapist - Look, they brought the Chest. What's in it? (open the chest). Speech therapist - Guys, it seems to me that the chest contains the Zvukovichki’s favorite games. 7. Psychologist - This is a “spiky” ball - what is it for? (children's answers). Now we will give you a massage, and we will start with the fingers... The speech therapist hands over a basket of balls - red, green, blue - according to the number of children. Psychologist - Exercise with a spiky ball (children each pronounce words and roll the ball between their palms). “Hello, my favorite ball, Every finger will say in the morning.” 8. Speech therapist - What color is Sonya’s ball? (Red) Who else has a ball of the same color? - What sounds do we denote in red? (Vowels) - What sounds do the Red Sound Dwarves make? (Vowels) (Children answer and give the ball, and in return receive a red flag) What color is Masha’s ball? (Blue) Who else has a ball of the same color? What sounds do we represent in blue? (Consonants, hard) - What sounds do the Blue Sounds make? (Consonants, firm) (Children answer and give the ball, and in return receive a blue flag) What color is Vanya’s ball? (Green) Who else has a ball of the same color? What sounds do we represent with green? (Consonants, soft) - What sounds do Green Sounds make? (Consonants, soft) (Children answer and give the ball, and in return receive a green flag) The psychologist turns on the music “Wind”. 9. Psychologist Guys, do you hear the noise? Are you scared? What are you afraid of? (children's answers). Guys, there is no shame in being afraid. I’m afraid too... What are you afraid of? (children's answers). I have magic sand - blue and lilac. Come and take a look. Place your hand on the sand. What is he like? (children's answers) What do you want to do now? Let's draw our fear. Come to my carpet and lie down. Now the music will play, you close your eyes and imagine your fear. I will come up to each of you and touch you with this magic wand and your fears will go away. Open your eyes, stretch. Let's look at our drawings. What is this? Guys, our fears went away along with the drawings. 10. Speech therapist - Game with flags “ Ears on the top of the head
.”
— In order not to get lost in the fairyland of sounds, you need to be able to listen very carefully! Let's train our ears! (The speech therapist names vowel sounds, hard and soft consonants, and the children raise the desired flag). Speech therapist - Sound Dwarves have prepared more interesting sound games for you. The speech therapist takes out and shows from the chest diagrams of the articulation of the lips of the vowel sounds A O U I. - Game “ Find out what sound the Zvukovich makes
.”
— Guys, let's play the game “Find out what sound the Dwarf makes” (using the articulation patterns of vowel sounds, children can guess what vowel sound the gnome pronounces). — What sounds did the Dwarves make? (Vowels) - What are the differences between vowels and consonants? (When we pronounce vowel sounds, the air passes through the mouth freely without obstacles, and when we pronounce consonant sounds, the air meets an obstacle - teeth, lips, tongue). Speech therapist - Guys, there is another game in the chest... The speech therapist, showing the children the chest, takes out a bell. - game with a bell “ Voiced - deaf
”.
“I think I guessed it, this is the game “Voice-deaf.” Guys, how to determine a voiced sound or a dull sound? (You need to place your palm on the neck. If the sound is dull, then the neck is silent, and if the sound is ringing, then the neck sings). The speech therapist distributes bells. - I will make a sound, and if the sound is ringing, you ring the bell, and if the sound is dull, then the bell is silent. 11. Psychologist - finger gymnastics
.
— Thank you very much to the Sound Dwarves for the interesting games! And you guys and I know finger gymnastics about gnomes, let's tell and show it to our friends Zvukovich. (Children perform finger gymnastics “Dwarfs”). Finger gymnastics " Gnomes
".
Once upon a time there lived gnomes (we show the size with the index finger and thumb) in a wonderful house. (Palms folded in the form of a roof) Dad the gnome chopped wood, (Hit the edge of the hand on the palm) The gnome son carried them into the house, (Grasping movements with his hands) Mom gnome cooked soup, (Brushes are rounded, spherical movements) His daughter gnome salted, (Fingers folded into a “pinch”) Grandmother the gnome was knitting, (Imitating knitting) Auntie the gnome was washing, (We rub our palms together) Grandfather opened the window, invited everyone he knew to visit! (We make an inviting gesture towards ourselves with both hands). 12. Speech therapist - game “ Guess the letter and choose the word
.”
The speech therapist opens the chest and shows it to the children. - Guys, our chest is not empty yet! In it..... (letters). - What can we do with letters? (We can see, read, write letters). - Guys, can we see sounds? Why? (No, we can’t! Because we only hear and pronounce sounds. They are invisible). — Let's play the game “Guess the letter and choose the word.” Children take it out of the chest and guess the letter by touch, then select a word that contains this sound a, o, u, and. The psychologist includes the “Night Forest” SLIDE and musical accompaniment. 13. Psychologist - relaxation (ritual of returning from a magical land). — Guys, we spent the whole day traveling through a fabulous land of sounds! Night has come, it's time to rest. We will rest in this large clearing. Sit on it, lie down comfortably, relax. Close your eyes... A wonderful spring night is coming. Bright stars light up in the dark sky. There are more and more of them. You look at them and feel absolutely calm and happy. A pleasant feeling of warmth and calm covers the entire body: forehead, face, neck, shoulders, stomach, back, legs, arms. You feel how your body becomes light, warm, obedient. Breathe easily and freely. The stars go out, morning comes. (The speech therapist turns on the “Sunshine” SLIDE). The mood becomes cheerful and cheerful. Stretch, smile, open everyone’s eyes and stand up. We are full of strength and energy. 14. Speech therapist - the result. - Our journey has come to an end. Did you guys like it? What do you remember most? The sound guys really liked how you played sound games and they will be waiting for you to visit again. And now, so that you can quickly return to the group, the Zvukovichki gave you balloons. 15. Farewell “Turret
”
. And now, at the end of our lesson, we will build a turret. Children stand in a circle and build a “tower” of their thumbs in a certain direction (for example, they start building from Petya towards Vanya). Each participant takes turns holding the thumb of the previous player, while lifting their thumb up for the next participant. After the words: “Everyone, everyone - goodbye!” - the tower is collapsing.

We recommend watching:

Summary of an individual educational activity with a 5-6-year-old pupil for the correction of sound pronunciation. Notes of an educational activity in a senior speech therapy group. Notes of a lesson in a senior speech therapy group. Notes of an individual correctional and developmental speech therapy lesson. Senior group

Similar articles:

Summary of educational activities in the older group of children with severe speech impairments on the topic: “Sounds S - Z”

Summary of educational activities in the senior group of children with severe speech impairments on the topic: “Sounds S - Sh”

Summary of a subgroup GCD to eliminate disturbances in sound pronunciation in children of the older group with severe speech impairments

Summary of educational activities in the senior speech therapy group on the topic “Cossacks and their traditions”

Logorhythmic lesson for children of senior preschool age with special needs on the topic: “What types of transport are there?”

Goal: “Providing conditions for eliminating speech deficiencies and improving the speech of children with different levels of speech development using integrative teaching methods in the lexical topic “Toys.”

Tasks:

Correctional and educational:

• enrich children's vocabulary with words from the thematic group “Toys”;
• improve the grammatical structure of speech: develop the skill of forming and using diminutive forms of nouns, agreeing adjectives with nouns in gender, number and case, using relative adjectives;
• teach children to write short descriptive stories about toys.

Correctional and developmental:

• create conditions for using new words in your own speech;
• develop speech breathing;
• develop fine and gross motor skills, a sense of rhythm, coordination of speech with movements;
• develop attention, memory, speech hearing.
• improve gross and fine motor skills, coordination of speech with movement.
• develop phonemic perception, auditory attention, visual memory.
• improve tactile skills when working with didactic game material.

Correctional and educational:

• develop a caring attitude towards toys;
• cultivate interest and attention to the word, one’s own speech and the speech of others;
• to form goodwill, independence, activity.
• develop interaction skills among peers.

Materials and equipment: toys (horse, pyramid, ball, bear, matryoshka, car); manuals with images of toys, cut-out pictures (toys), blanks for applique, glue, brushes, napkins.. Multimedia presentation with the didactic game “The Fourth Odd One”, tables for composing descriptive stories. Subject pictures depicting toys. Toys for the game “Wonderful Bag”, cards with pictures for the game “Complete the Toy”, kinder surprise.

Previous work : Examining toys, writing descriptive stories about the toy. Acquaintance with the properties of the material from which toys are made, didactic games, replenishment of the subject-development environment with toys for various purposes.

Enrichment of the dictionary: plastic, wood, clay, glass.

Technologies used:

• developmental education
• special education
• gaming technology
• differentiated approach
• individual approach
• health-saving

Teaching methods and techniques:

• Game techniques:

-the teacher performs various gaming techniques

• creating a game situation,
• imaginary situation;
• sudden appearance of objects;

- didactic games

• Verbal methods and techniques:
• teacher's story,
• conversation,
• search questions.

• Practical:

- applique

— finishing drawing

- tactile-motor exercise.

PROGRESS OF THE CLASS:

1. Organizational game moment

Speech therapist : - Guys, I know that you all love to play. Today I invite you to go to the magical land of toys. In it we will visit different cities. And we will go there on a magical transport - “carpet-plane”.

So that we can get to the toys

Everyone needs to get on the carpet

And rise to the skies

To see miracles!

Take your seats! Close your eyes and imagine that we are taking off! (children stand on the carpet, close their eyes, the music of a flying airplane turns on)

Speech therapist: - Imagine that you are flying on a carpet - an airplane. Gradually the carpet - the plane descends, and we find ourselves in the Land of Toys.

“The City of Colorful Toys” is the first on the way. Let's go. (while the children are flying with their eyes closed, the teacher is arranging the toys).

1. Main part

Speech therapist: - Look how many beautiful toys there are! Now we will play with you. Go to your seats.

D/I “Make a whole from parts.”

Children are given envelopes containing cut-out pictures of toys.

Children : - One, two, three! Collect!

(Children collect pictures of toys).

Speech therapist: - Well done, guys! You made such wonderful, beautiful toys! Let's call them affectionately.

D/I “Call me affectionately.”

Children: - I have a doll.

- I have a car, etc.

Children put pictures in envelopes and approach the speech therapist.

Speech therapist: - Guys, we continue our journey through the “City of Multi-Colored Toys.”

D/I “Tell me according to the diagram.”

Children approach a magnetic easel on which there is a diagram for a descriptive story. Make up a story about your favorite toy.

Speech therapist : - Well done, guys!

Speech therapist : - Guys, how should you handle toys?

Children : - Carefully, neatly, well.

Speech therapist: - But some children did not know how to handle toys and this is what happened.

D/I “What without what?”

Children are shown pictures of toys without any parts

expected answers from children : “The donkey has no ear, the car has no wheels, etc.”

Speech therapist: I suggest completing the missing parts of the toys .

(Children complete the task)

Speech therapist : - That's right, guys, you answered, and I hope that you will never break toys!

Speech therapist : All children really want to have a lot of toys, and we will play the game “One - Many.”

D/I “One is many.”

Doll - dolls, car - cars, pyramid - pyramids, etc.

- But the girl Katya also had a lot of toys. Let's help her count them using physical exercises.

Physical exercise.

Katina’s dolls sit in a row on the sofa:

Two bears, Pinocchio and cheerful Chipolino,

And a kitten and a baby elephant!

One two three four five!-

We help our Katya count the toys!

Speech therapist: - Guys, our journey continues! And we go to the next city. Get on the carpet. (music turns on).

Speech therapist: Children, we are in the “City of Hidden Toys” . Its residents greet us. Who do you see in the picture?

Expected answers from children : - I see a red pyramid, a yellow duck, etc.

Speech therapist : - Guys, I have a magic bag. Toys are also hidden here. Let's get them.

D/I “Wonderful bag”.

The bag contains small toys; children recognize them by touch and name what material they are made of (rubber ball, plastic car, etc.).

Speech therapist : That's right, guys, you named all the toys. And now I have another game for you.

D/I "The Fourth Wheel".

Children are shown pictures with four objects, one of which is extra. Children identify the extra object and justify the answer (TV is used).

D/I “Complete the missing toy.”

Speech therapist: - That's right, you found extra pictures, now go to your places and complete one more task. You need to draw the missing toys.

Speech therapist: - Well done! You completed the task. Let's fly to the next city! Come on our carpet - an airplane! (music turns on).

Educator : To get to this city, you need to answer who is standing where. And this picture will help us (the teacher shows a picture of toys located one after another).

Educator : Who is the bunny behind? Between whom is the bee? Who is the turtle in front of? Etc. (Children answer questions)

Educator : Guys, we ended up in the “City of Samodelkin” . Everyone in this city loves to work, and now you and I will work too. Sit comfortably at the tables, we will make toys.

Children are given trays with cut out toy parts. They must make toys (appliques) from ready-made parts.

Educator: - What kind of toy does Kantik make? Alikhan? Amina?

— What is Sofia gluing? What color is Diana's tumbler? What is the truck carrying?

(Children do the work).

Educator: - These are the toys all the kids got! Show them to our guests and give them as souvenirs.

1. Final part.

Educator : Okay, guys, you have done your work. You were attentive, active, answered correctly, and I have a surprise for you. Kinder surprises are given to children.

Winter and our ideas about it

Integrated psychological and speech therapy session with preparatory group students.

Determining the direction of educational and pedagogical work, the Federal State Educational Standards of the new generation currently in force in our country pay special attention to the development of the child’s personality. This is a person who is capable of reflexively managing his own activities. A person who can independently find solutions to emerging problems. A person who knows how to set goals and then find ways to achieve them. A person who has the opportunity for self-development and self-improvement. A person who has a high spiritual, moral and cultural level of development. A Personality that perceives each individual as a Personality.

Each teacher sees in his own way the ways of forming and developing the presented personal characteristics. The proposed synopsis of an integrated lesson is an example of one of the many systematic lessons of a psychological and speech therapy orientation. Their goal is the integration of speech, intellectual-cognitive, artistic and aesthetic educational areas; and greater development of group cooperation and cohesion.

The idea of ​​integrated classes conducted by two specialists did not appear by chance. The generation and development of speech without the formation and development of other higher mental functions is impossible, just as the reverse process is not possible. Thus, subject disunity and weak connections between independent types of activities are overcome, which leads to the formation of a holistic picture of the world in the preschooler. The formation of the personality of the teacher and the child occurs as a result of joint creative activity, which brings them closer, teaches interaction, mutual assistance, and contributes to the emergence of meaningful creative communication.

Purpose of the lesson

: development of visual-spatial and spatio-temporal representations.

Tasks

: speech

• activate vocabulary on the topic “Winter”;
• practice using simple, common and complex sentences in answers to the speech therapist’s questions;
• learn to use relative adjectives in speech;
• learn to correlate the names of a geometric figure with its outline;

developing

• develop the ability to concentrate on details;
• develop visual and tactile memory;

educational

• cultivate curiosity, creative imagination, self-control skills, and organization in work.

Materials and equipment
: demonstration cards on the topic “Winter” (
Konovalenko V., Konovalenko S. Development of coherent speech. Frontal speech therapy classes on the topic “Winter” for children with OHP. Card material, Gnome Publishing House, 2004
) ; individual cards with images of geometric shapes, “magic bag”.

Progress of the lesson

Speech therapist
: (
Conducts an organizational moment
.) Hello, guys.
I'm glad to see you all here. Today we will talk about winter... ( There are three pictures of winter on the board.
)

Speech therapist

: Guys, what is shown in the pictures?
Please give me a complete answer. ( Children's answers.
)

Psychologist

: What time of year comes after winter?
What happened before winter? What comes after summer? Name all the seasons in order. ( Practicing space-time relationships
.)

Speech therapist

: Guys, what natural phenomena, what birds, animals, people or fairy-tale characters, clothes or shoes belong to winter?
What can't we imagine this time of year without? ( Conversation with children to activate vocabulary.
)

Speech therapist

: Let's play with words?
( Formation of relative adjectives
.) Guys, if it’s frosty in the morning, then we say that the morning is frosty. And if there is wind during the day, what day is it? If it rains during the day, what day is it? Cold - ..., sun - ..., thunderstorm begins - ...

Psychologist

: Please look at the pictures.
What geometric shapes do you see in these pictures? What other geometric shapes do you know? ( Development of visual perception and imagination.
) Imagine what these figures look like?

Psychologist

: Guys, now each of you will go to the board and to my geometric figure - a rectangle - to complete some of your details, creating a picture.
( The development of imagination, visual memory and attention is trained. The rest of the children at this moment sit with their eyes closed with their right palm extended forward. The speech therapist “draws” geometric shapes with his finger, after which the children name them. And at the command “Open your eyes” to the children are invited to look at the board and say what has changed.
) (
Development of visual perception, spatial orientation: the speech therapist hangs a picture of a winter hut on the board so that children have the opportunity to compare the winter nature depicted by the artist and the drawing just made
.)

Speech therapist

: Let's find out what is located to the left and right of the winter hut in our drawing.
In an artist's drawing? What else should be added to our drawing to make a winter landscape? What geometric shapes can this be done with? ( Children's answers
.) (
Development of tactile memory: cardboard geometric figures are laid out in front of the children, pupils feel them, find out the similarities and differences, then put them in a magic bag
.)

Psychologist

: Now, one by one, everyone put their hand into our magic bag and try to determine what geometric figure you found there.

Psychologist

: Guys, name the geometric shapes that we remembered today.
( Children's answers
.)

Speech therapist

: Name 3 words each, without which we cannot imagine winter.
( Children's answers
.)

Psychologist

: What geometric shapes helped us imagine winter and draw it?
( Children's answers.
)

Speech therapist and psychologist

(
together
): Well done everyone! Thank you!

Olga Alferova, speech therapist, Moscow