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The Influence of games dramatically on the personality of the child with the NRO Kindergarten

Game. as the leading activity of the preschool child, determines the fundamental direction in the correction of a child’s speech. Most preschoolers practice is organized in the form of games (didactic. building, role-playing. games dramatically).

In games dramatization the following tasks:

Consider the method of leadership games-dramatization. There is a strong connection between the work of specialists of the kindergarten.

The teacher reads the children’s artwork, considering them the illustrations.

For speech therapy lesson, the children retell a work on the issues. This uses the application material and fannelegraph. You can then go to the retelling of the chain. Parallel is a large lexical work on the selection of definitions describing characters and their actions. To complete this stage of work proposed collective playing etudes.

Next, teachers provide a series of classes. where children in artistic activity and art work reflect their impressions of the reading.

The music Director selects the Musical repertoire and fulfills the pantomime.

At the closing speech therapy lesson, children choose roles and “show” for the subgroup of children of service personnel. The speech therapist takes on the role of Director, he actively intervenes in the course of the game, your child will perform their role more expressive.

At the request of children or that the film to be shown at a gala matinee, the evening is leisure. Here the speech therapist plays the role of spectator.

As already noted, the repertoire of games dramatically depends on the age of the children, the severity of the NRO and period correction.

The correction period in the group is divided into four periods. In the first period (September – November) is formed of a situational form of speech – single-word answers, phrases.

In the second period (December – February) is formed and improved situational-contextual form of speech from single-word responses to the expanded phrases (3-5 words).

In the third period (March – April) is formed context-situational form of speech – a compilation of short stories on reference pictures and without them, drafting the descriptive stories.

In the fourth period (may – June) developed and refined contextual form of speech – a compilation of short stories, tales on the topic, the development of Dialogic forms of speech of varying degrees of difficulty.

Taking into account stated for each period tasks the material is chosen for the games-dramatically. In the first two periods is mainly nursery rhymes, poems, dialogues, short well-known fairy tale. In the third and fourth frames are the tales, stories, recommended program of training and education, as well as scenes from the life of the group.

The thematic principle of selection of vocabulary for correctional practice also affects the choice of the artwork. For example, in September in the senior and preparatory groups with the passage of the topics “Vegetables” there “Orchard”. And in the third period with the passage of the topics “What is good, what is bad” is recommended to dramatize stories Ushinsky “Power is not a right”, “Together closely, apart boring”.

Given the characteristics of the speech development of children with speech pathology, material for games dramatically in the group (3-4 years) serve as nursery rhymes, jokes that do not require direct speech, for example:

As our cat

The coat is very good.

As the cat has a mustache

Amazing beauty.

Eye bold, white teeth.

In the middle group are encouraged to dramatize nursery rhymes more complex content, where children are included in the dialogue with the speech therapist, for example:

Geese you, geese, red tabs !

Where have you been, what have you seen?

We saw the wolf. He took the gander.

Geese you, geese, red tabs!

Whether you’re looking for the wolf, save the gander.

In the third and fourth frames in the middle group dramatizada small tales: “Bun”, “the mitten”, “tower”, “Turnip”, “the Fox and the hare”, “the Fox and the Blackbird”, “the snow maiden and the Fox”, “the bubble, the straw and the bast Shoe”.

In the preschool age in the first half of the school year are invited to apply to the production of poetic works Marshak (“the silly little mouse”, “the Tale of a clever mouse”, “Who will find a ring”), Kaputikyan (“Mary dines”, “Mary is not crying”). Then go to the works Suceava (“Who said meow”, “mushroom”, “Chick and duckling”, “Apple”), Ushinsky (“will have a diploma”, “Power is not a right”) and Russian folk tales: “the Cock and the Beanstalk”, “Igarka”, “Geese”, etc.

Suggested repertoire as possible is used in the production of puppet shows and puppet theatre.