Presentation for parents' meetings: advice from a speech therapist for children. Presentation of consultation by a speech therapist at the primary parent meeting in kindergarten. Equal opportunities for different children

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TO CARING PARENTS ABOUT THE WORK OF THE Speech Therapy Center IN KINDERGARTEN

Federal Law dated December 29, 2012 No. 273-FZ “On education in the Russian Federation”

• Preschool education – level of general education;
• Separates early childhood education from childcare services.

On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force

Order of the Ministry of Education and Science of Russia dated October 17, 2013. No. 1155 “On approval of the Federal State Educational Standard for Preschool Education”:

• This is a set of state guarantees and requirements for programs, conditions and results of obtaining a free, accessible, high-quality education.
• This is a very special document related to supporting the diversity of childhood, and not its unification.

The purpose of the Federal State Educational Standard for Education:

• Ensuring that the state provides equal opportunities for every child to receive quality preschool education;

Equal opportunities for different children

• Ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development;

• Preserving the unity of the educational space

Objectives of preschool education

• Protecting and strengthening the physical and mental health of children, including their emotional well-being;

• Ensuring equal opportunities for the full development of every child during preschool childhood;

• Creation of favorable conditions for the development of children;

• Formation of a general culture of children’s personality;

• Providing psychological and pedagogical support for the family and increasing the competence of parents.

Children with disabilities can be considered children with impaired psychophysical development who need special (corrective) training and upbringing.

• Children with speech disorders
• Children with ADHD

• Speech understanding
• Connected speech
• Dictionary
• Grammatical structure of speech
• Sound pronunciation
• Phonemic awareness
• Syllabic structure of the word

Children with speech disorders

Level II .

Level III .

What is ADHD? Key symptoms

G and hyperactivity

impulsiveness

Attention disorder

Age dynamics of ADHD manifestations

• Preschool age - hyperactivity and impulsiveness, often combined with speech problems and awkwardness

• School age – inattention, impulsiveness and hyperactivity, leading to school maladjustment and difficulties in social communication; frequent fears, oppositional-aggressive behavior, low self-esteem and psycho-emotional instability
• Adolescence - impulsiveness and impaired attention; characterized by lack of independence,

irresponsibility, disorganization

• Adulthood - impaired attention and impulsivity, manifested by disorganization,

forgetfulness, conflict.

• Timeliness – from 4-5 years
• Complexity – medical, psychological and pedagogical correction
• Duration – 6-24 months. – sometimes for life

• Increased physical activity (athletics, skiing, swimming, cycling)
• Neuropsychological correction
• Biofeedback method
• Speech therapy assistance
• Psychological support
• Pedagogical work

• Group classes – preparatory group (Monday, Wednesday, Friday)
• Individual and in mobile micro-groups (daily)
• Consultations (Wednesday)

• UUD - the ability to work according to the rule and according to the model; listen to an adult and follow his instructions;
• differentiate by ear vowels and consonants, hard and soft consonants, voiced and voiceless consonants;
• be able to identify the first and last sound in a word; find words with a given sound in a sentence; determine the place of a sound in a word; come up with words for a given sound;
• name the sequence of words in a sentence, syllables and sounds in words; independently perform basic sound analysis and synthesis of words of different syllabic structures;

• Formation of correct sound pronunciation
• Improving phonemic processes
• Improving the grammatical structure of speech
• Enrichment and activation of vocabulary
• Development of fine motor skills
• Development of coherent speech
• Improving the prosodic aspect of speech

Homework includes:

• Articulation gymnastics
• Working on sound
• Work on a lexical topic
• Development of fine motor skills

For classes you will need: colored and simple pencils, paints, felt-tip pens, colored paper, old magazines, glue.

Su-jok - massage balls

Massage balls, complete with metal massage rings. The ball can be used to stimulate areas on the palms, and the massage rings are placed on the fingers.

The advantages of Su-Jok therapy are:

High efficiency - when used correctly, a pronounced effect occurs.

Absolutely safe - incorrect use never causes harm - it is simply ineffective.

Versatility - Su-Jok therapy can be used by both teachers in their work and parents at home

Rules for working with homework

Notebooks are picked up over the weekend and returned on Monday;

Tasks for the development of fine motor skills (drawing, shading, etc.) are performed with pencils;

All speech material must be worked out, i.e. parents must ensure that the child completes the task correctly and clearly, even by memorizing;

The assignments must be read to the child;

All tasks are completed to completion.

• Article 44 “Law on Education in the Russian Federation” “parents are obliged to ensure that their children receive a general education.”
• Parents should participate in the implementation of the program, V creating conditions for the full and timely development of a child in preschool age.
• Parents should be active participants in the educational process, participants in all projects, regardless of what activity dominates them, and not just outside observers.

Useful resources:

Kindergarten website: vetochka-vanino.detsad.27.ru

Syllabic structure of the word

The child must
accurately
pronounce words
type: tour guide,
frying pan, etc.
What to do?
Must be pronounced
difficult words with a child,
slapping each one
syllable
Usually!!!

these
children
had in preschool
age
various speech disorders, therefore constitute
risk group
on the occurrence of reading and writing disorders. Moreover, the prevalence of reading disorders among children of primary school age is quite high.
.
These
violations,
as a means of acquiring knowledge, lead to difficulties in children in mastering school subjects
.
Timely
identifying such

Children
and the provision of qualified speech therapy help help them cope with school problems - in particular with the problem of writing and reading.
ONR
various complex speech disorders,
at
which in children with normal hearing and

the intellect disrupts the formation of all components of the speech system, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar).
Phonemic

perception

The child must
name words
with a given sound;
determine position
sound in a word;
quantify
and consistency
sounds in a word;
make words from sounds;
What to do?

Train
named skills

Know all the letters clearly
alphabet
In elementary school, many
children experience
difficulties
in the formation
reading and writing skills
.
They
allow
following
errors: skipping, replacing, rearranging letters, syllables, distorting endings, not
finish reading or
underwrite

their. Many people are characterized by guessing reading and have difficulties in
syllable fusion
. Distortions of the sound composition of words and difficulties
syllable fusion
in most cases they make it difficult for children to understand what they read.
As a result, children develop a negative, emotionally negative attitude towards
processes of reading and writing.
SHIRYAEVA SVETLANA EVGENIEVNA
Erkova NATALIA VASILIEVNA
Speech therapist teachers of the highest qualification category
Speech therapy service
Child's age
Sounds that appear in speech
1 year
-

b, t, k, h
1.5 years
– 2

f
, V,
t
,
yeah
,
no
, l,
whose
,
X
2 years -
2
years 6 months
s
,
s
,
no
,
be
,
mm
, T,
d
,
n
2 years 7 months -
3
years 5 months
ugh
,
ve
, With,
h
,
xx
, l
3.5 years -
3
years 8 months
h, sch
4 years -
4
years 6 months
w, w,
4 years 6 months -
5
years
ry
,
R
Development of the sound side of speech is normal

Connected speech

The child must
anwser the questions;
retell;
talk about
seen;
make up
stories
according to the picture;
.
What to do?

Reading and telling stories

Questions about the content of the tale
(child's complete answers)

Retell a fairy tale

Narrating from personal experience

Memorize and recite poems.
Sound pronunciation

The child must
Right
pronounce
all speech sounds
What to do?

Eliminate violations
Secure newly delivered
sounds
in the child’s independent speech
Good luck to you and yours
to kid
!
Lexicon
What to do?

Explain new words

Word games:
● “Name the birds, animals, flowers,
colors, transport, seasons and their
signs, months, professions, etc.”
● “Match the characteristics of the object”
● “Say the opposite”
● “Parts of a whole”
near
2000 words
Components of the speech system
Sound pronunciation
Active Dictionary
Phonemic awareness
Syllabic structure of the word
Grammatical
structure of speech
Connected speech
Grammatical structure

The child must
understand and
use
prepositions;
have skills
word formation;
inflections;
word agreement

What to do?

Correct mistakes!

Games:
● “Say kindly”
● “One-many”
● “Which one from what?”
● “Let’s count”
Elimination of OHP –
process
difficult and long
including
correctional activities of various specialists (educators, speech therapists, educational psychologists) with the mandatory participation of parents.

On the topic: methodological developments, presentations and notes

Speech by a speech therapist at the first parent meeting in the preparatory group for children with special needs development

The first speech of a speech therapist at a parent meeting in a preparatory group for children with general speech underdevelopment....

Dear parents, many children have fears. Why, children, even adults, have their own fears. But so that they do not interfere with our lives and doing what we love, I bring to your attention...

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Slide captions:

Slide 1
Multimedia application for parent meetings
compiled by Kulagina L.V. teacher-speech therapist 2013

Slide 2
There are different types of readiness for school: Psychological readiness Physical readiness: state of health, physical development, development of small muscle groups, development of basic movements Special readiness: ability to read, count, write

Slide 3
Ready for school
When they talk about “readiness for school,” they do not mean individual skills and knowledge, but a specific set of them, in which all the main components are present.
–

Slide 4
Being ready for school today does not mean being able to write, read, count. Being ready for school means being ready to learn all this

Slide 5
Our speech is a process of communication,
therefore, readiness or unpreparedness for schooling is largely determined by the level of speech development. After all, it is with the help of oral and written speech that the child has to master the entire system of knowledge. The better his speech is developed before entering school, the faster the student will master reading and writing.

Slide 6
Parents should first of all pay attention to:
Correct pronunciation of all sounds. The ability to distinguish speech sounds by ear. Possession of basic skills. sound analysis. Vocabulary. Grammatical structure of speech Connected speech. Speech communication. Fine hand motor skills.

Slide 8
Development of fine motor skills

Slide 9
How to develop fine motor skills at home? Offer your child: Games with small objects (puzzles, mosaics, beads, construction sets, lacing). Drawing, coloring, shading, plasticine, scissors. Finger games and exercises. Massage of hands and fingers.

Slide 10
Fine motor skills
Often, learning to write causes the greatest difficulties and problems for children. In order to avoid the problem, you need to solve the issue of readiness to write directly with your hand. Try to spend at least 20 minutes in August tracing cells in a notebook, drawing circles in them, making ornaments from sticks, sculpting from clay, plasticine, performing movements with small objects (mosaics, construction sets, stringing beads, tying ropes, cutting with scissors). Teach your child to sit at the table correctly, hold a pen, and focus attention. If you have old copybooks, you can simply trace the sample letters many times.

Slide 11
Sound pronunciation
Normally, the child should fully master the entire sound aspect of speech by the age of 3–4 years; by the age of 5–6 years, he should be able to distinguish sounds by ear and pronunciation. When coming to school, the child must clearly pronounce sounds in various words, in phrasal speech. He must not omit them, distort them, or replace them with others.

Slide 12
Possession of basic sound analysis skills:
the ability to isolate the initial vowel sound from a word; analysis of vowels from three sounds like “aui”; analysis of the reverse syllable vowel - consonant type “ap”; hear and identify the first and last consonant sound in a word; determine the number and sequence of sounds in a word; name words based on a given sound. Children must know and correctly use the terms “sound”, “syllable”, “word”, “sentence”.

Slide 13
“What sound is there in all words? “Fur coat, cat, mouse, shampoo - Choose a word that begins with the last sound of the word “table” (varnish, l). - Remember the name of the bird, which contains the last sound of the word “cheese” (rook). - Choose a word so that the first sound is [k], and the last sound is [a] (cat). - Name an object in the room with a given sound (What ends with “A”; what starts with “C”, the sound “T” in the middle of the word, etc.).

Slide 14
Lexicon
By the age of 7, the child should have a fairly large vocabulary (about 3000 words). In his speech, he should actively use antonyms (sad - cheerful, young - old), synonyms (for example, horse, horse, stallion, racer), words - actions , words are signs.
The child must be able to use different methods of word formation, correctly use words with a diminutive meaning, form words in the required form, highlight sound and semantic differences between words; form adjectives from nouns.

Slide 15
Grammatical structure of speech Normally, by the age of 6–7 years, a child has formed:
the ability to use detailed phrasal speech, the ability to work with sentences, correctly construct simple sentences, see the connection of words in sentences, extend sentences using secondary and homogeneous members, work with deformed sentences, independently find errors and eliminate them, compose sentences based on key words and pictures.

Slide 16
Connected speech
By the age of 7, a child should be able to retell short, unfamiliar stories and fairy tales. When retelling, attention is paid to the child’s understanding of the text (he must correctly formulate the main idea), to the structuring of the text (he must be able to consistently and accurately construct a retelling), to vocabulary (the complete use of vocabulary), to grammar (he must correctly construct sentences, be able to use complex sentences), on fluency of speech (lack of prompts during the retelling).

Slide 17
How can you help your child? Talk to him, ask questions, encouraging him to answer with suggestions. Read works of fiction. Discuss the book you read, the cartoon you watched. Remember familiar works and cartoons, invite your child to tell them himself. Pay attention to your own speech. A child’s speech largely depends on how the adults around him speak.

Slide 18
Speech communication
The child must be quite active in communication, be able to listen and understand speech, build communication taking into account the situation, easily come into contact with children and adults, express his thoughts clearly and consistently, and use forms of speech etiquette.

Slide 19
What to do with your child so that he is ready for school?
First of all, we need to take care of his health. Swimming, walking, cycling - these are activities that contribute to the future successful entry into school life. Develop self-care skills.

Slide 20
It is important that the child develop strong-willed qualities. To do this, he needs to be taught to finish any task he starts.

Slide 21
In order for a child to speak well, you need to talk to him: this is how samples of oral speech are set. In order for a child to learn to be attentive, he needs to read and tell fairy tales: this is how patterns of word perception are set. For a book to be perceived as a necessary element of life, it must live in the house and be in demand by adults. This is how samples of a certain life style are set.

Slide 22
Activities that make fantasy, imagination, and independent ingenuity work are useful: drawing, modeling, designing.

Slide 23
Are parents ready for school?
Sacrifice your personal time and some habits. Contain your emotions. Do not shout, do not humiliate or offend. Do not compare your child with other children. Do not punish your child without reason. Always greet your child from school with a smile. Be generous with praise for achieved results

Slide 24
Thank you for your attention!

Slide 25
Sources
Anisimova T.B. Preparing a child for school. M., 2003. Bezrukikh M.M., Efimova S.P. The child goes to school. M., 2002. Kashe G.A. Preparing children with speech impediments for school. M., 1985. Paramonova L.G., Ilyina M.N. Tests for children “Is your child ready for school.” Sat. tests and developmental exercises. 1998.http://images.yandex.ru (accessed November 20, 2011)

Purpose of the event: development of cooperation and activation of parents of preschool children through the expansion of pedagogical, psychological and speech therapy knowledge.

Tasks:

• Give an idea of ​​such speech disorders as “Dyslalia” and “Mild dysarthria”;
• Introduce games aimed at developing fine motor skills, phonemic hearing, articulatory apparatus and the correct type of breathing;
• Introduce games to develop the emotional sphere and positive self-esteem of preschool children;
• Creating a positive emotional background during joint activities of parents and children.

Equipment:

Event plan:

1. Filling out forms by parents.
2. Game "Tangle".
3. Speech by a speech therapist “The concept of “Dysarthria” and “Dyslalia”, the reasons for their occurrence”;
4. “Creative moment with children” (development of sensorimotor skills);
5. Element of logorhythmics “Electric train”;
6. "Fun Zoo" (stations);
7. Game "Scream like an animal"
8. Make an image of an animal;
9. Reflection, summing up.

Organizing time:

• Parents were offered a questionnaire, the purpose of which was to find out the parents’ attitude towards their child’s speech defects, whether there is a desire and attitude to cooperate with a preschool teacher-speech therapist.
• free communication between parents and children.
• Individual conversation with pre-school specialists upon request.

Progress of the meeting:

1. After all the parents have gathered, the kindergarten speech therapist opens the living room, welcoming parents and children. Offers to “get acquainted”:
Game "Tangle"
Target: introduce the living room participants to each other, evoke positive emotions and relieve tension and constraint.
Equipment: soft and cute toy.
Progress of the game : adults form a circle in the center of the hall, and their child stands opposite each parent. The speech therapist gives one of the kids a toy with the words: “Hello, I’m Mishka-Toptyzhka. I really, really love meeting such cute, smart kids and their kind parents. I would really like to meet you. And you? Please tell me your name and the name of your mother (father)” (this is how all the guys take turns getting to know the bear).

2. After meeting, the teacher-speech therapist conducts a theoretical seminar for parents about the most common types of speech disorders: mild forms of dysarthria and dyslalia (concept, causes, forms, features of manifestation).
At this time, the teacher organizes an activity with the children, where children, together with an adult, can make crafts or perform creative work “Gifts of Autumn”
Target: development of small muscles of the hands and fingers.
Using the finished template, the guys cut out an apple or a pear and select the napkins according to the color. Then the napkins are torn off, squeezed and glued to the base of the fruit.

3. The trip to the “Jolly Zoo” takes place on an improvised train (an element of logorhythmics). At the zoo stations, adults and children will perform a variety of tasks and exercises that can be used at home.
Element of logorhythmics
Target: development of a sense of tempo and rhythm in children, imitation and attention.
Description. Parents and children become a “train” behind the speech therapist teacher. The speech therapist teacher reads a poem, accompanying it with movements along the text.

We are traveling by train:
“Hurray, hurray, hurray!”
The wheels are knocking and knocking:
“Ta-ta! Ta-ta! Ta-ta!
Pine trees flash past,
And ate and at home.
The wheels are knocking and knocking
"Yes Yes! Yes Yes! Yes Yes!"
And there are foxes in the zoo
And an elephant and a camel.
We'll come to the zoo,
How fun it is here!

In order to divide all parents into 2 groups, they are given “tickets” consisting of 2 colors. The color of the ticket matches the color of the zoo's "station".

4. The entire space of the hall is divided into 2 “stations”, where the speech therapist and educator are located. There is a soft toy on each table, and it will greet the kids.

Table 1 - “Let’s meet the baby elephant”
This station features:

Target: teach parents how to perform exercises correctly.

These exercises are demonstrated by the speech therapist himself using the “Speech Therapy Frog” speech therapy simulator.

Target: draw the attention of parents to the type of breathing of children, show parents a set of breathing exercises to produce a targeted air stream.

Equipment:

"Leaves". The child takes the leaf by the thread and blows smoothly until the leaf bends back.

"Ships". For this task you need a bowl of water and light plastic toys or paper boats. The children’s task is to “send” their boat to the other side (in the form of a competition)

Tasks:
Choose pictures with a specific sound;
Make a sentence with these pictures;

In what part of the word is the sound hidden (beginning, middle, end of the word)

Games:
"Noisy boxes"- these can be ordinary boxes in which various types of cereals, nails, buttons are poured, in general, something that sounds different. The baby closes his eyes, and the adult makes noise with these boxes in front of the child’s ear (to begin with, take 2 boxes). Afterwards, the child opens his eyes and listens to the boxes again, remembering which box came first.

"Beating the Rhythm"- the adult beats out a certain rhythm on the table with a pencil or fingers, and the child must repeat after him.

Table 2 “Let’s meet the baby camel.” This station presents a teacher's game to develop positive self-esteem in preschool children

"I'm in the sun"
A child and an adult draw the sun. Instructions: “On every ray of sunshine, write the positive qualities of the child.” The child voices all his rays, the adult helps him by writing down these qualities.
At the end of the “journey,” adults and children take their seats.
The speech therapist teacher welcomes the “travelers” and offers to choose envelopes with a new, interesting task.
Children choose envelopes with pictures of animals and birds.

Exercise: team (parent + child) lay out an animal or bird from a cut-out picture and show how this animal screams, show its behavior. Note: if someone is at a loss as to what sound to make, a “hint” is placed on the back of the picture. The pictures are selected taking into account the most common speech disorders of children, for example, the growl of a tiger: “R-r-r-r”, the hissing of a snake: “Sh-sh-sh-sh”.

At the end of the pedagogical lounge, the teacher conducts reflection with parents: he invites them to analyze the results of joint work, give an assessment and make suggestions. Parents are given “Memos” with a basic set of articulation exercises and advice from a speech therapist teacher.

Applications:

Bibliography

1. Wiesel T.G. How can I get my speech back? - M., 2001.
2. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. - M.: 2003.
3. Martynova R.I. Comparative characteristics of children suffering from mild forms of dysarthria and functional dyslalia // Reader on speech therapy: Textbook for students of higher and secondary special pedagogical educational institutions: In 2 vols. T1./ Ed. L.S. Volkova and V.I. Seliverstova. - M.: Humanite. Ed. VLADOS Center, 1997.
4. Osmanova I.S. Games and exercises for children 5-6 years old. St. Petersburg, 2007.
5. Pay F. F. Techniques for correcting deficiencies in the pronunciation of phonemes // Fundamentals of the theory and practice of speech therapy. - M., 1968.
6. Filicheva T.B. et al. Fundamentals of speech therapy: Textbook. manual for pedagogical students. Institute for specialties “Pedagogy and psychology (preschool)” / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. - M.: Education, 1989.
7. Fomicheva M.F. Education of correct pronunciation. - M., 1971.
8. Pozhilenko E.A. “Articulation gymnastics” - St. Petersburg, 2009

Parent meeting "How to teach a child to speak correctly?"

Parent meeting in the senior group.
Topic: “How to teach a child to speak correctly?”
This meeting is held by a speech therapist in September, when children are enrolled in a speech therapy center. At the meeting, the speech therapist introduces parents in general terms to the main areas of work to correct deficiencies in speech development. At further meetings, the speech therapist dwells in more detail on violations of each of the components of speech and methods of working on the development of articulation, vocabulary, grammatical structure of speech and other components of speech at home. At the first meeting, it is important to show a holistic picture of the structure of speech, the relationship of its components, to make it clear to parents that working to correct speech disorders is not a one-time phenomenon, but rather a long, painstaking, but interesting path of joint work with their child. The meeting must be held on a positive level, instilling in parents a sense of confidence in overcoming speech development problems. The meeting is based on a presentation prepared specifically for the event. The form of this meeting will be of interest not only to speech therapists of preschool institutions, but also to all teachers looking for new forms of working with parents.

Target: Creating motivation among parents for joint activities with children to correct and develop speech.
Tasks:
Introduce parents to the main components of speech;
Introduce techniques for correcting and developing speech components available to parents at home;
Encourage parents to cooperate in the work to correct deficiencies in speech development.
Equipment: projector, screen, laptop, magnetic board (easel), chamomile petals made of white paper, images of a teapot. horses, cars. ball, sandpaper mitten, individual mirrors, picture plans to describe objects.

Progress of the meeting:

1. – Dear parents! Today I invite you to figure out what a child’s speech is and get acquainted with the techniques for correcting speech disorders at home. What is speech? How do you imagine your child’s speech? I imagine the child’s speech in the form of a magic chest. (Slide 1 appears with a picture of a chest). Let's take a look at it!

Slide 1
- The most important component of speech is the dictionary. What is a child's dictionary like at 5 years old?
Look at the next slide and try to guess which statements about the state of a five-year-old child’s vocabulary are correct (slide 2).

Slide 2
Parents read the statements on the slide and try to give the correct answer. As a result, a slide appears with the correct answers (Slide 3).

Slide 3

Slide 4
The speech therapist suggests playing several games to develop the vocabulary of 5-year-old children. (Slide 4). Parents stand in a circle. Game “Here is a bird. What kind of bird? The leader has the ball. He says: Here is a bird. What kind of bird? - and passes the ball to a neighbor, who must name the bird, and so on in a circle. Then the presenter says, for example: “Here are the dishes. What kind of dishes? - and everyone in a circle names the dishes. Next, the speech therapist suggests playing the game “Disassemble the object.” 2-3 parents are invited. The speech therapist gives them pictures of objects: a car, a teapot, a horse. Each of them names the parts of the depicted objects as quickly as possible. As a rule, at first parents are not very willing to participate in joint games, but after the first game the atmosphere is discharged, adults feel partly like children, and are more willing to take part in tasks. After each game, the speech therapist notes that these games are very easy to play at home with the child. The speech therapist briefly explains the rules of the remaining games at the request of the parents.
2. - Let's look into the chest again. The next important component of speech: articulation.

Slide 5
- To pronounce sounds, the child needs mobile, clearly functioning organs of articulation (Slide 5). Now you will experience what a child with articulation difficulties feels.
The speech therapist puts a sandpaper mitten on the parents' hand. Parents try to move their fingers, bend their palm into a cup, clench and unclench their fingers.
- This is approximately how a child experiencing difficulties in the mobility of articulation organs feels his organs of articulation. What can be done to make the tongue and lips more mobile and sensitive? (Parents' answers).
- That's right, do articulation gymnastics. Now we will perform several articulation exercises that will benefit any child (Slide 6).

Slide 6
With the help of the interactive game "Happy Harvest", parents perform four articulation exercises. (“Frog”, “Shovel”, “Calyx”, “Woodpecker”)
- A separate parent meeting and individual consultations will be devoted to performing articulatory gymnastics.
3. – Let’s look into our magic chest. The next component of speech is the grammatical structure of speech (Slide 7). The grammatical structure of speech is the most important skill in the structure of speech; it allows you to differentiate the level of speech development.

Slide 7
On the next slide the children will tell us how grammatical
constructions have already been mastered by the age of 5 (Sdayd 8):

Slide 8
- What difficulties do children still face in speaking? We will see the answer on the next slide (Slide 9):

Slide 9
- With the help of the interactive game “What Has Become”, you can reinforce the use of the genitive plural of adjectives and nouns in your child’s speech. Pay attention to the clear pronunciation of the endings of adjectives and nouns (Slide 10).

Slide 10
4. – There is one last secret left in our chest, and this is coherent speech (Slide 11). Coherent speech is the crown of a child’s speech, an indicator of the development of thinking, communication, and achievement of age-related development norms.

Slide 11
- How can parents develop their child’s coherent speech? Try to make it as coherent as possible. To do this, it is necessary to purposefully teach how to describe objects. Ask your child to describe an object, for example, the house in the picture. And you will hear something like this in response (Slide 12):

Slide 12
- I propose to actively use picture plans to describe objects. For example, like this (Slide 13):

Slide 13
The speech therapist distributes picture plans to 1-2 parents and offers to describe an object, noting the coherence and completeness of the description according to the plan of even the simplest object.
- And, of course, stories from children’s personal experiences and retellings are the best friends in the development of coherent speech. One type of storytelling is a story based on a series of pictures. Using an interactive game, let's try to restore the sequence of history (Slides 14,15):

Slides 14,15
5. At the end of the meeting, the speech therapist summarizes (Slide 16):

Slide 16
- Dear parents! Are you convinced that the appearance of developed, clear, complete speech in a child with developmental problems requires effort from parents? Do you agree that it is necessary to develop a child’s speech? If your answers to my questions are positive, then I ask you to attach the petals to the daisy on the board with magnets. Do you have any questions?
Next, the speech therapist invites parents to individual consultations and the next parent-teacher meetings, distributes business cards and booklets.