How sand is used in the work of a speech therapist. Kinetic sand in working with children in a speech therapy group Playing with sand in the work of a speech therapist

The use of kinetic sand in the work of a speech therapist teacher.

Speech is the main communicative function, which gives the child access to all the achievements of human culture. The development of speech in a child is associated with the formation of personality and basic mental processes.

Speech disorders of children attending a speech therapy group affect various aspects of speech: sound (pronunciation), phonemic, vocabulary, grammar. Children with speech pathology rarely have confident coordination of movements of their fingers. Basically, they have motor clumsiness, imprecision of movements, and difficulties in mastering the motor program. To successfully correct speech and motor skills in children, I decided to use sand in my work.

The “sand therapy” technique arose within the framework of the Jungian analytical approach (Carl Gustav Jung is the founder of analytical psychotherapy) and is largely based on working with the symbolic content of the unconscious as a source of internal growth and development. The active imagination technique developed by C. Jung can be considered as the theoretical foundation of sand therapy.

Sand therapy is one of the types of play therapy.And as you know, the main activity of a preschooler is play. In it he gets to know himself and the world around him. Playing in the sand is one of the forms of natural child activity. That is why you can use the sandbox in developmental and educational activities. Each child's personality is unique. “Sand therapy” is one of the techniques that allows you to reveal the individuality of each child, resolve his psychological difficulties, develop the ability to realize his desires and the possibility of realizing them.

Innovative educational activity is an activity through which the development of cognitive interest in various fields of knowledge and types of activities occurs.

Transferring traditional pedagogical classes to the sandbox gives a greater educational effect than standard forms of training. The child’s desire to learn something new, experiment and work independently increases significantly. In the sandbox, “tactile” sensitivity develops as the basis for the development of “manual intelligence”. All cognitive functions (perception, attention, memory, thinking), as well as speech and motor skills, develop more harmoniously and intensively. The development of object-based play activities is improved, which further contributes to the development of role-playing games and the child’s communication skills.

Quite recently, I began to use kinetic sand in addition to regular sand.

Kinetic Sand feels like wet beach sand, but is soft and fluffy and flows through your fingers, leaving your hands clean and dry. The sand does not crumble like regular sand and is very easy to collect, even if it gets on the carpet.

Kinetic sand consists of 98% pure sand and 2% non-toxic binder. It never dries and has no odor. Leaves all surfaces completely clean. Thanks to the binding agent, kinetic sand retains its original properties throughout the entire period of use. It is not fussy to store.

Kinetic sand is an innovative material for creativity and games, educational and cognitive processes.

Using kinetic sand, I solve the following problems:

Development of diaphragmatic breathing;

Development of phonemic representations;

Improving the grammatical structure of speech;

Automation of delivered sounds;

Literacy training;

Development of coherent speech;

Formation of the syllabic structure of speech;

Development of fine motor skills.

Along with this, it is known that sand absorbs negative mental energy and has a relaxing effect. Experience shows that the use of sand therapy allows even a “complex” child to open up, maintain the preschooler’s ability to work longer, and also increase interest in speech therapy classes.

Games that I use in my work:

• “Clear the path”, “Pave the way”, “Find a surprise”. When playing games, it is necessary to ensure that children take in air through their nose, exhale slowly and smoothly, ensuring that the air stream lasts without puffing out their cheeks.
• “One, many” teaching children to correctly form singular and plural nouns in speech (laying out small objects on the sand);
• “What’s missing?” consolidating the use of nouns in the genitive case singular and plural;
• “Transport” the use in speech of prepositions to, between, for, before, because of.
• “Choose a word”: select adjectives, matching them in gender with the nouns (objects are hidden in the sand).
• “Divide the word into syllables” (dividing the sand into the required number of strips corresponding to the syllables of the word);
• “How many words are there in a sentence?” (dividing into the required number of stripes - corresponding to the number of words in the sentence);
• literacy training
• “Make a letter, a syllable”, “Repair the letter”, “Make a word from letters”,

(sculpt the letter being studied from sand, etc.)

• development of coherent speech
• “Guess the riddle” (one of the children sculpts an object, without showing it to the others, describes it)
• "Come up with it and tell me» (the child creates a picture in the sand and accompanies his actions with speech).

Experience has shown that the use of kinetic sand gives positive results:

Children's interest in speech therapy classes increases significantly; many of them are getting acquainted with kinetic sand for the first time, so they perceive each lesson with delight and joy. This is especially true for children with disabilities;

Students feel more successful. They want to replay even a failed exercise several times, eventually achieving the desired result;

There is no place for monotony and boredom in classes; each exercise is like a discovery for children. They are happy to introduce their own rules, playing out the plot or their favorite element of the game again and again. At the same time, they often offer interesting options for activities, which later serve as the basis for building new forms of work with preschoolers.

References

1. Silivanova L.V. Playing with sand in the work of a speech therapist / L.V. Silivanova/ / Speech therapist in kindergarten. - 2008. - No. 3. - P. 38-41.
2. Sapozhnikova O.B., Garnova E.V. sand therapy in the development of preschool children. - M.: TC Sfera, 2014. - / Speech therapist's library /.

Abstract: this article is devoted to non-traditional forms of work of a speech therapist with preschool children, namely playing with sand. The author describes games aimed at developing all components of speech. Thanks to the use of sand games, children with speech disorders increase their interest in speech therapy classes and reduce emotional stress.

Non-traditional methods of influence in the work of a speech therapist are becoming a promising means of correctional and developmental work with children with speech disorders. Against the background of comprehensive speech therapy assistance, non-traditional methods of influence, such as sand games, optimize the speech correction process. Let us consider in more detail the specifics of using sand games in speech therapy classes.

Games with sand can be turned on at the stage of automating the sounds: pronounce the sound [Ш] and at the same time slide your palms along the sand, performing zigzag movements (like a snake) or pick up sand in your hand and pronounce the sound [S], pouring a slide, etc. You can pronounce the given sound and draw paths in the sand with your finger, combine pronouncing the sound with writing the corresponding letter. Similarly, work can be done to automate sounds in syllables.

When correcting the lexico-grammatical structure of speech, you can include the following games with sand: playing the game “Who’s missing?” the child needs to guess which figure was covered with sand and name it (for example: there is no hare, etc.). When playing the game “Which one?”, the child needs to choose as many definition words as possible (for example: fox - red, cunning, etc.).

The game "Magic Treasure" will help you practice spatial orientation skills. “There are many interesting figures hidden in the sandbox. But that is not all. There is a magical treasure hidden somewhere. You need to search with two fingers, following strictly the instructions of an adult: “find a surprise in the lower left corner, etc.”

Playing with sand can be a fun and easy way to work on correcting violations of the syllable structure of words. The game options are as follows: the child draws a given number of stripes in the sand, and then comes up with a word based on their number; the child analyzes the number of syllables in a word and corrects the error by removing or adding an extra strip; the child leaves as many “footprints” in the sand as there are syllables in a given word.

Playing with sand helps in an accessible playful way to master the skills of phonemic perception, analysis and synthesis. Children especially like the game “Hide Your Hands” - you need to hide your hands in the sand after hearing a given sound. The game is no less interesting: “Two Cities” - laminated pictures with differentiated sounds [S-Sh] are hidden under a thick layer of sand; [R-L], etc.) the child digs them up and puts them into two groups. You can invite your child to choose figures with any given sound. Also, the child, pronouncing syllable paths (KA-GA-KA), draws circles in the sand.

When drawing pictures from sand, you can practice the ability to construct both simple and complex sentences. The child draws any object in the sand and leaves a sentence or a short story with this word.

Playing with sand makes writing and reading fun. You can suggest the letter “L” in “A”, “H” in “T”, “O” in “Z”, “V” in “Z”, etc. or write the letters, syllables of the word yourself. It is easier to correct mistakes on sand than on paper, where traces of mistakes are always visible. This gives the child the opportunity to feel successful.

Thanks to the use of sand games, children with speech disorders become more interested in speech therapy classes, children feel more successful and the classes themselves are more exciting and interesting. Playing with sand, the child is freed from tension and anxiety, so characteristic of children with speech disorders.

Zherdeva O.P.,
teacher speech therapist

Podgorbunskikh A.F.

Speech is one of the most important mental functions of a person and a complex functional system, which is based on the use of the sign system of language. The main components of speech, both oral and written, are phonemic processes. The success of the child depends on how well they are developed. According to recent research in the field of teaching the Russian language (academician of the Russian Academy of Education T. G. Ramzaeva and others), language education and speech development of students are one of the central problems of modern schools, in particular at the initial stage of education.

Thank you magic sand,

Our dear friend!

In speech therapy practice, I actively use kinetic sand at various stages of the lesson, pursuing different goals: improving phonemic processes, developing fine motor skills, developing air flow, improving the sound-pronunciation side of speech. Different types of work with sand stimulate speech development, attention, thinking, and memory in primary school students, as it gives them great pleasure.

Topic: Differentiation of sounds K – G (2 grades)

Target: Correction and correction of speech development deficiencies.

Tasks: 1) Teach students to distinguish the sounds K - G by ear and in writing, in syllables, in words, phrases.

2) Continue teaching children to operate with terms: sound, syllable, word, sentence, text.

3) Develop phonemic awareness.

4) Learn to formulate sentences grammatically correctly and practice reading.

5) Correctional: development of attention, visual perception, memory, prosodic side of speech.

6) Educational: to develop the ability to listen and follow the instructions of the speech therapist.

Equipment: mirrors, object pictures, a set of geometric shapes, speech profiles, signal cards, threads, flannelographs, chips, cards for individual work, fairy-tale characters.

Progress of the lesson

1. I. Organizational moment.

Psychological mood.

− Getting ready for the lesson: We greeted each other and got ready for the lesson.

− The sun is peeking out outside, it’s warming up like spring, and the rays touching our faces are warming us, let’s feel this warmth (stroking our cheeks)

− Development of facial expressions: Smiled like the sun. They frowned like a cloud. Exercises: frog, elephant, football(alternately puffing out cheeks).

− Articulation gymnastics:

We brush our teeth, the pussy is angry, the swing.

What date is it today?, what month? (opened notebooks and wrote down)
II. Differentiation of consonants k - g

Make trucks out of kinetic sand. Stand up, those whose car drives from the left, to the right, and now those whose car drives from right to left.

1. Development of the ability to make a whole from parts.

- What geometric figure does the wheel resemble?
2. Development of visual perception.

- What parts does the machine consist of? (cabin, body, wheels).

- What is the same sound in each of these words?(TO).

3. Analysis of articulatory structure.

Let's take the mirrors and show the correct articulation of sound(TO).

The lips are slightly parted, the teeth are brought together, the tongue is arched in a slide (accompanied by hands), the stream seems to explode, and the slide drops sharply.

- Describe this sound.

- How are these sounds similar and different?

4. Communicate the theme and purpose.

One of the students goes to the board and writes down the topic of the lesson (k - d)

Help me determine the topic of our lesson.

- Today in class we will learn to distinguish the sounds K - G by ear and in writing.

5. Development of fine motor skills.

Working with kinetic sand

The sand is wonderful and pleasant,

Flows through your fingers like water.

He's wonderful and fascinating

We will always crush it!

You can build and do wonders,

You can create a lot.

We will crush the sand,

We will develop speech!

Guys!, everyone, take sand in your hands and make a tight, dense lump! (what sounds can be attributed to such a lump?)

– Hard k, g

Now, let's pour sand from one hand to the other, passing it between our fingers. (what sounds can be attributed to such sand?)

- Soft k, g

Well done!

The speech therapist calls: ku, gi, aha, oki, juice, poppy, anthem, blizzard, jelly, gas, etc.)

Working on the image of the letter.

Raise your left arm vertically up. Hold the pencil between your fingertips.

What letter did you get? (G)

- Lay out the letters g and k with threads on the flannelgraph.

- Make out of sand the letter that appears most often in the text(the speech therapist first reads the text where the sound g is more common, then the text with the sound k)

III. Development of phonemic awareness.

The speech therapist names sounds, syllables, words, and the children place a chip on the desired letter.

(k, g, g, k, ka, go, uk, ag,rainbow, envelope, cabbage, goose, cat, rook, goat).

Development of logic and visual attention.

If I show a bell, what is the sound? (g - voiced), if on the ears (k - deaf)

- Now I will show the syllables (silently), and you will write down what happens, be very careful!

ka, go, gu, ok, ug, aku

IV. Lexical topic.

Guys, today we will go to the cave of the MOUNTAIN KING, for untold riches and find out what kind of treasures the evil dwarf is hiding from us.

The mountain king has his own coat of arms. The symbol of the mountain kingdom is considered to be 2 magic letters g and k.

1. Development of prosody. The adventure begins, first we must go down into the dungeon. Descent into the dungeon. (Music accompaniment)

Reading syllables first loudly, then quieter.

2. Development of syllabic analysis. Noisy drawings.

- So we met the villain, and with him the first task. Look!, here is a rock painting that hides something, what is it? Sports equipment (noisy drawings of sports equipment)

There is some task given here. (find all objects and determine the presence of the sound k or g in the name - select the syllable with this sound and write it down)

3. Dif – I sounds g - k in words. The adventures continue and in front of us is an underground lake. An environmental disaster has occurred in the underground kingdom, the lake is polluted.

What is an Ecological Disaster? Changes in nature that lead to the death of living organisms.

There is some kind of veil in the form of an inscription, let's read it!

Save the fish and make up words by adding the sounds [K]-[G], write words with the letters G/K

Words: -olos, -alka -ol, -ora. Hurray, we saved them! The lake is clean again!

4. Work at the sentence level. We seem to have reached a dead end. No, there is some kind of task here again. Follow the arrows and pointers and read the wise sayings! (the speech therapist distributes individual cards to students, where the letters are written randomly and arrows are given - pointers for reading)

Hunger is not an aunt; needed where was born; when I eat, I am deaf and dumb; finished the job, walk safely.

What did you make up? - sayings!

So, guys, it turns out that the cave of the Mountain King is hidden inside. Why is the book such an incredible wealth? What does it conceal in itself? A lot of interesting, educational, mysterious and useful! Thanks to it we become more literate, smarter, smarter and wiser.

Lastly, let's do one more interesting task.

- The words fell apart. Make up and write down sentences on the cards.

5. Working with sounds g - k at the text level.

The store was selling a book. The book(s) was very exciting. Mom bought the book (her) for my friend's birthday. Gena will be happy.
VI. Summary of the lesson. We can get out of the dungeon, let's read the syllables.

Let's remember everything about the K/G sounds, how are they similar and how are they different? Summarizing.

Thanks for the work!

Literature:

1. 
   L. P. Barylkina These difficult consonants
2. 
   L. Ya. Gadasina Sounds for all trades: Fifty speech therapy games. - SPb.: CHILDREN'S PRESS, 2004
3. 
   I. R. Kalmykova The mysterious world of sounds. - Yaroslavl: “Academy of Development”, 1998
4. 
   M. A. Kalugin Educational games for grades 1-4. Crosswords, quizzes, puzzles. - Yaroslavl: "Academy of Development", 2006
5. 
   L. P. Paramonova Exercise for the development of child speech. - M.: “Aquarium-Print”, 2005
6. 
   I. L. Pozharskaya. Prevention of dysgraphia in students with phonemic underdevelopment // Speech therapist, 2006 No. 3
7. 
   I. N. Sadovnikova Correctional education for schoolchildren with reading and writing disorders. - M.: ARKTI, 2005
8. 
   A. V. Yastrebova, T. P. Bessonova. We teach you to read and write without errors. A set of exercises for teachers and speech therapists to work with primary schoolchildren to prevent and correct reading and writing deficiencies. - M.: ARKTI, 2007

10. teacherplus. wix. com

A child with cerebral palsy playing with sand

Development of diaphragmatic breathing.

Before starting games to develop breathing, it is necessary to teach children the following rules, using game moments:

· Take in air through your nose, without raising your shoulders, and inflate your stomach like a balloon.

· Exhale slowly and smoothly.

· Try to blow so that the air stream is very long;

"Smooth the road"

From the children's car, the speech therapist makes a shallow groove in the sand, the child uses an air stream to level the road in front of the car;

"What's under the sand?"

The picture is covered with a thin layer of sand. By blowing away the sand, the child reveals the image;

"Pit"

The child, following the rules of breathing, takes in air through his nose, inflating his stomach and slowly, smoothly, with a long stream, blows out a hole in the sand;

"Help the hare"

Three or four depressions are made in the sand - “footprints” leading to the toy hare. There is a fox nearby. It is necessary to “cover up” all traces so that the fox does not discover the hare;

"The Road to a Friend"

Two toys are placed on the sand. You need to use a long, smooth stream to form a path on the sand from one toy to another;

"Secret"

A toy or small object is buried shallowly in the sand. It is necessary to blow off the sand to reveal what is hidden;

"The Good Giant"

A low slide is poured out of sand. In front of her is a toy (elephant, turtle, etc.). A child, blowing on a sand mountain, destroys it, helping the hero continue his journey;

"Journey"

There are light plastic toys on the sand: lizards, snakes, beetles. Using an air stream, the child moves the figures to a given place;

"Storm"

A hole is dug in the wet sand and filled with water. A child causes a “storm” with a long strong air stream;

propaedeutics and correction of phonetic-phonemic speech disorders.

Articulation exercises.

"Horse"

Click your tongue, at the same time with your fingers, rhythmically, in time with the clicks, “jump on the sand” or on the water.

"Turkeys"

Quickly lick your upper lip with your tongue with the sound “bl-bl-bl”, move your fingers in time with the movements of the tongue in the thickness of the sand or through the water.

"Swing"

Move your tongue rhythmically up and down, and move the index finger of your leading hand along the sand or water in the same direction in time with the movements of your tongue.

"Watch"

Move your tongue rhythmically from right to left, with the index finger of your leading hand in time with the movements of the tongue in the same direction along the sand or through the water.

"Punish the naughty tongue"

With your lips, rhythmically spank the protruding tongue with the sound “p-p-p”; with the palm of your leading hand, lightly pat the sand or water.

Automation of sounds.

"Strong motor"

Pronounce the sound r while tracing a path along the sand with your index finger. A variation of this exercise is to draw the letter P on the sand or water, pronouncing the sound P at the same time. Similarly, you can work with other sounds, combining writing the letter with pronouncing the sound.

"Weak motor"

Pronounce the sound R (soft), tracing a path along the sand and water with your little finger.

"Gorochka"

Take sand into your hand and pronounce the sound C, pouring a pile. A variant of this exercise is to choose a toy with the sound C from the toys lying or half-buried in the sand and, having collected sand and pronouncing this sound, fall asleep.

"Track"

Pronounce the syllables assigned by the speech therapist, “walking” them with your finger or lightly spanking them in the sand or water with your palms.

"Coincidence"

The speech therapist buries toys with the sound Ш in the sand: a mouse, a bear, a matryoshka doll, a cat so that the toy in the sand is indicated by a low mound. Then he invites the child to remember toys whose names contain the sound Ш. The child names the toy and digs up the sand. If the dug up toy coincides with the one named by the child, then he gets the opportunity to play with this toy.

Development of phonemic hearing and perception.

"Hide your hands"

Hide your hands in the sand when you hear a given sound.

"Syllable Tracks"

Draw circles in the sand, pronouncing syllable paths.

"Two cities"

Objects, toys or protected pictures with differentiated sounds are hidden under a thick layer of sand. The child digs them up and puts them into two groups.

"My city".

Target.

Development of phonemic awareness.

Equipment:

Sandbox, figures and construction kit for building a city.

Progress of the game.

The speech therapist gives the task to choose figures whose names contain a given sound, and build a city using these figures. Then you can compose an oral history about this city and its inhabitants.

propaedeutics and correction of lexico-grammatical speech disorders

“builders” (2-3 lessons)

Target.

Learn to use grammatical categories correctly in speech:

· -prepositions FROM, TO, ABOVE, BETWEEN, IN, BECAUSE OF, U, BEFORE;

· - prefixed verbs: BUILDED, BUILT, ABOVE;

· -adverbs: FAR, CLOSE, FAST, SLOW, DEEP.

Equipment:

Sandbox with sand, toys: figures of people, cars, houses.

Progress of the game.

The speech therapist invites the child to build a city in the sandbox, then resettle the inhabitants, complete the houses, rebuild them, pronouncing his actions, invent and tell the story of one of the residents visiting).

"What's missing"

Target.

Consolidating the use of nouns in the genitive case, both singular and plural.

Equipment:

Sandbox with wet sand.

Progress of the game.

The speech therapist erases some of the objects in the sand picture, and then asks the child to tell what has changed in the sand picture.

"Choose a word"

The child discovers various objects or toys hidden in the sand and selects adjectives for their names, matching them in gender with the nouns (ball - light, saucer - plastic).

"Native words"

Target.

Develop fine motor skills of the hand. Practice the formation and use of related words.

Equipment:

sandbox with sand, hourglass.

Progress of the game.

In playing with sand, when demonstrating individual actions, related words are formed: - sand, sand, sandbox, hourglass (hourglass), and for children 7 years old, the idiomatic expression “to sand” someone is introduced into the passive dictionary.

"I did - I did"

Target.

Develop fine motor skills of the hand. Exercise in the use of first person singular verbs of the present and past tense (bury - buried, dig out - dug up).

Equipment:

Sandbox with wet sand, flat figures.

Progress of the game.

Before the lesson, the speech therapist hides figures in the sand and invites the child to dig them up, commenting on his actions (I am digging up a toy, I dug up a toy, this is an elephant, etc.) Then the speech therapist invites the child to bury the toys in the sand himself, saying his actions (I am burying..., I'm digging... etc.)

"Animals on the tracks"

Target.

Teach children to use models - be able to correlate pictures with certain signs. Develop fine motor skills of the hand. Practice using singular and plural nouns. Reinforce knowledge about wild animals and their young.

Equipment:

A sandbox with wet sand, flat figures of trees, fir trees, stumps, a toy frog, colored cardboard circles - models indicating wild animals: orange - fox, white - hare, gray - wolf, brown - bear, etc.

Progress of the game.

The speech therapist shows a toy frog and says that he lives in a swamp. He loves to travel, but he is still very small and stupid. The little frog got lost and wandered into the forest. Who did he meet in the forest?

A speech therapist and children examine color models and determine which color corresponds to the inhabitants of the forest. Children are invited to choose their own animals and hide them behind the trees. The speech therapist takes on the role of a frog who meets various forest inhabitants and enters into dialogues with them.

Playing with sand on the interactive complex “Well” as a means of developing speech skills in children with SLI.

If we consider the pedagogical and psychological aspects of the use of sand, it is difficult to overestimate them - it is a sensory material, an object-based play environment, and a material for visual creative activity, experimentation, design, and cognition. At the same time, favorable conditions are created for children to show concentration, curiosity, passion, and also for relaxation. Mental and emotional reserves are activated.

Slide number 2 At the origins of sand therapy is Carl Gustov Jung, the founder of analytical psychotherapy.

Slide number 3 In Russia, research is being conducted on this topic inInstitute of Special Pedagogy and Psychology named after. Raoul Wallenberg Grabenko Tatyana Mikhailovna - Associate Professor of the Department of General and Special Pedagogy and Zinkevich-Evstigneeva Tatyana Dmitrievna Director of the St. Petersburg Institute of Fairytale Therapy.

Slide number 4 In November 2015, our institution purchased the “Well” sand animation complex and the “Cloud” interactive touch panel for the “Don Mosaic” interactive learning room, which allows ONLINE video and photography of games and exercises on the interactive sand animation table. Over this relatively short period, we can already say that the forms of work and technologies that we use contribute not only to the artistic and aesthetic, but also to the comprehensive development of children, and especially the development of speech.

Slide number 5 Goals:

Child's emotional well-being

Self-actualization,

Correction of speech disorders.

Therapeutic options:

Significantly increases the child’s desire to learn something new, experiment and work independently.

“Tactile” sensitivity powerfully develops in the sandbox, as the basis for the development of “manual intelligence.”

Playing with sand develops all higher mental functions, speech and motor skills more harmoniously and intensively.

The development of objective play activities is improved, which further contributes to the development of role-playing games and the child’s communication skills.

Sand is able to “ground” negative energy; this property is especially in demand when working with “special” children.

Slide number 6 At the very beginning of using the interactive table “Well” we hadrules of playing with sand . All children know and perform them:

take care of the grains of sand - do not throw them out of the sandbox;

grains of sand really don’t like being put in the mouth or thrown at other children;

Children should always have clean hands and noses.

Their rules We also have for teachers:

1. the child only needs to offer options for games and tasks, and not force him to follow a strict program;

2. the structure of the lesson should be adapted to the interests of the child;

3. it is necessary to create space for self-expression, rather than establish strict boundaries and rules;

4. we must value the child’s initiative and his opinion;

5. it is important to stimulate the development of creative situations with questions rather than ready-made answers;

6. You need to support the child in finding his own non-standard solutions to the assigned tasks.

Slide number 7 In speech therapy work, we solve the following problems with the help of games with sand:

Development of diaphragmatic breathing

Regulation of muscle tone

Development of articulatory motor skills

Automation of sounds

Development of phonemic hearing

Vocabulary work

Sound analysis of words

Literacy training

Connected speech

We solve all these problems using gaming methods.

Slide number 8 Games and exercises to develop diaphragmatic breathing

Before starting work on breathing development, it is necessary to teach children the following rules, using game moments:

- “Take in air through your nose, without raising your shoulders, and inflate your stomach like a balloon.” Exhale slowly and smoothly. Try to blow so that the air stream is very long;

"Smooth the road." From the children's car, the speech therapist makes a shallow groove in the sand. A child uses a jet of air to smooth the road in front of the car.

"What's under the sand?" The picture is covered with a thin layer of sand. Blowing away the sand, the child opens the image.

"Help the hare cover his tracks." Small depressions (footprints) are made in the sand leading to the hare's house. Place a fox nearby. It is necessary to “cover up” all traces so that the fox does not discover the hare.

"Secret". A toy or object is buried shallowly in the sand. It is necessary to blow off the sand to reveal what is hidden.

"Pit." The child blows out a hole in the sand with a smooth and long stream of air.

Slide number 9 Regulates muscle tone, relieves tension in finger muscles, improves fine motor skills .

Place your palms on the sand and feel your fingers completely relaxed.

Dip your fingers into the sand, clench and unclench your fists.

Dip your fingers into the sand or squeeze and unclench alternately the little finger and the thumb on one hand, or on both hands at the same time.

Dip your fingers into the sand and create “waves” with light movements.

Dip your fingers in the sand and alternate exercises for your fingers (“ears-horns”, “one finger-all fingers”).

When performing tasks with the fingers of the leading hand, the second hand must be immersed in the sand.

"Sand circle". With your fingers, draw circles with your child: the largest one, smaller ones inside, even smaller ones - and so on until you form a dot in the center of the circles. Now invite your child to decorate the circles with different objects: pebbles, shells, buttons, coins. Just like circles, you can decorate anything: fingerprints, palm prints, toys, etc.

Exercise “Unusual traces”:

"The Little Bears Are Coming" - the child presses the sand with his fists and palms;

"Hares Jump" — the child hits the surface of the sand with his fingertips, moving in different directions;

"Snakes Crawling" — the child makes the surface of the sand wavy with his fingers;

"Spider Bugs" — the child immerses his hands in the sand and moves all his fingers, imitating the movements of insects.

Slide number 10 Articulation exercises.

"Horse" - click your tongue, at the same time with your fingers, rhythmically, in time with the clicks, “jump on the sand.”

"Turkeys" - quickly lick the upper lip with the tongue with the sound “bl-bl-bl”, move your fingers in time with the movements of the tongue in the thickness of the sand.

"Swing"- move your tongue rhythmically up and down, and move the index finger of your leading hand along the sand in the same direction in time with the movements of your tongue.

"Watch" - rhythmically move the tongue left and right, with the index finger of the leading hand in time with the movements of the tongue in the same direction along the sand.

“Punish the naughty tongue” - With your lips, rhythmically spank the protruding tongue with the sound “p-p-p”; lightly pat the sand with the palm of your leading hand.

Slide number 11 Vocabulary work

“Who can name more?” The child selects adjectives (attribute words), verbs (action words) and places a shell, a pebble, or a button on each word.

"Words-relatives." The game is played similarly to the previous one.

Slide number 12 Improving the grammatical structure of speech

“What’s missing?” A game to reinforce the use of nouns in the Genitive singular and plural. The speech therapist erases some of the objects in the sand picture, and then asks the child to name what has changed.

"Cars." A game on the use of prepositions in speech: to, between, for, before, because of. The speech therapist places the cars on the sand field. The child talks about the location of the car relative to others.

“Pick up a word.” The child discovers toys hidden in the sand and selects adjectives for their names, matching them in gender with the nouns (fish - fast, saucer - plastic, tiger - striped).

Slide number 13 Automation of sounds

"Strong motor" - pronounce the sound p, tracing a path along the sand with your index finger. A variation of this exercise is to draw the letter P in the sand, while pronouncing the sound R. You can similarly work with other sounds, combining writing the letter with pronouncing the sound.

"Weak motor" - pronounce the sound R (soft), tracing a path along the sand with your little finger.

"Gorochka" - take sand into your hand and pronounce the sound C, pouring a slide. A variant of this exercise is to choose a toy with the sound C from the toys lying or half-buried in the sand and, having collected sand and pronouncing this sound, fall asleep.

"Track"- pronounce the syllables assigned by the speech therapist, “walking” them with your finger or lightly spanking them on the sand with your palms.

"Coincidence"- The speech therapist buries toys with the sound Ш in the sand: a mouse, a bear, a matryoshka doll, a cat so that the toy in the sand is indicated by a low mound. Then he invites the child to remember toys whose names contain the sound Ш. The child names the toy and digs up the sand. If the dug up toy coincides with the one named by the child, then he gets the opportunity to play with this toy.

Slide number 14 Development of phonemic representations

"Two kings". A game to differentiate between hard and soft sounds. Invite children to give gifts (toys, pictures) to the two kings who ruled the kingdoms of hard and soft sounds.

"Hide your hands" - hide your hands in the sand when you hear a given sound.

"Two Castles" Objects, toys, pictures with differentiated sounds are hidden under a thick layer of sand. The child digs it up and puts it into two groups.

"Two cities". The space is divided into two parts. The child arranges objects into two groups according to the instructions of the speech therapist.

“Lay out the pattern.” Children lay out beads made of colored pebbles (blue and green) on the sand, depending on what sound they heard in the word.

"Treasure". The speech therapist buries green, blue, and red pebbles in the sand. The child takes out a pebble and, depending on the color of the pebble, names a word for a given sound (vowel, hard consonant, soft consonant).

Slide number 15 Formation of the syllabic structure of a word

"Stripes." The speech therapist (then the child) draws a given number of stripes in the sand, and then comes up with a word based on their number.

“Correct the mistake.” The speech therapist draws the wrong number of stripes in the sand. The child analyzes the number of syllables in a word and corrects the error by adding or removing an extra strip.

“Divide the word into syllables.” The child prints the given word on the sand and divides it into syllables with vertical stripes.

Slide number 16 Development of coherent speech

"My treasure." The child buries an object in the sand and describes it without naming it. The one who guesses what object we are talking about digs it up in the sand.

"Draw and tell." The child creates a picture in the sand and accompanies his actions with speech.

Slide number 17 Literacy training

“Find the letters and name them.” The speech therapist hides plastic letters in the sand. The child must find and name all the letters.

This game can be made more difficult by giving instructions like: “in the upper right corner”, “in the lower left corner”.

“Say the word.” The child takes out the letter hidden by the speech therapist and names a word starting with this sound.

“Read the word.” The speech therapist writes a word in the sand. The child is reading. Then they change roles.

Conclusion:

Using sand games with children allows you to develop not only all aspects of speech. In Sandland, the child and the speech therapist easily exchange ideas. This allows you to build partnerships and trust. This method is especially suitable for children who, for whatever reason, refuse to complete various tasks in traditional classes.