AT recent times both parents and teachers have significantly increased their interest in organized activities in the sandbox. From an early age, playing with sand, the child fantasizes, dreams and creates at the same time.
It has long been known that sand games contribute to the enrichment of children's vocabulary, the development of coherent speech, imagination, and emotional-volitional sphere. In the sandbox, it is easier for a child to learn new topics while learning to read, write, to consolidate various concepts, norms of behavior in society.
Interacting with sand, the child develops tactile sensitivity, interest in knowledge increases, and the emotional state improves.
In working with children, sand therapy, fairy tale therapy, and interactive theater are actively used.
Tasks of working with children in the sandbox
- to instill interest in exercises and games with sand;
- train fingers, develop fine motor skills;
- activate the vocabulary of children, correct speech;
- develop speech, thinking, memory, imagination, fantasy, coordination of movements;
- learn to navigate in space;
- improve communication skills;
- to consolidate ideas about the world around;
- to simulate various life situations, create compositions on the sand;
- learn to analyze their actions and the actions of the participants in the classes.
Exercises with children in the sandbox
1. Acquaintance with sand: tactile sensations.
2. Putting the palm on the edge.
3. Finger drawing shapes, letters, numbers, pictures.
4. Self-massage: hide your hands in the sand, rub with your fingers.
5. Charging for the development of small muscles of the hands: fingers walk, run, play the piano.
6. Subject design and manipulation of created objects.
7. Staging fairy tales in the sand.
Lesson structure
The sand game is built depending on the goals and objectives of the lesson, taking into account the age characteristics of children. Classes are held with a small group of children (3-4 people), and individually. Tasks become more difficult or easier depending on the problems and successes of the children.
The duration of one lesson for a child is from 10 to 20 minutes.
1. Demonstration of a sandbox, a collection of figurines.
2. Rules for sand games, instructions, wording of the topic of the lesson.
3. Building a sand picture (lesson).
4. Discussion of the sand picture (results, conclusions).
Sample Topics for Children
Block 1
1. Building a New City.
2. Our house.
3. We have a holiday!
4. Work in the garden.
5. Seasons.
6. Time of day.
7. Ordinary day.
8. For a walk!
9. In kindergarten.
Block 2
1. Sand country.
2. Life in the city.
3. In the forest.
4. On the river.
5. Pets.
6. At the zoo.
7. Space travel.
8. Journey to the Fairytale City.
9. Invitation to the castle.
Block 3
1. Traveling with a sandman.
2. Life of insects.
3. Wild animals.
4. Animals of hot countries.
5. Sea, river, aquarium inhabitants.
6. Transport. Traffic Laws.
7. Country of Letters.
8. Country Numbers.
9. City of the future.
Block 4 Fairytale
1. Fairy tale "Ryaba Hen".
2. fairy tale "Turnip".
3. fairy tale "Kolobok".
4. fairy tale "Teremok".
5. fairy tale "Zayushkina hut."
6. fairy tale "The Fox and the Wolf".
7. fairy tale "Wolf and seven kids."
8. Fairy tale "The Cockerel and the Bean Seed".
9. fairy tale "Geese-swans".
ORGANIZATION OF LESSONS IN THE SANDBOX
Equipment
1. sandbox
2. sand
3. water
4. figurines
Sandbox
The sandbox is wooden, has the shape of a rectangular box.
Bottom and sides - blue color, symbolize water or sky.
The size of the sandbox for individual work is 50x70x8 cm.
This size corresponds to the volume of the field of view.
Sandboxes for group work - 100x140x8cm.
Sand
1/3 of the sandbox is filled with clean sand.
(From time to time, sand must be changed or cleaned: sieved, washed, calcined in the oven - at least once a month).
figurines
1. People.
2. Terrestrial animals and insects.
3. Flying animals and insects.
4. Inhabitants of the water world.
5. Dwellings and houses with furniture.
6. Household utensils (dishes, household items, table decorations).
7. Trees and other plants.
8. Objects of the sky (sun, moon, stars, rainbow, clouds).
9. Vehicles.
10. Objects of the human environment (fences, fences, bridges, gates, road signs).
11. Items related to a person's beliefs.
12. Objects of the landscape and natural activity of the Earth (volcanoes, mountains).
13. Accessories (beads, fabrics, buttons, buckles, jewelry).
14. Natural natural objects.
15. Weapons.
16. Fantastic items.
17. Villains.
*Dynamic and static figures apply.
Everything that is found in the surrounding world can take its rightful place in the collection. If any figurines-images are not enough for classes, they can be molded from plasticine, clay, dough, or cut out of paper. The collection of figurines is located on the shelves. If there is not enough space on the shelves to accommodate the entire collection, then transparent boxes can also be used.
When a child, or a group of children, comes to class, the suggestion to “play in the sandbox” seems completely natural.
Technical training aids
- camera
- record player
- video camera
- music discs
- a computer
Conditions for organizing sand lessons
1. Children should not have cuts on their hands, skin diseases.
2. Children must have oilcloth aprons for work.
3. The water that moistens the sand should be warm.
4. There should be a source near the sandbox pure water and napkins.
Evgenia Lavrova
The development of speech of preschool children with the help of sand games
In his work on we use the development of speech as an aid to playing with sand. Playing with sand one of the forms of the natural activity of the child, this is what the child likes to do, in games with sand more harmonious and intense develop all cognitive functions as: perception, attention, memory, thinking, as well as speech and motor skills.
Interaction sand stabilizes the emotional state of the baby, in the game with sand the child learns to pronounce his feelings, to listen to himself. What contributes speech development, arbitrary attention and memory. The child learns to understand himself and others, gets the first experience of introspection.
Benefits of playing with sand come down to next:
- develop fine motor skills;
- develop activity, expand the life experience transmitted .... by the teacher in a form close to the child (principle of availability of ....information);
Contribute to the expansion of vocabulary;
Contribute development of coherent speech;
The subject-game activity is being improved, which contributes to development plot - role play and communication skills of the child.
Based on the methods of working in the sandbox, we make a traditional technique for expanding vocabulary, development of coherent speech, the formation of phonemic hearing and perception in preschool children more interesting, fun, more productive.
All games using games with sand can be divided into two directions:
1. Educational games: aimed at development fine motor skills of the hands and tactile-kinesthetic sensitivity. And most importantly, children pronounce their feelings, thereby spontaneously his speech develops, vocabulary, perception of different tempo speeches, pitch and strength of voice, attention develops, memory.
2. Educational games, with their help we help explore the diversity of our world.
At the beginning of the game, we set up attentive listening and active participation. We use various sayings, nursery rhymes. Then the children listen to the beginning of the story, fairy tales and build everything that is required according to the plot of the game in the sandbox. The child builds and speaks. Thus speech goes hand in hand with action. simple game helps solve many educational problems.
Aspects of speech development affected during games with sand
1) Vocabulary enrichment
Games with sand are carried out in an interesting fairy-tale form, must be used problem situations. A selection of games corresponds to the lexical topics of the weeks. For example, when studying the topic "Pets" The child is offered the following games:
"Treasure". Primary goal - development of fine motor skills.
Talking about the topic "Spring" the guys draw on sand in the sandbox. Fantasizing, they create a portrait of spring, while developing grammatical structure, pronounce words-signs that characterize it.
In the classroom, we fantasize with the children. Children immerse their hands in the sand, find various objects there, then are discussing: "What is it?" or "Whose is this?". Or, finding objects, they name the sound with which they begin, or guess the presence of any sound in the name of the object.
2) Working with tempo speeches
While playing with sand in preschool children develops perception of different tempo speeches and independent reproduction of a certain tempo of the phrase. Speech is associated with hand movements of different speeds. sand, which affects the normalization of the tempo speeches.
Organization of games sand consists of the following stages:
1 The organizational stage is an acquaintance with a toy - an intermediary in games with sand, such as the sand fairy. With her help children are explained all the rules of behavior, prohibitions, encouragement. Pay attention while playing children on their tactile sensations, thus encouraging them to speak out.
2. Playing with the sand fairy. sand fairy invites children to visit and invite you to play.
Experience has shown that the use of games with sand gives positive results:
- fine motor skills develop;
Expanding vocabulary;
- connected speech develops, lexico-grammatical representations;
The desire to play and act with objects, which naturally arises during the game, simplifies and facilitates the assimilation of the necessary words and concepts. They better learn the meaning of each new word and expression for them, remember them faster. We pay attention that children not only name individual qualities, but also repeat the description of objects in their entirety, which helps. when training a liaison speeches. In this way, the skill of coherent utterance is gradually developed.
Sharing games with sand and didactic games allows you to enrich the vocabulary children, clarify knowledge about objects, their purpose, sort objects according to logical categories: toys, clothes, dishes, etc. Children are happy to memorize tongue twisters, poems, sayings, make sentences, short stories, fairy tales.
Real "accommodation", playing all kinds of situations together with the heroes of fairy-tale games, which helps develop coherent speech because it happens "verb" action, develops logical thinking , the grammatical structure is formed speeches.
1. Main and leading activation technique speeches and thinking of the child while playing with sand on experimentation is the question of the educator.
2. When organizing and planning conversations with children, when considering objects, an object, it is necessary to provide questions, answering which the child will use compound sentences.
3. The teacher must consider how to place children at the tables how to properly prepare and arrange the material for the game experiment.
4. Techniques for enriching and clarifying the dictionary
a) showing an object with a name;
b) repetition of a new word;
c) explanation and purpose of the subject;
d) a combination of showing and explanations of the educator with a game - an experiment with children.
5. Must be understandable children speech educator as one of the conditions for successful speech development of children. Each new word the teacher explains or offers to comprehend independently, summarizing their answers.
4. Combining verbal responses with practical actions children. Upon acquaintance children with objects, their properties, qualities, the explanation of the teacher should be combined with a variety of actions children(for example, the teacher offers to feel the object, bend it, knock, etc.) This technique contributes to a better assimilation of new information by the child, makes the situation at the GCD diverse and interesting.
8. Provide opportunities for using a new word in a different speech context “metal plate. Which? I have a spoon and so does she. which? metal. What is the car made of? From metal."
9. The leader in the classroom is the method of recognizing observation with help various analyzers and various examination methods. (Practical action: press on an object, bend, pull, measure, etc.; comparison with known trial experiments, questions to an adult, etc.). Children identify the properties of the object, name the material from which it is made.
10. On the basis of cognitive activity, the teacher solves the problems of vocabulary work: enters into the active dictionary children new words, reinforces already known ones.
Related publications:
Modern society needs an active adaptive personality capable of establishing conflict-free communication and finding original solutions.
The development of coherent speech in children of senior preschool age Mastering the mother tongue is one of the most important acquisitions in preschool childhood. Children with a delay in speech development experience.
F. I. O- Khavshabo Elena Ivanovna teacher of the highest category. Place of work - MBDOU "Kindergarten of a general developmental type No. 29", Maykop Republic.
Card file of sand games for the development of speech for senior preschool age.
"One is many"Target: learn to form the plural of nouns.
Equipment: sandbox, small toys or subject pictures.
Game progress: an adult hides toys or pictures in the sand, the child must get any of them and name them in the singular, and then in the plural. For example: "Cucumber - cucumbers, chair - chairs, spoon-spoons."
"Colorful Fantasy"
Target: exercise children in the ability to select nouns for adjectives.
Equipment: sandbox, tokens of different colors.
Game progress: an adult hides the tokens in the sand, the children take turns taking out a token and picking up nouns denoting objects of a given color. For example, the child got a token white color, he names the words: snow, chalk, sugar, salt, etc.
"What's extra?"
Target: to form the ability of children to determine the place of sound in a word (beginning, middle, end).
Equipment: sandbox with wet sand, a set of small toys: a car, a carrot, a bag, a bear, a house, a catfish, etc.
Game progress: the sandbox is divided into three zones, the children build a house in each zone. In one live words with the sound [m], [m] at the beginning of the word, in the other - words with the sound [m], [m] in the middle of the word, in the third - words with the sound [m], [m] at the end of the word . From a set of toys, children choose and distribute items among the houses.
"Sand Games"
Target: to exercise children in the ability to form single-root verbs with prefixes (on, you, re, before); expand and activate vocabulary.
Equipment: sandbox with dry sand, containers and bowls for playing with sand.
Game progress: First, a discussion is held about the properties of dry sand. Then the child is invited to play with the sand. During the child’s actions with sand, the teacher asks him questions: “What are you doing now?” (I pour sand into a glass; pour sand from a plate; pour sand from one bowl to another; pour sand into this glass). After that, the child can play independently.
"Help the Dunno"
Target: to form the ability of children to talk about an animal, describe it appearance; promote the development of coherent speech.
Equipment: a sandbox with dry sand, subject pictures with wild animals, a diagram for compiling a story, a letter from Dunno.
Game progress: the teacher informs the children that they received a letter from Dunno and reads it out: “Hello dear guys! Please help me write a story about one of the animals living in the forest. I want to take part in the "My Favorite Animal" contest. To do this, I have to compose a story about this animal, but I can’t. I hope you can help me." Then the teacher invites the children to take turns finding any animal in the sand and compose a descriptive story based on the diagram. During the task, the teacher helps the children with the help of leading questions. The game continues until all the children talk about their animal.
"Guess the riddle and find the answer"
Target: promote the development of fine motor skills of hands, tactile sensations, thinking, attention, speech; to strengthen the ability of children to solve riddles.
Equipment: sandbox with dry sand, items - guesses.
Game progress: the teacher hides all the items before the start of the game in the sandbox. Then he offers to guess the riddles, the one who correctly guesses the riddle has the right to find the answer in the sand by touch. If he finds it wrong, one of the other children can help him. When all the items - answers are found, the guys can continue independent games with them in the sand.
"Find a Friend"
Target: to promote the development of a sound culture of speech, thinking, attention, phonemic hearing; reinforce children's ideas that sounds are hard and soft.
Equipment: sandbox with wet sand, subject pictures depicting a butterfly, a cow, a frog, a rooster, a bear, a whale, a squirrel, a peacock, a mouse and a horse.
Game progress: the teacher takes out pictures from the box (butterfly, cow, frog, rooster, bear) and distributes them to the children. Then he suggests: - Make houses for these animals, soon their brothers will come to visit them. (Children perform.) Next, the teacher takes out the following pictures from the box (squirrel, whale, peacock, horse, mouse) and says: - How can we find out where, whose brother? To do this, let's pronounce the names of animals and highlight the first sound in these words. - whale - [k "] - he will go to visit the cow, the first sound in this word is [k]; [k] and [k"] are brothers.
Children take turns calling those who are shown in the pictures, highlight the first sound and select a pair. Conclusion: How do these pairs of sounds differ? (Hard - soft.)
"Whose is it all?"
Target: to form the ability of children to coordinate words - objects and words - a sign in the right number and case. Replenish vocabulary. Contribute to the development of logical thinking.
Equipment: sandbox with dry sand, pet figurines.
Game progress: children are invited to get a figurine of any of the animals out of the sand, after which questions are asked that need to be answered in one word. The questions are: Whose tail? Whose ear? Whose head? Whose eyes? For example: cow - cow, cow, cow, cow.
Sandbox games.
"Sun"
Target: to exercise children in the ability to form single-root words, to activate the dictionary.
Game progress: invite the child to draw the sun while saying a nursery rhyme:
In the morning the sun woke up
Carefully stretched
It's time for the rays to rise -
One, two, three, four, five
After the child completes the task, invite him to name words similar to the word "sun"
For example: Sunny, sun, sunny, sunflower.
"Fish"
Target: enrich the speech of children with nouns denoting the names of fish; promote the development of fine motor skills of the fingers.
Equipment: sand tray.
Game progress: the teacher asks the child a riddle: “She lives in the water,
there is no beak, but it pecks. The child must guess the riddle and draw the answer.
After that, talk with the child about what other fish are (sea, freshwater), where they live, etc. then offer to draw famous fish on your own.
"Bug"
Target: to fix the correct, distinct pronunciation of the sound [g].
Equipment: sand tray.
Game progress: invite the children to recall the previously learned poem:
Bug, buzz beetle
Where are you hiding, tell me?
- zhu, zhu, zhu, zhu
I am sitting on a tree
- Beetle, beetle, show yourself!
You need to circle me!
- zhu, zhu, zhu, zhu
I fly and circle.
Then offer to draw a beetle in the sand.
"Erase the excess."
Target: promote the development of coherent speech, the ability to explain your choice; train logical thinking.
Equipment: sand tray.
Game progress: the teacher draws three objects in the sand - geometric figures, simple objects easily recognizable by shape, such as a leaf, a flower, and a fish. Children are invited to erase the extra item, explain why this particular item is “extra” and, if desired, continue the row (for example, leaf-flower-tree).
Warm up games
Hello sand!
Target: reduction of psychophysical stress.
Game progress: the teacher asks to “say hello to the sand” in different ways, that is, to touch the sand in different ways. Child:
Touches the sand alternately with the fingers of one, then the second hand, then with all fingers at the same time;
Easily / with tension compresses fists with sand, then slowly pours it into the sandbox;
Touches the sand with the whole palm - the inside, then the back;
Grinds sand between fingers, palms.
Children describe and compare their feelings: “warm - cold”, “pleasant - unpleasant”, “prickly, rough”, etc.
"Sand Rain"
Target: regulation muscle tension, relaxation.
Equipment: sandbox with dry sand.
Game progress: the teacher says: “Guys, in a sandy country, an unusual sandy rain can fall and a sandy wind can blow. It is very nice. You yourself can arrange such rain and wind. Watch it happen."
The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, onto his own palm.
The child closes his eyes and puts his palm with spread fingers on the sand, the adult pours sand on any finger, and the child names this finger. Then they switch roles.
"Sand Wind" (breathing)
Target: teach children to control inhalation and exhalation.
Equipment: sandbox with dry sand.
Game progress: children learn to breathe through a straw without dragging sand into it. Older children can be offered to first say a pleasant wish to their friends, give a wish to the sand country, “blowing it into the sand”, you can also blow out depressions, pits on the surface of the sand. For these games, you can use disposable straws for a cocktail.
This exercise can be combined with aromatherapy (however, psychologists who have undergone some training in this direction have the right to use aromatherapy). The child inhales the smell of an aromatic mixture specially selected for him (tonic or relaxing). When exhaling, the child easily blows on his palms with sand, blowing it into the sandbox.
"Extraordinary Footprints"
Target: development of tactile sensitivity, imagination.
Equipment: sandbox with dry sand.
Game progress: the teacher says: “The cubs are coming” - the child presses the sand with fists and palms with force.
“Jumping hares” - with the tips of the fingers, the child hits the surface of the sand, moving in different directions.
"The snakes are crawling"- the child with relaxed / tense fingers makes the surface of the sand wavy (in different directions).
"Spider bugs run"- the child moves all his fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting hands with each other under the sand - “bugs say hello”).
Crocazybla- children leave a wide variety of footprints in the sand, come up with a name for a fantastic animal that left such footprints (later this animal can be drawn and made into a sand country inhabitant).
Natalya Tkacheva
The use of game exercises with sand in an individual speech therapy work with children with speech disorders is very effective, since all children play with great pleasure sand. Therefore, the transfer of training and development tasks to sandbox gives a unique effect. On the one hand, the motivation for classes is significantly increased, on the other hand, development is more intensive and harmonious. cognitive processes. Usage sandboxes in pedagogical practice gives a complex educational and therapeutic effect.
Objective: correction of all components of speech, development of cognitive interest in various fields of knowledge and activities, harmonization of the psycho-emotional state.
Tasks:
Develop tactile-kinetic sensitivity and fine motor skills.
Stabilize the emotional state by absorbing negative energy.
Develop creativity, find non-standard solutions leading to a successful outcome.
Improve visually - spatial orientation and speech abilities.
Expand words knowledge.
Master the skills of sound analysis and synthesis.
Develop phonemic awareness and perception.
Develop coherent speech and lexical and grammatical representations.
Help in learning letters, mastering reading and writing skills.
Advantages sandy therapies are next:
firstly, the desire of the child to learn something new, to experiment and work independently increases.
secondly, in sandbox tactile sensitivity develops as the basis of "manual intelligence".
thirdly, in games with sand, all cognitive functions develop more harmoniously and intensively, and most importantly, speech and motor skills.
fourthly, object-playing activity is being improved, which contributes to the development of plot-role-playing games and communication skills of the child.
Based on the methods of work in the pedagogical sandbox, the teacher can make the traditional methodology for expanding vocabulary, developing coherent speech, developing phonemic hearing and perception in preschool children more interesting, exciting, and most importantly, more productive.
sand therapy as the leading method of corrective action.
In many cases, sandplay acts as the leading method of corrective action. In other cases, as an aid to stimulate the child to develop his sensorimotor skills.
All games, using sand therapy, divided by three directions:
1. Educational games, such games aimed at developing tactile-kinesthetic sensitivity and fine motor skills of the hands. And most importantly, the child speaks about his feelings, thereby spontaneously developing his speech, vocabulary, perception of different rates of speech, pitch and strength of voice, working on breathing, developing attention, memory and phonemic hearing. The main thing is learning to read and write.
2. Cognitive games, with their help we help to learn the versatility of our world.
3. Projective games, with their help we carry out psychological diagnostics, correction and development of the child.
The basic principles of playing on the sand are very accurately set out in the book by T. D. Zinkevich-Evstigneeva and T. M. Grabenko "Workshop on sand therapy» .
They believe that the following are necessary for the organization of sand games: principles:
1. Creating a natural stimulating environment in which the child feels comfortable and protected, showing creative activity.
2. "Revitalization" abstract symbols: letters, numbers, geometric shapes.
3. Real "accommodation", playback all kinds of situations with the characters. On the basis of this principle, the mutual transition of the Imaginary into the real and vice versa is carried out.
Modeling fairy tale games in the sand.
When modeling fairy tale games in the sand, we try to follow the same steps games, which are distinguished by T. D. Zinkevich-Evstigneeva.
Stages games:
1. Introduction to the gaming environment.
2. Getting to know the game and its characters.
3. Modeling of conflict, difficulties.
4. Choice of help.
5. Fight and victory.
6. Confirmation of victory.
7. The prospect of further adventures.
At the beginning games encourage attentive listening and active participation. We use various sayings, nursery rhymes. Then the children listen to the beginning of the story, fairy tales and build in sandbox everything what is required by the plot games. The child builds and speaks. Thus speech goes hand in hand with action. A simple game helps to solve many educational and psychological problems. And the main one is the development of phonemic hearing, that is, the ability to hear and isolate individual sounds and sound combinations in words.
We can use different letters: plastic, cut out of sandpaper, cardboard. You can not only write letters with your finger, but also sculpt them from sand. On the sand it is easy to create, correct, restore words. You can write what whatever: finger, stick.
At the end of each fairy tale, the fairy tale is restored or transformed. countries. With such unpretentious tales we strive to create space in which every child could feel successful, could solve some of their unspoken problems.
Commonly used games, which are offered by T. D. Zinkevich-Evstegneeva and T. M. Grabenko in "Workshop on Creative Therapy":
Glide your palms on the surface of the sand, performing zigzag and circular movements.
Perform the same movements, placing the palm on the edge;
"Walk" palms along the laid tracks, leaving their marks on them;
Create with prints of palms, fists, knuckles of hands, edges of palms all sorts of fancy patterns on the surface of the sand;
"Walk" on the sand separately with each finger of the right and left hands in turn.
Interaction with sand stabilizes the emotional state. We repeatedly had to observe how excited children who came to class calmed down, became much kinder.
Speech therapy games used in the development of the sound side of speech.
At the first stage speech therapy work when restoring gaps in the development of the sound side of speech, we use games on the development of phonemic hearing:
Choose figurines that have sound in their names (a) or another vowel;
Select figurines that have an automated sound in their names (with) or (w) etc.
The task can then specify: make oral sentences in which words with sound (with) are at the beginning, middle, end of a word. This simple game helps us solve quite a few speech therapy tasks: to consolidate the skills of the correct pronunciation of an automated sound, to develop the ability to hear and isolate individual sounds and sound combinations in a word, etc.
Children are very fond of sculpting letters from sand, raking it with the edges of their palms. Words in the sand can be written in printed and written letters, first with fingers, then with a stick, holding it like a pen. Sand allows you to keep the child working longer. It is easier to fix mistakes on sand than on paper, where traces of mistakes are always visible. This makes the child feel successful.
Subject "Dividing words into syllables" learned through games"Build stairs". On hills made of sand, we have houses with one, two and three windows. Children must lay out steps from the words printed on the cards, deciding on what principle they will be located. Near the house with one window, monosyllabic words are laid out; with two - two-syllable; with three windows - trisyllabic.
Children like the game "My city". The task is given to choose figures, in the name of which there is a given sound, and build a city using these figures. Then you can make an oral story about this city and its inhabitants.
If children do not know how to combine speech with hand movements in the sand, they either play or talk, it is necessary to teach them this. To correct the sound pronunciation, the child is first taught to combine the movements of the tongue and fingers in the sand while learning and practicing special articulation exercises, automation of isolated sounds, pronunciation syllables and words. If the sound-pronunciation side of the child's speech is not suffering, you need to make him tell familiar poems, nursery rhymes with rhythmic movements in the sand.
Experience has shown that the use sandy therapy gives positive results:
There is a significant increase in interest in speech therapy classes;
Fine motor skills of hands develop;
Phonemic hearing and perception develops;
The skills of the correct pronunciation of the automated sound are fixed;
Expanding vocabulary;
Acquisition of sound skills syllabic analysis and synthesis;
Coherent speech, lexical and grammatical representations develop;
There is a development of reading and writing skills;
Maintains performance throughout the course.
Thus, games on the sand help to stabilize the emotional state of the child, develop not only tactile and kinesthetic sensations, but also contribute to the development of sound-letter analysis, speech, voluntary attention and memory.
Current page: 1 (total book has 4 pages) [accessible reading excerpt: 1 pages]
Olga Sapozhnikova, Elena Garnova
Sand games for learning to retell children 5–7 years old
Guidelines
© Sapozhnikova O. B., Garnova E. V., text, 2016
Introduction
The possibilities of using the sandbox are not fully disclosed and are truly endless. The sandbox can be used by a psychologist, a teacher who organized an art studio, a defectologist teacher to organize an alternative corrective work, educators. It is safe to say that the sandbox is a new, interactive and inexpensive psychological and pedagogical resource. On its basis, it is possible to offer the organization of additional, including paid educational services.
Sand games develop fine motor skills, stimulate speech activity, contribute to the replenishment and automation of vocabulary. The sandbox provides an opportunity to visually demonstrate the practical application of grammatical forms and categories, and also allows you to repeatedly practice their use. Of course, on the basis of a pedagogical sandbox, you can successfully and dynamically in an atmosphere of role-playing and at the same time didactic game develop phonemic perception and phonemic hearing, carry out automation and differentiation of delivered sounds.
The most important indicator of speech development is coherent speech. It is the coherent statement that is most severely violated when general underdevelopment speech, and its predicative, meaningful and phonetic side suffers. The method of modeling in the sandbox makes it possible to fill the child's speech with a specific action, to comment on his own real manipulations with a certain object, which will help the preschooler to activate his passive vocabulary. In addition, the created situation greatly helps to concentrate on the main thing, contributes to the development of dialogic speech as a forerunner of a detailed monologue statement.
Another stage and technique for the development of coherent speech, including in children with speech pathology, is retelling. The organic combination of the literary basis and the ability to simulate and play the described situation helps to remember it better, develops speech, thinking and imagination.
All that is needed for the appearance of a phrase is a kind, competent teacher, a box, sand, small toys, a fairy tale or a story.
A few words about retelling
For teachers working with children with speech disorders, the educational area " Speech development» GEF DO. Its tasks include the mastery of speech as a means of communication and culture, the development of coherent, grammatically correct dialogic and monologue speech, as well as familiarization with book culture, children's fiction listening comprehension of texts of various genres.
Thus, both in children with normative speech development and in preschoolers with speech disorders, it is necessary to develop dialogic speech and form an understanding of texts and genres of children's literature. The solution of these tasks reflects the targets of the Federal State Educational Standard for Education, aimed at developing a creative and socially active personality, which implies the ability to communicate.
The retelling of a work of art, arising from acquaintance with it, shows the level of its perception and understanding, reflects cognitive skills, and also indicates the formation emotional sphere in cases where a subjective assessment of the characters and their actions is necessary.
In addition, the retelling of works of art improves coherent speech, develops the expressiveness of children's speech. Retelling is a coherent expressive reproduction of the text of the listened work of art.
Currently, there are various classifications of retelling. As a rule, its volume and degree of independence are taken as the basis. We give a classification that seems to us the most detailed.
Types of retelling:
- detailed (retelling close to the text);
- in parts or one part (fragment);
- with a change of face;
- Similarly;
- retelling-staging, which is carried out with the help of toys or tabletop theater, is very well suited for both younger and older preschoolers.
In working with normatively developing children in preschools, the most commonly used detailed retelling. Teachers use it, first of all, as a means of developing memory and for forming an idea of coherent speech, offering a highly artistic and, as a rule, hard-to-reach sample for children. This type of retelling implies the need to clearly maintain the temporal sequence of events, to reflect in one’s speech the specifics of the work’s vocabulary and its genre, which are often unusual. In addition, the child does not have dynamic and visual support, all this creates additional difficulties in retelling. They become an insurmountable obstacle in the event that a preschooler is burdened with impaired psychophysical development. The liveliness and emotionality of the selected work of art significantly improve the quality of retelling.
Basic requirements for the text for retelling:
- complete and accessible content;
– variety of genres;
- clear composition;
– simple but rich language;
- small volume.
The language of the works should be accessible to children, distinguished by understandable vocabulary, short, clear phrases, without complex grammatical forms, bright and expressive, contain elements of dialogical speech, which contributes to the development of its communicative function and expressiveness. The content should be understandable to children, close to their experience, and the characters should be distinguished by bright character traits. It is important that the storyline consists of a series of consecutive events with a fairly rigid time sequence.
The greatest difficulty for preschoolers is represented by descriptive texts.
The retelling lesson has a logically sustained typical structure(V. V. Gerbova, E. P. Korotkova, A. M. Borodin).
Taking into account the specifics of preschoolers with speech disorders, we would like to turn to the experience of teaching retelling with systemic speech disorders using the “chain text” technique of V.K. Vorobieva. The child selects from the bank of pictures those that relate to his story, and with the help of the teacher forms a story, denoting the first and last word with a nominative function. Thus, having visual support in front of his eyes in the form of the first and last word, as well as in the form of a sequence of presentation, the preschooler-logopath only selects the predicate word. As a result of using the scheme of the sentence and the story, children learn to understand the essence of the latter, which, according to V.K. Vorobyeva, is characterized by the presence of its object and the obligatory predicative aspect. Preschoolers receive a positive storytelling experience and a powerful emotional message from a situation of success.
And here is the sandbox...
A box of sand and a tray of toys, actively used in psychotherapy and psychoanalysis by the followers of C. G. Jung, has so far turned out to be unclaimed in pedagogical practice. Indeed, Jung's theoretical foundation was successfully modified by D. Kalf and M. Lowenfeld into the successful "Sandplay" method (sandplay). Started as a diagnostic "Erica-method", or "peace test", developed by S. Buhler, was later transformed by M. Lowenfeld into a "peace technique" and finally developed by D. Kalf. Currently, this way of communicating with the world and oneself at an unconsciously symbolic level, which increases self-confidence and opens up new ways of development, is used in work with representatives of various age groups.
For research and modeling, a box is used, the bottom and sides of which are painted in a pleasant sky blue color, symbolizing the sky and water. A soft green color is also allowed, which has a calming effect on most people. The size of a standard box is 50 × 70 × 8 cm. These parameters allow you to see the entire area of the sandbox, and the depth holds a sufficient amount of sand and water, preventing them from freely leaving its limits.
However, boxes of other sizes can be used in ECE. For example, to organize group classes, it is reasonable to have a large sandbox 100 × 140 × 10–12 cm in size. In individual work, a small sandbox 25 × 35 × 5 cm in size is justified. To ensure safety, only non-hazardous materials are used in the manufacture of the box; , without nails. However, the box must hold water or wet sand (water reaches the bottom). For stability and convenience, you can install a support from below, but not legs. If there is no separate room for working with sand, and the box is in a group, it is recommended to close it with a lid. In this case, the box turns into a table or pedestal, which saves space in the group room.
The sandplay method uses not only sand, but also water. The sand is not nearly as uniform as it might seem at first glance. Let's start with the fact that it comes in different colors. We are talking about uncolored, natural sand (black volcanic sand in Kamchatka or white sand of Santorini).
Sand can have additives in the form of clay, chalk, shell rock and be without them. It is amazing to see how the tactile sensations change depending on the additives. For example, clay noticeably adds heaviness, shell rock - dryness, etc.
Much depends on the size of the grains of sand: in some cases they are very small, like dust particles, while in others they are quite tangible, rather large and visible to the naked eye. Well, of course, sand differs in the material from which it is made. It is better to purchase sand certified in pet stores. He needs to be looked after.
SanPiN do not give instructions on how to process sand. Therefore, it can be washed, dried and baked at a temperature of 90-100 ° C, since the material can stick together, melt, and the crystals formed can damage the skin. Sand is considered a hypoallergenic material, but nevertheless, when working with children with disabilities, it is necessary to clarify the presence or absence of contraindications to actions with this material. Sand is not recommended for work with children with intellectual disabilities, as they do not always follow the rules, which is dangerous for their life and health. But children with Down syndrome, who have thin skin, can also damage it during the most common manipulations in the sandbox.
It is rather difficult in pedagogical work with children to avoid interaction with water. Therefore, we consider it expedient to acquire several sandboxes. In one of them, you can keep wet (soaked to a depth of 1.5-3 cm) or wet sand, and in the other - dry. To develop tactile sensitivity, you can also fill the boxes with sand of different fractions.
Of course, you can also use local sand, disinfecting it properly. In any case, despite extremely careful and economical use, sand supplies will need to be replenished periodically.
A tray with toys is also needed for classes. All the items needed for work can be arranged by topic on open, freely visible racks or shelves. For occupation, they can be laid out on a separate table, if the passage to the racks seems difficult. The need to take toys and objects from the table ensures the motor activity of preschoolers during the lesson. Toys should represent all the diversity of the objective, plant and animal world. In addition to real images, there should be representatives of the fairy-tale world, and "magic" objects. If the toys you need are hard to find, you can make cardboard figures and laminate them. We will talk more about this later, when we consider the methodology for working in the sandbox with children.
The "sandplay" method assumes certain rules of interaction with sand, which seem reasonably reasonable in pedagogical practice as well. These include securing a certain place for the child at the side of the sandbox. Compliance with this rule makes it possible to correctly diagnose the created picture of the world, which is conditionally divided into symbolic time zones. So, a right-handed person will always have a zone of the past (emotions, events) on the left, and a zone of the future on the right, which is very weakly expressed in children, since they live in the present. Another rule: you need to observe the correct ratio of the time of construction and the time of discussion of the created picture. It is impossible not to mention one more rule: a ritual figurine must be used as an intermediary between a person and his inner world between him and the outside world. She acts as an interested, benevolent observer or describes a picture created by a person, or she can be silent, but sometimes acts as a provocateur, a trickster. This is determined by the tasks of this stage psychological counseling or analysis.
Recently, new methods of working in the sandbox have begun to appear. In particular, the modeling technique, which is based not so much on ascertaining the current mental state, but on finding a way out of difficult situations, building bridges between the past and the present, present and future, positive movement forward. The use of this technique opens up opportunities for using the sandbox in the pedagogical educational process.
Organization of work with children in the pedagogical sandbox
The book presents activities that can be done in the sandbox. However, we recommend that you start by familiarizing yourself with the sand, the sandbox, and the rules of conduct. The number of children depends on the size of the box. So, 3-5 preschoolers can freely stand around a standard sandbox, and up to 15 people can stand near a large one. It is clear that a small sandbox is designed for no more than two people. When calculating, one should not forget that a place will be required for a symbolic ritual figurine.
The experience of mastering the space of the sandbox has a pronounced social character. During the classes, “leaders”, “aggressors”, “gray cardinals” appear, the emotional climate of this group is felt.
The rules are formulated by a ritual character better known to children. It can be any toy. We have this Turtle, but it can be easily replaced with any real desert dweller or fairy tale hero from oriental tales (Little Muk, Aladdin, Princess Budur, etc.). You can give animals human features (to organize communication) and fabulous titles (King of Camels, Queen of Serpents, etc.) to give weight to their words and orders. Nevertheless, in the interests of the theme, it is proposed to use thematic figures that designate and set children up for the perception of certain knowledge.
The ritual character is the guardian, the head of a certain Sand country, therefore he has certain rights. In particular, rules are formulated and translated through it. Despite their "royal" or "fabulous" status, the rules are set out in the form of requests, not orders, which are difficult for children to perceive and hinder the establishment of easy trusting relationships. The rules should be simple, understandable, if possible, do not contain a particle not and there shouldn't be too many. From our point of view, the rules should look like this.
“I have been collecting sand grains for a long time and I ask you to take care of them. Let's shake them off our hands and toys back into the sandbox."
“I love it when both children and toys live together in my sandbox. We also protect other people's buildings, as well as our own.
“Only one toy or object can be taken from the table each time so that everyone has enough.”
“At the end of work, everyone cleans up toys and objects, smoothes the sand: he, too, needs to rest.”
"The toys that are collected here are my friends, and I ask you to keep them with me, even if you really like them, so that you and other children can also play with them."
Depending on the specifics of the teacher, these rules can be expressed in poetic form, which is perfectly perceived by preschoolers. First, the rules are communicated by a ritual character, but then they are repeated by the children themselves. This contributes to the development of phrasal speech and memory. You can play the rules in a chain or "prompt". It is necessary to start remembering the rules with children who have difficulty retaining or reproducing information.
In case of violation of the rules (and this is related to the issue of establishing boundaries), the keeper of the Sandland can close the sandbox. For this, a dark opaque scarf is used. This action has a strong effect on children, since the tactile sensations are very pleasant, and preschoolers have a hard time ending the lesson prematurely.
The symbolic ritual figurine also has its own code of conduct. It can be located on the side of the sandbox, hover above the sand surface, come close to objects and buildings, hover at the level of the character's eyes, but never (even at the child's repeated and persistent invitation) never sink to the sand surface. This develops in the child an understanding of the inviolability of his personal territory.
Classes in the sandbox can be conditionally divided into three parts: introductory (entry ritual), main and final (exit ritual).
The entrance ritual is a kind of organizational moment that allows you to introduce the child to the educational task, to set it up for solving educational problems. Taking into account the concept of the priority of the tactile type of perception of preschoolers (approximately 60%), starting a lesson with contact with sand can prepare children for productive interaction. We offer tasks that are simple, providing pleasant sensations and a situation of success. Here it is advisable to recall the rules of behavior in the sandbox. The duration of the introductory part does not exceed 5–7 minutes.
The main part takes longer: children get acquainted with the game plot or complete tasks. The time of sand training can be increased by 5-10 minutes (depending on age) compared to a regular session. Additional time may be spent moving children around for toys, resting and relaxing through stereotypical sand manipulation.
In the main part of the function of a teacher, a ritual character performs, which distances an adult from a group of children. To do this, it is enough for the teacher to put forward the ritual figurine and slightly change the voice. Such a change of leader has a beneficial effect on children, allows them to be liberated, immersed in a fabulous atmosphere. Unlike a teacher, a symbolic figurine can suggest something forgotten or keyword, ask an auxiliary question and will definitely find an opportunity to praise the child, if not for the result, then for the efforts made. Of course, when planning a lesson using sand techniques, teachers solve not only tasks related to educational area"Speech development", but also other cognitive and / or moral, emotional tasks.
The exit ritual is comparable in time to the introductory part (no more than 5–7 minutes). He completes the job. Here the results are summed up, the final discussion of the topic takes place. The ritual character thanks the children for the time spent, completed tasks and says goodbye to them. After the exit ritual, the teacher, who is again activated, can ask the children to talk about the lesson, as well as initiate cleaning in the sandbox.
This division is rather conditional, but it seems reasonable to us, based on our experience in organizing children's activities in the sandbox.
With regard to learning to retell, we would like to add that it is good to use retelling-dramatization. We introduce children to a work of art through playing the plot, which contributes to better memorization and concretization of verbs and actions. After that, we propose to make a retelling. Depending on the individual characteristics of preschoolers, in order to create a situation of success, the teacher, through a ritual figurine - the host, can offer to start, continue or complete the retelling of the text while playing the plot several times. For a change, you can enter a retelling from another person, change the names, nicknames of the main characters, play the plot in roles, or offer to come up with a different ending to a work of art.
At the end of each lesson, it is necessary to dismantle the sandbox to give the children the opportunity to rest a little, move around and change activities. After that, the ritual character sets the parameters of the retelling.
The biggest difficulties for preschoolers are temporal orientations. Therefore, we did not change the temporal sequence and temporal characteristics that are in the literary basis of the retelling. We also took into account the primary speech defect and did not create additional difficulties for the children. However, we suggest that colleagues working with children without speech or other developmental anomalies try to change the time of year, day and other time indicators.
About toys
As promised, we will dwell in more detail on the subject equipment of pedagogical sand techniques.
The first thing to remember is that there are never too many toys! Whatever collection of items and figurines you collect with the efforts of the entire staff, they are still not enough. Despite the rule and all your tricks, the toys will magically disappear. By hook or by crook, children will carry them away, hiding them in shorts and squeezing them in sweaty fists. Often, preschoolers acquire a defender or friend in the form of a toy or object. Therefore, just like sand, the collection of toys and objects must be constantly replenished.
Our choice of toys and objects is not accidental, you should get several figures that mean the same thing. For example, it is good to have several horses of different sizes, colors, and in different poses. We recommend not only using figures according to the number of children, but also providing the right to choose one or another toy. The same applies to objects: houses, boats, etc. Choice, as you know, creates responsibility.
So your toy collection should have people ( different ages, both sexes, real and fairy-tale characters), animals (real and fabulous), plants, objects of socialization (vehicles, dishes), "magic" objects.
You can collect little men from LEGO sets or Kinder surprises. Decorate your collection of toys with various emotional expressions. The LEGO sets include, among other things, people of various nationalities, which allows you to expand your understanding of the world and build tolerance.
A separate group of toys are monsters. Their role is perfectly played by figures of extinct dinosaurs, large insects, as well as scary things that are relevant for the current generation of children, for example, Pokemon, Bakugan, etc. Real predators act as monsters for some children, so stock up on all types of cats. In general, the needs of this group are perfectly satisfied by the Zoo sets.
The group of toys "Plants" includes any trees, shrubs, wooden, plastic, paper, including those made by hand. From LEGO sets you can take a green cover, and figures of trees from various types of theaters will do. With the children, immediately stipulate that the forest can be marked with several trees.
From kinder surprises, you can take different kinds utensils, clothes. It will not be difficult to collect a fleet of cars, it is a little more difficult to find city transport. Also in the toy collection there should be various buildings, bridges, symbols, signs. We make them ourselves, as well as boats. Do not forget about storage containers: chests, boxes, flowerpots, bags.
A group of toys that will definitely not cause problems in kindergarten are “magic” objects. Finally, broken jewelry, damaged buttons, souvenir treasures, pebbles, shells, pieces of bark, as well as fruits - cones, acorns, chestnuts, etc. can serve the cause of upbringing and education. It is these treasures that serve as esoteric objects symbolizing secret knowledge.
For the development of the imagination of preschoolers, it is absolutely not necessary to achieve reliability. Enough superficial resemblance.
You can do a lot with your own hands, including landscapes. And to show a river, sea or any other body of water, it is quite enough to make a contour in the thickness of the sand and rake the sand until a blue bottom appears. "Sea" or "ocean" is obtained by moving the sand away from any side of the sandbox, and the river is represented as a more or less thin winding blue strip. If you want to make a mountain, you need to form an elevation on the sand with your palms.
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