The use of mnemonics techniques in speech therapy classes. Mnemonics in speech therapy practice Using elements of mnemonics

Mnemonics in speech therapy classes. Teaching students with disabilities to write descriptive stories is a very important aspect of their development. Pedagogical experience shows that the process of forming in children the ability to describe an object is very slow. Therefore, in my practice I use one of the techniques that greatly facilitates the memorization of poems and the compilation of stories - this is mnemonics. Mnemonics is a system of various techniques that facilitate memorization and increase the amount of memory by forming additional associations. Such techniques are especially important for children with disabilities, since mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. A child with a speech disorder is observed - insufficient vocabulary, unformed grammatical structure of speech, inability to build a monologue, poor diction. Mnemotables serve as didactic material in the work on the development of coherent speech of children, to enrich the vocabulary, in teaching the compilation of stories, retellings, guessing riddles, memorizing poems. The goal is to develop visual and speech-auditory memory, to activate the vocabulary on a specific lexical topic. When used in their work, visual modeling teaches children: to obtain information, make comparisons, draw up a clear internal plan of mental actions, speech utterance; formulate and express judgments, draw conclusions; the use of visual modeling has a positive effect on the development of non-speech processes: attention, memory, thinking. The use of reference drawings for learning to memorize poems captivates students, turns the lesson into a game. This method is most effective for students with disabilities. The visual image preserved by the child after listening, accompanied by viewing the drawings, makes it possible to memorize the text much faster. Within the framework of the Federal State Educational Standard, the use of mnemonics in the educational process allows integrating several educational areas: speech, social and communicative, artistic, aesthetic, and cognitive development. Using mnemotables in speech therapy classes to correct reading and writing, students make statements more clear, coherent and consistent. Students have a desire to retell fairy tales, texts, invent interesting stories - both in class and in everyday life. Active and passive vocabulary is also expanding. The peculiarity of the methodology is that not images of objects are used, but symbols, which greatly facilitates the search for and memorization of words for students, since the symbols are as close as possible to the speech material. The ability of a child to accurately describe an object contributes to the improvement of his speech, thinking, and facilitates the process of exchanging information. In my practice, I use reference schemes to compose descriptive stories from Internet resources.

Bolshova, T.V. We learn from the story. Development of thinking of preschoolers with the help of mnemonics. SPb., 2005.

2. Vakhrushev, A.A., Kochemasova, E.E., Akimova, Yu.A. Hello world! Moscow “Balass”, 2000. 3. Volkovskaya, T.N., Yusupova G.Kh. Psychological assistance to preschool children with general underdevelopment of speech. M., 2004. 4. Gromova, O.E., Solomatina, G.N., Savinova, N.P. Poems about seasons and games. Didactic materials for the development of speech of children 5-6 years old. Moscow, 2005. 5. Guryeva N. A. A year before school. Developing memory: Workbook exercises on mnemonics. SPb., 2000. 6. Kislova, T.R. On the way to the alphabet. Moscow “Balass”, 2002. 7. Maletina N.S., Ponomareva L.V. Modeling in the descriptive speech of children with OHP / Preschool education. 2004.№6. pp. 64-68. 8. Omelchenko L.V. The use of mnemonics in the development of coherent speech / Speech therapist. 2008. No. 4. P.102 -115. 9. Tkachenko T.A. Using schemes in compiling descriptive stories / Preschool education. 1990. No. 10. pp.16-21. 10. Falkovich, T.A., Barylkina, L.P. The development of speech, preparation for the development of writing. Moscow “VAKO”, 2005. 11. Shirokikh T.D. We learn poetry - we develop memory / A child in kindergarten. 2004. No. 2. pp.59-62. 12. Shorygina, T.A. Verses and fairy tales about native nature. Moscow, 2005.

The development of speech is becoming an increasingly urgent problem in our society. It is the most important condition for the success of a child's education in school. The development of speech is becoming an increasingly urgent problem in our society. It is the most important condition for the success of a child's education in school. Only with a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of coherent speech. Only with a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of coherent speech.

In speech therapy work with children in a correctional school of the VIII type, the formation of coherent speech is of particular importance due to the structure of the defect and becomes the main ultimate goal of the entire correctional process. In speech therapy work with children in a correctional school of the VIII type, the formation of coherent speech is of particular importance due to the structure of the defect and becomes the main ultimate goal of the entire correctional process. Children with disabilities experience serious difficulties in independent plot planning, in creating a coherent context, in independent operation of lexical and grammatical categories, in the grammatical design of speech material. Children with disabilities experience serious difficulties in independent plot planning, in creating a coherent context, in independent operation of lexical and grammatical categories, in the grammatical design of speech material. Therefore, along with the development of thinking, memory should also be developed, which are expressed through coherent speech. Therefore, along with the development of thinking, memory should also be developed, which are expressed through coherent speech.

The task of this stage is to teach children coherently and consistently, logically harmonious and complete, accurate in the use of vocabulary and content, correct in grammatical design, independently and freely present the material, build statements. The task of this stage is to teach children coherently and consistently, logically harmonious and complete, accurate in the use of vocabulary and content, correct in grammatical design, independently and freely present the material, build statements.

When teaching how to compile a coherent text using reference pictures and mnemonic tables, the following techniques are used: When teaching how to compile a coherent text using reference pictures and mnemonic tables, the following techniques are used: 1. Considering pictures, illustrations; 2. Building in a logical sequence a series of plot pictures to the text; 3.Inventing an additional and missing ("missing") picture to separate fragments of text; 4. Selection from the text of phrases for each picture; 5. Isolation and pronunciation, selective reading, memorization of individual fragments, expressive means (epithets, metaphors, comparisons, repetitions, beginnings, direct speech of heroes and characters); 6. Lexico-grammatical exercises in the text: selection of signs and actions of objects from the text; selection of new characteristic features and actions in accordance with the content of the text; replacing words with synonyms; word formation of related words, nouns with a diminutive meaning; relative and possessive adjectives; dissemination and transformation of proposals; 7. Discussion of the proposals made and selection of the most successful ones. Compiling a connected text.

Mnemonics is Greek for "the art of memory". Memorization and recall techniques increase the amount of memory by forming additional associations. Mnemonics is Greek for "the art of memory". Memorization and recall techniques increase the amount of memory by forming additional associations. The use of mnemotables, i.e. schemes in which certain information is embedded aims to: consolidate various methods of memorization, expand vocabulary, develop figurative perception, oral speech, the ability to speak coherently and tell students. The use of mnemotables, i.e. schemes in which certain information is embedded aims to: consolidate various methods of memorization, expand vocabulary, develop figurative perception, oral speech, the ability to speak coherently and tell students. When working with mnemonic tables, symbols and pictures are entered: When working with mnemonic tables, symbols and pictures are entered: The bright warm sun began to shine. The bright warm sun began to shine. The spring season has begun. Merry streams ran. Merry streams ran. Children love to sail boats.

Mnemotable SPRING Spring A warm spring has come. The bright sun is shining. Merry streams murmur. The first snowdrops have blossomed. There was green grass. Sticky buds swelled on the trees. Migratory birds returned from the south. In the spring, children love to launch paper boats.

Creative story "SPRING" Spring A warm spring has come. The radiant sun shines brightly. Merry streams murmur. Blooming blue snowdrops. There was green grass. Sticky buds swelled on the trees. Willow hung fluffy earrings. Birds sing loudly and make nests. The guys love to walk on the street and let the boats in the puddles. Mother's Day is celebrated in spring. I love my mother very much. Therefore, I give her a bouquet of mimosa and my drawings on this day.

1. object (who is it?, what is it?) - an apple 2. sign of the object (what?, what?, what?) - red, round, sweet 3. action of the object (what does it do?, what will it do?) - grows, pouring, falling 4. writing a sentence - A ripe apple hangs on a branch. Apple An apple grows on an apple tree. It is red and round. Apples ripen in autumn. They make apple jam. I love eating juicy apples. Compilation of a short story based on a subject picture

A lot of work is done when drawing up a plan for the text (The story of K.D. Ushinsky "Morning Rays"). A lot of work is done when drawing up a plan for the text (The story of K.D. Ushinsky "Morning Rays"). An effective form is a retelling according to a plan with visual support or a mnemonic table. An effective form is a retelling according to a plan with visual support or a mnemonic table. The method of developing students' skills in planning their speech statements, as well as visual modeling of the stories being compiled, has proven itself well in the practice of teaching children in a correctional school of the VIII type. The method of developing students' skills in planning their speech statements, as well as visual modeling of the stories being compiled, has proven itself well in the practice of teaching children in a correctional school of the VIII type.

Techniques for using visual modeling of compiled stories using reference pictures and mnemonic tables in corrective speech therapy classes give positive results. Techniques for using visual modeling of compiled stories using reference pictures and mnemonic tables in corrective speech therapy classes give positive results. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the concept of the complex and active nature of memorization processes, which in humans rely on a number of cooperative apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide opportunities for correcting deviations in speech and mental development caused by insufficiency of brain activity. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the concept of the complex and active nature of memorization processes, which in humans rely on a number of cooperative apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide opportunities for correcting deviations in speech and mental development caused by insufficiency of brain activity. Optimal ways of learning often surpass the role of "natural features" in their significance. Optimal ways of learning often surpass the role of "natural features" in their significance.

From the experience of a teacher-speech therapist of a preschool educational institution

Content
1. Explanatory note
2. Relevance of the project
3. Goals and objectives of the project
4. The main part.
4.1. The concept of mnemonics, visual modeling, methods of mnemonics
4.2. Stages of using mnemotables
4.3. Descriptive stories
4.4. Using mnemotables when learning a poem
4.5. Learning to retell
4.6. Compilation of stories based on the plot picture
4.7. Stages of working with a model diagram
4.8. Stages of work on mnemonic tables
5. Results
6. Application
7. Long-term plan

Introduction

“Teach the child some unknown
five words to him - he will suffer for a long time and in vain,
but connect twenty such words with pictures,
and he will learn them on the fly.
K. D. Ushinsky
1. Explanatory note
The main idea of ​​the project is to use model-symbols, mnemonics that help speech therapists work in the formation of cognitive and speech development in children with severe speech disorders. The proposed material describes the main theoretical provisions on which the project is based.
In preschool childhood, the child has to resolve increasingly complex and diverse tasks that require the identification and use of connections and relationships between objects, phenomena, and actions.
With the development of curiosity, cognitive interests of children's thinking, their mastery of the world around us, we increasingly resort to the use of models, diagrams, mnemonic tables, etc. The child sets cognitive tasks for himself, seeks explanations for the observed phenomena, discusses them and draws conclusions.
Today, figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children.
Therefore, the pedagogical influence in the development of the speech of preschoolers is a very difficult matter. It is necessary to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.
Modeling is based on factors that facilitate the process of becoming coherent speech.
One of these factors, according to S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others, is visibility. Examination of objects, pictures helps children name objects, their characteristic features, actions performed with them.
As a second auxiliary factor, we will single out the creation of an utterance plan, the significance of which was repeatedly pointed out by the famous psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all the specific elements of the statement.
For many years of my work, I have been using modeling techniques in the classroom with middle and older children. age. This technique is effective in the formation of LGS, coherent speech, in the automation of sounds. The duration of the application depends on the topic and purpose of the lesson. For example, when developing coherent speech, you can build a lesson on only one modeling method. and with automatic sounds, only partially. This develops not only the speech of the child, but also ensures the successful development of knowledge by children about the features of natural objects, about the world around them. Here is the effective memorization of the structure of the story, the preservation and reproduction of information.

2. Relevance of the selected project:

Over the past decades, the speech pathology of school-age children has sharply increased. The severity of the problem lies in the fact that children with insufficiently formed oral speech are not ready to start schooling.
One of the urgent tasks of preschool education is the development of children's speech competence, that is, the ability to solve problems related to the use of speech as a means of communication. One of the means of forming speech competence is the method of modeling.
At preschool age, visual-figurative thinking prevails, and the replacement of verbal abstract images with visual ones greatly facilitates learning to speak the native language fluently.
Mnemonics makes it easier for children to master coherent speech;
Applications of mnemonics - the use of generalizations allows the child to systematize his direct experience;
The child, relying on memory images, establishes causal relationships, draws conclusions.
At present, the problem of speech development is becoming especially relevant. The main and distinguishing feature of modern society is the substitution of live human communication with dependence on a computer. The lack of communication between parents and their children, ignoring speech difficulties, only increases the number of preschoolers with speech deficiencies. There are many problems in the speech of children.
Currently, there are various techniques and methods for the development of speech-cogitative activity of children.

3. Implementing this topic, I set myself the tasks of the project:
Help children organize and systematize cognitive information about the environment;
Enrich children's vocabulary, develop coherent speech;
teach consistency, consistency, completeness and coherence of presentation;
Remove verbal negativism, educate children in the need for verbal communication for better adaptation in modern society;
Develop fine motor skills in children.
To develop skills in children with the help of a graphic analogy, as well as with the help of substitutes, to understand and tell familiar tales using a mnemonic table and a collage;
To develop higher mental functions in children: thinking, attention, imagination, memory (various types);
To develop in children mental activity, ingenuity, observation, the ability to compare, highlight significant features;
To help preschoolers solve inventive problems of a fabulous, playful, ecological, ethical nature, etc.;
Teach children the correct pronunciation.
To instill in children a love for folk and author's works.

4. Main body

4.1. I use mnemonics techniques in corrective work with children with severe speech disorders.
mnemonics- this is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.
- Mnemonics helps to develop:
- Associative thinking,
- visual and auditory memory,
- visual and auditory attention,
- Imagination.
In modern conditions of a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself and operate with it. The use of mnemonics for preschoolers is now becoming more and more relevant.
In the use of mnemotables, there are two factors that are actively involved in the formation of coherent speech:
- visibility - viewing objects, pictures helps children name objects and their characteristic features, actions performed with them.
- the creation of an utterance plan, he noted the importance of consistently placing all the specific elements of the utterance in the scheme, as well as the fact that each link in the utterance should be replaced in time by the next one (L.S. Vygotsky repeatedly pointed out the importance of this factor).

The content of the mnemonic table is a graphic or partially graphic representation of the characters of a fairy tale, natural phenomena, some actions, etc. by highlighting the main semantic links of the plot of the story. The main thing is to convey a conditionally visual diagram, depict it in such a way that the drawing is understandable to children.
Like any work, mnemonics is built from simple to complex. It is necessary to start work with the simplest mnemonic squares, successively move on to mnemonic tracks, and later - to mnemonic tables.

Like any work, mnemonics is built from simple to complex.
I start work with the simplest mnemonic squares, successively move on to mnemonic tables.
The child begins to get acquainted with fiction in early childhood. But not everyone can understand the author's thought and answer questions about the content of the read work.
I use mnemonic squares to help children. These schemes help children to independently determine the main properties and features of the object in question, to enrich vocabulary. I take into account how the child has mastered the principle of substitution. Children remember images more easily if the color matches the hero: the fox is red, the berry is red. Later we complicate or replace it with another screensaver: we depicted the character in a graphical form: the fox consisted of orange geometric shapes (a triangle and a circle, a bear - a large brown circle, etc.).
In order to understand the basic sequence and coherence of the text, to keep it in memory, I introduce children to the mnemonic track. This is a didactic material, a scheme in which certain information is entered. Since it is initially unfamiliar to children, an adult takes on a teaching role, i.e. brings to children the content that is embedded in the mnemonic track.
Having understood the algorithm of working with the mnemonic track, children easily master the training mnemonic tables. Mnemotables - schemes serve as didactic material for the development of coherent speech of children.
4.2 The visual modeling technique can be used to work on all types of coherent monologue statements:
retelling;
compiling stories based on a painting and a series of paintings;
descriptive story;
creative story.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it. The visual modeling method helps the child visualize abstract concepts (sound, word, sentence, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. In kindergarten classes, only one type of memory is mainly involved - verbal. After all, children are still deprived of the opportunity to note or write down something for themselves.
Support schemes are an attempt to use visual, motor, associative memory to solve cognitive problems.
Scientific research and practice confirm that it is visual models that are the form of highlighting and denoting relationships that is available to preschool children. Scientists also note that the use of substitutes and visual models develops the mental abilities of preschoolers.
The advantages of using visual modeling in working with preschoolers are that:
- a preschooler is very plastic and easy to learn, but children with speech disorders are characterized by rapid fatigue and loss of interest in the lesson, this method is of interest and helps to solve this problem;
- the use of symbolic analogy facilitates and speeds up the process of memorization and assimilation of material, forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;
- using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.
4.3 Teaching preschool children to write descriptive stories is a very important aspect of their development. In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance.
Support schemes make children's statements clear, coherent and consistent, they act as a plan - hints. So, the kid can build his story on them.
I use mnemotables to make descriptive stories about toys, dishes, clothes, vegetables and fruits, birds, animals, insects. These schemes help children to independently determine the main properties and features of the subject under consideration, to establish the sequence of presentation of the identified features; enrich children's vocabulary.
When compiling a descriptive story, models help children independently determine the main features of the subject, establish the sequence of presentation, and keep it in memory. With the help of models, these problems are easily solved. Helper pictures form an idea about the object. Children themselves select significant facts for the story, mentally represent their relationship. So that in the retellings the guys do not allow monosyllabic answers, I teach them to tell the meaning of the model in different ways, to select bright speech characteristics of objects.
It should be noted that preschoolers experience some difficulties in the selection of language means, so often the first stories based on models are very schematic. To make these difficulties as small as possible, I introduce tasks to activate and enrich the dictionary.
Descriptive stories are compiled by children at the beginning of the lesson or at the end of it. To consolidate the knowledge gained, you can make albums with children on the topic covered with stories and drawings of children. The most amazing thing is that children are able to come up with their own schema-models and mnemotables, using the information encoding symbols known to them.
4.4. Mnemotables are especially effective when learning poems.
The use of reference drawings for learning to memorize poems captivates children, turns the lesson into a game. At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary. The visual image preserved in the child after listening, accompanied by viewing the drawings, makes it possible to memorize the text much faster.
Stages of work on a poem:
Expressive reading of the poem.
The message is that this poem children will learn by heart. Then again reading the poem based on the mnemonic table.
Questions about the content of the poem, helping children understand the main idea.
Find out which words are incomprehensible to children, explain their meaning in a form accessible to children.
Read each line of the poem separately. Children repeat it based on the mnemonic table.
Children recite a poem based on a mnemonic table.
Children draw a mnemonic table from memory.
To systematize children's knowledge about seasonal changes, there are model schemes proposed by O. A. Voronkevich, which I successfully use in environmental classes.
These schemes serve as a kind of visual plan for creating monologues, helping children build:
- structure of the story
- story sequence
- lexical and grammatical content of the story.
Thus, independence of thinking and cognitive activity of the child develop.
4.5. Retelling training.
The proposed model for teaching retelling using mnemonic tables is based on an integrated approach, including:
The use of a mnemonic table as a sign-symbolic system, a universal means for stimulating and organizing various symbolic-modeling activities in the structure of special classes;
The solution in the unity of correctional and developmental tasks that ensure the social and personal, communicative, speech, aesthetic, motor and emotional development of the child,
Special organization of the space-developing environment,
Development of the motivational and need-based sphere of speech activity
An effective means of teaching children to coherently reproduce the text read is the use of an illustrative panel in the classroom with a colorful image of the general situation and the main details that are associated with the development of the entire plot action of the story. It is advisable to arrange such reference objects in the picture-panel in a linear row, in accordance with the sequence of fragments. The illustration is carried out with the help of planar figures of characters and objects moved on the panel. The panel can be laid out on a flannelograph, a magnetic board. The demonstration panel can be used in many ways: for the teacher to illustrate the text when reading and analyzing the work, for the child to illustrate the retelling of a friend or his own retelling, etc.
This contributes to the activation of visual and auditory perception, children's attention, the formation of skills of control and self-control over the construction of statements; helps to more accurately reproduce the sequence of events.
Pictures - panels can also be used when teaching children how to plan a retelling (highlighting the main plot links of a story; modeling the actions of characters that precede the retelling, etc.).
The technique of using children's drawings can be considered very effective in teaching retelling.
We use this technique in individual lessons in different forms: drawing on paper and drawing on a computer. The child is invited to draw (can be schematic) a separate fragment of the story (this can be the beginning, ending, or the most difficult part of the text). Then, using his drawing, the child reproduces either
Stage 1: Examining the table and analyzing what is shown on it.
Stage 2: Information is being recoded, i.e., the transformation from abstract symbols into images.
Stage 3: After recoding, a retelling of a fairy tale or a story on a given topic is carried out.
Retelling is an easier type of monologue speech, since it adheres to the author's position of the work, it uses a ready-made author's plot and ready-made speech forms and techniques. This is to some extent reflected speech with a certain degree of independence. The picture-graphic plan in the form of pictograms acts here as a means of mnemonics.
Stages of work on the text when retelling:
The teacher explains to the child the meaning of difficult words. The child repeats them.
Reading the text with a demonstration of the plot picture.
Conversation on the content of the text.
Repeated reading of the text by adults with the installation of retelling based on the mnemonic table.
Retelling a story by a child based on a mnemonic table, or a story as a whole.

4.6. Compilation of stories based on the plot picture
Significant difficulties arise in children when compiling stories based on a plot picture.
The storytelling of the picture consists of 3 stages:
highlighting fragments of the picture that are significant for the development of the plot;
determining the relationship between them;
combining fragments into a single plot.
When children have mastered the skill of building a coherent statement, creative elements are included in the models of retellings and stories - the child is invited to come up with the beginning or end of the story, unusual characters are included in the fairy tale or plot of the picture, unusual qualities are assigned to the characters, etc., and then compose a story with taking these changes into account.
A special type of coherent utterance are description stories based on a landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.
In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects.
Work on such paintings is built in several stages:
highlighting significant objects in the picture;
considering them and a detailed description of the appearance and properties of each object;
determination of the relationship between the individual objects of the picture;
combining mini-stories into a single plot.
To increase the efficiency of work on developing the skill of compiling stories based on landscape paintings, the technique of fragmentary storytelling is used, which consists in the fact that the picture proposed for compiling a story was divided into four parts, which are covered with cardboard rectangles of different colors. The child, gradually opening each of the four parts of the picture, talks about each fragment, combining them into one plot.
4.7. The use of mnemonics in the process of speech development has two aspects:
serves as a certain method of cognition;
is a program for the analysis of new phenomena.
The mnemonics method includes different techniques:
models (conditional-schematic, motor-serial, temporal-spatial, schematic, silhouette images, symbolic);
painting;
collages;
plans-schemes;
mimic tables.
To stimulate fantasy and creative speech actions, it is necessary at the initial stage of work to form sign-symbolic functions in children. Symbols of a various nature can act as conditional substitutes:
geometric figures;
symbolic images of objects (symbols, silhouettes, contours, pictograms);
plans and symbols;
contrast frames; and etc.
4.8. Stages of working with a model diagram:
- teach children to replace keywords in sentences with symbols; to teach to draw objects and natural phenomena not only with symbols, but also with letters, as well as in simple words (mother, home, food) - if children can read and write;
- independently, with the help of signs-symbols, fill in the model diagram. Use the model diagram as a retelling plan;
- consolidate the studied material by repeatedly repeating the story based on the previously compiled scheme-model
4.9. Stages of using mnemotables:
- Examination of the table and analysis of what
what is shown on it.
- Recoding information, ie. transformation from abstract symbols to images.
- The retelling of information (fairy tales, stories) is carried out based on symbols (images), i.e. the memorization method is being worked out
- A graphical sketch of the mnemonic table is being made.
5. Results of the work
Model schemes can be used not only in speech therapy classes, but also in directly educational activities in other educational areas, as well as in the joint activities of the educator with children.
Mnemonics is multifunctional. Based on them, you can create a variety of didactic games. Thinking through a variety of models with children, you only need to adhere to the following requirements:
the model should display a generalized image of the object;
reveal the essential in the object;
the idea to create a model should be discussed with the children so that they understand it.
Thus, with the help of mnemotables, schemes - models, it is possible to achieve the following results:
- children's circle of knowledge about the world around them increases;
- there is a desire to retell texts, invent interesting stories;
- there is an interest in memorizing poems and nursery rhymes;
- Vocabulary goes to a higher level;
- children overcome shyness, shyness, learn to freely stand in front of an audience.
I believe that the sooner we teach children to tell or retell using the mnemonics method, the better we will prepare them for school, since coherent speech is an important indicator of a child’s mental abilities and his readiness for schooling
By the end of the preparatory group, children with severe speech disorders confidently use diagrams, independently sketch experiments and observation results, and draw up visual plans for stories.
The technique of painting helps children solve difficulties in compiling descriptive, narrative and creative stories. To complicate the story with common sentences, the “beautiful words” models were introduced - the use of high-quality adjectives by children; "words - actions" - the use of verbs. The presence of a visual plan makes the stories clear, coherent, complete, consistent. The basics of the methodology for using mnemonic tables in compiling descriptive stories were developed by L. N. Efimenkova ("Formation of speech in preschoolers", 1985) and T. A. Tkachenko (j. "Preschool education" No. 10, 1990)
To develop the skill of creative storytelling, we use a silhouette image. As elements of the model, the child is presented with silhouettes of animals, plants, people or natural phenomena (snow, rain, fog, etc.).
Prepared two presentations for parents:
"Mnemonics in the development of speech of preschool children";
“Using mnemotables for compiling descriptive stories in speech development classes” showing a fragment of a lesson on the topic “Wild Animals”.

The use of mnemonics in speech therapy

Mnemonics is a system of methods and techniques that ensure the effective memorization, storage and reproduction of information, and, of course, the development of speech.

The purpose of teaching mnemonics is the development of memory, thinking, imagination, attention, namely mental processes, since they are closely related to the full development of speech.

Mastering the techniques of working with mnemotables significantly reduces the learning time and at the same time solves problems aimed at developing the basic mental processes: memory, attention, imaginative thinking and speech; recoding information, i.e. transformations from abstract symbols into images, as well as the development of fine motor skills of hands with partial or complete graphic reproduction.

A mnemonic table is a scheme that contains certain information. Like any work, it is built from simple to complex. Starting with the simplest mnemonic squares, we successively move on to mnemonic tracks and later to mnemonic tables. What can be displayed in the mnemonic table? The mnemonic table produces a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, i.e. you can draw whatever you want. But to portray in such a way that the drawn was understandable to children.

Mnemotables-diagrams serve as didactic material in our work on the development of coherent speech of children. We use them to solve the whole range of speech problems.

One of the main tasks of the preschool educational institution is the formation and development of coherent independent speech in preschoolers, i.e. the ability to clearly, logically, consistently talk about events and phenomena, easily combining individual elements of speech into a single semantic and structural whole. The most difficult type of such speech for a preschool child is a monologue statement.

The importance of coherent speech in the life of a preschooler is very high. The level of storytelling determines the child's readiness for schooling. Without the ability to clearly formulate one's thoughts, figuratively and logically talk about one's experiences, plans, it is impossible to have full-fledged communication, creativity, and self-development of the individual.

However, in addition to the normal development of speech, there are deviations in the development of speech. The most striking is the general underdevelopment of speech (OHP) - various complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (lexicon, grammar). Unfortunately, the number of children with this disorder is growing year by year. OHP is characterized by a later onset of speech. Speech is agrammatic and insufficiently phonetically framed. The speech of children with ONR is difficult to understand. Most often, speaking of OHP, they mean speech disorders in children with normal intelligence and hearing. The fact is that with impaired hearing or intelligence, underdevelopment of speech, of course, occurs in most cases, but in this case, OHP already has the character of a secondary defect.

The issues of the formation of coherent speech were studied by A. M. Borodich, F. A. Sokhin, L. S. Vygotsky, A. A. Leontiev and others, and studies of speech in children with speech pathology were reflected in the works of V. P. Glukhov , T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova, etc.

An effective corrective tool in teaching coherent speech to preschoolers with general underdevelopment of speech are the techniques of mnemonics. Kozarenko V.V. gives the following definition of mnemonics: "mnemonics" and "mnemonics" mean the same thing - the technique of memorization. They come from the Greek "mnemonikon" - the art of memorization, i.e. we are talking about a system of techniques that facilitate memorization and increase the amount of memory by forming additional associations.

For preschoolers, mnemonics are of particular importance, because their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. The use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information, recode it, save and reproduce it in accordance with the educational tasks set, in addition, the presence of a visual plan-scheme makes stories (tales) clear, coherent and consistent.

At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary, in addition, it has an amazing property - exceptional photographicity. In order for the memorized poem to be remembered for a long time, it is necessary to repeat it three times during the first five days. The visual image preserved in the child after listening, accompanied by viewing the drawings (the action of involuntary attention and involuntary visual memory), allows you to recall the poem much faster.

A study of the mnestic function in children with ONR showed that the volume of their visual memory practically does not differ from the norm, and the possibilities of semantic, logical memorization remain relatively intact. However, their auditory memory and memory productivity are markedly reduced compared to normally speaking children.

The theory of inventive problem solving (TRIZ), created in 1946 by Heinrich Altshuller, gave a powerful impetus to the development of technologies in pedagogy related to the development of the creative processes of a growing person in various subject areas. A distinctive feature of this pedagogical system is that the child learns generalized algorithms for organizing his own creative activity. One of the methods for activating the child's creative thinking was a symbolic analogy.

Symbolic analogy included a generalized, abstract verbal or graphic image of an object.

A symbolic analogy could be:

Graphic , i.e. designating a real image or images with some symbol, highlighting common features in them. It brings to the concept - the method of "folding" - the ability to highlight the most important thing in the image. This type is necessary in order to develop a child's thinking, rich imagination, the ability to detect hidden dependencies and connections with non-standard images.

You need to start with the simplest thing - to teach children the conditional image of any objects, the ability to classify them (any geometric figure can mean some kind of object). Children should be given the opportunity to express their ideas. The main goal is to show that different objects can be denoted by the same geometric shapes. Then it is proposed to designate objects not by any figures, but by those that they resemble, reinforcing the ability to “see” the abstract image of the object.

Further, with the help of various lines, it is necessary to show the character, image, i.e. learn to depict graphic characteristics-portraits of heroes. When children learn to depict objects, heroes of fairy tales, etc. with symbols, it is possible to suggest compiling models of fairy tales in which, in addition to the images of heroes, one can depict their actions.

Learning to “record” a fairy tale, to make a model of it, children acquire a very important skill - the ability to highlight the most important thing in a work, to depict such reference signals that can be used to reproduce a familiar fairy tale or come up with a new one. The ability to make models will allow children in the future to plan a successful response, write presentations, essays.

verbal symbolic analogy allows words-symbols to briefly convey the content or meaning of the work. Instead of a long text, make a short one if each sentence or paragraph is marked with a word symbol.

In terms of speech, children are characterized by the desire to compose stories on a specific topic. This desire of children should be supported in every possible way and their skills of coherent speech should be developed. And this helps mnemonics or mnemonics - a system of various techniques that facilitate memorization and increase the amount of memory by forming additional associations, organizing the educational process in the form of a game.

The art of memorization is called the word "mnemonikon" after the ancient Greek goddess of memory Mnemosyne - the mother of the nine muses.

The first surviving works on mnemonics date back to about 86-82. BC, and belong to the pen of Cicero and Quintilian.

P. Ramus can be considered the founder of pedagogical mnemonics. In the XVI century. at Cambridge University, both classical mnemonics (in the person of Giordano Bruno) and pedagogical mnemonics, which was promoted by Peter Ramus, were taught. It so happened that pedagogical mnemonics, not based on visual thinking, was more accessible and understandable to most people. And, most importantly, pedagogical mnemonics did not set such high standards as classical mnemonics did. Simply put, pedagogical mnemonics abandoned the direct use of visual images when memorizing, and sharply reduced the requirements for students. Pedagogical mnemonics did not force memorizing chronological tables, but emphasized natural memorization with intensive "chewing" of the material being studied. This is the repeated reading of the text, known since school days; frank cramming, rewriting the studied material from a book into a notebook (writing notes), creating a large amount of auxiliary (didactic) material, and many other methods.

In the XVI century. pedagogical mnemonics won a complete victory over the classical one. Classical mnemonics is undoubtedly more effective than pedagogical one. However, pedagogical methods are simpler, clearer, and more accessible.

The use of mnemonics is now becoming relevant. The basic "secret" of mnemonics is very simple and well known. When a person connects several visual images in his imagination, the brain fixes this relationship, and upon further recall, one of the images of this association reproduces all previously connected images. The essence of the work is as follows: for each word or small phrase, a picture (image) is invented; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, the adult offers a ready-made plan-scheme, and as the child learns, he is also actively involved in the process of creating his own scheme.

The memorization process is divided into 4 stages: encoding information elements into visual images, the memorization process itself, memorizing the sequence of information, fixing information in memory.

This technology is based on the concept of the complex and active nature of memorization processes, it opens up wide opportunities for more effective memorization of a poetic text by children, even children with developmental problems. It forms the imagination, the understanding of what you hear; the ability to store received information in memory; develops imaginative thinking, creative abilities of children, visual memory.

Mnemonics in preschool pedagogy is called differently: sensory-graphic schemes (Vorobeva V.K.), subject-schematic models (Tkachenko T.A.), block-squares (Glukhov V.P.), collage (Bolsheva T.V. .), a scheme for compiling a story (Efimenkova L. N.).

The techniques of mnemonics are especially important for preschoolers, because their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. The use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it in accordance with the educational objectives. A feature of the technique is the use of not images of objects, but symbols for indirect memorization. This makes it much easier for children to find and memorize words.

Didactic material is mnemonic tables - diagrams that contain certain information. Mastering the techniques of working with mnemotables significantly reduces the learning time and at the same time solves problems aimed at developing the basic mental processes; on the transformation of abstract symbols into images; and on the development of fine motor skills of the hands with partial or full graphic reproduction.

It is important to note that the ability to remember depends, first of all, not on memory, but on thinking and attention. Violation in the work of these mental processes makes arbitrary memorization almost impossible. The entire memorization system in mnemonics is based on visual thinking. It is with the help of mental operations that the process of memorization, recall and storage of information in the brain is consciously controlled, where visual images are a tool for memorization. In children with speech pathology, it is especially important to develop visual-figurative thinking using symbols, substitutes, graphic analogies, schemes that underlie the formation of artificial associations that facilitate memorization and increase memory capacity, which is the essence of mnemonics.

Currently, mnemonics techniques are the most relevant. The possibilities of mnemonics are expanding, they can be used to develop word-formation skills in children with ONR (Rastorgueva N.I.). Barsukova L.I. when working on the automation of sounds as non-traditional correctional and developmental technologies, he suggests using mnemonic tracks, since they allow you to speed up the process of automation and differentiation of the delivered sounds.