long term plan work of a speech therapist with

Parents for 2016 – 2017 academic year

Target :

build their work in the sequence "Speech therapist - child - parent", which helps to establish partnerships with the child's family, as well as combine efforts for corrective action and provide mutual assistance in solving problems that have arisen.

Tasks:

• to study the features of pedagogical observation of parents raising children with speech disorders;

• establish partnerships with the family of each pupil, create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's problems;

• increase literacy in the field of correctional pedagogy, arouse interest and desire to engage with their children;

• to involve parents in the pedagogical process in the conditions of the MBDOU speech therapy center;

• to form the skills of observing the child and the ability to draw the right conclusions from these observations;

• cultivate the habit of turning to a speech therapist for help in correcting and educating children with problems speech development;

• to systematize and supplement the practical material that parents could use in the implementation of work in the interaction of a speech therapist teacher and parents in the process of corrective work with children with speech disorders.

Modern forms of work of a speech therapist teacher with parents on the prevention of speech disorders in preschoolers

The purpose of the work with parents in speech therapy group kindergarten is to achieve close interaction, partnerships preschool with parents in matters of the harmonious development of the child with the implementation of a qualified correction of speech disorders.

Children with speech disorders may have a painful attitude towards their defect, which affects the development of the child's personality as a whole, psychological climate in the family, for the well-being of family relationships.

The teaching staff needs to orient parents to ensure the well-being of their children's lives, which includes: the disclosure and development of the child's abilities, providing assistance to the child in achieving success in life, the formation of the ability to communicate without conflict with others.

The successful solution of correctional tasks is facilitated by the joint work of a speech therapist and parents. I try to interest and involve parents in the work on the development of children's speech. An obligatory moment in holding a parent meeting is an open speech therapy lesson. These shows are held twice a year. Parents can also see the dynamics of their child's development, his attitude to classes, compare his child with peers, help the child in mastering the program material.

After the lesson, a discussion of what was viewed is held, parents share their impressions, a speech therapist outlines joint activities for further work with children. Parents attend this kind of parent-teacher meetings with great satisfaction and are actively involved in work with children.

effective method work with parents is their attendance of individual lessons on the formation of the correct sound pronunciation in the child. A speech therapist teacher demonstrates and explains to parents how to properly perform articulation gymnastics, automate the set sounds in speech, gives recommendations on the development of phonemic perception, finger gymnastics, and mental processes. Only in this case, parents can act as assistants in corrective work with children.

Conducting consultations, I always remember that they should not be formal, but, if possible, involve parents in solving problems, develop a spirit of fruitful cooperation, since a modern parent does not want to listen to long and edifying lectures by a teacher. I believe that consultations should be extremely clear, contain only the specific material necessary for parents, and be carried out not for show, but for the good of the cause. The most relevant topics for consultations, which I consider it expedient to carry out as part of preventive work:

Development fine motor skills;

Articulation gymnastics;

Speech games at home;

Check the child's hearing, etc.

As part of the preliminary work, I am preparing special equipment, that is, organizing an information exhibition. For example, to the topic “Development of fine motor skills”: beads, buttons, a lace-up boot, mosaic, designers, clockwork toys, sticks and tasks for them, colored and simple pencils, paints, an album for drawing, an album for coloring, plasticine, scissors, needles, threads, contours for embroidery on paper, clothes for dolls cubes. I convince parents of the importance and necessity of developing fine motor skills of the hands. I talk about different types of work: from finger games to the development of manual skill.

Individual work undoubtedly has an advantage over the collective; it allows you to establish closer contact with parents. For example, with the help of a questionnaire, I have the opportunity to find out the composition of the family, the features of family education, the positive experience of parents, their difficulties, mistakes. Answering the questions of my questionnaire, parents begin to think about the problems of education in general, and about the development of their child's speech in particular. Important for me is the question aimed at identifying the needs of parents in pedagogical knowledge. For example, “on what issues in teaching a child would you like to receive a recommendation from a speech therapist.” Parents formulate a request about what problems they care about, and I take this information into account when planning further work. I note that it is advisable to start the questionnaire with an introduction, which indicates who is conducting the survey and why. You should not write: “we are interested in something”, because such a turn can cause hostility. It is better to emphasize the active position of the respondent himself, for example, “Your judgments will help improve the work” or “They will allow you to study the problem.”

Success in raising and educating children in a preschool educational institution largely depends on how the pedagogical education of parents is organized. This is especially important in speech therapy groups because parents need to be able to do tasks at home.
Guided by the possibilities of parents, their interests were chosen the most optimal forms of work for our group. They can be divided into 2 types: educational and practical.

Educational forms of work with parents:

parent meetings

Information publications, stands, folders (bulletin "Useful book for parents", monthly newspaper "Cribs for the family", photo newspaper "In the world of children", stand "Steps to school")

Individual conversations

Information basket "Box of questions"

Consultations - general education

Practical forms of work:

Homework (a diary of beautiful and correct speech, a speech therapy notebook)

Seminars - workshops with the participation of children

Open classes for parents (individual and frontal)

You can invite parents to remember themselves as children. How long have they themselves not been able to write a letter, sweep the floor cleanly, hammer in a nail? Now these things seem easy to them. So, when we show and impose this “simplicity” on a child who is really having a hard time, we are acting unfairly. The child has the right to be offended. An example can be given with one year old baby who is learning to walk. Here he takes the first uncertain steps. With each step, he hardly maintains balance, sways, and tensely moves his arms. But he is happy and proud! Few parents would think to teach: “Is this how they walk? See it right! Well, what are you all swinging? How many times have I told you not to wave your hands! Well, go through again, and to do it right! Comic? Ridiculous? But just as ridiculous are any criticisms directed at a child who is learning to do something.

Lyudmila Trashenkova

Modern forms of work of a speech therapist teacher with a family in a preschool educational institution.

Working on the problem of organizing the work of a speech therapist with the family, I came to the conclusion that interaction with the child's family is one of the most difficult aspects of the activity of a speech therapist. Often, teachers experience difficulties in establishing contact with the parents of pupils.

Traditional forms of work with parents (conversations, consultations, parent meetings) did not allow them to become full-fledged participants in the learning process. As a rule, they acted as passive observers or listeners. Such forms of interaction did not allow taking into account the peculiarities of the child and the family. Parents could not influence the correctional process. In turn, the specialist could not win over the parents as direct assistants.

The analysis of the traditional forms of work of a speech therapist with a family in kindergarten showed that:

Work with parents was conducted in an undifferentiated manner, without taking into account the characteristics of the child and the family;

Parents could not influence the pedagogical process. They were involved only in the implementation of organizational moments.

These forms, with their qualitative implementation, undoubtedly achieve their goal. Many of them are useful, interesting and necessary, as they were aimed at interaction with a wide range of parents, with the entire parent group of the group.

In modern conditions of modernization preschool education more relevant are such forms of work that provide a solution to the problem of each child and family individually.

That is why at the present time such interaction of teachers of a preschool institution with parents is in demand, which involves the exchange of thoughts, feelings, experiences; it is also aimed at improving the pedagogical culture of parents, i.e., imparting knowledge to them, developing their pedagogical skills and abilities.

One of the most important areas of corrective work with preschoolers is the correction of speech disorders, the prevention of speech disorders, early diagnosis, and the preparation of children with speech disorders for schooling. From my many years of experience, I can conclude that success remedial education is largely determined by how clearly the succession is organized in the work of a speech therapist and parents. none pedagogical system cannot be fully effective if the family is not involved.

As practice shows, parents are often not competent in matters of mental and speech development of children. In order for the partnership between the speech therapist and the family to be most effective, it is necessary to clearly define the tasks of speech therapy work. It is important for a speech therapist to involve parents in corrective work, to familiarize them with the methods of teaching and developing speech. To help parents see the actual problem of the child, or vice versa, to convince them of the success of mastering certain knowledge and skills. Convince parents that it is necessary to consolidate the studied material at home.

Modern forms of work of a speech therapist with parents in a preschool educational institution to overcome speech deficiencies.

Parent meetings.

This type of interaction remains relevant today. Parents are offered various topics of meetings: "Results of the examination of children's speech at the beginning of the school year", "Introduction of parents to the tasks and content of correctional work", "Joint work of the kindergarten and parents to prepare the child for schooling", "Development of fine motor skills and preparation hands to the letter", "Results of corrective work for the year.")

Keeping notebooks for homework.

The speech therapist provides parents with the opportunity to track the dynamics of the child's learning, organize their participation in the implementation homework. I think this type of work is the best way to interact with parents. The parent fully becomes a participant in the correctional process. Helps the child in the performance of certain tasks, knows at what stage of learning his child is, knows what the child does not succeed in, and what the child is doing well. In turn, the speech therapist has the opportunity to assess the degree of participation and the desire to participate in the correctional process of parents on the quality of homework. The homework notebook is a link in the "speech therapist-child-parent" system. Giving each child his own individual task, the speech therapist has the opportunity to fully implement an individual approach. Keeping home notebooks directly affects the performance of a speech therapist.

Testing and questioning.

First, it allows you to identify the most actual problems for parents. Secondly, they allow the speech therapist to organize their work more efficiently, in accordance with the needs of parents.

Home games. This section introduces parents to simple, but very interesting, and most importantly useful games for children, it includes a description of games that contribute to the development of the child's speech, in which parents could play with the child at any time convenient for them: "In the kitchen", " On the way to kindergarten", "In a spare moment".

She has proven herself well in organizing homework by parents in compensatory groups. Every week, new information is added to the piggy bank, recommended tasks for parents, poems, riddles to consolidate the skills and abilities that children have mastered over a certain period of time. This allows parents to see what their child has learned this week and continue working at home to consolidate these skills.

Open days.

Parents attend individual and subgroup classes, see how the children are doing, what they need to fix at home, what else needs to be worked on. Often the speech therapist himself invites parents to such classes.

Parental five minutes.

Seminars - workshops.

At such events, parents have the opportunity to get a new, useful information. They also have the opportunity to practice in the practical implementation of certain tasks under the strict guidance of a speech therapist. For example, in performing articulation gymnastics, breathing exercises, finger gymnastics, try out on yourself some types of benefits that a speech therapist uses in class. As a rule, such workshops have parents very positive reviews bring them closer to teachers, allow them to better understand the specifics of the work.

Master classes.

Allow parents to learn new things. He becomes one step closer to a specialist and becomes a bit of a teacher himself in working with his child.

Holidays, entertainment, speech therapy KVN, quizzes.

Parents are invited to participate. At the end of the year or during the year, parents are invited to these holidays, where children demonstrate all their knowledge, skills and abilities acquired during the year. Importantly, parents also become active participants in these events.

Joint projects.

They allow all participants in the educational process to express themselves from a new perspective, to discover new opportunities for the implementation of their skills and abilities. Projects allow you to diversify and saturate educational process, make it more interesting.

Mailbox "Ask a question to a specialist".

Allows the speech therapist to provide feedback to parents. The parent has the opportunity to anonymously ask a question to a specialist and get an answer without a personal meeting with him. Such mailboxes are installed on each group. This type of interaction is necessary for busy parents who do not have the opportunity to personally meet with a speech therapist, as well as for parents who, for various reasons, are afraid or embarrassed to ask a particular question.

Auxiliary visual aids are widely used in working with parents:

Special speech therapy corners “We speak correctly” “Advice from a speech therapist”;

Information stands;

Thematic exhibitions of books;

Benefits, memos, samples of completed tasks.

The advantages of new forms and methods of interaction between teachers and parents are undeniable and numerous.

Firstly, it is a positive emotional attitude of teachers and parents to work together in raising and educating children. Parents are always sure that teachers will always help in solving pedagogical problems and at the same time will not harm. Since they will take into account the opinion of the family and suggestions for interaction with the child. Educators, in turn, enlist the understanding of parents in solving problems. And the biggest winners are the children for whom this interaction is carried out.

Secondly, it takes into account the individuality of the child. The teacher constantly maintains contact with the family, knows the characteristics of each child and takes them into account when working, which, in turn, leads to an increase in the effectiveness of the pedagogical process.

Thirdly, this is the strengthening of intra-family ties, which, unfortunately, is also a problematic issue in pedagogy and psychology today.

Fourthly, this is the possibility of implementing a unified program for the upbringing and development of the child in the preschool educational institution and the family.

When implementing new types of interaction with the family, it is possible to avoid the shortcomings that are inherent in the old forms of work with the family. The analysis of the results of their work pleases both children and, of course, their parents. They themselves begin to be interested in the success of their children, offer help, control and aim at beautiful, correct speech.

These forms of work allow you to involve parents in active participation in the correctional process, involve the establishment of trusting partnerships between teachers and parents, parents' awareness of their role in the education and upbringing of the child. As a result, the main goal of this interaction is achieved - to provide the most favorable conditions for the full and comprehensive development of the child.

Municipal budgetary preschool educational institution of a combined type kindergarten "Rosinka"

Presentation of work experience on the topic:"The system of interaction between a speech therapist teacher and educators and parents in kindergarten"

Speech therapist: Shutrova O.P.

pgp. Pioneer, 2014

At present, the interaction of a speech therapist teacher with families of children with speech disabilities is the most relevant. Modern concept preschool education laid the foundation for the reform of preschool education, in which it is indicated that the family and the preschool educational institution, having their own special functions, cannot replace each other.

The Law of the Russian Federation "On Education" states that one ofmain tasks facing the kindergarten is the interaction with the family to ensure family education of children with speech disorders. Modern changes in the system of preschool education were also reflected in the content of correctional and developmental education for children with speech disorders.

Undoubtedly, every parent wants his child to grow up healthy and successful, to be able to achieve more than himself, to learn to better understand people and interact with them. But few people thought about how important role in all this plays the ability of the child to speak correctly and beautifully. Speech is one of the most powerful factors and incentives for development in general. We can say that a person's speech is his calling card.

Relevance The problems of family education of children with speech development disorders are determined by successful work with families of preschool children. educational institution. The effectiveness of the activities of the preschool institution itself, its material support and interaction with the family, which makes it necessary to look for new forms of this work, depend on what this work will be.

The effectiveness of the pedagogical activity of a speech therapist teacher in working with preschool children with speech disorders will be fully presented if one of the most difficult problems is solved - eliminating the difference in the positions of teachers and parents on the speech development of children. Parents often spontaneously withdraw from the work of correcting speech defects in children, as they do not possess the necessary pedagogical knowledge and skills. As a rule, they experience difficulties from the fact that they cannot find free time to work with the child at home and do not know how to do it.

In addition, a certain part of teachers underestimate the importance of the life of preschool children in the family, and find it difficult to implement this significant factor in correctional work. The lack of systematic feedback from the family deprives teachers of the opportunity to be sufficiently informed about the nature of speech activity children in everyday life situations.

The conscious inclusion of parents in a joint correctional process with a speech therapist teacher can significantly increase work efficiency. Creating a single space for the child's speech development is impossible if the efforts of the speech therapist and parents are carried out independently of each other and both parties remain unaware of their plans and intentions.

I build my communication with parents on the basis of the principle" The parent is not a guest, but a full member of the DOW team ", since I believe that we have one common task with them - the education of a highly moral personality. The interaction of a speech therapist teacher and the family - necessary condition full-fledged speech development of preschoolers, since the best results are noted where speech therapists and parents act in concert. The concept of "interaction with the family" should not be confused with the concept of "work with parents", although the latter is an integral part of the former. Interaction necessarily implies control or feedback; at the same time, control should be unobtrusive, mediated.

Work experience has shown that the family is competent parents who take on reinforcing and supporting functions in working on speech, thereby creating favorable conditions for development of your child.

All our interaction with colleagues, relatives, friends, friends is based on communication. Sometimes it becomes very important what and how we say. To convince oneself that one is right, to impress a person one likes, to protect one's rights, to win one's proper position in life - all this can be done with the help of eloquence.

Unfortunately, recently such a phenomenon as a speech disorder and a slowdown in the speech development of a child is quite common. This, of course, complicates his communication in society and, subsequently, may affect the social adaptation and success of an adult. Therefore, it is very important to pay attention to possible violations in the baby in this area and prevent their development.

The purpose of speech therapy work with children in kindergarten is the development of speech, the correction of its phonetic and phonemic deficiencies, the formation of the ability to use speech as a means of communication for further successful socialization.

Correct speech is a merit not only of the educator and speech therapist, but also of the parents, those who are imitated by the crumbs, for whom the parents are an example, an example not only at the moment, but for life.

The family is the first social community that lays the foundation for the child's personal qualities. In the family, he acquires the initial experience of communication. Here he has a feeling of trust in the world around him, in close people, and already on this basis curiosity, curiosity, cognitive and speech activity and many other personal qualities appear. All this must be taken into account when planning work with the family.

It is difficult to overestimate the significance and variety of forms of work of a teacher - a speech therapist with parents. The need to use them is important not only for teachers, but, above all, for parents whose children attend preschool. The trouble of many modern parents- this is weak pedagogical knowledge, detachment, the reasons for which are hidden, first of all, in the absence of elementary psychological and pedagogical knowledge and the unwillingness of parents to understand the complex world of the child. Therefore, success in the upbringing and education of children in a preschool institution largely depends on how the pedagogical education of parents is organized. Work with children with speech underdevelopment includes correctional and educational influence on the part of preschool institutions and parents.

For the education and development of these children, I define a modern conceptual approach, strive to search for variant developments, using new approaches to teaching, carefully select forms and methods aimed at correcting speech disorders.

In my work I use the following theoretical approach s:

 personality-oriented and competence-based approaches, involving analysis and generalization, development of methodological conditions for studying the needs of a modern family, the formation of parental competence;

a spheral approach, which involves studying the state of interaction between a teacher and the families of pupils, and the introduction of such forms of cooperation that allow harmonizing pedagogical attitudes towards the development, upbringing and education of children;

 a differentiated approach aimed at developing an individual correctional and educational route for the child together with their parents.

Main activities and (scheme 1)

 Analytical.

The study of the family of a child with a complex structure of the defect, monitoring.

 Planning and organizational.

Planning and organizing work with parents to overcome the structure of the defect in children.

 Methodical.

Development of methodological support for the system of work with parents on the correction of OHP in children of preschool age in the framework of full-time and part-time work.

Correction of preschool age is carried out according to the developed system, which includes:

 definition of goals and objectives;

 planning work with parents;

 individual route of development of the child together with parents;

 organization of correctional and educational activities together with parents;

 methodological support;

 monitoring

My MOTTO in working with parents: WE ARE READY TO WORK TOGETHER WITH YOU, BUT NOT INSTEAD OF YOU!

Success in the upbringing and education of children largely depends on how the pedagogical education of parents is organized and how diverse and interesting the forms of interaction are. I will namemain forms of interaction with families:

family club "School of a successful parent" (Appendix No. 1 - Regulations on the work of the family club, abstracts of parent-child events, video recording "Autumn Garden")

This form allows you to interest parents, activate them, make them participants in the event. Holidays are useful for developing communication skills, increasing self-esteem, awareness of the need for correct speech, and consolidating the material covered. After all, it is not in vain that the proverb says "A child grows not from bread, but from joy."

Parent participation in project activities

parent meetings (Appendix No. 2 - model of the parent meeting, presentation slide No. 1)

It is important that parents act at the meeting, join in one or another work proposed to them. At the first group parent meeting, I explain to parents that adult family members are responsible for creating the child's motivation to study at home, conducting classes with the child in various forms outside the kindergarten, accepting additional measures in the presence of violations accompanying the main defect (consultation of a neuropathologist, psychoneurologist, orthodontist). I emphasize the importance of systematic work with the child. Parents also receive information on how to study at home, how to keep individual notebooks.

Information booklets (Appendix No. 3 - memos, booklets) contain brief information material on the correction of speech disorders

Workshops (Annex No. 4, Workshop Notes)

"Parent + child" to provide parents with joint forms of activity with children of a correctional orientation, while solving problems individual program family work. A prerequisite is the presence of parents, especially mothers: "We learn from those we love." The efficiency also increases significantly because the parent gradually masters purely speech therapy skills and abilities, good parent inevitably becomes "a bit of a family speech therapist." Watching the work of a speech therapist, parents are more willing and better to do homework with their child, the process is accelerated twice.

Joint learning by mother and child of articulation gymnastics, finger games, etc.

Open days (Appendix No. 5 - abstracts of GCD, video recording of GCD).

Doors open days are held 1-2 times a year to familiarize parents with the organization of correctional and educational work with children in kindergarten, the successes and problems of the child, and the peculiarities of working with him.

This form introduces parents to the organization of educational and correctional work in a group.

Thematic exhibitions

Develop the ability to act together, developing knowledge about the environment, gaining communication experience

Holidays and entertainment

During the school year, various entertainment events are held for children and parents. I take an active part in them, children and parents hear the correct speech and appropriate intonation not only in the classroom, but also during leisure hours.

Questionnaire (Appendix No. 6 - questionnaires, analysis of the survey)

The content of the questionnaires is changed annually, supplemented. Constant awareness of the degree of satisfaction of parents allows us to build work with each family in its own direction.

Sound Automation Notebooks (Appendix No. 7 - notebook for individual work)

Allows you to automate sounds at home and enter them into speech

Parental five minutes - short personal consultation

Acquaintance of parents with interesting games for development logical thinking and speech

Request consulting

Includes: a statement of the dynamics of speech development (what he coped with, which still causes difficulties), the exchange of impressions and observations of the child’s speech, individual workshops, adjustment of the plan for joint activities for the development of speech, recommendations and tasks for the child’s parents, setting an approximate date for the next meeting .

Home library of author's manuals

They can be successfully used as a methodological and visual material for individual lessons of parents with a child on the instructions of a speech therapist. Detailed description of all concepts, terms, tasks and exercises allows an adult who does not have special training to successfully engage in corrective and developmental activities. It is used as a methodological and visual material for individual lessons of parents with a child on the instructions of a speech therapist

Mass media (I maintain a personal page on the site )

Material is offered not only for preschool parents, but also provides information material for the general public on working with children-speech pathologists.

Corner for parents (Appendix No. 8 - folder "Lexical Topics for Parents")

In addition to its main task (informing the parent about the organization of the educational process, documents, announcements, announcements of seminars, trainings and other events, etc.), it also solves other problems. Here, a parent can read an article from the series "In the speech therapist's office" (which are updated periodically), how to work out at home on a lexical topic, etc.

Folders-sliders (Appendix No. 9 - sliding folders) contain material with developed complexes of games, exercises, as well as reinforcing material on children's knowledge of lexical topics for practical use with children at home.

The conscious inclusion of parents in a joint correctional process with a speech therapist teacher can significantly increase efficiency. joint work. There is an understanding that the creation of a single speech space for the development of a child is possible under the condition of close cooperation between a speech therapist and parents. The cooperation of the family and the speech therapist becomes more and more in demand; teachers are looking for new points of interaction, forms of work with parents. Improving the pedagogical culture of parents is the basis for improving the full development of the child. The involvement of parents in the upbringing and educational process, their interested participation in correctional and pedagogical activities is important not because the speech therapist wants it, but because it is necessary for the development of their own child.

Interaction with educators

The success of corrective speech therapy work in a preschool educational institution largely depends on the coherence in the work of a speech therapist and group educators. Only close contact between a speech therapist and educators can contribute to the elimination of speech disorders in preschool age, and hence to further full-fledged education at school.

Together with educators, we draw upparent corner , we prepare and conduct parent-teacher meetings (see minutes of parent-teacher meetings).

In cooperation with teachers, I use such a form of work asworkshops (“Effective methods for teaching preschoolers with OHP to compile descriptive stories" and etc.).

I take part in work"School of a young teacher" (“Organization of interaction with the family to prevent OHP in preschool children”).

Together with teachers, I organizeproject activities (presentations creative projects: "The Tale of a Cheerful Tongue", "Children-Parents Club as a Form of Interaction between a Speech Pathologist and the Family").

With the educators of the compensating group, “Notebook of interaction with a teacher-speech therapist, where educators, on the recommendations of a speech therapist teacher, work out in the evening, consolidate speech material with children in an individual form.

On the MO teachers Preschool educational institutions share their pedagogical experience with educators (speech "Professional standards of a teacher in the conditions of the Federal State Educational Standard").

I take part in the work with educatorscreative team "Correctional work in the preschool educational institution."

Conclusions:

To date, we can say that I have developed a certain system in working with parents and educators, a system of mutual respect has been created. The use of various forms of work gave certain results: parents from "spectators" and "observers" became active participants in meetings and assistants to a speech therapist.Increased interest and involvement of parentsin correctional work with children with speech disorders.

Skrynnikova Natalia Nikolaevna
Job title: teacher speech therapist
Educational institution: MDOU d / s "Ryabinka"
Locality: Balashov city, Saratov region
Material name: methodical development
Topic: Interaction between a speech therapist teacher and the family in overcoming speech disorders in preschool children
Publication date: 17.01.2016
Chapter: preschool education

Balashov. MDOU d / s "Ryabinka".
Topic: "
Interaction of a speech therapist teacher and family in overcoming speech disorders in preschool children. Compiled by a teacher - speech therapist: Skrynnikova N. N.

Thematic work plan for the year.

Month

Topic
September. Goals, objectives, forms and methods of work with parents. October. Working with parents of children in need of correctional and developmental education November. The role of the family in overcoming speech disorders in preschool children December. Search for new forms interactions and families in overcoming speech disorders in preschool children January. Terms effective interaction speech pathologist and parents. February. Classification of forms of interaction between a speech therapist teacher and parents. March. Modern forms of work of a speech therapist teacher with parents April. Conclusion. May. Development of questionnaires.
The urgency of the problem.

As modern studies show, the purposeful inclusion of parents in a single, joint process of education, development and correction with teachers significantly increases its effectiveness. Currently, there is an urgent need for the teacher to work with the family. The growth of interest in the problems of family education is associated with new socio-economic conditions. And the new conditions require new approaches and methods of working with parents who have children with speech disorders. A teacher, educator, psychologist, speech therapist should assist parents in the development and upbringing of children, especially if children have problems with speech development. Some parents try to influence the formation of their child's speech from an early age. They try to make their child hear the correct, expressive and distinct speech, read fairy tales, poems, stories to the child, develop their horizons. But not everyone succeeds. Often the family is not able (for various reasons) to provide effective assistance to the child in the development of speech and the correction of speech defects. Most parents do not understand the real reasons why their child has certain speech disorders. In such cases, the process of education and training becomes more complicated. Many parents are quite well aware of the shortcomings in the upbringing of their children, helplessness in eliminating speech disorders. Parents lack psychological and pedagogical literacy. Creating a single space for the development of the child is impossible without the combined efforts of teachers and parents. For successful work, educators and speech therapists need to maintain close contact with the child's family. In corrective work, it is important to make parents not only your allies, but also competent assistants.
1.

Goals, objectives, forms and methods of work with parents.

Purpose of collaboration
- to activate parents, to draw their attention to those correctional and pedagogical tasks that are carried out in work with children, making the upbringing of the child in the family and in kindergarten more consistent and effective.

The tasks of parents in correctional work are:
in creating conditions in the family that are favorable for the general and speech development of children; in carrying out purposeful and systematic work on the general, speech development of children and the necessary correction of shortcomings in this development. The tasks set by the teaching staff and speech therapist, working with parents during the school year: providing preschoolers with speech disorders with comfortable development conditions in all respects, education and training, creating an environment for psychological, pedagogical and speech support of the child; conducting necessary work on the prevention and correction of deficiencies in speech development in children, ensuring their effective general and speech preparation for school; increasing the psychological and pedagogical culture and educational competence of parents, encouraging them to conscious activities for the general and speech development of preschoolers in the family, to identify the nature of family relationships, the authority of parents; determine their impact on the development of the child and, on this basis, coordinate the educational work of the preschool educational institution and the family; purposefully influence parents, taking into account their preparedness for raising children; take into account the wishes of parents, their proposals; to acquaint parents with the circle of knowledge for the successful preparation of children for school.
In working with the family, traditional and non-traditional forms and methods:

group meetings;
individual conversations; consultations; questioning; visual propaganda; open classes with children; Open Day; invitation of parents to the holiday; joint activities; closed boxes and information baskets. One of the aspects of this issue is the search for effective ways of cooperation, equally necessary for both teachers and parents. The level of development of the child primarily depends on the atmosphere that is created consciously, and for the most part, unconsciously, by adults in the family. The degree of influence of homework of parents with children on the time and quality of correction of the child's speech is great. The expectations and hopes of parents are associated, as a rule, only with the work of a speech therapist. Therefore, it is necessary to involve parents in active participation in the correctional process to overcome a speech defect in a child, since this greatly facilitates the work of a specialist and accelerates the success of the child. Parents to a certain extent get used to the speech of their children and do not notice shortcomings in it, and therefore do not help them learn the correct speech. A speech therapist should help parents organize this work correctly. Therefore, it is necessary to acquaint parents with the individual characteristics of all aspects of the child's speech (dictionary, grammatical structure, sound pronunciation) and outline corrective measures. Helping children will then be effective when uniform requirements are imposed on their speech and behavior (both at home and in kindergarten). This is quite achievable if parents attend speech therapy classes and consultations with a speech therapist. The participation of parents in the correctional process is very useful for both the child and the parents themselves. Comprehensive upbringing and educational work with parents, in order to improve their pedagogical culture, to establish a unity of influence on the child is extremely useful. The result of correctional work depends on the success of cooperation between the teaching staff and parents who have a child with speech disorders. Only in close contact with parents, raising them
pedagogical culture and your pedagogical experience, you can achieve positive results in the correction of speech deficiencies in a child and the elimination of the causes of learning difficulties. Participating in the educational process, parents gradually become more active, begin to be more responsible for the children's homework. Only close contact in the work of a speech therapist and parents can contribute to the elimination of speech disorders in preschool age, and hence to further full-fledged schooling.
2.

Working with parents of children in need of correctional and developmental

learning.
One of the most important tasks of organizing correctional and developmental work in a preschool educational institution is to attract parents to active cooperation, because. only in the process of joint activities of the kindergarten and the family is it possible to help the child who is experiencing difficulties in his development as much as possible.
1.^ Collective forms of communication
In accordance with the annual plan: - general parent meetings (once a year); - group parent meetings with the involvement of specialists (at least three times a year); - "Open Day" (in April for parents whose children enter preschool in the next academic year). Planned on the basis of parents' requests: - seminars; - trainings;
- "round tables"; - “scheduled consultations”; - "thematic reports" and other collective forms of work with the family.
2. ^ Individual forms of family work:
- questioning and surveys; - conversations and consultations with a speech therapist (at the request of parents and according to the plan of individual work with parents); - "Parent's hour" - held once a week in the afternoon.
3.

"The role of the family in overcoming speech disorders in preschool children".
Thousands of families could help their children catch up with their peers in development. Competent assistance to children who are lagging behind in development from the family significantly complements the complex of therapeutic and pedagogical measures in the preschool educational institution. Patience and perseverance, stimulated by love for the child and supported by scientific knowledge, can largely be the consequences of this or that mistake of nature. Many foreign therapists are convinced that children will not be able to achieve the success of therapy until their parents undergo an emotional reorientation. They are sure that the opposition of parents can destroy the best aspirations of children. Parental attitude is defined as a system of various feelings towards the child, behavioral stereotypes practiced in communication with him, features of perception and understanding of the nature and personality of the child, his actions. Child-parent relationships in families of children with developmental disabilities are an extremely important and complex problem. There is no doubt that the social adaptation of the child depends on the correct parental (primarily maternal) behavior. The disadvantages of cognitive activity are already in early childhood prevent the establishment of normal relationships between the child and parents, which makes it difficult to assimilate social experience, the formation of ways of personal communication, inhibits the emotional development of children with intellectual disabilities.
Children with developmental disorders need timely competent diagnosis and corrective education. In addition, such children are often brought up in problem families, the role of the microenvironment, the family and the type of family education in shaping the personality of the child is great. The study of families reveals their economic, socio-cultural level, the characteristics of the family microclimate, the conditions for raising a child, and a number of other strategies and tactics that are important for choosing strategies and tactics for working with the family and with the child. The lack of communication in the family leads to the immaturity of the emotional-volitional sphere of the child, to a lag in the development of intellectual activity. Or vice versa, excessive parental control suppresses the activity and independence of the child, develops and reinforces in him an infantile system of behavior. Observation and other special studies reveal disharmonious and distorted family upbringing, different emotional reactions of parents to deviations in the development of children, their difficulties. The family does not always understand the uniqueness of the child's personality, inadequately assesses his mental capabilities. Some parents have a negative attitude towards the recommended health-improving and educational measures of influence, disbelief in the success of working with a child, doubts about the advisability of changing something. Some parents have neither the desire nor the opportunity to take care of the child, as a rule, this is a family with a low socio-economic status, dysfunctional families, with insufficient cultural development. Other parents have a pronounced desire to work with the child, but do not have the appropriate material and living conditions. There are parents who want to work with a child, follow all the instructions of specialists, have the appropriate conditions for this, but do not know exactly what they can and should do. Parents, even in favorable families, sometimes lack sufficient knowledge, skills, and the necessary training for corrective work with a child. Specialists are faced with the task of finding ways to interact with parents, expand their knowledge, help them understand the uniqueness of the child's personality and correctly determine the ways of educational influence.
4.

The search for new forms of interaction between the preschool educational institution and the family in overcoming speech

disorders in preschool children
The article reveals the purpose, directions and forms of work with families of pupils with special educational needs. The family is that natural space (speech, educational, developing) that surrounds the baby from the moment of its appearance and which has a decisive influence on its integrated development. It is precisely because of the priority role of the family in the process of influencing the child that it is necessary to involve parents as allies in the upbringing of the child's development. Multidimensional cooperation with the family is a mandatory, invariable element of any developmental program. Educators in any group should make a lot of effort to create an informal association of all participants. educational process, in which the dominant role, of course, belongs to the family. One of the authors of the Rainbow program T.N. Doronova, on the conceptual foundations of which we build our interaction with parents, assesses the importance of interaction between the preschool institution and the family: “Only by the joint efforts of the family and the educational institution can you help the child, treating each other with respect and understanding” . Of particular importance is cooperation with the family in speech therapy groups. Timely and complete formation of speech in preschool childhood is one of the main conditions for the normal development of the child and his further successful schooling. Any delay and any disturbance in the course of the development of the child's speech is reflected in his behavior, as well as in his activity in its various forms.
Per last years the percentage of children with speech disorders has sharply increased. Every child with certain developmental disabilities needs effective and speedy rehabilitation that allows the child to overcome developmental disabilities, while he must cope with his difficulties as soon as possible in order to "catch up" in the development of children who do not have developmental disabilities . This is possible only if a single correctional and developmental space is formed around each such child, which is supported not only by the speech therapist and teachers of the kindergarten that the child attends, but also by the child's parents. Effective correction of speech and related disorders in a speech therapy group is possible only as a result of an integrated approach, that is, with the active, coordinated work of a speech therapist, educators and parents of a preschooler. Since the best results are noted where teachers and parents act in concert. Such a coordinated interaction does not occur immediately. It is preceded by purposeful work. The motto of our work can be expressed in three words: "We accept, we understand, we help." We build our communication with parents on the principles of trust, dialogue, taking into account the interest of parents and their experience in education. We build partnerships with the families of pupils on the principles laid down in the program of T.N. Doronova: Mutual respect between teachers and parents; The uniqueness and individuality of the child's personality, the inadmissibility of comparing him with other peers; Inclusion of parents in the life of the group; Dialogue with specific child and his parents, taking into account the previous experience of the child, his interests, abilities and difficulties; Respectful attitude to the products of children's activities, support for independence and initiative. The main goal of cooperation with the families of pupils with disabilities is the full development of a child with special educational needs through the close interaction of all participants in the correctional and educational process. We cooperate with the families of pupils with speech underdevelopment in several directions. 1. Information and analytical: study of the needs of parents in educational services, in order to determine the content and forms of work; establishing the continuity and unity of the requirements of the preschool educational institution and the family in the process of raising children; 2. Cognitive: increasing the pedagogical competence of parents in the upbringing and education of preschool children with special educational needs; involvement of parents in meaningful activities; 3. Visual and informational: familiarization of parents with the conditions for organizing the educational activities of the preschool educational institution; 4. Leisure: involvement of parents in joint activities. Parents do not become outside observers, but active assistants in overcoming the speech underdevelopment of children. We use a variety of forms of collaboration between teachers and parents. Choosing the forms of work with the family, we proceed, first of all, from the characteristics of the team (both teachers and families of pupils) and taking into account the individualities of its members.
Forms of work with families of pupils

Traditional:
Questioning to identify real parental requests;
Viewing classes and regime moments, followed by a discussion of gaming correctional techniques; individual and group counseling; · invitation PEI specialists on questions of interest; update of thematic materials in the parent corner "Caring and smart parents»; group parent meetings; · round tables "Family through the eyes of a child", "On the doorstep of the school"; · days of open doors to get acquainted with the correctional and health-improving environment of the “Let's get to know each other” group; Informal conversations about children for the correction of individual development; · practical trainings "Learn dads, learn moms"; exchange of experience in family education Family traditions»; · exhibition of pedagogical literature.
Innovative:
mailbox "Ask - we answer"; · joint excursions to museums and city centers; · family games such as "I give you a word", "Piggy bank of words"; · evening of joint creativity “Making toys for finger games”; · publishing activity: production of self-written books, a magazine about the life of the group, booklets, annals of the life of the group; · exhibitions of family art, collections; photo exhibition "World of Hobbies"; joint celebrations and entertainment; fairs, competitions, conferences; · tea gatherings "Mom's sweets". The use of various forms of cooperation with the families of pupils creates a favorable psychological climate for the disclosure individual characteristics children, raises the cultural and pedagogical level of parents, helps to strengthen trusting relationships between children, parents and teachers of the group. In our opinion, the parents of our pupils: · respect the opinion of the teachers of the group, listen to our recommendations; show interest in the life and activities of the child in kindergarten; · provide assistance in organizing the life of children in preschool educational institutions; Actively participate in the preparation and holding of holidays and children's leisure activities; More and more practice joint activities with children at home, play with them. The result of the interaction of teachers and parents is to overcome the violation of the speech development of the child, improve the quality of correctional work, correct deficiencies in the sensory, emotional-volitional and intellectual spheres, which are due to the peculiarities of the speech defect of preschoolers.
5.
Conditions for effective interaction between a speech therapist teacher and parents.
The interaction of the kindergarten and the family is a necessary condition for the full-fledged speech development of preschoolers, since the best results are noted where speech therapists and parents act in concert. The concept of “interaction with the family” should not be confused with the concept of “working with parents”; although the second is an integral part of the first. Interaction implies not only the distribution of tasks between the participants in the process to achieve a common goal. Interaction necessarily implies control or feedback; at the same time, control should be unobtrusive, mediated. The success of remedial education is largely determined by how clearly the succession of the work of a speech therapist and parents is organized. They should become employees, colleagues, assistants to each other, solving common problems. Objectives of the work of a teacher-speech therapist on interaction with parents:  Establish partnerships with the family of each pupil;  Combine efforts for the development and upbringing of children;  Create an atmosphere of mutual understanding, common interests, emotional mutual support;  Activate and enrich the educational skills of parents, maintain their confidence in their own pedagogical abilities. Tasks of parents in corrective work with their children:  Creation of favorable conditions in the family for general and speech development of children;  Carrying out targeted and systematic work on the general, speech development of children and the need to correct deficiencies in this development in accordance with the recommendations of specialists. To effectively solve these problems, a speech therapist needs to know each family better, taking into account: - the role of all family members in raising a child; -type of family education; - the position taken by parents in relation to the child. Parents make different demands on the child, some children feel a lack of communication with their parents, because most of the time children are in the care of grandmothers or older brothers and sisters. If parents try to independently develop and correct the speech of children, without the help of specialists, they often encounter the following errors: - adaptation to the child's incorrect speech; repeated repetitions of the same exercises; - ignorance of special methods of control and correction of sounds; - insufficient use of methods of comparison, comparison; - monotony of classes, conducting them without visualization, playing techniques, didactic materials, creating appropriate situations; - frequent censure and correction of speech without taking into account the place, time and emotional state of the child, the inability to emphasize his successes, which causes psychological discomfort; - ignorance of the individual characteristics of the child. Therefore, it is necessary to carry out educational work, set up and draw the attention of parents to the problem of the child, help them perceive their child correctly, teach them
act jointly, make the same demands for the successful correction of a speech disorder. An important role in the joint, integrated work of a speech therapist and the family is played by the questioning of parents, which allows you to analyze the relationship between adults and children in the family and plan work with parents for the school year. The entire correctional and pedagogical process of interaction with the family includes three blocks: educational, advisory, and corrective work proper. The task of the educational block of corrective work with the family is to familiarize with the basic laws of the development of the child, with individual mental characteristics, with the facts and causes that caused the violation of ontogenesis. The advisory block is represented by an individual form of work with the family. Organization individual consultations should help parents find answers to existing questions, receive a system of recommendations for building favorable relationships in the family. Individual consultations can be carried out by psychologists, speech therapists, physicians, teachers. It is possible to consult parents at joint consultations by all specialists at once. Actually, corrective work aimed at creating in the family optimal conditions for the development and correction of the child's speech. This block uses various traditional and non-traditional forms.
6.
Classification of forms of interaction between a speech therapist teacher and parents.
Currently, the methodological literature describes many different forms of interaction between a speech therapist and parents. According to the source of information presented to parents, all forms of work can be conditionally divided into 3 groups:
verbal, visual and practical.
(Appendix 1) Verbal forms include:  Conversations. Their goal is to provide parents with timely assistance on the development and correction of speech. During such conversations, an attitude is given to the conscious inclusion of parents in the correctional process.  Individual consultations – each parent should know as much as possible about the speech disorder of their child and receive the necessary recommendations on how to deal with him at home. By involving parents in discussing various problems, the speech therapist tries to arouse in them a desire to cooperate.  Dialogues at the "round table" with the invitation of specialists (psychologist, health worker, etc.).  Questionnaire on different types activities, on issues of moral and physical education, to identify the attitude of parents to the speech defects of their child. Analysis of the responses makes it possible to properly plan work with parents, to outline topics for individual conversations.  Parent meetings - here the foundations of cooperation and interaction are laid, friendships, partnerships are formed, opinions are exchanged, problems are solved that arise in the process of raising and developing a child. These meetings can be held in the form of a classic meeting (delivering information to parents, parents' questions, teacher's answers), but they can also be in the form of trainings, conferences, role-playing games. Visual forms of work include:  Speech corner - it reflects the preparation of the tongue for articulatory gymnastics.  Information stands - are material replaced 3 times a year with practical advice and recommendations.  Exhibitions of joint creative works children and their parents. The practical forms of work include:  Open integrated classes.  Workshops where adults learn practical methods of working with a child.  The main form of interaction with parents at the speech therapist is a notebook for homework. It serves as a “helpline” for us - an adult can write in it any question, doubt about the quality of the tasks performed by the child.  Group and mass holidays. By the number of participants in the interaction, one can distinguish
collective and individual
forms of work with parents (Appendix 2). Teamwork can be presented in several forms:  Speech at group parent meetings- at the request of group educators.  Consultations, seminars - it is important for a speech therapist to organize them in such a way that they are not formal, but, if possible, involve parents to solve problems. Individual forms of work include: -Questioning; -Conversations; -Individual workshops; -Notebooks for homework.
Along with the traditional forms of interaction with parents: questionnaires, meetings, conversations, consultations, etc., non-traditional forms are now increasingly used by speech therapists, such as: a video library, a library of games and exercises. Many classes, as well as some consultations and individual workshops, are filmed. Parents have the opportunity to take a video cassette with classes, consultations, workshops on a topic of interest and watch it at home in order to almost accurately perform the tasks of a speech therapist with their child. In any form of work with parents, one can find and highlight the "zest" on which the training of parents is based on practical methods of work on the correction and development of children's speech.
7. Modern forms of work of a speech therapist teacher with parents

using ICT:
a) the newspaper of the preschool institution "Teremok", b) individual notebooks for homework, 14 c) outreach work at the stands. Advantages of using ICT in interaction with parents: individual approach to parents of children with speech development disorders; · the possibility of showing and using tasks, photographs, pictures and necessary information to parents of children with speech development disorders. In recent years, the admission of children to kindergarten with a delay in mental and speech development has increased. Therefore, in November 2007, it became necessary to create
PMP of the council
, the purpose of which is: to provide diagnostic and correctional, psychological, medical and pedagogical support for pupils with developmental disabilities and close cooperation with parents. The members of the PMPK are: a speech therapist teacher, an educational psychologist, an educator of the examined child and a nurse.
On individual consultations
parents of graduates are given leaflets that reflect the criteria for the level of readiness of children for schooling. At the end of the academic year, for graduates who studied with a speech therapist and other teachers, and their parents organized
holiday
"Graduation Ball", where children dance, sing songs, read poetry and participate in staging fairy tales, which is the result of work on the correction and general development of speech during the school year. (Appendix 8) Such holidays are useful for developing communication skills, increasing self-esteem, realizing the need for correct speech, and consolidating the material covered. My work is aimed at providing assistance and support not only to parents of children enrolled in speech therapy classes, but also to everyone. Any parent can contact me for professional advice, advice on the development of children's speech, correction and prevention of speech disorders. For the convenience of parents, 3 times a week I work in the afternoon. In the work schedule, special time is allocated for consultations and conversations with parents.
Visual form of work
very important for parents whose children attend preschool. Most of the information, according to psychologists, we remember, perceiving it visually. The visibility of agitation is provided by the use of various accompanying illustrations, demonstrations of practical work, exhibition material, it serves to stimulate the activity of parents. By introducing various forms of visualization into practice, I activate parents in matters of correcting the child's speech. For all parents, the “Speech therapist recommends” stand provides information on:  about the norms of speech development;  about possible reasons speech disorders;  prevention of speech disorders;  about the types and manifestations of speech disorders. I also draw up memos for parents (Appendix 9), which are offered to parents at the beginning of the school year and are posted in the Speech Therapist's Corner. Parents should pay attention to the fact that children have different speech disorders and exercises for performing articulation and breathing exercises are offered by speech therapists, depending on the disorders. In seniors and preparatory groups informational "Speech therapist's corners" were arranged, where material is periodically changed on the following topics:  "Recommendations for parents on conducting articulatory gymnastics";  "We train fingers - we develop speech";  "Games and exercises for the development of phonemic perception";  “The importance of the formation of oral speech in preparation for school”;  "Speech games and exercises in the kitchen";  “How to teach sound-letter analysis”, etc. Of all the listed forms of work, I consider verbal and practical ones to be the most effective, since they make it possible to directly interact with parents, cause them more interest, emotional response, desire to seek help from a speech therapist .
At the end of my speech therapy work with a child, I ask parents to fill out a feedback book and a questionnaire that allows them to clarify the level of their observation. (Appendix 10) Some parents very quickly forget with what speech their child came to the speech therapist, it begins to seem to them that the child always spoke like that. Grateful parents are few and far between, and this is a way to remind them of changes in their children's speech. After all speech sounds have already been delivered and automated, I give recommendations to parents on controlling the child’s speech after stopping speech therapy classes. To avoid relapses, parents should monitor the child's speech at home for some time and correct the child in case of incorrect pronunciation. Even with violations of sound pronunciation, a return to the old articulation may occur, which is more strengthened than the newly educated articulation. Here it is important to make it clear to parents that the newly brought up skill of correct speech is still very fragile and therefore, for its full automation, a certain time and continuous work to consolidate is necessary. Work experience shows that work with parents of children with speech disorders should be considered as an important part of correctional work. CONCLUSION The problem of the commonwealth of the kindergarten and the family is not new. But today it is creative through a differentiated approach to the family and children. This must be learned. Each of the above forms of interaction with parents in its own way brings "fruits" in the work of a speech therapist. And the most important “fruit” is the achievements and successes of children, this is mutual understanding with parents and the joy of communicating with them. Of course, not all parents immediately contact us, but we try to work in such a way that they understand: teachers want to help their children overcome difficulties, so it is necessary to strive for mutual understanding and cooperation. Only in this way can we achieve positive results.
To achieve optimal results of correctional and pedagogical work, the following requirements must be met: 1. Classes should be conducted systematically, both in preschool and at home. 2. In preschool and in the family, it is necessary to carry out an individual approach to the child. 3. Parents must strictly comply with the requirements of a speech therapist and educators. 4. The speech material that the baby fixes at home must be arranged and systematized; clearly explain to him and his parents how and how much to do the exercises (tasks) at home. 5. Constantly ensure the joint fruitful activities of a speech therapist, educator, parents and other specialists. 6. Maintain mutual understanding between parents and children. 7. A speech therapist should use in his work various forms interaction with parents, taking into account the level of their education and interests. This practice of interaction with parents over all the years of work has shown itself to be quite effective:  children began to learn the material they have learned better;  most of the children are interested in studying with a speech therapist and at home with their parents;  the level of speech and emotional development children;  Increased activity and competence of parents in the correctional and pedagogical process. The involvement of parents in the upbringing and educational process, their interested participation in correctional and pedagogical activities is important not because the speech therapist wants it, but because it is necessary for the development of their own child. To date, we can say that I have developed a certain system in arranging, systematizing; clearly explain to him and his parents how and how much to do the exercises (tasks) at home. 5. Constantly ensure the joint fruitful activities of a speech therapist, educator, parents and other specialists. 6. Maintain mutual understanding between parents and children. 7. A speech therapist should use in his work various forms of interaction with parents, taking into account their level of education and interests. This practice of interaction with parents over all the years of work has shown itself to be quite effective:  children began to learn the material they have learned better;  most of the children are interested in studying with a speech therapist and at home with their parents;  the level of speech and emotional development of children has risen;  Increased activity and competence of parents in the correctional and pedagogical process. The involvement of parents in the upbringing and educational process, their interested participation in correctional and pedagogical activities is important not because the speech therapist wants it, but because it is necessary for the development of their own child. To date, we can say that I have developed a certain system in working with parents, a system of mutual respect has been created. The use of various forms of work gave certain results: parents from "spectators" and "observers" became active participants in meetings and assistants to a speech therapist.