The use of mnemonics in the development of speech in preschoolers. Report "mnemonics as an innovative technology used in correctional and pedagogical work in children with severe speech impairments" Methodology for using mnemonics in speech therapy

from work experience
Vereshchagina E.V. speech therapist
first qualification category
MDOU "Kindergarten No. 18
combined type "Buzuluk
Orenburg region

In our kindergarten in corrective work with children, speech therapists use innovative technologies. One of the tricks the latest technology is mnemonics.

Mnemonics– it is a set of rules and techniques that facilitate the process of memorizing information.

Mnemonics helps in development:

related speech;
associative thinking;
visual and auditory memory;
visual and auditory attention;
imagination;
accelerating the process of automation and differentiation of the delivered sounds.

We begin to use the techniques of mnemonics in classes with young children. To develop certain skills and abilities in children, we introduce mnemonic tables of nursery rhymes into the learning process.

Learning to dress according to the mnemonic table

The essence of mnemonic diagrams is as follows: for each word or small phrase, a picture (image) is invented; thus, the entire text is sketched. Looking at these diagrams, the child can easily reproduce text information.

Gingerbread man ((l), (l,))

Two hands ((p), (p,))

Like the article? Tell your friends!

MDOU has correctional and speech therapy groups. Children with speech disorders have the following problems: vocabulary, inability to coordinate words in a sentence, violations of sound pronunciation. Most children have impaired attention, imperfect logical thinking. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them, to automate and differentiate the sounds set. It is especially important to develop visual-figurative thinking.

KD Ushinsky wrote: "Teach a child some five unknown words - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly." Since preschoolers master the visual material better, the use of mnemonic tables in the classroom for the development of coherent speech allows children to more effectively perceive and process visual information. The use of mnemonic diagrams helps the child to enrich a coherent statement.

To teach children to compose stories-descriptions in the work of speech therapists in kindergarten, the computer program "Learning to Speak Correctly" is used using mnemonic diagrams. Using the material of the program facilitates the perception of visual images, which are a tool for memorizing and reproducing text. The use of a computer program concentrates attention, captivating children, and turns the activity into a game.

On individual speech therapy classes on the automation and differentiation of sounds, in working with children, it is noted that for an accurate repetition of a poetic text, tongue twisters, a schematic representation of individual parts is sufficient. As practice shows, the use of the mnemonic system allows you to speed up the process of automating and differentiating the sounds set, facilitates memorization and subsequent reproduction of a holistic image in rhymed form.

According to the results of speech therapy monitoring of groups in our garden, children showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of the automation of sounds. The volume of visual and verbal memory increased noticeably, the distribution and stability of attention improved, and mental activity became more active.

To increase the amount of memory, facilitate memorization and assimilation of information, a technique called "mnemonics" is used, which in translation from ancient Greek means "the art of memorization".

Mnemonics allows you to gain total control over the assimilation of the material, using only natural memory.

The history of mnemonics began as an integral part of oratory and rhetoric. This technique was used to memorize long monologues given by speakers.

Today, mnemonics are very actively used by speech therapists during classes with children.

The technique of uniting images into a common associative array is one of the fundamental in mnemonics. By finding associations, random and unrelated information is combined into a whole associative image created by means of images formed in the head. To reproduce any part of the material, you just need to build a certain image in your head and provoke a chain reaction to remember the rest of the images combined into an associative set. Some speech therapists use mnemonics cards to work in the classroom, otherwise cribs for the development of auditory, visual, speech motor and motor memory.

Association technique for audio automation is a powerful technique. Sometimes it is very difficult to motivate a child to repeatedly pronounce the same words. From the very beginning, you should work out the paired pronunciation of words, showing the child two images with an automated sound and inviting them to remember them. To complete the task, the child must form an associative image in his head, for this he must make sentences with these words. The child must necessarily find the association in his head on his own. An interesting detail: the most ridiculous associations are remembered much better, as they cause laughter and positive emotions.

When the child sees all the pairs of images, you need to show one picture from each two, so that he remembers the one that is not currently shown. The number of displayed photos depends on the child's developmental level. At the first stage of using the mnemonic technique, it is worth using up to four pairs of images, subsequently increasing to fifteen.

After that, you can start teaching your child to memorize a whole chain of words.

Report "Mnemonics as innovative technology, used in correctional and pedagogical work in children with severe speech impairments "

• Gaeva Oksana Nikolaevna (teacher speech therapist)
• Zorina Natalia Alekseevna (educator)
• Churbakova Olga Sergeevna (music director)

MBDOU "Kindergarten" Malyshok "g. Reftinsky Sverdlovsk Region

Teacher speech therapist:

IN modern world processes of modernization of education are actively taking place. Modern preschool pedagogy cannot remain aloof from the ongoing processes.

In connection with the changes in the system of preschool education, which affected both the organizational and content aspects of education, the adoption of the Federal State Educational Standard requires teachers to think more deeply about the methods and techniques for organizing educational activities... The task is to achieve a higher quality of education for pupils, create conditions for the creative self-development of a child, for his full self-realization as a part of society. In order to fully solve the assigned tasks, while simultaneously increasing their professionalism, improving their pedagogical skills, teachers have a wide choice of various innovative methods and technologies. Modern pedagogical technologies in preschool education are aimed at implementing state standards preschool education.

It is no secret that every year the number of children diagnosed with general speech underdevelopment is increasing. Most children with speech disorders are characterized by rapid fatigue and loss of interest in the lesson. The lexico-grammatical aspect of speech in such children is impaired and differs significantly from the speech of normally developing peers. The experience of working with this category of children shows that even after the passed course of speech correction and development, children with good diagnostic indicators still have difficulties associated with the speed of updating existing knowledge and their own speech utterance, they need more time to think about and formulate an answer. These problems further lead to school failure. Therefore, you have to look for new methods and technologies to optimize your work with children. A fundamentally important aspect in the use of pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult in communication with children adheres to the position: "Not near, not over him, but together!" ... Its purpose is to contribute to the development of the child as a person.

One of these technologies that helps to develop the speech abilities of preschoolers is mnemonics.

The teacher will share his pedagogical experience of working with children with TNR on mnemonics.

Why do you think some children, who find it difficult to memorize poems and rules, so easily and quickly memorize the plots of movies and cartoons? Have you noticed that after explaining the lesson material, some children remember what was discussed, while others forgot? And they listened, in general, attentively! And how to find something that looks like a hook that can hook on knowledge and keep it in the child's memory?

One of these tools is visibility. The visual model of the statement acts as a plan that ensures the coherence and consistency of the child's stories. The great teachers S.L. Rubinshtein, A.M. Leushina, L.V. Elkonin and others spoke about the need for visualization. Taking the opinion of great teachers as a basis and seeing in my practice the effectiveness of visual material, I began to use it in my work with children with OHP on teaching children coherent speech technology mnemonics.

Working methods:

• Individual.
• Group.
• Visual.

Forms of work:

• Games.
• Conversations, work with visual material.
• Practical exercises to practice the necessary skills.
• Reading and memorizing fiction.
• Examination of reproductions of paintings.

In the course of work, the integration of all educational areas is ensured:

• Cognitive development: games by artistic creation, simulation game compositions.
• Speech development: poems and stories about nature.
• Social and communicative development: solving problem situations, fostering friendly relationships. Development of the ability to maintain a conversation, generalize, draw conclusions, express your point of view.
• Artistic and aesthetic development: listening to musical works.
• Physical development: physical education minutes. fostering the desire to participate in joint work activities, respect for materials and tools

What is mnemonics?

Mnemonics is a system of methods and techniques that ensure effective memorization, successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.

What does mnemonics give?

• Memorizing poetry turns into a game that children really like.
• Fine motor skills of the hands develop.
• Like any work, mnemonics is built from simple to complex.

I started working with the simplest mnemonic squares, sequentially moved to mnemonic tracks, and later - to mnemonic tables. (mnemonic squares are images that denote one word, phrase, its characteristics or a simple sentence, mnemonic tracks are already a square of four pictures, which can be used to compose a short story in 2-3 sentences. And, finally, the most complex structure is mnemonic tables

There are two types of mnemonic tables

1. educational - contain cognitive material.
2. developing - contain information that allows you to develop certain skills and abilities.

Working with mnemonic tables takes place in several stages.

1. stage: Consideration of the table and analysis of what is shown on it.
2. stage: The information is recoding, that is, the transformation from abstract symbols into images.
3. stage: After transcoding, a fairy tale or story is retelled on a given topic (the memorization method is processed)... IN younger groups with the help of a teacher, in older children - children should be able to independently
4. Stage: A graphic sketch of the mnemonic table is made.
5. stage: Each table can be reproduced by the child when shown to him.

What can be shown in the table.

In the table, it is schematically possible to depict the characters of a fairy tale, natural phenomena, some actions, that is, you can depict everything that you deem necessary to display in the table. But to depict so that what is drawn is understandable to children.

Younger children preschool age it is difficult to immediately grasp the training information through the table, so it is more convenient to work with them through the mnemonic track.

The mnemonic track carries cognitive information, but in a small amount, which is very important in the early stages of a child's education. Mnemonic tracks can be built on topics: about birds, about toys, about insects, about clothes, about vegetables and fruits, about the seasons, etc.

With the help of mnemonic tracks, you can use the algorithms of the processes of washing and dressing. Looking at these schemes, the child reproduces the information received, memorizes it easily. You can work with a mnemonic track using overlay techniques and applications (often used with younger preschool children), excluding at first the method of partial or complete graphic sketching. You can draw the mnemonic track yourself or use the computer graphics editor Paint for this.

The use of mnemonics opens up great opportunities for educators for creativity both in educational activities and in joint activities of an adult and a child. Allows children to learn complex material quickly and easily.

Classes using mnemonics are always interesting not only for children, but also for a teacher.

For mnemonic purposes, as well as for assessing the level of knowledge, reflection, self-control, it is very convenient to use syncwines.

Didactic syncwine allows you to create conditions for the child's free choice of activities, decision-making, expression of feelings and thoughts, thanks to it, it is possible to support the individuality and initiative of each child, and this, in turn, creates a social situation for the development of the child, which is important in connection with the introduction into the action of the FSES of preschool education.

This method can be easily integrated with all educational areas. The simplicity of building syncwine allows you to quickly get the result. In didactic syncwine, the most important thing is the semantic content and the part of speech that is used in each line.

Sinkwine - with French translates as "Five lines" , a five-line stanza of the poem. For pedagogical and educational purposes, it can be used as an effective method for the development of figurative speech, intellectual and analytical abilities.

There are rules for compiling a didactic syncwine:

The first line should contain the topic itself (title) didactic syncwine, usually this is the phenomenon or subject in question. Most often, only one word is written on the first line, but sometimes a small phrase is also written. In terms of speech, this is a pronoun or a noun, and answers the questions: who? what?

In the second line - there are already two words, sometimes phrases, which describe the properties and characteristics of this object or phenomenon. In terms of speech, these are usually participles and adjectives that answer the questions: what? which one? which one? what kind?

The third line already contains three words (sometimes phrases) which describe the actions usual for this phenomenon or object. In terms of speech, these are verbs and participles that answer the question: what does it do? what are they doing?)

In the fourth line, the child directly expresses his opinion about the topic raised. Sometimes it can be just a famous aphorism, phrase or something similar, sometimes even a small verse. The most traditional variant is when this phrase consists of four words.

The fifth line - again contains only one word or phrase. This is, as it were, a summary of the entire poem, reflecting the essence of the object or phenomenon that is spoken about in the didactic syncwine, and the author's opinion about it. Usually as part of speech is also a noun or pronoun and answers the question: who? what?

Strict adherence to the rules for compiling a syncwine is not necessary. For example, you can use three or five words to improve the text on the fourth line, and two words on the fifth line. Use cases for other parts of speech are also possible. Its shape resembles a herringbone.

When working with this technique, you can solve many important tasks at once:

1. The use of syncwine in the correction of OHP contributes to the successful correction of the entire speech system as a whole: the impressive speech of children develops, the lexical side of speech is enriched and activated, word formation skills are consolidated, the ability to use sentences of different composition in speech, the ability to describe objects is formed and improved.
2. Thanks to this technology, conditions are created for the development of a personality that can think critically, cut off unnecessary things and determine the main thing, generalize, classify and systematize. Technology relevance « didactic syncwine» is as follows: Sinkwine is used in speech development classes with older preschool children with speech disorders, as well as with children with a norm speech development... The compilation of syncwine can be carried out within the framework of the passage of a certain lexical topic. Sinkwine helps to analyze information, summarize ideas, feelings and representations in a few words
3. Acquaintance with the concepts: , , ;

• Children learn to: select adjectives for a noun, select verbs for a noun;
• Children are introduced to the concept: a proposal.
• Make proposals on the subject, plot picture using sentence schemas;
• Children express their personal attitude to the topic in one phrase.

4. Preliminary work on creating a speech base for compiling syncwine with older preschoolers who have OHP is based on that part of the program of T.B. Filicheva and G.V. Chirkina "Preparing children with general speech underdevelopment for school in a special kindergarten" , which concerns the development of lexical and grammatical means of language and coherent speech. In order to most correctly, fully and accurately express his thought, the child must have a sufficient vocabulary.

• At the first stage of work in teaching the compilation of syncwine, the dictionary of preschoolers is being clarified, expanded and improved. Children get to know the concepts "Word for an object" and "Word denoting the action of an object" , thus preparing a platform for further work on the proposal. Giving concept "Word denoting a feature of an object" , accumulates material for the distribution of the proposal by definition. Children master concepts "Alive and inanimate" subject, learn to correctly ask questions to words denoting objects, actions and signs of the subject. Your work (syncwines) children draw up both in the form of graphic drawings that help preschoolers to more specifically feel the boundaries of words and their separate spelling, and in the form of oral essays based on a diagram. Considering that the leading activity for preschoolers is play, it is easier to organize the process of learning new words in play.

And the compilation of didactic syncwine is fascinating and interesting game... It is appropriate to start at the initial stage of teaching children how to compose syncwine with the use of didactic games and exercises. The group has created files of didactic games: "Pick up the attributes of the item" , "Learn the subject by description" , "Who's doing what?" , "What are they doing what?" , "Name part of the whole" and etc.

Sinkwine can be made both in individual, group lessons, and in lessons with one group or in two subgroups at the same time.

• At the second stage, work continues to enrich and revitalize the dictionary; composing a sentence of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described subject or object, subject (storyline) picture. At this stage, it is very important to teach children to express their personal attitude to the topic in one phrase; as well as use the knowledge of proverbs, sayings on a given topic.

When compiling a syncwine, you can use such work options as: short story on ready-made syncwine (using words and phrases included in the latter); compilation of syncwine based on the story you listened to; correction and improvement of the finished syncwine; incomplete syncwine analysis to determine the missing part (for example, a syncwine is given without specifying a subject (first line)- based on existing lines, you need to determine it).

Work with parents is of great importance at this stage.

By itself, this technology is not an innovation, but sinkwine as an independent intellectual ability within the framework of speech activity is a modern approach in education.

Thus, the use of didactic syncwine allows you to harmoniously combine the elements of all three main educational systems: information, activity and personality-oriented.

So, mnemonics helps to achieve good results in speech activity, and synquine develops the ability to think logically and form speech statements on a given topic. When organizing a personal approach to children, the interaction of all specialists is especially important (speech therapist, educator, music director, etc.) and when organizing it, it is necessary to create the following pedagogical conditions:

• see a unique personality in every child
• to design situations of success for each child in the educational process

Study the causes of children's ignorance and eliminate them.

The interaction of specialists is necessary because the elimination of speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and psychological.

Now a music worker will present to you his pedagogical experience using the example of working with mnemonic tables.

Working in a kindergarten as a music director, in my classes in speech therapy groups, as well as in groups of younger preschool age, I face a big problem - it is difficult for children to remember and pronounce correctly the lyrics of songs, poems, scenes, etc. Children do not like to memorize songs like a poem by repeating them several times. They get tired quickly. Also, retraining the wrong pronunciation of the endings of words is very painful for them.

How to form the child's speech, help the child feel the rhythm of speech, the melody of words, experience the content of the speech he has heard? I found the answers in the technique of mnemonics.

In GCD I use mnemonic tables as didactic material. For younger preschool age, mnemonic tables are in color, and for older ones, more often in black and white.

The child from memory, using a graphic image, reproduces the entire text of the song.

At the initial stage, I offer a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his scheme.

As a result of using mnemonic tables:

• Learning lyrics becomes a game that children really like.
• This is one of effective ways speech development of preschoolers.
• Not only vocabulary is expanding, but also knowledge about the world around.
• There is a desire to retell - the child understands that it is not at all difficult.
• It must be remembered that the level of speech development is determined by the vocabulary of the child. And just a few steps taken in this direction will help you develop the speech of a preschooler.

Educators, speech therapist, music director and other specialists available at the preschool educational institution work in close contact with each other. They strive to have a unified approach to the upbringing of each child and a unified style of work in general.

Outcome:

New technology - opens up new opportunities and allows you to create conditions for a child's free choice of activities, decision-making, expression of feelings and thoughts, thanks to it, it is possible to support the individuality and initiative of each child, and this, in turn, creates a social situation for the development of the child, which is relevant in connection with the introduction of the Federal State Educational Standard for preschool education.

Bibliography:

1. Barsukova E.L. Automation of sounds using mnemonic tracks. // Speech therapist, 2009, №5.
2. Bariaeva L.B., Loginova EL., Lopatina L.V. I say! M., 2007.Bolshova T.V. Learning from a fairy tale // SPb.,
3. Wenger LA Development of the ability to visual spatial modeling // Preschool education, 1982, №3.
4. Magazines "Preschool education" No. 12 for 2000; No. 3, 10, 12 for 2001; No. 4, 12 for 2002; No. 9 for 1996.
5. Polyanskaya T.B. Using the method of mnemonics in teaching storytelling for preschool children. SPb., 2009.
6. Stukalina V.P. The system of work to teach children with OHP coherent monologue speech through plot modeling. M., "September 1st", 2009.

Mnemonics - speech therapist assistant in correctional work

with preschoolers with general speech underdevelopment (from work experience).

T.Yu. Mironov,

JV GBOU Secondary School No. 4 Chapaevsk - d / s No. 20,

teacher speech therapist.

It is known that the defective speech activity of children with OHP leaves an imprint on the formation of their sensory, intellectual and affective-volitional sphere. They have insufficient stability of attention, limited opportunities for its distribution. With a relatively preserved semantic, logical memory in children with OHP, verbal memory is reduced, the productivity of memorization suffers. They forget complex instructions, elements and sequence of tasks.

Mnemonics(from the Greek. mnemonikon - the art of memorization) - a technique that facilitates memorization and increases the amount of memory through the formation of artificial associations. At first glance, pictures that are not connected with each other are connected into a plot, and signal schematic images help to activate thought and mnestic processes, allowing the child to memorize and even recite a small poem in a few minutes. A feature of mnemonics is the use of symbols, not images of objects. Symbolism is typical for children's drawing in preschool age and does not cause difficulties in the perception of mnemonic tables.

Mnemonic tables serve as didactic material in such types of work on the development of speech:

automation of sounds in pure twisters, tongue twisters and poems;

enrichment of the vocabulary, the formation of practical skills in word formation;

development of the grammatical structure of speech.

Mnemonic tables for automating sounds

The process of teaching preschoolers with speech disorders takes a long time and takes a lot of effort, both for the child and the speech therapist. Gradually, the child loses interest in classes, loses motivation to say “beautifully and correctly”. The problem of motivation is one of the central speech therapy work... To interest, captivate and achieve results is the dream of every teacher. Using traditional methods of correcting speech, I always remember that preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols, signs, visual models.

I agree with the author of the article of the magazine "Speech therapist" Barsukova EL that mnemonics can be effectively used at the stage of sound automation. The author of this article uses mnemonic tracks of pure phrases and poems in his work. Barsukova E.L. mnemonic tracks of poems, I successfully use in individual and subgroup lessons on the automation of sounds.

I will give an example of automating the sound "sh" using mnemonic tracks.

Pure phrases

SHA-SHA-SHA - our Dasha is good,
SHI-SHI-SHI - Misha and Masha - kids,
SHE-SHE-SHE - mice in a hut,
SHO-SHO-SHO - I say well!

ASH-ASH-ASH - Natasha has a pencil,
OSH-OSH-OSH - Antoshka has a knife,
USH-USH-USH - the baby goes to the shower,
YSH-YSH-YSH - a mouse in the reeds.

Poem

Cat in the window
Sews a pillow
Mouse in boots
Sweeping the hut.

Patter

A hat and a fur coat, here he is our Mishutka.

Mnemonic tables to enrich vocabulary and develop word formation skills

Mnemonics techniques are also effective in correcting the lexical and grammatical aspect of speech. In the normal course of speech development, the preschooler spontaneously assimilates many word-formation models that simultaneously exist in the language and work within the framework of a certain lexical topic. Children with general speech underdevelopment require special training, and then long training exercises to master word formation skills. Mnemonic tables will help to facilitate this process, diversify it and make it more interesting for the child. Mnemonic tables imply the formation of skills to analyze linguistic material and synthesize linguistic units in accordance with the laws and norms of the language. They allow the child to become aware of the sound of a word, practice the use of grammatical forms, they also contribute to the expansion of vocabulary, the formation of linguistic flair.

To organize correctional work in this area, I use various didactic games and benefits.

Formation of related words

Such mnemonic tables help children with general speech underdevelopment to understand and analyze various ways of word formation. Working with them, children begin to independently perform similar tasks much faster.

Game "Family of words"

Purpose: consolidation of skills in the formation of related words.

Content: The house in which the words "live" is hung on the board. The windows in this house are made of transparent film and behind each one of the symbols is hidden (a large word (big mountain) - for example, fish; a small, affectionate word (small slide), for example, a fish; a sign word (wave), for example, fish ; word-action (two horizontal stripes), for example, fishing; a word that is spoken when there is a lot of someone or something (three rectangles), for example, a fish; word is a person (little man), for example, a fisherman, a fisherman) ... Children receive pictures depicting, for example, a large fish, a small fish, fish soup, a fishing rod, several fish, a fisherman, and settle them in the necessary apartments, forming related words.

Mnemonic tables for the development of the grammatical structure of speech

Concordance of noun and numeral

Concordance in gender, number and case

(what)?

I'm singing about who

(about what)?

I will give it to someone

(what)?

I am friends with whom

(with what)?

IN
the area of ​​these pictograms is used to arrange any subject pictures. The speech therapist asks the children to compose a phrase based on a pictogram and an object picture (for example: I see a butterfly; I sing about a butterfly, I will give a butterfly, I am friends with a butterfly).

Lotto "Prepositions"

Purpose: consolidation of the ability to use prepositions in speech.

Carousel game

purpose : change of verbs of the past tense by gender, agreement of words in a sentence, consolidation of the structure of a simple sentence.

Content : two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. Symbols of actions are drawn on the large circle, people, animals, and man-made objects are drawn on the small one. A speech therapist calls an action, children rotate a small circle, choosing who or what they will make a sentence about, and make sentences like: The boy was drawing a tree. Etc.

The use of mnemonic techniques in speech therapy work gives a positive result. In preschoolers with general speech underdevelopment, a sense of interest and responsibility increases, satisfaction with the results of their work appears, mental processes such as memory, attention, thinking are improved, which has a positive effect on the effectiveness of correctional work.

Bibliography:

Barsukova E.L. Automation of sounds using mnemonic tracks. // Speech therapist № 5, 2009.

L.V. Omelchenko The use of mnemonic techniques in the development of coherent speech. // Speech therapist 2008, no. 4, p. 102-115.

Polyanskaya T.B. Using the method of mnemonics in teaching storytelling for preschool children. SPb., 2009.

Rastorgueva N.I. Using pictograms to develop word formation skills in children with general speech underdevelopment. // Speech therapist. 2002, No. 2, p. 50-53.

Site materials http :// festival .1 september . ru (Authors: Ivanova O.V., Lakomykh S.M., Emelyanova N.I.)

It is no secret for speech therapists that in most children with general speech underdevelopment, along with violations of all components of the language system, there is insufficient stability of attention, limited opportunities for its distribution; reduced verbal memory, memory productivity suffers. They forget complex instructions, elements and sequence of tasks. In some children, low recall activity is combined with limited opportunities for the development of cognitive activity.

In modern psychology, it is generally accepted that mental processes are closely interconnected: if there were no memory, there would be no representation and imagination. Comprehension of information contributes to its memorization. Attention is included in cognitive processes, increasing their efficiency: sensations become more distinct, perception is more accurate, memory and thinking improve. Thinking and speaking are closely related. The concept exists thanks to the word. Speech design of a thought centers it and clarifies it. Thinking and speech affect the course of sensations, perception, memory and other processes.

Associated with consciousness as a whole, a person's speech is included in certain relationships with all mental processes. A person, in order to communicate correctly, must have developed all cognitive processes, namely: sensation, perception, representation, imagination, thinking, memory, attention, observation, intellect.

Forming speech skills in children with OHP, in my work I use methods and techniques that stimulate the development of all mental processes. One of these methods is mnemonics.

Mnemonics (translated from Greek - "the art of memorization"). This is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of learning with its use is the development of memory ( different types: auditory, visual, motor, tactile), thinking, attention, imagination, speech.

Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information.

Initially, mnemonics emerged as an integral part of rhetoric (oratory) and was intended to memorize long speeches.

Modern mnemonics is a powerful training of attention and thinking. It's just great brain gymnastics.

One of the methods of mnemonics is the method of associative links. The essence of the method lies in the fact that with its help disparate and unrelated material is combined into a single artificially created associative picture by means of mentally formed images. In the future, one has only to reproduce any image, as involuntarily and easily all the other images, combined into an associative connection, are recalled.

The association method is very effective when automating sound. From my own practice, I know how difficult it is to motivate a child to repeatedly pronounce the same words. First, I practice the pronunciation of words in pairs. I show the child two pictures with an automated sound and invite them to remember them. To do this, the child must combine them into a single associative picture, that is, make up a sentence with these words. It is important to note that the child himself must come up with an association, only in this case he will be able to reproduce the image, and the connection can be ridiculous. For example, a child can combine the pictures “guitar” and “cow” with the sentence “The cow is playing the guitar”, which in turn will cause positive emotions in the child, and such an absurdity will be better remembered. When the child remembers all the pairs of pictures in this way, I show one picture of each pair, and the child must remember the second. The number of pairs of pictures offered depends on the level of development of the child. At the initial stage, there may be 3-4 of them, gradually increasing to 10-15 pairs.

Next, you can teach your child to memorize a chain of words. For example, when automating sound [R], you can suggest the following words: picture, rainbow, carrot, cow, market, accordion. To do this, the pictures are laid out in a row, and the child must name the pictures in order and combine them sequentially into a story. As a rule, the result is funny tales, which the child then easily recalls, calling the pictures in the same sequence. For example: in the picture there is a rainbow, and under the rainbow there is a carrot. A cow came, picked the carrots and went to the market to sell. And with this money I bought an accordion.

This method can be used not only to memorize pictures, but also offer children to memorize words, focusing on the auditory analyzer.

The development of tactile memory is facilitated by exercises with "tactile tablets". This is a set of boards with different surface roughness. The purpose of such classes is the development of imagination, fantasy; development of speech, the ability to express in words your sensations from touch.

The speech therapist puts several boards in the bag. The child takes one plank by touch and comes up with an association to it. It can be a kitten (a plank with fur) or a ladder (a plank with ribbed surface). Laying out the boards in order, the child connects the images sequentially into a single whole, i.e. into the story. Then the speech therapist puts the boards back into the bag. The child, recalling the story, must get the tablets in the same sequence as the first time.

Didactic material plays an important role in mastering the techniques of mnemonics. Here, a special place is occupied by the use of mnemonic tables. A mnemonic table is a schema that contains certain information. Mastering the techniques of working with mnemonic tables significantly reduces the training time.

Mnemonic tables are used for memorizing texts, teaching retelling, composing a descriptive story, getting to know seasonal phenomena, etc.

Mnemonic tables are especially effective when learning poems. The bottom line is this: a picture is invented for each word or small phrase.

Mnemonic table "Pants for a bear"

Masha to our baby
I sewed new pants
Sewed a fur coat, sewed a scarf
For the baby bear

Thus, the entire poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the whole poem. At the initial stage, the adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.

Collages are used to practice the plot method of memorization. A collage is a sheet of cardboard (thick paper or flannelegraph) on which various pictures, letters, geometric figures, numbers. The seeming mess of pictures is the essence of the collage. This manual helps to develop the photographic memory of the child; expand vocabulary, imaginative perception, develop oral speech, the ability to speak coherently, tell.

Collages in the form of "Merry Glades" are effectively used when performing articulatory gymnastics. The child is invited to go to the "Veselaya Polyanka" and perform all articulation exercises.

"Merry meadow" for hissing sounds

Joint production of friezes with children (in the form of a collage) helps to better remember the sounds and letters learned. For example, children depict the letter D in the form of a house and immediately stick different pictures in the name of which there is a sound [D].

Thus, the techniques of mnemonics solve problems aimed at:

• development of basic mental processes - memory, attention, thinking, as well as creative imagination;
• transcoding information, i.e. conversion from abstract symbols to images;
• development of fine motor skills of the hands.

The use of mnemonics in correctional work with children with speech disorders gives positive results. The final diagnostics showed a sufficient level of development of all cognitive processes in children.

List of literature and sites:

1. Bolsheva T.V. Learning from a fairy tale: The development of thinking of preschoolers with the help of mnemonics: a teaching aid. SPb: Childhood-Press, 2001.

2. Matyugin I.Yu., Chakoberiya E.I. School of eidetics. Development of memory, figurative thinking, imagination. - M .: Eidos, 1994.

3. Podlinyaev O. L. Effective memory. - Second edition, revised: Tutorial... - Irkutsk: Publishing house of Irkutsk State Pedagogical University, 2003.

4. Repina Z.A., Buiko V.I. Speech therapy lessons. - Yekaterinburg: Publishing house "LITUR", 1999.

5.S.L. Rubinstein. Fundamentals of General Psychology. - SPb., 1998.

6. Kozarenko V.A. Textbook of mnemonics. Memorization system "Giordano" Site Mnemonikon (http://www.mnemotexnika.narod.ru) - Moscow, 2007.

7. Matyugin I.Yu. Tactile memory. - M .: Eidos, 1991.