S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program of the middle, senior and preparatory groups of the kindergarten in the sections: “Introduction to the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, application, design”.
î Corrective tasks of the first quarter consist in teaching the skills to use the simplest situational speech in all classes. Dictionary work occupies a significant place: expansion of the dictionary, clarification of the meanings of words, activation of the passive vocabulary. It is assumed that the teacher-defectologist is especially demanding on the speech: the questions are specific, the speech consists of short precise phrases in different versions, the story is accompanied by a demonstration, the pace is unhurried.
î Corrective tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech and in teaching storytelling on questions of a speech therapist and without questions. A large place is occupied by work on a phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children get acquainted with the same subjects, then in the second quarter, the subjects are not repeated, although objects are selected that are similar in terms of common theme and purpose.
î Corrective tasks of the third quarter consist in consolidating the skills of using previously learned forms of speech and in mastering independent contextual speech. A significant place is given to work on compiling stories: on visual support, on questions of a speech therapist, and an independent story. The practice of children in contextual speech is increasing. In the third quarter, the need for a slow study of the program, which is typical for the first stages of education, disappears, and classes are approaching the level of a mass kindergarten.
î Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. A large place is occupied by work on creative stories. Along with this, the accumulation of the dictionary continues, the improvement of the phrase, begun at the previous stages of learning. In speech, children rely on the questions of the defectologist teacher, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The questions of the speech therapist relate to the process of the upcoming work, conceived by the children themselves. Correctional training is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.
TOPICS FOR THE ACADEMIC YEAR
September
3 week --- Vegetables
4 week --- Fruits, berries
OCTOBER
1 week --- Mushrooms
Week 2 --- Autumn is a marvelous time
3 week --- Trees, shrubs
4 weeks --- Migratory birds
NOVEMBER
1 week --- Toys
Week 2 --- Your wonderful body
3 weeks --- My family
Week 4 --- Clothes, shoes, hats
DECEMBER
1 week --- Wintering birds
2 week --- Food
3 week --- Crockery
4 week --- New Year --- fun holiday
JANUARY
1 week --- Vacation
2nd week --- Winter fun
3 weeks --- Domestic animals and their cubs
4 weeks --- Poultry and their chicks
FEBRUARY
1 week --- Animals of our forests
2 week --- Furniture
3 week --- Defenders of the Fatherland
4 weeks --- Who to be?
MARCH
2 weeks --- Animals of cold countries
3 week --- Animals of hot countries
4 week --- Holidays
APRIL
1 week --- Spring. spring awakening
2nd week --- Migratory birds
3 week --- Transport.
4 week --- My homeland --- Belarus. My city
MAY
1 week --- Victory Day
2nd week --- School. school supplies
3 week --- Insects
4 week --- Plants of meadows, forests
The methods of N. A. Cheveleva and S. A. Mironova are based on teaching stuttering children to gradually master the skills of free speech: from its simplest situational form to its contextual one (the idea belongs to Prof. R. E. Levina). Only N. A. Cheveleva does this in the process of developing the manual activity of children, and S. A. Mironova does this when passing through different sections of the kindergarten program. The very principle of the necessary combination of the tasks of correctional and educational work with stuttering children should be considered correct and necessary in speech therapy practice.
Annex 2
Methodology Cheveleva N.A.
Correction of stuttering during manual productive activities
The development of a child's coherent speech goes from situational speech (direct connection with practical activities, with a visual situation) to contextual speech (generalized, related to past events, future actions).
The sequence of exercises:
From visual lightweight forms of speech to abstract, contextual statements.
5 correction periods:
1 period - propaedeutic
î temporary restriction of speech
î acceptance of a speech pattern (rhythm, clarity)
2 period - accompanying speech
î children's own active speech about simultaneously accompanied actions (visual support)
î complication of questions and answers, repeated pronunciation, variability of answers
In all the lessons of this period, the children speak (answering the questions of the teacher) only about what they are doing at the moment, they talk about some particular element of work they are doing (“I paste ...”, “I cut ... ”, “I color ... ”, etc.). Such a speech is called an accompanying speech.
3rd period - final speech
î children use accompanying and final speech (describe the actions performed)
î intervals between the child's activity and his response are regulated
4 period - preliminary speech
children use preliminary speech (what is he going to do? - speech without visual support, speech planning)
î phrasal speech becomes more complicated (from several connected phrases to an independent story)
5 period - consolidation of independent speech skills
detailed contextual speech at different stages of activity.
With stuttering children of pre-preschool and preschool age - N.A. Vlasov and E.F. Rau constructed an increase in the complexity of speech exercises depending on the different degree of speech independence of children. Hence their recommended sequence:
1) reflected speech;
2) memorized phrases;
3) retelling from the picture;
4) answers to questions;
ON THE. Vlasova distinguishes 7 "types of speech", which, in order of gradualness, must be used in classes with preschool children:
1) conjugated speech;
2) reflected speech;
3) answers to questions on a familiar picture;
4) independent description of familiar pictures;
5) retelling a short story heard;
6) spontaneous speech (a story based on unfamiliar pictures);
7) normal speech (conversation, requests), etc.
E.F. Pay sees the task of speech therapy work in "to free the speech of stuttering children from tension through systematic planned classes, to make it free, rhythmic, smooth and expressive, as well as to eliminate pronunciation errors and develop clear, correct articulation." All classes on the re-education of the speech of stuttering children are divided into 3 stages according to the degree of increasing complexity.
The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases, rhymes. Declamation is widely used.
The second stage - exercises are carried out in the oral description of pictures in questions and answers, in compiling an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale read by a speech therapist.
The third stage is the final one, children are given the opportunity to consolidate the acquired skills of fluent speech in everyday conversation with other children and adults, during games, classes, conversations and at other moments of children's life.
Methods N.A. Vlasova and E.F. Pay are characterized by a certain similarity - they are based on a different degree of speech independence of children. The undoubted merit of these authors lies in the fact that they were the first to propose and use a step-by-step sequence of speech exercises in work with young children, developed instructions for the individual stages of a sequential system for correcting the speech of stuttering preschoolers.
For many years, the proposed methodology has been one of the most popular in practical work with stuttering children. And at present, many of its elements and modifications are used by speech therapists.
2.5 S.A. Mironova
S.A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program of the middle, senior and preparatory groups of the kindergarten as a whole. Corrective impact on stuttering children is carried out in the classroom (as the main form of educational work in kindergarten) according to the accepted sections: "Introduction to the environment", "Speech development", "Development of elementary mathematical concepts", "Drawing, modeling, application, design" .
Work with children in all sections of the "Program" is subject to the goal of re-educating the speech of stutterers. Therefore, the author sets two tasks for the speech therapist: program and correctional, which are distributed over the academic quarters (or, respectively, into four stages of successively complicated correctional work).
When passing the program with stuttering children in a mass kindergarten, some of its changes are proposed, related to the speech abilities of children. These include: using the material of the previous age group at the beginning of the school year, rearranging some program tasks and topics, lengthening the time for studying more difficult classes, etc.
Corrective tasks of the first quarter consist in teaching the skills to use the simplest situational speech in all classes. A significant place is occupied by vocabulary work, expanding the dictionary, clarifying the meanings of words, and activating the passive vocabulary. It is assumed that the speech therapist himself is particularly demanding on the speech: specific questions, speech in short, precise phrases in different versions, the story is accompanied by a show, the pace is unhurried.
The correctional tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech and in teaching storytelling on questions of a speech therapist and without questions. A large place is occupied by work on the phrase: a simple phrase, a common phrase, the construction of phrase variants, the grammatical design of phrases, the construction of complex subordinate constructions, the transition to composing stories. The selection of program material and the sequence in its study are also changing. If in the first quarter, in all classes, children come into contact with the same objects, then in the second quarter, the objects are not repeated, although objects are selected that are similar in terms of common theme and purpose.
The correctional tasks of the third quarter consist in consolidating the skills of using previously learned forms of speech and in mastering independent contextual speech. A significant place is given to work on compiling stories: on visual support and on questions of a speech therapist, an independent story, retelling. The speech practice of children in complex contextual speech is increasing. In the third quarter, the need for a slow study of the program, which is typical for the first stages of education, disappears, and the topics of the classes are approaching the level of a mass kindergarten.
Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. A large place is occupied by work on creative stories. Along with this, vocabulary continues: work and work on the phrase, begun at the previous stages of training. In speech, children rely on specific and general questions of a speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The questions of the speech therapist relate to the process of the upcoming work, conceived by the children themselves. During this period, corrective training is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional provisions, clarifications.
All correctional work with stuttering children during the year is carried out by a speech therapist and educator.
As you can see, the methods of N.A. Cheveleva and S.A. Mironova are based on teaching stuttering children to gradually master the skills of free speech from its simplest situational form to its contextual one (the idea was proposed by Professor R.E. Levina). Just on. Cheveleva does this in the process of developing children's manual activities, and S.A. Mironova - in the process of developing the speech of children during the passage of different sections of the kindergarten program.
2.6 G.A. Volkova
Stuttering children of different ages have an ambiguous attitude towards the group of players.
Stuttering children 4-5 years old prefer games in subgroups of 2-3 people, each playing in his own way, forgetting about his comrades. They are characterized by the behavioral features in games inherent in well-speaking young children. In collective games, they perform secondary roles with the same type of actions: the driver drives the car, the cashier silently tears off the tickets, the nanny feeds the children, etc. Children rarely come into conflict over roles and do not allocate them themselves. Usually, a stuttering child of this age is offered by peers a role that they think he should cope with. Stuttering children playing alone, next to a team of normally speaking children, involved in their game, cannot always play for a long time and to the end.
Among stuttering children 5-6 years old, about one third can participate in a collective game, one third in games in subgroups of one or two people, and slightly more than one third of children like to play alone, which indicates a significant impact of stuttering. Well-speaking children of this age play 50-60 minutes, their game develops according to rather complex plots, a large number of children take part in it. Stuttering children can play one game from several minutes to 20 minutes, their game is dominated by the procedural side, children do not separate the rules of the game from specific game situations.
The attitude towards the group of playing peers in stuttering children of 6-7 years old is determined by the accumulation of life experience, the emergence of new and relatively more stable interests, the development of imagination and thinking. Their games are more meaningful, varied in plot and form of performance. The vast majority of children participate in collective play and games in subgroups, but almost a fifth of the children prefer to play alone. These are closed, somewhat passive children, they do not withstand long stays in a team and in common games, they work better in monotonous conditions, quickly assimilating the stereotypes of movements and speech accompaniment.
In general, for stuttering children 4-7 years old, the lack of formation of the skill of collective communication and attitude towards the team of playing peers is indicative. These features determine the underdevelopment of the social behavior of stuttering children.
It is known that social behavior is already inherent in children of pre-preschool age in the so-called side by side games. And this early stage of social behavior is characteristic of stuttering children of 4-7 years old. Among them, there are few associations on playing interests, stable playing teams based on friendship and sympathy for each other are uncharacteristic. Stuttering children are distinguished by the poverty of game ideas, the diffuseness of playing groups, and the lack of formation of game skills.
Since stuttering children have difficulties in mastering various forms of social behavior, they do not show age-appropriate gaming activity in their environment. The study of the game activity of a stuttering child is carried out in dynamics, both by a speech therapist and by a teacher. In addition, the features of children's games at home are being clarified. And if at the beginning of corrective education, the speech therapist determines that each child belongs to one of the four clinical groups, then as a result of dynamic psychological and pedagogical research, he establishes the degree of gaming activity of the stutterer. The clinical picture of stuttering is being clarified, replenished, and taking into account the degree of gaming activity allows the speech therapist to purposefully create stable playing groups of stuttering children. This contributes to the education of their social behavior and social rehabilitation in general.
As a result of the study of the game activity of a stuttering child, his belonging to one of the following groups is determined:
Group A - children are able to suggest the theme of the game themselves and accept it from their peers, distribute roles and agree to the role proposed by a friend. They actively participate in the preparation of the playing place, make suggestions on the plot, coordinate their ideas with the actions of their peers, follow the rules and demand their implementation from the participants in the game.
Group B - children are able to suggest a theme for the game, distribute roles, give instructions in the course of preparing a playing place, sometimes conflicting with children. In the course of the game, they impose their plot on the players, they do not know how and do not want to coordinate their actions with the intentions of other participants, the game violates its rules.
Group B - children accept the theme of the game and the role from their comrades, actively prepare the playing place with everyone, rarely speak out during the game, coordinate their activities with the plan of the comrades, listening to their wishes regarding the performance of the role. Children follow the rules of the game, they do not establish their own rules and do not require the playing comrades to follow the rules.
Group G - children are able to play only by accepting a theme and role from their peers or an adult, the playing place is prepared at the direction of more active participants in the game or with the help of an adult; suggestions on the plot are expressed, actions with the intention of the players are coordinated only on the advice of more active children. The rules of the game are observed under the control of an adult or players; passivity is noted.
Group D-children rarely participate in the game themselves, find it difficult to enter the game even after suggesting the topic and role of comrades or adults. At the prompt of others, they prepare a game instead and during the game they perform the actions and rules proposed by the players. Expressed passivity, complete submission to the decisions of comrades.
Naturally, a speech therapist, purposefully using gaming activities, gradually contributes to the transition of stuttering children from groups D, D, C to groups A, B. Sometimes the behavior of stuttering children normalizes successfully already at the beginning - in the middle of the correction course, especially in children and II clinical groups. Quite often, these children have a high degree of play activity and are divided into groups A, B, C. It is on them that the speech therapist and educator rely when creating stable play teams. Children from III, IV clinical groups have a low level of play activity, belong to groups D, E. They require long-term psychological and pedagogical influence, careful and thoughtful development of their play activity, but their promotion is not always successful, and not all children from III and IV groups achieve a high degree of play activity.
The development of the gaming activity of stuttering children, the re-education of personality traits and behavior, the education of speech and, in general, the elimination of stuttering is carried out through a system of various games that make up the methodology of gaming activity.
Let us dwell briefly on the characteristics of games and their positive impact on a stuttering child.
Conclusions to chapter 2
Thus, the improvement of speech therapy work to eliminate stuttering in preschool children led to the 80s of the XX century. development of various methods.
The speech material of speech therapy classes is assimilated by preschoolers in the conditions of phased speech education: from conjugated pronunciation to amateur utterances when naming and describing familiar pictures, retelling a short story heard, reciting poems, answering questions about a familiar picture, independently telling about episodes from a child’s life, about a holiday etc.; in the conditions of stage-by-stage education of speech from the mode of silence to creative statements with the help of game activity, differentially used in work with children from 2 to 7 years old; in the conditions of educating independent speech (situational and contextual) with the help of manual activities.
Of course, in the practice of work, a speech therapist has the right and is obliged to creatively build speech therapy classes, using well-known methods in accordance with the contingent of stuttering children, their individual psychological characteristics.
These methods of speech therapy impact on stuttering preschoolers were developed in accordance with the "Program for the upbringing and education of children in kindergarten", which is a mandatory document both for mass kindergartens and for special speech kindergartens and speech groups at mass kindergartens.
Ultimately, stuttering children, having mastered the skills of correct speech and knowledge defined by the program, are further trained and brought up in the conditions of normally speaking peers.
Speech therapy impact, aimed at the actual speech disorder and related deviations in behavior, the formation of mental functions, etc., helps a stuttering child to socially adapt in an environment of correctly speaking peers and adults.
Conclusion
Thus, in my term paper, I examined in detail the issue of the methodology of speech therapy work with stuttering preschoolers. The goal is achieved, the tasks are completed.
Having considered different points of view on the problem of stuttering, we can draw the main conclusion that the mechanisms of stuttering are heterogeneous.
In some cases, stuttering is interpreted as a complex neurotic disorder, which is the result of a collision of nervous processes in the cerebral cortex, a violation of cortical-subcortical interaction, a disorder of a single auto-regulated tempo of speech movements (voice, breathing, articulation).
In other cases - as a complex neurotic disorder, which was the result of a fixed reflex of incorrect speech, which initially arose as a result of speech difficulties of various origins.
Thirdly, as a complex, predominantly functional speech disorder, which appeared as a result of general and speech dysontogenesis and disharmonious personality development.
Fourth, the mechanism of stuttering can be explained on the basis of organic changes in the central nervous system. Other explanations are also possible. But in any case, it is necessary to take into account the violations of the physiological and psychological nature that make up the unity.
The choice of rational ways of correction is of particular importance in the initial stage of the development of stuttering, because it depends on the individual characteristics of the stutterer and the severity of his stuttering, on the characteristics of the entire medical and pedagogical complex and the methodology of speech therapy, and even on the chosen system for evaluating the results of this work. From the very beginning of the work, the educator (teacher) should take the stuttering person into special account, show him maximum attention, sensitivity, affection and interest in his personal life and thereby get closer to him, win him over. A few good questions are often enough for this (does he have a dad? mom? brother? sister? what are their names? does he have toys? which one is his favorite? where did he spend the summer? etc.). It is necessary to speak with stutterers slowly, affectionately.
Then they bring him closer to the most balanced, normally speaking children. First you need to talk to them separately, explain that it is difficult for a stutterer to speak, he is shy, but he will soon get used to it and stop stuttering. At the end of such a conversation, they should be invited to speak with the newcomer not only slowly, to keep him from fast speech, to involve him in calm games, to encourage and protect him from attacks and insults, especially from being teased by other children. At the same time, the teacher carefully studies the child's family, the causes of stuttering and living conditions, observes the behavior of a stutterer in a group, especially in a conversation. As a result of such a study, he gives the family advice on how the child should deal with a stutterer and what aspects of life should be changed. A restrained, calm and attentive attitude towards a stutterer, without flattery, indulgence in whims, firm discipline and regimen, calm living conditions, the absence of any kind of talk about his stuttering in front of him is the key to success.
Having established and persistently maintained the indicated conditions in the kindergarten and at home, the educator further monitors the formation of the correct speech of the stutterer and pays special attention to the special development of those aspects that are not sufficiently developed in him. This work is carried out in the following sections, of course, not in the order given in the book, but in their interconnection, with emphasis on one or the other of the sections, depending on the defect.
Bibliography
Articles on stuttering:
Ya.M. Gorelik. A poetic method for overcoming stuttering.
X. Lagusen A way to cure stuttering.
I.A. Sikorsky On stuttering.
A. Liebmann Pathology and therapy of stuttering and tongue-tied tongue
G.D. Netkachev Stuttering. Its essence, causes, origin, prevention and treatment in childhood and adults. A new psychological method of treatment.
G.D. Netkachev Clinic and psychotherapy of stuttering.
M.E. Schubert To psychopathology, clinic and treatment of stuttering.
E. Freshels Stuttering. Associative aphasia.
V.A. Gilyarovsky On the issue of the genesis of stuttering in young children.
I.I. Tartakovsky Psychology of stuttering and collective psychotherapy.
Yu.A. Florenskaya, I.S. Averbukh, O.G. Arkhipova Repeated sick and difficult cases of stuttering.
ON THE. Vlasova, E.N. Herzenstein. Experience with logoneurotics of preschool age.
N.I. Zhinkin Stuttering.
V.S. Kochergina Clinical features of stuttering children
M.E. Khvattsev Stuttering
M. Zeeman Stuttering children.
F.N. Dosuzhkov. Neurosis of painful shyness (scoptophobia)
R.E. Levina On the problem of stuttering in children.
V.M. Shklovsky Psychotherapy in the complex system of treatment of neuroses
N.M. Asatiani Stuttering in adults.
IN AND. Seliverstov On the fixation of stutterers on their speech defect.
G.A. Volkova Stuttering and dysontogenesis.
Dosushkov F.N. Neurosis of painful shyness, Neuropathology and Psychiatry, Moscow, vol. 63, No. 1, 1963
IN AND. Seliverstov. Stuttering - M., 1979.
G.R. Karpukhin. On a differentiated approach to stutterers in the initial stage of development of the defect. Defectology No. 1, 1980. pp. 66-70
Gorelik Yam. Parents about stuttering, Moscow, IRIA Marengo International print, 2002
E.F. Rau and V.A. Bruise. speech therapy. M.: P. 1969.
Stuttering in teenagers. Book. for a speech therapist. From work experience /E.V. Bogdanova, M.I. Buyanov, T.V. Kaloshina and others. M.: P. 1989
speech therapy. Textbook for universities / Under the editorship of L.S. Volkova, S.N. Shakhovskaya. Moscow: Vlados. 1999.
Morozova NU. How to overcome stuttering, Moscow, Eksmo-press, 2002.
Compiler of the collection Nasonova L.V. Respiratory gymnastics of the Strelnikovs, supplement to the journal Physical culture and sports, almanac, issue 25, Moscow, edition of the j-la "FiS \ 2002
Netkachev G.D. New psychological treatment for stuttering, Moscow, 1911
Speech disorders in children and adolescents / Under the general editorship of S.S. Lyapidevsky M: Medicine. 1969.
R.R. Karpukhin. On a differentiated approach to stutterers in the initial stage of development of the defect. Defectology No. 1 1980.
Sikorsky I.A. About stuttering, St. Petersburg, 1989
T.B. Filicheva, N.A. Cheveleva, G.V. Chirkin. Fundamentals of speech therapy. M.: P. 1989.
Tartakhovsky I.I. Psychology and psychotherapy of stuttering, Moscow, 1934
1 Ya.M. Gorelik. A poetic method for overcoming stuttering.
2 V.I. Seliverstov. Stuttering - M., 1979.
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The formation of gaming activities in preschool age involves its organization by a speech therapist to the educator. Moreover, the smaller the children, the more in their games there should be direct participation from adults.
As for children with general underdevelopment of speech, along with the general influence of play on the entire course of their mental development, it has a specific effect on the development of speech. Children should be constantly encouraged to communicate with each other and comment on their actions, which helps to consolidate the skills of using initiative speech, improve conversational speech, enrich the vocabulary, form the grammatical structure of the language, etc.
The development of children's speech is greatly influenced by games, the content of which is the staging of a plot, the so-called dramatization games. Round dance games and games with singing contribute to the development of expressiveness of speech and the coordination of words with movements. Such games also form an arbitrary memorization of texts and movements.
At preschool age, role-playing games and games with rules are held. The latter include didactic and mobile.
The authors of the first domestic method of speech therapy work with stuttering children of pre-preschool and preschool age N. A. Vlasova and E. F. Rau build an increase in the complexity of speech exercises depending on the different degree of speech independence of children.
N. A. Vlasova distinguishes 7 types of speech, which, in order of gradualness, must be used in classes with preschool children:
1) conjugated speech,
reflected speech,
Answers to questions on a familiar picture,
Self-description of familiar pictures,
Retelling a short story
Spontaneous speech (story from unfamiliar pictures),
Normal speech (conversation, requests, etc.).
E. F. Rau sees the task of speech therapy work in that, through systematic planned classes, to free the speech of stuttering children from tension, to make it free, rhythmic, smooth and expressive, and also to eliminate pronunciation errors and develop clear, correct articulation. All classes on the re-education of the speech of stuttering children are divided into 3 stages according to the degree of increasing complexity.
At the first stage, exercises are offered in joint and reflected speech, in the pronunciation of memorized phrases, poems. Declamation is widely used.
At the second stage, children practice verbally describing pictures on questions, compiling an independent story based on a series of pictures or on a given topic, retelling the content of a story or fairy tale read by a speech therapist.
At the third, final stage, children are given the opportunity to consolidate the acquired skills of fluent speech in everyday conversation with other children and adults, during games, classes, conversations, and at other moments in a child's life.
The methods of N. A. Vlasova and E. F. Rau are based on a different degree of speech independence of children. The undoubted merit of these authors lies in the fact that they were the first to propose and use a step-by-step sequence of speech exercises in work with young children, developed instructions for the individual stages of the system for correcting the speech of stuttering preschoolers. For many years, the proposed method has been one of the most popular in practical work with stuttering children. Currently, speech therapists use many of its elements.
Mironova's technique
S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program of the middle, senior and preparatory groups of the kindergarten in the sections: Acquaintance with the environment, Development of speech, Development of elementary mathematical concepts, Drawing, modeling, application, design. 
When passing through the program of a mass kindergarten with stuttering children, some of its changes are proposed related to the speech capabilities of children: the use of material from the previous age group at the beginning of the school year, the rearrangement of some topics of classes, lengthening the time for studying more difficult topics, etc.
Corrective tasks of the first quarter consist in teaching the skills to use the simplest situational speech in all classes. Dictionary work occupies a significant place: expansion of the dictionary, clarification of the meanings of words, activation of the passive vocabulary. It is assumed that the speech therapist himself is particularly demanding on the speech: the questions are specific, the speech consists of short precise phrases in different versions, the story is accompanied by a display, the pace is unhurried.
The correctional tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech and in teaching storytelling on questions of a speech therapist and without questions. A large place is occupied by work on a phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children get acquainted with the same subjects, then in the second quarter, subjects are not repeated, although objects are selected that are similar in terms of the common theme and purpose.
The correctional tasks of the third quarter are to consolidate the skills of using previously learned forms of speech and to master independent contextual speech. A significant place is given to work on compiling stories: on visual support, on questions of a speech therapist, and an independent story. The practice of children in contextual speech is increasing. In the third quarter, the need for a slow study of the program, which is typical for the first stages of education, disappears, and classes are approaching the level of a mass kindergarten.
Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. A large place is occupied by work on creative stories. Along with this, the accumulation of the dictionary continues, the improvement of the phrase, begun at the previous stages of learning. In speech, children rely on the questions of a speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The questions of the speech therapist relate to the process of the upcoming work, conceived by the children themselves. Correctional training is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.
The methods of N. A. Cheveleva and S. A. Mironova are based on teaching stuttering children to gradually master the skills of free speech: from its simplest situational form to its contextual one (the idea belongs to Prof. R. E. Levina). Only N. A. Cheveleva does this in the process of developing the manual activity of children, and S. A. Mironova does this when passing through different sections of the kindergarten program. The very principle of the necessary combination of the tasks of correctional and educational work with stuttering children should be considered correct and necessary in speech therapy practice.
Cheveleva's technique
A peculiar system of correctional work with stuttering preschoolers in the process of manual activity was proposed by N. A. Cheveleva. The author proceeds from the psychological concept that the development of a child's coherent speech is carried out by moving from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, related to past events, with missing objects, with future actions), and then, throughout the preschool period, contextual and situational forms of speech coexist (S. L. Rubinshtein, A. M. Leushina). Therefore, the sequence of speech exercises with stuttering children is seen in a gradual transition from visual, lightweight forms of speech to abstract, contextual statements and includes the following forms: accompanying, final, anticipating. 
The system of sequential complication of speech also provides for a gradual complication of objects of activity through an increase in the number of individual elements of work into which the entire labor process breaks down in the manufacture of handicrafts.
This system for overcoming stuttering in children includes 5 periods:
Propaedeutic. The main goal is to instill in children the skills of organized behavior, to teach them to hear the laconic but logically clear speech of a speech therapist, its normal rhythm, to temporarily limit the speech of the children themselves.
accompanying speech. In this period, children's own speech is allowed about the actions they simultaneously perform. The greatest situationality of speech is provided by constant visual support. At the same time, it becomes more complicated due to the change in the nature of the questions of the speech therapist and the corresponding selection of crafts.
Closing speech - children describe the work already done or part of it. By regulating (gradually increasing) the intervals between the child's activity and his response to what has been done, different complexity of the final speech is achieved. With a gradual decrease in visual support for the work performed, a sequential transition to contextual speech is carried out.
Introductory speech - children talk about what they intend to do. They develop the ability to use speech without visual support, plan their work, name and explain in advance the action that they have yet to do. Phrasal speech becomes more complicated: children pronounce several phrases related in meaning, use phrases of complex construction, build a story on their own. In this period, they are taught to think logically, to express their thoughts consistently and grammatically correctly, to use words in their exact meaning.
Strengthening independent speech skills involves telling children about the entire process of making a particular craft, their questions and answers about their activities, statements of their own free will, etc.
In the methodology of N. A. Cheveleva, the principle of sequential complication of speech exercises in the process of manual activity is implemented on the basis of one of the sections of the Program for the upbringing and education of children in kindergarten.
Seliverstov's technique
V. I. Seliverstov’s technique is mainly designed for working with children in medical institutions (on an outpatient and inpatient basis) and involves the modification and simultaneous use of different (known and new) methods of speech therapy work with them. The author believes that the work of a speech therapist should always be creative, and therefore, in each case, a different approach is needed for children in search of the most effective methods for overcoming stuttering. 
In the scheme proposed by the author of successively complicated speech therapy sessions with children, 3 periods are distinguished (preparatory, training, fixing), during which speech exercises become more complicated depending, on the one hand, on the degree of independence of speech, its readiness, loudness and rhythm, structure, and on the other hand. the other depends on the different complexity of speech situations: on the situation and the social environment, on the types of activities of the child, in the process of which his speech communication takes place.
Depending on the level (threshold) of free speech and the characteristics of the manifestation of stuttering in each specific case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with a group of children.
A prerequisite for speech therapy classes is their connection with all sections of the Program for the upbringing and education of children in kindergarten, and above all with the game as the main activity of a preschool child.
Treatment of stuttering in children and adults (+DVD)
This is an excellent practical guide to using complex techniques, programs and devices to eliminate stuttering. A description is given of both traditional, time-tested and highly effective methods of stuttering correction, as well as new methods that have appeared in recent years.
Videos for these techniques are provided on the accompanying DVD. Also on the disk is the Zaikanie.NET program for the correction of stuttering and logoneuroses, offered to readers free of charge under the cooperation agreement between the UNESCO Institute for Information Technologies in Education and the Biocybernetics Research Center (Moscow). Using a personal computer, a microphone and headphones, you or your loved ones who have a stuttering problem can already today use this program to get tangible benefits and begin to restore fluency in speech.
The book is intended for parents, high school students and students facing the problem of stuttering. Undoubtedly, the publication is also of interest to professionals: speech therapists, neurologists, students of medical and pedagogical universities.
The book is a collection of role-playing games and functional trainings in the correction of stuttering, as well as practical tasks designed to reduce fixation on a speech defect and overcome the fear of speech communication.
The book also includes exercises aimed at developing communication skills, games, and tasks to improve psychological and speech skills, skills of interaction with an interlocutor.
The author of the book - Paruyr Iyanesovich Isaguliev - devoted more than forty years to psychological and pedagogical work with stuttering adolescents and adults.
The book is addressed to teenagers and adults suffering from stuttering, as well as to parents, psychologists, teachers, defectologists.
