A82z1VFRJM
.pdf10 |
|
- |
|
( |
|
) |
10 |
. |
|
18–20 |
. |
- |
( . . |
, . . |
) [3]. |
( |
. 1). |
|
1 |
|
|
|
|
|
|
(%) |
|
|
|
|
|
42 |
25 |
|
17 |
25 |
|
33 |
58 |
|
|
, |
|
|
58% |
33% |
, |
|
. |
||
|
|
|
|
|
. |
, |
|
|
42% |
||
|
|
||
|
|
. |
|
, |
|
« |
», |
|
|
« » « |
» |
|
. |
25% |
|
|
|
. |
|
|
17% |
25% |
|
, , |
, |
. |
|
|
|
– |
|
|
( |
. 2). |
2 |
|
|
(%) |
|
|
|
|
|
|
|
|
|
67 |
16 |
|
25 |
42 |
|
8 |
42 |
10
|
|
|
, |
|
|
|
(67%). |
|
|
, |
, |
|
|
25% |
|
. |
|
|
|
|
|
|
|
. |
|
|
|
8% |
|
|
|
. |
, |
, |
, |
|
|
||
|
|
|
. |
|
|
(42%), |
, |
. |
|
|
, |
|
|
|
. |
( |
|
|
« » |
. 3). |
|
3 |
|
|
|
|
|
|
« » |
|
(%) |
|
|
|
|
|
|
|
50 |
|
|
17 |
|
|
25 |
|
|
33 |
|
|
25 |
|
|
50 |
|
|
|
, |
|
|
|
25% |
|
« », |
|
|
|
|
|
|
|
|
|
, |
|
. |
|
|
|
. |
|
|
|
|
|
« » |
|
(50%). |
|
|
|
, |
|
. |
, |
|
|
, |
|
|
|
|
|
. |
|
|
|
|
|
. |
« |
», |
, |
||
|
|
|
|
||
11
|
« » |
25% |
33% |
|
. |
, |
. |
|
, |
|
- |
|
, |
|
, |
. |
|
, |
. |
|
. |
1. |
|
|
. |
|
|
// |
|
. 2010. |
26 |
. |
. 9. |
|
|
|
|
|
|
2. |
|
. . |
|
|
|
|
// |
|
|
|
|
|
|
: |
|
|
: |
|
|
|
|
- |
|
|
|
|
|
. |
|
|
, 2015. . 166–169. |
|
|
|
|
3. |
|
. |
., |
. . |
|
|
|
- |
|
|
|
: |
, |
|
|
|
: |
|
|
|
|
|
|
|
. . . |
|
|
|
|
/ |
- |
|
|
|
|
|
. 3- |
., |
. |
. .: |
, 2014. 311 . |
|
||
4. |
|
|
|
: |
|
|
|
, |
|
: |
|
|
., 2013. 541 . |
/ |
[ .- |
. . . |
]. |
|
|
- |
|
|
|
|
||
12
376-053.4-056.264
74.57
|
. . |
« |
№ 131» |
. |
, |
. |
|
|
, |
. |
, |
|
, |
|
|
- |
|
|
: |
|
. |
|
, |
, |
|
, |
- |
|
, |
, |
|
. |
|
|
|
|
E.V. Burganova |
|
|
|
Kindergarten of combined type № 131 |
|
|
|
Murmansk, Russia |
THE FORMATION OF THE SYLLABIC STRUCTURE OF THE WORD IN PRESCHOOL CHILDREN WITH SPEECH DISORDERS
Abstract. The paper presents the material, revealing the basic steps and principles of construction work on the correction of the syllabic structure of the word. Consider playing exercises, aimed at overcoming the infringement, which are based on lexical and grammatical approach to correction and development of the child's speech.
Key words: speech disorders, syllabic structure of the word, the general underdevelopment of speech, phonetic-phonemic speech underdevelopment, playing exercises, pre-school children.
|
, |
, |
. |
|
|
( |
, |
|
). |
|
, |
|
|
|
- |
|
. |
[1] ( |
1). |
|
13
|
|
1 |
|
|
|
|
- |
|
|
|
|
[3]: |
|
|
( |
|
|
|
|
|
|
|
|
|
, |
|
, |
|
|
|
); |
|
|
|
|
|
|
|
; |
|
|
|
|
|
|
, |
|
|
|
|
|
||
|
|
, |
|
|
; |
, |
|
|
; |
|
|
|
|
|
, |
||
|
|
|
|
||
|
|
|
|
|
. |
, |
|
|
( |
, |
), |
|
|
|
. |
|
|
, |
|
|
, |
|
|
. |
, |
ё |
. |
|
|
|
|
|
|
|
|
. |
|
, |
, |
, |
|
|
|
|
|
|
|
. |
|
|
|
, |
|
|
|
14 |
|
|
|
|
|
|
|
: |
|
, |
, |
|
[1, 2, 4], |
|
|
|
|
|
: |
|
|
. |
|
|
|
« |
» |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
: |
|
ё |
|
|
. |
, |
ё |
|
|
|
. |
|
|
|
|
|
|
|||
« |
|
» |
|
|
|
|
|
|
|
|
: |
|
. |
|
|
|
|
|
|
||
|
|
|
|
|
|
|
|
|
||
, |
1. |
|
ё |
. |
|
( |
|
|
.) |
|
2. |
|
|
|
, |
ё |
|
|
|
||
|
|
|
|
|
|
|
|
|||
« |
|
|
» |
|
|
. |
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
1. |
|
ё |
. |
|
|
, |
ё |
|
|
|
2. |
|
ё |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||
« |
. |
|
» |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
: |
|
ё |
|
|
|
|
|
|
ё |
|
. |
|
|
|
|
|
|
|
|
|
|
, |
|
|
ё |
, |
|
|
. |
ё |
, |
|
, |
|
|
« |
». |
|
|
|
|
|
. |
– |
, |
– |
, |
– |
, |
– |
|
, |
– |
|
|
|
|
|
|
|
|
|
|
|
«»
: |
-, |
- |
ё |
. |
|
|
, |
|
|
|
|
ё |
. |
|
|
«»
: |
|
. |
|
« |
» |
|
. |
|
« |
» |
|
: |
, |
. |
|
|
. |
|
, |
, |
|
, |
. |
«»
: |
-, |
- |
ё |
.
15
|
|
|
« |
» – |
|
|
( |
, |
, |
, |
). |
|
|
|
|
|
. |
« |
» |
, |
|
|
|
|
, |
|
. |
|
« |
, |
» |
« |
». |
|
|
: |
|
|
, |
||
|
|
|
. |
|
||
|
|
|
|
|
|
|
|
|
ё |
ё |
« |
», |
, |
|
|
|
|
|
||
|
|
, |
|
. |
|
. |
|
ё |
|
|
. |
|
, |
|
|
|
|
|
|
«»
: |
|
. |
|
|
ё |
|
|
|
, |
, |
|
. |
|
|
« |
|
» |
|
|
: |
|
|
|
. |
|
|
. |
|
. |
|
|
|
|
|
, |
, |
. |
|
|
« |
|
» |
|
|
: |
|
-, |
- |
ё |
. |
|
|
|
|
|
. |
|
|
|
|
. |
|
|
, |
|
, |
. |
|
|
« |
– |
» |
|
|
: |
ё |
|
|
ё |
|
. |
, |
. |
, |
|
|
|||
« |
|
» |
|
. |
|
|
|
||
: |
|
, |
ё |
|
. |
|
, |
|
, |
|
|
|
||
|
|
. |
|
|
«»
: |
, |
. |
) |
. |
( |
|
16
,
|
|
|
|
|
. |
1. |
. . |
|
|
|
|
|
. |
.: |
- |
|
, 2001. 48 . |
2. |
. . |
.: |
, 2007. 56 . |
: |
|
|
. |
|
|||
3. |
. . |
|
4–6 |
|
, |
|
, |
. ., 2004. |
: |
||
|
|
|
|
||
4. |
. . |
|
|
: |
|
|
. .: |
|
|
, 2015. 192 . |
|
17
376-053.4-056.3:796.012.1
74.100.264
|
. . |
« |
№ 131» |
. |
, |
,
,
.
|
|
, |
№ 131 |
. |
- |
|
||
: |
|
, |
, |
, |
. |
E.V. Vinokurova
Kindergarten of combined type № 131
Murmansk, Russia
MOTOR SKILLS DEVELOPMENT IN CHILDREN, HAVING MODERATE MENTAL RETARDATION, IN THE CONDITIONS OF PRESCHOOL EDUCATIONAL INSTITUTION
Abstract. This article discusses features of the development of fine hand motor skills in children with moderate mental retardation, and describes the system of cor- rectional-developing work of teachers of Kindergarten № 131 with these kids.
Key words: inclusive education, disabilities, moderate mental retardation, motor skills.
,
,
,
[2].
,
.
.
,
, |
. |
,
18
|
|
, |
|
|
, |
|
|
|
|
|
|
; |
|
|
|
|
|
|
, |
|
|
|
|
|
[1]. |
, |
|
|
|
|
. |
|
, |
|
|
|
|
, |
|
|
|
|
|
|
. |
|
|
|
|
|
|
- |
|
, |
|
|
|
|
|
|
. |
|
|
|
, |
, |
|
, |
|
|
, |
. |
|
|||
|
, |
|
|
|||
|
|
|
|
, |
||
|
|
|
, |
|
||
|
- |
|
|
. |
||
|
|
|
|
|
||
|
|
|
|
|
: |
|
( |
, |
, |
|
); |
||
|
, |
|||||
|
; |
|
|
|||
|
|
|
|
|
||
|
, |
, |
|
. |
, |
|
|
|
|
|
|
||
|
|
|
|
|
- |
|
|
|
: |
|
, |
; |
|
|
|
|
|
|||
|
|
|
; |
|
|
|
|
|
|
|
|
||
, |
. |
|
|
|
||
|
|
|
: |
|||
|
|
|
|
|
||
|
|
|
|
|
; |
|
|
|
|
, |
|
; |
|
|
; |
|
|
|
, |
|
|
|
|
|
. |
||
|
|
|
|
|||
|
|
( |
, |
: |
); |
|
|
|
|||||
|
|
|
|
, |
; |
19