Speech therapy corner as part of a subject-development environment in a preschool group

In preschool age, a very pressing problem is the problem of speech in all its diversity. There are many techniques that allow you to regulate the process of speech development in children. The most important condition for improving the speech activity of preschoolers is the creation of an emotionally favorable situation that promotes the desire to actively participate in verbal communication.

The development of a preschool child is greatly influenced by the space around him, the environment in which he spends most of the time. A subject-based developmental environment makes it possible to enrich the experience of a child’s emotional and practical interaction with peers and the teacher, and to include all children in groups in active cognitive activity. The subject-development environment includes a correctional corner in the group. It is a specially equipped space for playing alone or in small groups. Its equipment includes shelving, a mirror, gaming, didactic and visual material. With their help, educators create conditions for correcting deviations in the development of children, stimulating speech activity and verbal communication. The content is determined not by chance, but in strict accordance with the program, physiological and psychological-pedagogical features of speech formation.

Didactic equipment must correspond to the structure of children’s speech disorders, their individual and age characteristics. Only with this approach is it possible to effectively correct the speech of preschool children. An integral attribute of the speech corner should be a toy - an “animate character” that helps solve such important correctional problems as overcoming uncertainty, shyness, achieving emotional stability, self-regulation, arousing speech interest in children, and encouraging speech activity.

It is advisable to locate the correction corner in a well-lit place and somewhat distant from the playing area. This will create more comfortable conditions for studying there. Access to the corner should be convenient so that children can approach it themselves and study. If there is insufficient lighting, additional lighting must be provided.

The occupancy of the speech therapy corner in groups is carried out according to sections:

‒ articulation gymnastics in pictures: (pictures for articulation exercises, sets of exercises for articulation in pictures-tables).

- fine motor skills: tops, dry pool, lacing, stencils, etc.;

- breathing: pinwheels, pipes, balloons, bubbles, air flow games, etc.;

‒ phonemic awareness: games for differentiating sounds

‒ sound pronunciation: albums on sound automation, game exercises, games on sound automation: “Speech therapy lotto”, etc.

‒ vocabulary: pictures reflecting the lexical topic being studied (plot and subject); educational puzzles, games: lotto, “Pick a Pair”, “Who Can Name More”, “Part and Whole”, etc.;

‒ grammatical structure of speech: games “Whose tail?”, “One is many”, “Call it affectionately”, “What’s missing?” and etc.;

‒ coherent speech: plot pictures, “Guess by the description”, “When does this happen?”, “We play in the profession”, etc.;

‒ literacy: diagrams of words, sentences, games: “Match a word to a diagram”, “Make a sentence according to a diagram”, “Add a word”, etc.

Game and didactic material is replaced and replenished in the correctional corner weekly, depending on the lexical topic. It is necessary to diversify the activities of children in the correctional corner. Didactic equipment must meet the needs of the child’s current, immediate development and self-development. You should not overload the corner with equipment, as this makes selection difficult. But it is necessary to take into account that even an empty subject space tires and encourages idleness and aggression. Relying on play as the leading activity of preschoolers provides teachers with a significant positive effect in correctional work.

The selection of gaming and didactic material is carried out jointly by the speech therapist and the teacher, which makes their interaction not formal, but very close and fruitful. The material contained in the correction corner should be multifunctional, making it possible to use it for different purposes.

When creating a group correctional corner, it is very important that the environment surrounding the children is comfortable and aesthetically pleasing. Its design should be attractive to children and arouse their desire for independent activity. At the same time, it is necessary to teach children to maintain order in the corner and cultivate a caring attitude towards toys.

Thus, the use of a correctional corner allows you to expand the speech environment in the group, create in children emotional responsiveness and a desire to participate in verbal communication with adults and independently, during the game, easily and naturally develop and improve their speech skills.

Literature:

Artamonova O. V. Subject-spatial environment: its role in personality development // Preschool education.-2005-No. 4
Konovalenko V.V. Corrective work of a teacher in a preparatory speech therapy group - St. Petersburg, GNOM and D, 2009.
Nishcheva N.V. Subject-spatial developmental environment in kindergarten, N.V. Noscheva.-St. Petersburg: Childhood-Press, 2006.
Stepanova O. A. Organization of speech therapy work in preschool educational institutions.-M., 2007.

Materials for speech therapy corner

The school has a speech center. A speech therapist teacher conducts individual and subgroup classes with children in the following areas:

• General speech underdevelopment

• Violation of sound pronunciation

• Phonemic hearing disorders

Unfortunately, nowadays, quite often, parents retain the illusion of the possibility of a magical, magical resolution of all problems in the development and upbringing of a child only as a result of attending correctional classes. Whatever significant positive changes in a child’s speech occur during classes with a speech therapist, they acquire significance only if they are transferred to a real life situation. No positive dynamics during correctional speech therapy can lead to the achievement of the expected effect if changes in the child’s speech development do not find understanding, response, or appreciation from parents, if significant, authoritative, beloved loved ones do not see the true meaning of these changes.

Work on the correction of speech disorders and the formation of correct speech in schoolchildren, which fully performs the communicative function, cannot be limited to the speech therapy room. It is effective only if the knowledge and skills acquired by children in speech therapy classes are reinforced not only by school staff, but also by the child’s parents. The relationship between the work of a speech therapist and the family makes it possible to correct speech deficiencies much faster: automate sounds, form the necessary lexical and grammatical structures, accumulate vocabulary and help develop coherent speech.

The success of speech therapy work is possible if parents fulfill a number of requirements:

When communicating with a child, you should speak grammatically correct and expressively. Remember, your speech is a model for your child.

At the stage of automation of the sound set by the speech therapist, it is the responsibility of the parents to listen carefully to the speech of the children: how the child uses the sounds set in the game, in a conversation with other children, in a conversation with you. Do not ignore a single incorrectly pronounced sound, word, or sentence.

Carry out systematic monitoring not only of the sounds given, but also to ensure that the children’s speech is grammatically correct.

Do not skip speech therapy classes. Unreasonable absences from classes interrupt correction, and often the speech therapist has to start work all over again.

Do your speech therapist's homework on automating and differentiating sounds, reinforcing lexical and grammatical topics, developing coherent speech, preparing your hand for writing, and teaching literacy.

Teach your child and yourself to practice with him every day, at least for 15-20 minutes. Some exercises can be performed on the way to the store or in transport; you can ask the child questions and tasks during daily housework, that is, in everyday life. Don’t waste your time on studying, it will pay off many times over later!

You should not express doubts in the presence of a child about the reality of correcting his speech. You always need to instill faith in success.

Encourage every small improvement in your child's speech.

Teach your child to give complete, detailed answers to questions posed to him. Help him formulate his own statements, ask precise questions, encouraging the child to speak.

Dear parents, remember, only your joint work with a speech therapist is an integral part of the entire correctional pedagogical process and it is difficult to overestimate it!

Speech therapist consultations for parents

Advice from a speech therapist to parents of preschoolers

Children with speech problems often become withdrawn, irritable, and unsure of themselves, their overall development is inhibited, learning problems and mental disorders arise. It is very important to notice speech disorders in time. If you don't start correcting them in the first three years of a child's life, it will be much more difficult to achieve success over time.

The main speech disorders of preschoolers are dyslalia - a violation of sound pronunciation - replacement of sounds, their distortion, omission, rearrangement of syllables, incorrect placement of stress, “swallowing” of word endings, careless pronunciation, disturbances in the rhythm and tempo of speech, stuttering.

If these defects do not go away in children aged 3.5–4 years, it is necessary to contact a speech therapist who will develop a training program taking into account the individual characteristics of the child. Many problems cannot be dealt with without the help of a specialist who knows certain techniques, but work on correcting pronunciation skills should continue at home.

Speech therapist advises

Develop jaw muscles and tongue muscles. Chewing rough food, rinsing the mouth, puffing out the cheeks, rolling air from one cheek to the other, etc. are effective.
Speak to your child only in correct Russian, and under no circumstances use “children’s language.”
Read short poems and fairy tales to your child every day.
Talk to him more often, patiently answer all his questions, encourage the desire to ask them.
Speak clearly, distinctly, repeating a word or phrase several times, interchanging words in it.
Perform articulation exercises several times a day. Its goal is to force the muscles involved in pronouncing sounds to work, making them more obedient. It includes exercises for training the organs of the articulatory apparatus, practicing the positions of the lips, tongue, and soft palate necessary for correct pronunciation of sounds. The first time you need to work in front of a mirror.
Do not overload the child. It is not recommended to conduct classes for more than 15-20 minutes.
Use exercises to develop fine motor skills.
When stuttering, good results are obtained from music classes that promote the development of speech breathing, tempo and rhythm. Classes with your child should not be a boring lesson; you must try to turn them into an exciting game, create a calm, friendly atmosphere, set the child up for a positive result, and praise him more often.

Developing fingers - stimulating speech development.

The relationship between fine (finger) motor skills and speech development has been known for a long time. Our great-great-grandmothers also used games like “Ladushki” and “Magpie Cooked Porridge” in raising children.

Remember that by developing fine motor skills, you will not only advance your child’s development, but you will also be able to quickly overcome deviations that have arisen in the child’s speech development.

What games and exercises can be recommended for home practice?

Invite your little daughter to turn into Cinderella and put the beans and peas that you mixed in a large cup into two different mugs.
You can play a speed competition game with your son. Who is more likely, dad or son, to put large and small bolts or nuts into two different containers?
Show your child how to make fun shapes using matches or counting sticks. Let him build a ladder, a Christmas tree, a house, and a crib for a doll.
Lay out patterns of peas, beans, and acorns with your child. Use cardboard with a thin layer of plasticine for the base.
Model with your little one from plasticine, play mosaics and puzzles.
Teach your child how to button and unbutton buttons, lace shoes, and braid hair from colorful laces.
Buy finger paints for your child as early as possible. How much delight and benefit there is from such drawing! A two-year-old child can handle painting with a soft brush. A three-year-old needs to be taught how to hold a pencil correctly, and then soon you will receive the first masterpieces of the little artist. Coloring books will help you in teaching your child to draw.
And finally, finger games or finger gymnastics. Carry out such exercises regularly, and you will see that your child begins to memorize rhyming texts faster, and his speech has become clearer and more expressive. Pronounce the text expressively and show your child the accompanying movements. Let him try to do gymnastics with you, at least finishing the text first.

Recommendations from a speech therapist to parents of future first-graders.

If a little person mastered oral speech before school, then he has yet to master written language. And the better the baby’s oral speech is developed, the easier it will be for him to master reading and writing.

Many children often experience a mild, pronounced delay in speech development, which in preschool age usually does not attract much attention, but in the future it can interfere with good studies and lead to specific errors, for example, in Russian language lessons. Therefore, it is very important to identify even the most minor deviations in the child’s speech development and correct them before he begins to learn to read and write. Fathers and mothers should keep in mind that with normal speech development, all age-related differences in the pronunciation of speech sounds should disappear no later than by the age of five. If this does not happen, then you should show your son or daughter to a speech therapist.

A clear distinction by ear of all speech sounds is one of the necessary prerequisites for mastering literacy. Writing any word requires the ability to define (i.e., “identify”) each sound included in its composition and designate it with the corresponding letter. If some sounds seem the same to the child, then he will inevitably have difficulty choosing the letters corresponding to these sounds while writing. For example, if a pair of sounds “b-p” cannot be distinguished by ear, he will not know which first letter - b or p - should be written in the word “bun” or in the word “ceiling”. To test the auditory differentiation of sounds, select pictures whose names differ in only one sound being tested. For example, he can distinguish the words “bear” and “bowl” (related to the names of pictures and perceived by the child by ear) only if the sounds “s-sh” are clearly differentiated, since all other sounds in these words are the same. To obtain the correct result, the following conditions must be met:

• The adult names the pictures, and the child only points to them.

• Pictures are called only by one word, used in the nominative case; no additional or explanatory words are allowed.

• Pictures are named in different sequences, sometimes the same name is repeated several times in a row. This deprives the child of the opportunity to focus on any specific order in the display of pictures.

• You should not look at the named picture, since many observant children often follow the direction of the adult’s gaze, which makes it easier for them to complete the task.

• The lower part of the adult’s face is covered with a screen (sheet of paper, palm), since some sounds that are not distinguishable by the child’s ear can be recognized by the position of the lips.

To correctly evaluate the results, carefully observe your baby’s behavior while showing pictures. If everything is in order, the child will show the pictures calmly and confidently. If there is indistinction or unstable discrimination of sounds, the baby will hesitate, look questioningly at the adult, or simply show pictures at random.

Keep in mind that with normal speech development, the discrimination of all sounds, and therefore the correct display of pictures with clear semantic content, is available to children starting from the age of two. In addition, it is important to know that it is the child’s failure to distinguish certain speech sounds by ear that is the main reason for their replacement in oral speech, and subsequently in writing.

In most cases, parents themselves can develop a child’s ability to distinguish sounds. To do this, you need to show your baby in every possible way the difference in the sound of those sounds that seem the same.

For example, the sounds “zzh”. Explain to your child that the sound “zh” is similar to the buzzing of a beetle (zh-zh-zh-zh), and the sound “z” is like the squeak of a mosquito (z-z-z-z), and alternately imitate both of these sounds several times in a row. . Additionally, explain that the squeak of a mosquito is very high-pitched and thin, and the buzz of a beetle is lower, thicker and slightly muffled. Pay the child’s attention to the different positions of the lips during these sounds (with “z” - a smile, with “z” - “horn”). Repeat the pronunciation of sounds several times, let the baby learn to distinguish them by ear. To do this, play one sound or another in different sequences and each time ask whose it is. At first, when distinguishing sounds, a child can rely not only on hearing, but also on the visual perception of articulation, and then he will have to move on to purely auditory differentiation of sounds - to do this, cover your mouth with a piece of paper from the child. After the baby can distinguish non-speech sounds, associate the squeak of a mosquito with the sound “z”, and the buzz of a beetle with the sound “zh”, immediately introducing the child to the corresponding letters.

Any pair of sounds being practiced is pronounced alternately until the child learns to recognize the difference in their sounds. Sometimes such exercises have to be carried out over several days.

After achieving the required result (stable differentiation by ear of the desired pair of sounds in their isolated sound), both sounds are immediately associated with the corresponding letters. Now, when an adult pronounces any of the sounds, the child shows the desired letter (both letters lie in front of him). Next, you need to practice with your child in distinguishing these same sounds in words and phrases. Here are some games that will help you.

Echo

. You can play together or in a large group. A driver is appointed - “Echo”, who must repeat what he is told. Start with simple words, then move on to difficult and long ones. You can also use foreign words in the game, without forgetting to explain their meaning. Try offering poetic and prose phrases for repetition. If the “echo” answered correctly five times, appoint the next participant in the game as the leader in the circle.

Everyone, of course, remembers their childhood game “Broken Phone.” This game is perfectly suited for the development of phonemic hearing in a child.

Confusion.

Draw your child's attention to how important it is not to confuse sounds with each other. To confirm this idea, ask him to read (or read to him yourself, if he does not yet know how to read) these humorous sentences: “The Russian beauty is famous for her goat”; “A little mouse is dragging a huge pile of bread into a hole”; “The poet finished the line and put his daughter at the end.” The kids really love all sorts of tall tales and can happily come up with the same jokes themselves. Try to come up with words by changing only one letter, for example, “dot-bump-barrel-daughter.”

You can also offer such games-exercises to clap your hands if, for example, the sound “w” is heard in a word. At the same time, at first the words offered to the child should not contain other hissing or whistling sounds, and the sound “zh” itself should be pronounced, somewhat emphasized.

Exercise-test.

Write in circles to assess phonemic awareness. Ask your child to write down a few words, not in letters, but in circles. There are as many circles as there are sounds in a word. For example, the word “soup” should be depicted with three circles. After you are convinced that the child understands the task, dictate the words, and he writes them down in the form of circles on a piece of paper.

Another version of this task: you offer the child pictures on which animals are drawn (lion, squirrel, cow, elephant, cat) and diagrams of words denoting animals are written in the form of circles (according to the number of sounds in each word). The child's task is to determine which circles go with each word. Ideally, a child of six or seven years old completes all tasks correctly (one mistake is allowed).

All the exercises given here and similar ones should be continued until the child learns to easily cope with all the tasks offered to him. Only under this condition can you be sure that the baby has learned to distinguish sounds by ear, which means that learning to read and write will not be difficult for him.

I wish you success!

Tips for parents

1.
Never feel sorry for your child because he is not like everyone else. 2. Give your child your love and attention, but do not forget that there are other family members who also need it. 3. No matter what, maintain a positive image of your child. 4. Organize your life so that no one in the family feels like a “victim” by giving up their personal life. 5. Do not protect your child from responsibilities and problems. Solve all matters together with him. 6. Give your child independence in actions and decision-making. 7. Watch your appearance and behavior. The child should be proud of you. 8. Don’t be afraid to refuse your child anything if you consider his demands to be extraordinary. 9. Talk to your child more often. Remember that neither TV nor radio can replace you. 10. Do not limit your child’s communication with peers. 11. Seek advice from teachers and psychologists more often. 12. Communicate with families with children. Share your experience and learn from others. 13. Remember that someday the child will grow up and he will have to live independently, prepare him for his future life, talk about it .
Memo for parents.

Dear parents!

Speech therapy classes for the correction of sound pronunciation disorders are conducted twice a week - individually or in a subgroup, depending on the complexity of the speech disorder. After classes, each teacher individually, in accordance with his speech impairment, is given homework assignments. Homework is given in order to consolidate the knowledge and skills acquired in speech therapy classes .

When doing homework, a number of conditions must be observed:

You should start doing homework only when your child is healthy, well-fed, and calm.

It is necessary to create motivation for the child, i.e. explain what advantages correct sound pronunciation, clear and intelligible speech will create for him personally.

Homework is done systematically, daily, exactly as recommended by the speech therapist.

The child must have a place to complete tasks, equipped with a small mirror (to allow the child to self-monitor while completing tasks), paper napkins for performing articulation exercises, colored pencils, etc.

The child himself must complete the tasks, and the parents only monitor the correctness of execution and correct if necessary.

If the child is tired during the exercise, be sure to give him a rest. If the child does not want to study at the moment, you need to reschedule the lesson, but be sure to complete the task later.

Never scold a child if he doesn’t succeed in a task; encourage him to complete the previous task to instill confidence in his abilities and the opportunity not to lose previously acquired skills.

Praise your child more often, build his confidence in his abilities, create a situation of success

Participation of parents in the education of correct sound pronunciation in children.

The role of the family and parents in the education of correct sound pronunciation in children is extremely important. Even the most careful work of a kindergarten does not exclude the need for parents to conduct special classes with children who incorrectly pronounce one or another group of sounds (whistling, hissing, sonorant sounds). They should be done daily or every other day in the form of a game. For children from the age of five, they are carried out in front of a mirror, in which the child can control the correctness of his movements. By giving certain targeted exercises, parents help prepare the child’s articulatory apparatus to correctly pronounce those sounds that he speaks poorly.

When parents work with children at home, you should remember the points written in the memo for parents.

MEMO FOR PARENTS ON THE DEVELOPMENT OF CORRECT SPEECH IN A CHILD

You cannot force a child to study! Classes will give the best results if they are conducted in the form of a game and are interesting to the child.
You should not give more than three to four exercises in one lesson.
You should move on to subsequent exercises only after mastering the previous one.
All exercises should be performed naturally without tension.
Parents must coordinate all work on educating their children with correct pronunciation with a speech therapist. Contact him in case of any difficulties.

Prevention of speech impediments

What contributes to proper speech development?

1. First of all, this is the correct, calm, slow speech of others. You cannot talk to a child at a normal pace, since due to the insufficient development of the speech-hearing apparatus at this age, he will not have time to hear and understand everything.

2. If a child finds it difficult to express his thoughts by introducing or omitting syllables, he should be gently prompted. After repeated repetition of difficult words, the child is happy to repeat them after his mother; he must do this voluntarily. Excessive demands irritate, offend the child, and can cause fear of “opening your mouth,” silence, and even aversion to speech.

3. You should not be irritated by children’s “chatter”; the child trains his speech organs. However, we should not forget about speech discipline: we can remind you not to interfere when adults are talking; play quietly when someone is sleeping or sick; do not shout.

4. It is not recommended to overload a child - learning letters, teaching reading at the age of three or four without his desire; the result is often the opposite of what is desired.

It has been established that for any training there are optimal, most favorable terms. Failure to comply with them has a bad effect on the course of the child’s mental development.

5. With early speech development, the child should not be forced to recite poetry or demonstrate it in front of guests - this can lead to stuttering.

6. With late development of speech, you should not sound the alarm in advance; you should try to play more different speech games with your child, replenishing his passive vocabulary.

7. It is harmful to excessively stimulate a child’s imagination and feelings with private and long-lasting television programs, especially before bedtime. This overstimulates him, contributes to disorders of the nervous system, sleep, and even the appearance of stuttering.

8. In addition, the prevention of speech defects is facilitated by the creation of conditions for the normal functioning of the speech organs: speech motor, auditory, vocal, respiratory apparatus, as well as vision, smell and touch.

Causes of speech disorders.

1. Insufficient speech environment at an early age: it is not enough to hear good speech, the child must use it, associate it with performing certain actions in the game.

2. Incorrect speech of surrounding adults, lisp - copying a child’s speech: the child imitates what he hears.

3. Adults’ demands to pronounce a sound without showing correct articulation (say “fish”) lead to the appearance of a distorted sound: P throat, lateral hissing and other defects.

4. Incorrect structure or insufficient mobility of the speech organs: short hyoid ligament, massive tongue, high dome-shaped palate, etc.

5. Prolonged use of a pacifier - promotes interdental pronunciation of whistling, hissing and other speech sounds.

6. Insufficient development of functions: thinking, memory, attention, hence the lack of the habit of listening, remembering, observing, imitating.

7. If a child has babbling speech at the age of three or four (even his mother does not understand him), if he has a massive, sedentary tongue, flaccid lips, drooling, the child is often sick, weakened, has difficulty communicating with peers, parents need to consult a doctor.

These reasons may be due to various factors. Here are some of them:

1. Diseases suffered by parents or one of them (alcoholism, drug addiction, syphilis, tuberculosis, nervous diseases);

2. Birth injuries;

3. Infectious diseases in early childhood using a large number of medications;

4. Head contusions accompanied by loss of consciousness.

A few words about heredity.

Speech deficiencies are not inherited, since speech is not an innate ability of a person; it is formed in a child gradually, along with his growth and development. Children may inherit anatomical defects, such as irregular teeth or a weakened nervous system, that can be corrected by specialist doctors and special training.

A few words about impaired written speech in children.

As they begin school, some children suddenly develop difficulties with reading and writing. The guys find themselves at odds with the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required. Sooner or later, such “smart” ones, but lacking speech talent, are sometimes referred to a speech therapist. More often to a psychologist, which is not entirely correct. Dysgraphia is a partial specific writing disorder

What you need to pay special attention to:

1. If your child is left-handed.

2. If he is a retrained right-hander.

3. If your child attended a speech therapy group.

4. If the family speaks two or more languages.

5. If your child went to school too early (learning to read and write unjustifiably earlier sometimes provokes the occurrence of dysgraphia and dyslexia.) This happens in cases where the child has not yet reached the psychological readiness for such learning.

6. If your child has problems with memory and attention.

7. Mixing letters by optical similarity: b-p, t-p, a-o, e-z, d-u.

8. Errors caused by impaired pronunciation, the child writes what he says: leka (river), suba (fur coat).

9. With impaired phonemic perception, the vowels o-u, e-yu, consonants r-l, y-l, paired voiced and voiceless consonants, whistling and hissing, sounds ts, ch, shch are mixed. For example: tynya (melon), klyokva (cranberry).

10. Missing letters, syllables, missing words. For example: prta - desk, moko - milk, cheerful - (cheerful).

Dear parents, please pay attention!

Dysgraphia never comes out of nowhere! Work to eliminate dysgraphia should begin not at school, when specific errors in writing are discovered, but in preschool age, long before the child begins to learn to read and write.

Children suffering from dysgraphia need special speech therapy help, since specific writing errors cannot be overcome by conventional school methods. It is important to consider that dysgraphia is much easier to prevent than to eliminate.

Some advice for parents

1. If a child is assigned to read a text at home or write a lot, then break the text into parts and complete the task in several steps.

2. Do not force your child to rewrite homework many times; this will not only harm the child’s health, but also instill in him insecurity, and also increase the number of mistakes.

3. Praise your child for every success achieved, humiliate him as little as possible.

A few words about handwriting

The handwriting of a dysgraphic person is an expression of all his difficulties. As a rule, in a dysgraphic person two types of handwriting stand out quite clearly. One is small, beaded and “beautiful”; the other is huge, clumsy, clumsy, “ugly.” So, in this case there is no need to chase beauty, it will come on its own. As experience shows, clumsy and huge letters are precisely what a child should ultimately come to and work on. This handwriting is his real face, the face of an honest first-grader who wants and can learn (our first-grader, by the way, can be 10 or 16 years old, we are talking about the psychological age of learning to write).

So, DOWN with the beaded chain of letters, LONG LIVE the sweeping handwriting, for the entire line, or maybe one and a half!

HOW TO TEACH?

Everything is quite simple here. For some time (usually two to three weeks is enough) in a notebook. Every day, a paragraph of text from any work of art or an exercise from a small textbook is copied into a box. The text, which is very important, is rewritten in cells, one letter per cell, the letter must occupy the entire cell

The psychological preparation of the child for classes is also important here. If there is an unfavorable psychological atmosphere, if you practice “under pressure”, there may be no results. The volume of text, I emphasize once again, should be small; for a child under ten years old it can be only one line a day, but it should be clearly rewritten. The overall goal is to prevent the slightest disgust, fatigue, or even dissatisfaction with yourself!