home » new time Study of the development of sound culture of speech in children of primary school age. Project on the education of the sound culture of speech of children of middle and older preschool age Diagnostics of the sound culture of speech of preschoolers

Study of the development of sound culture of speech in children of primary school age. Project on the education of the sound culture of speech of children of middle and older preschool age Diagnostics of the sound culture of speech of preschoolers

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1. Methodology for examining the sound side of speech in children

General principles speech examinations of children before school age.

At preschool age, the child's imitative abilities are extremely great; he easily and naturally learns a huge number of new words and concepts. However, his articulation capabilities are still imperfect, phonemic hearing develops gradually, so the normalized pronunciation of complex sounds will remain inaccessible to the child for a long time. As a rule, even at the first stage of the normal development of children's speech, it is well understood only by the child's close relatives. Communication with strangers often causes him serious difficulties.

It should be noted that when examining a child’s speech, it is necessary to offer him such tasks that will help to collect the necessary information not only about the development of the pronunciation side of his speech, but also to get an adequate idea of the formation of his vocabulary, the stage of development of phrasal speech, the features of assimilation of its main parts and the specifics of the use of certain grammatical forms.

It is imperative to take into account the influence on the development of children's speech of "input" (the speech of a close adult addressed to the child), which first plays a leading role in the formation of the initial children's vocabulary, and then has a significant impact on the subsequent assimilation of normalized pronunciation, basic lexical patterns and grammatical rules of the native language .

For speech examinations, it is better to have separate files with pictures attached to them. It is possible to vary quite widely the picture material offered to the child during the examination, including in it additional tasks for other sounds. The duration of the diagnostic session is purely individual, depending on the age of the child and his psychophysical state, personality traits, and behavior in the examination situation. The optimal duration of a diagnostic session with a young child is 10-15 minutes. We recommend exceeding this time, even if the child seems to be very interested in the task and does not feel tired after being presented with a whole series of pictures.

When naming pictures while checking sound pronunciation, it is necessary to take into account: the state of the child's vocabulary, the presence of permutations of syllables and / or individual sounds, truncation of word endings and the nature of the difficulties in forming the syllabic structure of polysyllabic words.

Special attention should be paid to the study of the syllabic structure of a word as one of the important characteristics of the pronunciation side of speech. When examining the syllabic structure of a word, it is necessary to identify the child's ability to correctly pronounce not only the sounds in the word, but also their number and sequence. It is traditionally believed that at an early age the syllabic structure of a word is only being formed.

Thus, the examination of the sound side of speech involves a thorough identification of:

1) Types of violation of pronunciation.

2) The level of phonemic perception.

3) The level of formation of language analysis and synthesis.

Examination of the sound side of speech in preschool children.

Before starting an examination of the sound side of speech in preschoolers (sound pronunciation), it is necessary to consider its specifics:

1) Pathological disorders should be distinguished from physiological difficulties associated with age-related features of the formation of the sound system of the Russian language.

2) When examining the speech of a young child, it is of great importance to create an age-appropriate motivation to complete tasks.

speech disorder pronunciation child

Thus, modern didactic material for examining speech in preschoolers should correspond to a number of methodological requirements:

1) Examination of pronunciation must be carried out taking into account the patterns of formation and development of the pronunciation side of speech at an early age and it is imperative to include tasks for pronouncing vowels and consonants, the articulation of which is practiced at the stage of early ontogenesis.

2) The key to success in examining the pronunciation of a young child is the illustrativeness of the proposed material (colorfulness of the image, large size, lack of redundant details) and its accessibility. Narrative pictures are much more interesting for children, they are happy to recognize the image and "find" right word.

3) An important place is occupied by the search for effective methodological techniques, for example, the method of completing a sentence for an adult.

4) To record the data obtained during the speech therapy examination, it is advisable to use not only the traditional Russian phonetic transcription, but also the symbolic notation adopted by the International Phonetic Association, as this will allow the material to be presented in a form standardized for the scientific community.

To identify the features of the sound pronunciation of children, you can use a well-known, standard technique. It is important to check how children pronounce sounds not only in individual words, but also in phrasal speech. For this purpose, sets of subject and plot pictures are used, in the name of which the tested sounds are in different positions. To test the ability to differentiate sounds, the child is offered pictures in the name of which both differentiable sounds occur (s-s, f-sh, b-p, g-k, l-r), and pictures whose names differ in one sound (bear-bowl , lac-cancer). When examining pronunciation, one should note not only the absence or replacement of sounds, but also the distinctness, clarity of pronunciation, their differentiation, features of the tempo of speech, speech breathing.

Under the age of five years, the cause of incorrect pronunciation (in the absence of organic disorders) is insufficient development speech apparatus. The centers that control the speech-perceiving and speech-motor apparatuses, speech hearing and the respiratory system are not sufficiently developed, the articulation apparatus is imperfect. Also, it should be noted the age and functional imperfections of children's speech. After five years, the shortcomings in sound pronunciation are explained by the pedagogical neglect of children, and there is no proper education.

Traditionally, the examination of sound pronunciation is carried out in two ways of naming a sound:

1) In isolated pronunciation.

2) As part of a word in various positions (at the beginning of a word, in the middle, at the end of a word and in consonant clusters).

When selecting words for diagnostics as part of a word, special attention should be paid to the accessibility of the word to the understanding of children, the position of the consonant / vowel confluence in the word (position at the beginning, middle and end of the word) and the state of the child's vocabulary.

So, for example, words can be grouped in sequence:

1) Vowels: [a], [o], [i], [y], [e], [s].

2) Consonant sounds:

lip-labial plosives [n], [b],

front lingual plosives [t], [d],

back lingual plosives [k], [g],

labiodental fricatives [f], [v],

front-lingual fricatives [s], [h], [w], [g], [u];

back lingual fricatives [x],

affricates [c], [h];

sonorous nasal [m], [n],

sonorant oral [l], [p], [p].

Thus, the child’s ability to correctly pronounce not only sounds in a word, but also their number and sequence, the construction of sentences, the correct use of simple prepositions, the coordination of sentence members in gender, number and case is revealed.

Examination in the composition of the word gives a general picture of speech errors. For a detailed diagnosis of phonetic errors, an examination in isolated pronunciation is used.

1) When repeating one word, errors in the sound-syllabic structure of the word are revealed. So, for example, a violation of the combination of vowels is revealed:

In vain - in vain, rain - rain, bear - bowl.

2) In case of detection of sound-syllabic errors, isolated pronunciation of sound is used:

The doll is crying: ah-ah-ah.

The train is humming: woo.

The dog growls: rrr.

Lost in the forest: ay.

3) Thus, articulation motility errors are revealed:

1) The presence or absence of movements.

2) Tone (normal tension, lethargy, excessive tension).

3) Range of motion (complete, incomplete).

4) The ability to switch from one movement to another.

5) Movement substitutions.

6) Additional and extra movements (synkinesis).

7) The presence of tremor, hypersalivation, deviations of the tip of the tongue.

The results of the examination of speech are entered in the table, where the sign (+) marks the correct pronunciation, the ability to differentiate sounds, regulate the pace of speech and breathing; sign (-) - omission of sounds, lack of their differentiation, violations in the regulation of the tempo of speech. When replacing sounds, a substitute sound is indicated in the corresponding cell.

Classification of pictures.

Grade I - two-syllable words consisting of two open syllables (pictures: foot, hand, fly).

Grade II - three-syllable words consisting of open syllables (pictures: hair, cow, car).

Grade III - monosyllabic words consisting of a closed syllable (pictures: cat, nose, house).

Class IV - two-syllable words, consisting of one open syllable and one closed (pictures: owl, kefir, giraffe).

Class V - two-syllable words with a confluence of consonants in the middle of the word (pictures: oil, leaves, skates).

Grade VI - two-syllable words with a closed syllable and a confluence of consonants (pictures: dolphin, cactus, bed).

Grade VII - three-syllable words with a closed syllable (pictures: plane, pie, suitcase).

Grade VIII - three-syllable words with a confluence of consonants (pictures: cloud, needle, pillow).

Grade IX - three-syllable words with a confluence of consonants and a closed syllable (pictures: bus, pencil, grapes).

Grade X - three-syllable words with two consonant clusters (pictures: toys, brush, carrot).

Grade XI - monosyllabic words with a confluence of consonants at the beginning or end of a word (pictures: jeep, table, key).

Class XII - two-syllable words with two consonant clusters (pictures: bird, match, nails).

Grade XIII - four-syllable words from open syllables (pictures: button, turtle, caterpillar).

The influence of the development of fine motor skills of hands on the formation of correct pronunciation in children

No. last name, first name of the child Analysis of elementary components of movements Detection of synkinesis Otpiko - kinesthetic organization of movement Dynamic organization of motor ...

Identification of the imperfection of sound pronunciation in preschool children with phonetic and phonemic speech disorders

Some techniques for checking the state of sound pronunciation. proposed by M.F. Fomicheva, T.V. Vologovets, E.N. Kutepova. ". Summary of GCD on the sound culture of speech in the middle group Educational area: Speech development Areas of integration: Social and communicative, physical, cognitive, artistic and aesthetic.

Abstract of an individual lesson on the formation of the phonetic side of children's speech. Sound automation [Ш] in connected speech Abstract of an individual lesson on the formation of the phonetic side of children's speech. Theme "Automation of the sound Ш in coherent speech" Purpose: formation.

Summary of GCD on the sound culture of speech using health-saving technologies in the middle group Summary of GCD on the sound culture of speech using health-saving technologies in the middle group. "Adventures of the Ant". Target:.

Summary of the GCD on the sound culture of speech in the middle group "An unusual trip to the zoo" Asotskaya Natalya Synopsis of the GCD on the sound culture of speech in the middle group on the topic "An unusual trip to the zoo." Subject: Sound "Z".

Summary of the physical education holiday for children of the middle group "Winter Fun" Synopsis of a sports holiday for children middle group"Winter fun". Purpose: to raise interest in winter sports exercises.

Abstract of the GCD lesson on the development of the sound side of speech in the middle age group MDOU Child Development Center - Kindergarten No. 35 "Fantastic" Abstract directly educational activities with middle age children.

Abstract of the lesson on the formation of the sound side of speech in the senior group for children with ONR "Doctor Aibolit rushes to the rescue" Topic. Doctor Aibolit is in a hurry to help. Target. Differentiation T-T sounds"in syllables, words, sentences, text. Educational tasks:.

Introduction…………………………………………………………………….....
Section 1. Examination of the sound culture of speech of preschool children based on the materials of M.I. Fomicheva………...
Features of the development of sound culture of speech…………………...
How is the assimilation of sounds…………………………………....
How to identify the features of sound pronunciation in children
Examination of the sound culture of children's speech……………………...
General principles for examining the speech of children……………………
Material for examination……………………………………...
Conducting a survey………………………………………..
Formulation of survey results……………………………………………………………………
Conclusions on the results of the survey………………………….
Section 2. Organization of work on sound pronunciation based on the materials of O.S. Ushakova and E.M. Strunina…………………….
Games and exercises for the development of the sound culture of speech of children of primary preschool age……………………………………….
Games and exercises for the development of the sound culture of speech of children of senior preschool age………………………………………..
Section 3. Examination of the state of development of speech in children of senior preschool age based on the materials of A.I. Maksakova…………….
Formation of speech communication skills (communication culture) with peers and adults……………………………………………..
Sound culture of speech…………………………………………………
Dictionary…………………………………………………………………...
The grammatical structure of speech…………………………...……………….
Coherent speech……………………………………………………………..
Artistic and speech activity…………………………………
Speech activity of children……………………………………………….
Readiness of children to acquire literacy………………………..……
Levels speech development……………………………………………...

INTRODUCTION

The proposed material is intended for employees of preschool educational institutions, educators, as well as for parents interested in the development of speech of preschool children. Here are games, exercises, classes for the development of all aspects of speech: sound, lexical, grammatical - in conjunction with the development of coherent monologue speech and the development of children's verbal creativity. Games and exercises were developed by O.S. Ushakova and E.M. Strunina, as well as researchers, teachers pedagogical universities who conducted their research under the guidance of F.A. Sokhina and O.S. Ushakova (L.G. Shadrina, A.A. Smaga, A.I. Lavrent’eva, G.I. Nikolaychuk, L.A. Kolunova).

The material is devoted to the problems studied in the Laboratory for the Development of Speech and Speech Communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education, it corresponds to the "Speech Development Program", created in 1994 and supplemented in 2000. Separate games and exercises are presented in manuals for the development of speech of preschoolers : “Come up with a word” (M .: Education, 1996), “Classes on the development of speech in kindergarten"(M .: Perfection, 1998)," We introduce preschoolers to literature "(M .: Sphere, 1998). Solving problems related to learning mother tongue and the development of speech of children of younger, middle and older preschool age, is carried out in accordance with the above program in the following areas: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, the development of coherent speech.

Particular attention is paid to solving the priority areas of each speech task. In the education of the sound culture of speech, this is the awareness of the phonological means of the language, the intonational expressiveness of speech. The development of the sound side of speech is closely related to teaching a child to read and write, the ability to recognize the place of a sound in a word, to isolate sounds hissing, whistling, sonorous, hard and soft, vowels and consonants. All these skills are necessary for the child to continue learning to read.

The manual will help children clarify concepts such as sound, syllable, word, sentence. It is from the correct understanding of these words that children move on to the conscious compilation of coherent statements. different types- narrative, description, reasoning.

In the course of the presentation of games and exercises, the disclosure of the goal and the formulation of tasks, methodological instructions are given that an adult should pay attention to. You can repeatedly return to the implementation of these tasks and complicate them.

Tasks include simultaneously solving different tasks that are closely intertwined: after determining the sound or syllabic composition of a word, children perform exercises to select definitions, thereby reinforcing the rule for matching words in gender, number, case, and then the questions direct their attention to determining the meaning of the word or the selection of synonyms (words that are close in meaning) and antonyms (words that are opposite in meaning). If a word has many meanings (the phenomenon of polysemy), then questions make the child think about different meanings of the same word (sewing needle, hedgehog, pine, medical, etc.).

Thus, if the child is aware of the meaning of the word and at the same time sees the possibilities of compatibility of this word with others, the change of the word, its grammatical forms, language (linguistic), the child's abilities will develop more successfully.

It is also necessary to pay attention to the pictures: they will help children find singular and plural forms, pick up synonyms, antonyms, understand the different meanings of a polysemantic word.

Material for examination

The material is selected by the educator and correctly formatted. To examine the sound pronunciation, it is necessary to have subject pictures for certain sounds. Often this material is arranged in the form of albums, on one page of such an album, 6-9 pictures are usually pasted. But when they are offered to a child, his attention is scattered. In addition, even if it is clear how the child pronounces the sound, all the pictures have to be watched to the end, since it is interesting to him. In addition, the pictures pasted in the album cannot be used in further work. Therefore, it is more expedient to put pictures in envelopes. The teacher selects pictures in such a way that each of the examined sounds is at the beginning, in the middle and at the end of the word, since in different proposals the sound is pronounced differently. Pictures should be colorful and accessible both in content and execution.

Pictures are selected to check the following groups of sounds:

1st group - voiced consonants [c, b, e, d]:

[in] - felt boots, cotton wool, a fork, cherries, a bath, a wolf, a broom, a bucket, an owl, a peacock.

[b] - jar, bottle, loaf, bagel, boots, boots, butterfly, pin, bouquet, bananas, tambourine.

[d] - house, smoke, girl, rain, melon, pipe, sofa, grandfather, fishing rod,

[G] - geese, dove, hammock, caterpillar, wagon, parrot, needle, newspaper.

2nd group - whistling [s, s", z, z", th]:

[With] - dog, sled, table, plane, bag, elephant, glass, fox, beads, scales,

bowl, stork, socks, cabbage, pump, globe, bus, forest, ficus, vacuum cleaner.

[With"] - leaves, letter, sausages, bicycle, cornflowers, goose, elk, lynx, taxi.

[h] - bunny, castle, umbrella, bell, plant, banner, fence, curtain, alphabet, forget-me-not, eyes, mimosa, tongue, star, nest, Dunno, vase, goat, rose, birch.

[h"] - strawberry, zebra, mirror, marshmallow, lake, shrew, newspaper, shop, monkey, basket, knot, goat.

[c] - cucumber, hare, well, finger, moon, blacksmith, heron, chicken, flower, chain, button, egg, chicken, saucer, bird, sheep, ladder, towel, sun, motorcycle.

3rd group - hissing [t, f, h, u]:

[w] - a hat, a fur coat, checkers, a hat, a ball, a wardrobe, a cat, a pillow, a cannon, galoshes, a bump, a car, a bear, a coil, a hut, a mouse, a reed, a shower, a lily of the valley, a pencil.

[and] - beetle, toad, acorns, jacket, crane, foal, giraffe, flag, artist, bear cub, snowflake, gooseberry, fireman, scissors, hedgehogs, skis, knives, snakes.

[h] - ball, beam, stove, kalach, key, brick, hoop, wheelbarrow, barrel, glasses, pen, boy, swing, pilot, bee, stockings, kettle, suitcase, turtle.

[sch] - puppy, goldfinch, tongs, pike, brush, vegetables, box, ticks, lizard, mason, watchmaker, cleaner, ivy, bream, ambulance.

4th group - sonorous l, l", p, p":

[l] - lamp, boat, skis, bow, shovel, horse, hammer, squirrel, doll, scarf, shelf, clown, flag, dress, table, chair, pencil case, floor, woodpecker, football.

[l"] - lion, fox, leaf, watering can, lemon, bread, coat, peacock, orange, chicken, telephone, waffles, shoes, binoculars.

[R] - cancer, frame, fish, rocket, pen, rose, pear, bucket, steamer, Pinocchio, watermelon, tram, crow, doctor, mosquito, ball, cheese, fence, fly agaric.

[R"] - belt, radish, turnip, river, backpack, birch, mittens, hook, mushroom, matryoshka, rope, door, lantern, weights, three.

5th group - sound [j ]at the end and beginning syllable:

[j ] - a bench, a kettle, a watering can, a coffee pot, a T-shirt, a sparrow, a barn, an ant, a tram.

I [ ja] - berry, anchor, lamb, hawk, apple, blanket, lighthouse, pig, leaves, snake.

E - spruce, hedgehogs, blackberries, fighter, train, rider, dress.

E) - hedgehog, Christmas tree, oilcloth, receiver, linen, gun.

Yu - skirt, yule, Yura, Julia, yurt.

For each position of a sound in a word (beginning, middle, end), the teacher selects at least three pictures in order to be able to hear and write down how the child pronounces this sound. The size of subject pictures is 10 * 10 cm. Pictures of a smaller size can be pasted onto cardboard of the accepted size.

When selecting material, you need to remember that voiced consonants [ h, f, c, b, e, d ] at the end of words and in the middle, if they are followed by a deaf consonant, they are stunned, i.e. are pronounced as their corresponding paired deaf sounds: [ h ]how[ With ](watermelon, birch),[and ]how[ w ](knife, spoon)[in ]how[ f ](carrot, shop),[b ]how[ l ](post, box),[d ] how [ t ](grandfather, boat)[G ]how[to ](meadow, claws). Therefore, you should not take pictures where these sounds are at the end or middle of a word, when they are followed by a deaf consonant. It is necessary to select pictures so that the voiced sound is between two vowels (knives, watermelons) or before sonorant, voiced consonants (scissors).

To check the child's vocabulary, they do not select special material, since it is almost impossible to do this. But when naming subject pictures, while checking the sound pronunciation, one should also take into account the state of the dictionary, see if the child makes permutations in words, omissions of syllables, abbreviations of words. Basically, the teacher finds out the state of the dictionary and phrasal speech in the classroom in different sections of the program. The teacher can clarify the construction of sentences, the correct use of prepositions, the coordination of sentence members in gender, number, and case using plot pictures. Pictures are selected so that they can be used to make sentences of two, three, four or more words. They must be given in order of increasing difficulty: from two words ( boy running), three words ( girl eating an apple), more than four words and with prepositions ( Boy riding a bike on the path).

Conducting a survey

Having prepared the material, the teacher begins the examination of sound pronunciation. He notes not only the absence or replacement of sound, but also its distortion, any inaccuracy in pronunciation. When it is not possible to establish exactly how the child pronounces the sound, but the pronunciation differs from the correct one by ear, the teacher notes that the sound is not pronounced clearly. Sometimes a child, naming pictures for a given sound, cannot pronounce it correctly in a word. In this case, the teacher invites the child to pronounce the sound by imitation. He says: "A mosquito flies and rings - z-z-z. Call you like a mosquito." If a child, imitating a mosquito, makes the sound [ h ] is correct, this means that the isolated pronunciation of the sound is possible, although the child has not yet introduced it into speech. In this case, it is only necessary to fix this sound, i.e. its gradual introduction into words, phrases, nursery rhymes, etc. If the child replaces the sound with another or pronounces it distortedly, then he does not yet have this sound. In this case, you must first call right sound and only then put it into speech.

When examining children's speech, the teacher pays attention to the pace of their speech, clarity, correct pronunciation of words, sonority of voice. If there are any shortcomings, they should be noted.

Children who have not yet formed phrasal speech or who often have incorrect construction of sentences, violations in the agreement of words in gender, number, case, in control, are examined using plot pictures. With their help, the educator clarifies the errors encountered in the design of the phrase by the child. During the examination, it is impossible to repeat sounds, words, phrases incorrectly pronounced by the child. This not only injures him, but also helps to consolidate the incorrect pronunciation.

Registration of survey results

Conducting an individual examination, the teacher writes down all the answers of the children in a notebook indicating the date of the examination. In the notebook, one or two pages are allocated for each child. During the examination, the teacher notes the presence of gross visible defects in the structure of the articulatory apparatus (cleavage of the lips, palate, short hyoid frenulum, irregular structure of the dentition, malocclusion), since such children need to consult an orthodontist.

Then he writes down the state of sound pronunciation in a notebook: a) skipping a sound (“koova”, “yba”); b) sound replacement ("kolova", "lyba"); c) sound distortion (there is sound, but it sounds wrong); d) mixing sounds (in one case, the sound is used correctly, in the other it is replaced: "Masha has a red sarf").

The state of the dictionary is also noted: a) whether the dictionary corresponds to age; b) whether the child pronounces words correctly or distorts them (reduces, skips syllables, sounds; rearranges syllables, sounds; names only individual syllables).

Checking the state of phrasal speech, the teacher notes: a) how the child speaks - in phrases or only words; b) whether he constructs a phrase correctly - whether he agrees on the members of the sentence in gender, number, case, whether he uses prepositions in his speech, etc .; c) the state of coherent speech - can the child tell about the event, compose a story from the picture, etc.

The teacher writes down in a notebook other features that are found in the child's speech: noisy, too fast, choking, slurred speech, etc. The survey allows the teacher to clearly present a general picture of the state of speech of each child. Drawing up a summary table makes it possible to present the state of speech of children of the entire age group.

During the year, the teacher notes in the table all the changes in the speech of children, this clearly shows the results of his work. This table contains columns with data on the vocabulary, phrasal speech and sound pronunciation of each child.

In the column "Word stock" the teacher notes what the stock of words is - sufficient or not age-appropriate (when the child does not know the basic words used by children of his age).

In the column "Phrasal speech" it is noted how the child speaks: in phrases or in separate words, whether he builds the phrase correctly or not, whether the members of the sentence agree in gender, number and case, whether he uses prepositions correctly.

In the column "Sound" the following is noted:

1) if the child pronounces the sound correctly, then in the corresponding cell you need to put (+);

2) if the child misses the sound, then in the appropriate cell you need to put (-);

3) when replacing one sound with another, a substitute sound should be recorded in the corresponding cell;

4) when distorting the sound, it is necessary to note the nature of the distortion, or at least indicate: "Pronounces indistinctly."

In the "Note" column, you need to note how the child speaks: loudly, quietly, too quickly, slowly, choking, on inspiration, indistinctly, nasally, with stuttering, etc. If there are no deviations listed, then a plus (+) is put.

In the preparatory group for school, instead of the column "Word stock" (which reaches a large volume at this age), "Word structure" (children have already mastered the different structure of words), "Phrasal speech" (children already agree on all the words in the sentence), a column is given " Differentiation of sounds", where the following is noted:

1) if the child distinguishes similar sounds and uses them correctly in his own speech, then a plus (+) is placed in the corresponding cell;

2) if the child confuses similar sounds, then in the appropriate cell you need to put (-).

When the child begins to distinguish and correctly use similar sounds in speech, in the corresponding column (-) is replaced by a plus (+). It is advisable to make new notes with a pencil of a different color, so that the dynamics of speech development is more clearly presented.

A.I. Maksakova

In modern preschool pedagogy, the issue of examining the speech of children is not covered enough. AT methodological literature as a rule, only separate methods are presented, with the help of which the educator determines which aspects of speech are not mastered by children, for example, the presence of deficiencies in sound pronunciation, the identification of various types of grammatical errors, etc. There is no clear data on what parameters to analyze the speech development of preschoolers, which consider at one or another age stage the norm of speech development.

Basic Research and special observations on the assimilation of speech by individual children (for example, the works of A. N. Gvozdev) cannot be taken as a basis, since individual differences in its mastery are often very large.

Numerous observations show that among children, even of the same age, there is often a wide range in the assimilation of speech. This complicates the selection of criteria by which one could single out the level of speech development. Another difficulty lies in the fact that the level of mastery of speech by children is usually determined by the level of assimilation of its various sections: phonetics, vocabulary, grammatical structure, etc. However, as practice shows, the same child can have a rich vocabulary, but at the same time have shortcomings in phonetic design (for example, to pronounce certain sounds incorrectly) or make grammatical errors, but be able to consistently and accurately describe the events that he witnessed .

Properly and clearly organized work on the development of speech in kindergarten is possible only if the teacher is well aware of the state of speech development of all children in the group. This helps him to plan his activities correctly, and, depending on the strength of the children's mastery of the material, to correct classes in the group. A selective examination of children's speech gives the teacher the opportunity to control their assimilation of the material, to clarify in the classroom the effectiveness of individual methodological techniques, didactic games, and exercises.

Systematic control over how children learn speech material has importance to establish continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.

Knowledge of the criteria and methods for identifying the state of speech development of children will help the leaders of preschool institutions (senior teacher, head of the kindergarten, methodologist of the district department of public education) to control the activities of educators, determine the quality of their work. So, when conducting a thematic check, using tasks of various types, a runo methodologist can get a fairly clear idea of the level of speech development of children in the surveyed groups and, on the basis of the check, establish how program tasks are solved in this section in kindergarten.

An individual comprehensive examination contributes to the most accurate determination of the level of development of the child's speech, but it takes a lot of time. In order to reduce the time of verification, in addition to a sample survey, it is possible to combine a number of tasks, simultaneously revealing the state of formation of different sections of speech. So, establishing knowledge by a child fiction and inviting him to tell a fairy tale (or read a poem), the tester simultaneously fixes sound pronunciation, diction, the ability to use the vocal apparatus, etc .; when a child compiles stories based on a picture (identifying the development of coherent speech), the inspector notes which sentences are used (identifying the formation of the syntactic side of speech), which lexical means (identifying vocabulary), etc.

Some methodological techniques and tasks can be used to test the assimilation of the material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.

When identifying the state of speech development of children, a special place should be given to special observations that are carried out in the process of educational work and everyday life: a teacher or inspector not only observes for a certain time, but also records the speech of children, noting both its shortcomings and positive shifts (the appearance of grammatical forms that did not exist before), as well as the difficulties that children experience in mastering the program material.

Speech examination can also be carried out at control and testing sessions, when the educator or inspector sets the task of finding out how the children have mastered this or that speech material: for example, whether they use indeclinable nouns, conjugated verbs, etc.

If there are serious deviations in the speech development of children, conversations are held with parents, during which possible reasons for the child's lagging behind are identified.

The materials proposed below for examining the speech of children of the sixth year of life provide for various types of tasks aimed at establishing the formation of speech communication skills (culture of communication) in preschoolers, identifying the state of development of the pronunciation side of speech and its perception, determining the vocabulary of children, and the ability to compose stories etc.

I. Formation of verbal communication skills (culture of communication) with peers and adults

1. Verbal Communication Skills:

- willingly or not, the child enters into verbal communication with adults, peers;

- whether or not the child can support a conversation with adults and peers on a familiar topic;

- as a child with children says: many, few, silent.

2. Communication culture:

- whether the child knows how to politely address an adult and peers;

- how he calls adults: by name and patronymic, by "you" or otherwise;

- whether he is the first to greet adults and strangers or needs a reminder whether he forgets to say goodbye;

- whether he knows how to thank for the assistance provided, does he use the words: "thank you", "sorry", "please", etc.;

- whether non-literary vocabulary is found in the child's speech;

Does the child know how to use different voice strengths depending on the circumstances or situation of communication ( while eating, going to bed, speak in a whisper, quietly; in class - loud enough);

- whether he knows how to listen to his interlocutor to the end or is often distracted, whether he has a tendency to interrupt the speaker;

- does the child know how to calmly negotiate with other children: distribute roles in the game, duties in work, coordinate their actions;

What is the tone of the child's communication? benevolent, condescending, demanding;

- whether he listens to the comments of elders about the culture of his communication, whether he seeks to get rid of his shortcomings;

- whether he knows how to speak freely in front of children, strangers or is shy, afraid.

Methods of examination: observations (in the classroom, during the game and everyday life); conversations with teachers and children.

II. Sound culture of speech

1. The pronunciation side of speech. Invite the child to read a poem, retell a well-known fairy tale (story). Write down the words he mispronounced.

Note the following:

- reading volume: a poem is read quite loudly, moderately or quietly (a fairy tale is told);

- speed (tempo) of speech: fast, moderate, slow;

- intonation expressiveness: expressive, inexpressive, inexpressive.

In the process of reading a poem, retelling a fairy tale or story, in the process of talking with a child, set:

- clarity (diction) of the child's speech: clear, not clear enough;

- the ability to comply with literary norms (orthoepy): there are no deviations, there are deviations;

- sound pronunciation - indicate which sounds the children pronounce incorrectly and how many such children (in%).

For a detailed examination of the state of sound pronunciation, select pictures depicting objects whose names would contain the sounds being checked, located in different positions, pay special attention to the correct pronunciation of the following sounds: [s], [s], [s], [s], [ c]; [w], [w], [w]; [l], [l], [p], [p].

We suggest using the following set of pictures: plane, cabbage, bus, donkey, goose; castle, goat, zebra, basket; heron, sun, cucumber; ball, cannon, shower; beetle, scissors, hedgehog; kettle, glasses, key; brush, box, raincoat; saw, chair, shovel, fox, cage; fish, drum, axe, turnip, chicken, primer.

When establishing violations on the part of sound pronunciation, try to find out the cause: deviations in the structure of the articulatory apparatus, insufficient mobility of its individual organs (lips, tongue, lower jaw, etc.), imperfection of phonemic perception (the child does not hear his lack, does not differentiate individual sounds), weak speech exhalation.

Speech perception.

a) Phonemic perception: well-formed, under-formed. Check:

- the ability to determine the presence of a given sound in a word. For example, ask your child to check if the word contains fur coat sound [w] or not (then in words cat, fox, table, pencil, mouse, wheel, glasses, scissors, brush, hat, beetle etc.) ;

- the ability to hear and distinguish words with a given sound from a number of other words. Invite the child to clap or raise his hand only when he hears a word that has a given sound. For example, the teacher says: “I will now name the words, and when you hear a word that contains [s], you will raise your hand (clap your hands). Specify again when the child should raise his hand. After making sure that he understood the task, slowly name the words, covering your mouth with a sheet of paper.It is advisable to use such a set of words in which, along with the sound being tested, there are words that include other sounds mixed by children with the one being tested; for example, [s] - dog, car, fox, castle, hat, sled, brush, basket, well, house, bus, tape, airplane, fur coat, flower, umbrella; [w] - school, shovel, beetle, owl, hat, cow, hedgehog, fox, car, book, horse, dishes, giraffe, mouse, lamp; [r] - fish, cube, shovel, wagon, hand, kettle, paper, pencil, cup, shelf, tram, table, ball, cheese. The sound being checked must be in different positions ( at the beginning, middle and end of a word).

It should be noted how many words with a given (tested) sound the child identified and how many words he identified correctly out of the five proposed;

- the ability to hear and highlight words with a given sound from a phrase. Say a phrase and invite the child to name only those words that have a given sound. For example, to test the ability to hear the sound [s], give the phrase "Lena has a new sled. There are a lot of mushrooms in the forest"; to check the sound [w]: "Misha loves ice cream. Vova draws with a pencil"; sound [r]: "Roses are blooming in the garden. Misha is fishing";

- the ability to identify a frequently checked sound in words. The teacher pronounces groups of words and invites the child to name what sound he hears most often:

[s] - sled, catfish, fox, mustache, nose;

[sh] - fur coat, porridge, shower, hat, mouse;

[r] - hand, mouth, circle, cable, fish.

The last two assignments are given at the end of the academic year.

b) Speech Hearing: well developed, underdeveloped. Check:

- the ability to notice semantic inaccuracies in speech. Invite the child to listen to a poem, for example, an excerpt from "Confusion" by K. I. Chukovsky, and determine what is said in it incorrectly:

The fish are walking across the field,

Toads fly across the sky

The mice caught the cat

Put in a mousetrap

The sea is on fire

A whale ran out of the sea...

- the ability to determine by ear the loudness of the sound of a voice in speech. In the lesson, when retelling the poem, invite the children to evaluate the speech of the speaker: "How did Svetlana read the poem: loudly, very loudly, quietly?";

- the ability to determine the speed of sounding speech, intonation expressiveness by ear. The same technique is used as in the previous task. The teacher asks: "How did Svetlana read the poem: quickly, slowly, moderately (normally); expressively, inexpressively?";

- the ability to determine the timbre of the voice by ear. For verification, the game "Guess who spoke" is used. The child stands with his back to the group and closes his eyes. The teacher instructs two or three children to take turns reading a short poem or tongue twister, a riddle, a nursery rhyme and suggests that they determine which of the children spoke by voice. You can also use games: "Who called?", "Guess my name", etc.;

- the ability to correctly determine by ear the stress in the word, its rhythmic structure. Pick up two pictures depicting circles and circles and invite the child to show where the circles are and where the circles are; explain the difference between the words "castle" and "castle" (make sure the children know these words beforehand).

Check the ability to correctly preserve the syllabic pattern: invite the child to repeat: sa-za-sa, sa-za-sa, sa-za-sa;

- the ability to hear the accented word in the phrase. Say the same phrase several times, highlighting individual words in it with your voice, and ask the child to identify and name the word that you highlighted: " Masha bought a new bike (Masha, not another girl). Masha bought a new bike (bought, not presented). Masha bought new bicycle (bought, not presented). Masha bought a new one bike(bicycle, not car)":

- the ability to hear inaccuracies in the text and correctly select the right words that would correspond to the content:

Bear cries and roars:

He asks the bees to give him "ice" (honey).

Tears flow from Oksanka:

Her "banks" (sledges) broke.

Invite the child to find the discrepancy in the text and choose the right word according to the meaning.

Analyze the material received and compile a summary table in which indicate which sections of the sound culture of speech the children have not mastered, which have not been fully mastered, which have been clearly mastered.

III. Dictionary

Nouns

Check:

- understanding and use of everyday vocabulary.

The doll is a toy. What toys do you know? A cat is an animal. What other animals do you know? A plate is a dish. What cookware do you know? Onion is a vegetable. What vegetables do you know?

Note how many words were named by the child for each question;

- understanding and use of general concepts.

Birch, spruce, pine, oak... What is it? Call it in one word. (Trees).

Table, chair, wardrobe, sofa... What is it? Call it in one word. (Furniture).

Shoes, boots, slippers... What is it? Call it in one word. (Shoes).

Shirt, suit, dress... What is it? Call it in one word. (Clothing).

Note what mistakes the child made;

- knowledge of words denoting tools of labor, materials used by a person in the process of labor activity. Invite the child to list as many items as possible that are necessary for specialists in various professions, for example, a builder, a tailor, a janitor, etc .;

- knowledge and use of words indicating parts, details of objects.

The car has a motor. What else does the car have?

The coat has a collar. What else is on the coat?

The house has a roof. What else is there at home?

If the child finds it difficult to answer, visualization is used.

Note the number of named parts and details of objects;

- selection of antonyms. Play the game "On the contrary", inviting the child to pick up words with the opposite meaning: entry - exit, day - night, winter - summer.

Make sure you choose the right words.

adjectives

Check:

- knowledge and use of words denoting color, qualities, properties of objects, size, etc. Invite the child to choose as many definitions as possible for the given nouns.

What can be a table?–written, round, wooden, etc.

What could be a house?–large, brick, two-story, etc.

What can the sky be like? - blue, clear, cloudy, etc..

First of all, pay attention to the number of selected definitions, and then to their quality ( the child indicates only the color and size or names the shape, qualities, properties of objects etc.). At the same time, note the correct agreement of words;

- knowledge and use, indicating the material from which the object is made. Have your child answer the following questions:

The cabinet is made of wood. What is another name for this closet?–Wood.

Brick house. What is this house? Call it otherwise.–Brick.

Plastic handle. What kind of pen is this?–Plastic.

Glass vase. What vase is this?–Glass.

Porcelain cup. What is this cup?–Porcelain.

Pecking metal. What is the key?–Metal.

Analyze the children's answers in terms of the correct use of words and the ability to form adjectives from nouns, the accuracy of word agreement (mark the ability to form words and agree on them correctly in the "Grammatical structure of speech" section);

- knowledge and use of words denoting primary colors and
their shades. Note which words indicating the names of colors (in accordance with the program), the child has learned, which are not;

- selection of words (adjectives) with the opposite meaning. The game "On the contrary": strong - weak, courageous - cowardly, dirty - clean, cheerful - sad, light - dark, etc.

Mark the correctness of the choice of words (if, for example, the word "cheerful" is called the word "cheerful", then the answer is considered inaccurate). Indicate how many of the five words you named the child correctly.

Verbs

Check:

- the use of words denoting actions performed by humans and animals, or actions that can be performed by an object. Conduct a verbal exercise "Who is doing what?". Invite the child to choose as many words as possible for the questions asked:

What does a doctor do? – He treats, prescribes medicines, listens, etc. What does the cook do? What can a kitten do? What can a puppy do? What can be done with a knife (scissors and other items)?

Pedagogical College No. 2 of Orenburg.

branch distance learning.

Specialty 050704 “ Preschool education”

Test.

On the subject "Development of speech".

Fifth year students

1. Methodology for examining the sound side of speech in children

2. Stages of learning the correct sound pronunciation

4. Task

Thus, the examination of the sound side of speech involves a thorough identification of:

1) Types of violation of pronunciation.

2) The level of phonemic perception.

3) The level of formation of language analysis and synthesis.

Examination of the sound side of speech in preschool children.

Before starting an examination of the sound side of speech in preschoolers (sound pronunciation), it is necessary to consider its specifics:

1) Pathological disorders should be distinguished from physiological difficulties associated with age-related features of the formation of the sound system of the Russian language.

2) When examining the speech of a young child, it is of great importance to create an age-appropriate motivation to complete tasks.

speech disorder pronunciation child

Thus, modern didactic material for examining speech in preschoolers must meet a number of methodological requirements:

3) An important place is occupied by the search for effective methodological techniques, for example, the method of completing a sentence for an adult.

At the age of five, the cause of incorrect pronunciation (in the absence of organic disorders) is the insufficient development of the speech apparatus. The centers that control the speech-perceiving and speech-motor apparatuses, speech hearing and the respiratory system are not sufficiently developed, the articulation apparatus is imperfect. Also, it should be noted the age and functional imperfections of children's speech. After five years, the shortcomings in sound pronunciation are explained by the pedagogical neglect of children, and there is no proper education.

Traditionally, the examination of sound pronunciation is carried out in two ways of naming a sound:

1) In isolated pronunciation.

2) As part of a word in various positions (at the beginning of a word, in the middle, at the end of a word and in consonant clusters).

So, for example, words can be grouped in sequence:

1) Vowels: [a], [o], [i], [y], [e], [s].

2) Consonant sounds:

lip-labial plosives [n], [b],

front lingual plosives [t], [d],

back lingual plosives [k], [g],

labiodental fricatives [f], [v],

front-lingual fricatives [s], [h], [w], [g], [u];

back lingual fricatives [x],

affricates [c], [h];

sonorous nasal [m], [n],

sonorant oral [l], [p], [p "].

Examination in the composition of the word gives a general picture of speech errors. For a detailed diagnosis of phonetic errors, an examination in isolated pronunciation is used.

1) When repeating one word, errors in the sound-syllabic structure of the word are revealed. So, for example, a violation of the combination of vowels is revealed:

In vain - in vain, rain - rain, bear - bowl.

2) In case of detection of sound-syllabic errors, isolated pronunciation of sound is used:

The doll is crying: ah-ah-ah.

The train is humming: woo.

The dog growls: rrr.

Lost in the forest: ay.

3) Thus, articulation motility errors are revealed:

1) The presence or absence of movements.

2) Tone (normal tension, lethargy, excessive tension).

3) Range of motion (complete, incomplete).

4) The ability to switch from one movement to another.

5) Movement substitutions.

6) Additional and extra movements (synkinesis).

Classification of pictures.

Grade I - two-syllable words consisting of two open syllables (pictures: foot, hand, fly).

Grade II - three-syllable words consisting of open syllables (pictures: hair, cow, car).

Grade III - monosyllabic words consisting of a closed syllable (pictures: cat, nose, house).

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods of development of speech and teaching the native language. - M.: Academy, 2002.

2. Volosovets T.V. Fundamentals of speech therapy with a workshop on sound pronunciation. - M.: Academy, 2000

3. Arushanova A.G. The origins of the dialogue.// Preschool education. 2004, - No. 11.

4. Bezrogov VG World of children's speech.//Pedagogy. 2005, - No. 1.

5. Tkachenko T. A. Logopedic encyclopedia. - M.: Publishing house Mir knigi, 2008.

6. Maksakov A. I. Education of the sound culture of speech in preschoolers. Handbook for teachers of preschool institutions. 2nd edition. - M.: Mosaic - Synthesis, 2005.

7. Sokhin F.A. The main tasks of the development of speech psychological - pedagogical foundations development of speech. - M., 2002.

8. Sokhin F.A. Psychological and pedagogical foundations for the development of speech of preschoolers - M., 2005.

9. Ushakova O.S. The development of speech of preschoolers.-M.: Publishing House of the Institute of Psychotherapy, 2001.

10. Akimenko V. M. Correction of sound pronunciation in children: teaching aid. 2nd edition. - Rostov - on - Don.: Phoenix, 2009.

11. Alekseeva M. M. Yashina B. I. Methods of development of speech and teaching the native language of preschoolers: tutorial for students of higher and secondary pedagogical educational institutions. 3rd edition. - M.: Academy, 2000.

12. Slastyonin V. A. Isaev I. F. Shiyanov E. N. Pedagogy: a textbook for students of higher pedagogical educational institutions. - M.: Academy, 2002.

13. Nazarova N. M. Special pedagogy. - M., 2000.

14. Kozyreva L. M. Development of speech. Children 5 - 7 years old. - Yaroslavl: Academy of Development, 2002.

15. Bystrov A. L. Bystrova E. S. Language and speech. Educational games - Kharkiv: Torsing plus, 2006.

16. Bolotina L. R. Miklyaeva N. V. Rodionova Yu. N. Education of the sound culture of speech in children in preschool educational institution. Toolkit. - M.: Iris press, 2006.

17. Maksakov A. I. Education of the sound culture of speech in preschoolers. Handbook for teachers of preschool institutions. 2nd edition. - M.: Mosaic - Synthesis, 2005.

18. Zhinkin N. I. Mechanisms of speech. - M.: Direct - Media, 2008.

19. Ushakova O. S. Development of speech of preschoolers. - M.: Publishing House of the Institute of Psychotherapy, 2006.

20. Filicheva T. B. Features of the formation of speech in preschoolers. - M., 2009.

Diagnosis of the level of development of the sound culture of speech in children 5-6 years old.

To determine the level of development of auditory perception, children were offered the game "Guess what sounds?".

Purpose of the game: to determine the child's ability to differentiate sounding toys. Equipment: wooden mallet and pipe; metal bell and whistle; a rubber squeaker chicken and a rattle, subject pictures with images of these toys, a screen. Examination procedure: the teacher shows the child two toys, names them, explains how to make sounds with the help of these toys, and invites the child to play with them. Then the teacher closes the toys with a small screen and makes a sound behind it with the help of toys. The child recognizes and names toys; in the absence of speech, the child must show which toy sounded. To do this, you can use subject pictures with images of these toys, having previously worked on correlating each toy with its image on the subject picture. Evaluation is made in points:

4 - differentiates all sounding objects;

3 - allows inaccuracies in the differentiation of sounding objects;

2 - differentiates sounding objects according to the specification of an adult;

1 - does not differentiate sounding objects.

To determine the level of the state of articulatory motor skills, the children were asked to perform the game exercise "Charging for the tongue."

Purpose: to study the state of articulatory motility. Examination procedure: carried out using a game character, while performing the following exercises in imitation of the teacher: Smile at Mishka (big smile) to make friends;

Show Mishka what kind of proboscis the elephant has (pull lips forward);

Turn the tongue into a shoulder blade (show a wide tongue);

The bear is afraid of bees, they have a sting, show a “sting” (show a narrow tongue); Bear loves to swing on a swing, let's show Bear how our tongue can swing (put the tongue first on the upper, then on the lower lip);

Teach Mishka to tick like a watch (move your tongue left and right); Let's ride Mishka on a horse (click your tongue);

Show Mishka how a lion yawns when he is tired (open his mouth wide and yawn). If the performance of the task according to verbal instructions is not available to the child, then it is performed by showing and necessarily in a playful way.

4-- all movements are available, the range of movement is full;

3 - slow and intense execution of movements;

2 - long search for a pose, incomplete range of motion;

1 - does not perform movements.

To identify the level of the state of phonemic hearing, 2 tasks were offered. The game "Show me what I'll call."

Purpose: to test the child's ability to differentiate by ear oppositional sounds that are not mixed and mixed in pronunciation. Visual material: pairs of subject pictures cat-whale, tank-poppy, bowl-pussy. Examination procedure: The child is shown a couple of pictures and offered to show the item that was named.

Game "When will the dog come?"

Purpose of the game: to test the child's ability to phonemic analysis. Visual material: subject pictures (house, cancer, socks, fish, basket, slippers), game character Dog. Examination procedure: The child is invited, based on the pictures, to show the dog as soon as he hears in the word its “growl” - the sound [p]. To do this, the word is pronounced and the corresponding picture is shown, and the child raises or does not raise the dog.

Completion of the task is evaluated in points:

4-- all tasks are completed correctly;

3-- an error is allowed, but corrected independently;

2-- errors are allowed, corrected after replay; Part 1 of the task is not available.

To identify the level of the state of sound pronunciation, 2 tasks were offered. Play "Listen and repeat".

Purpose: to check the state of pronunciation of sounds by children in sound combinations. Visual material: subject pictures. Examination procedure: The child must repeat after the teacher: how the girl rocks the doll (A-a-a); how the train hums (Oooh); how the donkey screams (I-i-i); how angry the puppy is (Oh-oh-oh); how children scream in the forest (Ay); how the baby cries (Wah); how a cat meows (meow); how a cow lows (mu); how a dog barks (av); how a chicken squeaks (pee-pee-pee); how a chicken cackles (Ko-ko-ko); how the geese scream (ha-ha-ha).

The game "Name what I will show."

Purpose: to check the pronunciation of sounds by children in words. Visual material: subject pictures, game character Dog. Examination procedure: The child is shown pictures, the Dog asks him to name objects (ball, fur coat, beetle, hare, fish, tram, lamp, shovel). The adult notes the sounds that the child does not pronounce.

Evaluation of the performance of these tasks in points:

4-- the child pronounces all the sounds;

3-- does not pronounce complex sounds: sonorous, or hissing;

2-- does not pronounce either sonorants or sibilants.

1 - does not pronounce complex sounds: sonorous, hissing and whistling.

To determine the level of the general sounding of speech in children, the task "Tell Mishka ..." was proposed.

Purpose: to determine the levels of formation in children of such qualities as: voice power, tempo, diction and intonational expressiveness of speech. Examination procedure: Examination is carried out using a game character. The child is invited to tell: a nursery rhyme (pure tongue twister) quickly, slowly, loudly, quietly, while paying attention to diction and intonational expressiveness.

Completion of tasks is evaluated in points:

4-- the child pronounces the text clearly;

3-- vaguely pronounces phrases, insufficiently regulates the strength of the voice;

2 - speech is slurred, blurred, there may be violations of the pace, the power of the voice.

1 - intelligibility is impaired, speech is incomprehensible to others, has serious shortcomings in pronouncing the text.

No. 2. Development of auditory attention and phonemic hearing.

Stage 1 - recognition of non-speech sounds

These exercises are aimed mainly at the development of physiological hearing and auditory attention.

Listening to the silence

Invite your child to close their eyes and listen to the silence. Of course, there will not be complete silence around you, but there will be different sounds: the ticking of a clock, the slamming of a door, the conversations of neighbors from above, the signal of a car from the street and the screams of children on the playground. When the child opens his eyes, ask him what sounds he heard in the silence. Tell us about the sounds you heard. You can play this game at home, in the playground, on a busy sidewalk, in the countryside - each time you hear different sounds.

Guess what it sounded like

Listen with your child to various everyday sounds: the sound of a spoon on a plate, the sound of water, the creak of a door, the rustling of a newspaper, the rustling of a package, a book falling on the floor, a door creaking, and others. Invite the child to close their eyes and guess what it sounded like.

You can play this game with musical instruments: metallophone, tambourine, drum and so on.

Fill several plastic jars or containers from kinder surprises with cereals: millet, buckwheat, peas, beans. Make two identical containers. Ask the child to match each container by sound.

Stage 2 - distinguishing the height, strength, timbre of the voice

These exercises also train the child's auditory perception.

Guess who

On the phone or in a recording, the voice sounds a little different than in real life. Have your child guess who is on the phone, or record the voices of your loved ones on a tape recorder or computer and have your child guess who is speaking.

Loud quiet

Agree with your child that he will clap his hands when you say words loudly, and clench his hands into fists when you say words quietly. You can take other actions. Then you can switch roles: the child says the words quietly and loudly, and you perform certain actions.

Stage 3 - distinguishing words that are similar in sound composition

From this stage, exercises begin, aimed specifically at the development of phonemic hearing.

Choose what you need

Prepare pictures with similar sounding words:

roof - rat;

wheelbarrow - point;

fishing rod - duck;

goat - braid;

com - house;

varnish - cancer;

spoons - horns;

flour - hand;

shadow - day;

You name the object, and the child selects the desired picture. If you are playing with several children, you can add an element of competition: who will quickly cover the desired picture with their palm.

Clap when it's right

You will need picture cards (you can use cards from the previous game). You show the child a picture and name the object, replacing the first letter (grysha, drysha, chrysha, roof, mrysha, urysha, and so on). The task of the child is to clap your hands when you name the correct option.

Correct mistakes

Ask the child to help clean up the letters - correct the mistakes. A lot of fun is guaranteed for you. The examples are taken from the book by A.Kh. Bubnova "Development of speech".

· Onion flew into our window (correctly - a beetle).

Grandpa has a pedal (medal) on his chest

The boy put a barrel (dot) at the end of the letter

Laziness (shadow) fell on the asphalt

A house comes out of the chimney (smoke)

A whale (cat) lives in the ocean

Sleeping on the fence whale (cat)

Grandfather from the apiary brought ice (honey)

Over the teapot ball (steam)

Likes to eat a fur coat salt (mole)

The sailors entered the cake (port)

The elephant has a robot (trunk) instead of a nose

A new stump has come (day)

A stove (river) flows in the forest

The bug eats up the booth (bun)

Nuts in the hollow are carried by a bun (squirrel)

Dad on the tram took a vest (ticket)

Rams (bananas) grow on a palm tree

Stage 4 - syllable discrimination

clapping words

Tell your child that there are short and long words. Say the words and slap the syllables: ma-ma, bread, mo-lo-ko, and so on. Encourage your child to say and slap the words along with you. Then he himself will be able to slap the syllables in the word.

Stop syllables

Agree with the child that you will pronounce the same syllables, and if you make a mistake, he will say “stop” or clap his hands. For example, “boo-boo-boo-mu-boo-boo…”.

Stage 5 - distinguishing sounds

Making Sounds

Tell your child that words are made up of sounds. When we speak, we create sounds. But sounds can be made not only by people, but also by animals, and even objects. Draw a beetle (“zhzhzh”), a tiger (“rrr”), a strong wind (“uuu”), a machine gun (“ddd”) and so on. Think of who or what can make such sounds: "nnn", "kkkk", "iii" and so on.

Looking for sound

Choose a letter. Name the words in which this letter is the first (in the middle or last), mixed with other words. Have the child clap when they hear the sound. For example, for the letter M: fly, milk, butter; frame, domra, rumba; house, lump, scrap and so on.

Stage 6 - mastering elementary sound analysis

Sound analysis for a preschooler involves the ability to identify sounds in a word, count their number, hear their softness or hardness, as well as the ability to select words that begin or end with a given sound. These skills will be very useful to the child in school.

Whose house?

Tell your child a story about how animals (already, catfish, cat, fox, wolf, mole, boar, mouse, and so on) got lost. Ask the child to help the animals find their houses: how many sounds are in the word, how many windows are in the house. If the child does not write yet, write down the sounds in suitable houses under his dictation.

naughty sounds

Ask the child to guess the words from which the letter escaped. For example, the letter M: _ylo, _ukha, _loko, _aslo and so on.

No. 3 Games for the development of speech breathing.

"Poultry farm"

The game was played with 3-4 children. Children imitate the sounds of birds: duck, goose, chicken, rooster. In the process of imitation, their speech breathing was involved.

"Captains".

Children ferry the boat (steamboat) from one side of the pelvis to the other, pronouncing the sound "f", with a smooth wind and the sound "p" with a gusty wind. The children really liked this game, as it was carried out using a real "sea" (that is, a basin of water). The speech breathing of children was involved in the process of the game.

"Butterfly fly!"

This game is played with each child individually. Children blow on butterflies, determining which butterfly takes off next.

This game is played in the form of a competition. The children were divided into pairs. There were figurines of birds on the table. Each child sits down against the birds and, at a signal, the children begin to blow on the figures, and the rest follow whose bird will fly further (slip to the other side of the table).

"Engine"

Children imitate the sound of a humming steam locomotive. They play the sound "y" walk around the group holding each other, depicting a "train".

Conducted with the whole group. Children become a tight circle and each "blows a bubble" into folded fists. With each inflation, everyone takes a step back and straightens up, takes in air, then bends over again and pronounces the sound "f - f - f", inflate the bubble. Then the host "breaks the bubble" children with the sound "t - s - s - s - s" run to the center.

"Breeze"

Children blow on sultans, imagining that these are leaves rustling on trees. Imitation of the "breeze".

"Snowflakes"

Children are invited to blow, making a smooth and long exhalation on pieces of loose cotton wool, imagining that these are snowflakes.

"Blotography"

Children make blots on sheets of paper and inflate them from tubes.

No. 4. Development of diction.

Each lesson begins with a warm-up of the tongue and lips.

Lip exercises:

1. “Smile” - with all our strength we pull our lips into a smile without opening our mouth.

2. "Fence" - from the "Smile" position, you need to open your mouth so that you can show all your teeth, your lips are still tight.

3. "Tubule" - stretch your lips forward as before pronouncing the sound "y".

4. "Donut" - open your mouth from the "tube" position and tighten your lips, as when pronouncing the sound "o".

5. "Speaker" - expand your lips, that is, open your mouth completely, as wide as possible, as when pronouncing the sound "a".

Language exercises.

1. "Shovel" - stick out your tongue, trying to touch your chin.

2. "Slide" - open your mouth and rest your tongue on the bottom of your teeth so that it rises slightly.

3. "Sweet candy" - without opening your mouth, we rest our tongue, then on the left cheek, then on the right.

5. "Needle" - stick out your tongue and stretch it forward.

6. "Fungus" - you need to rest your tongue against the upper palate, pulling the bridle.

7. "Horse" - from the "Mushroom" position, make the tip of the tongue slide off by hitting it on the lower palate, you get a clattering sound that a horse makes.

We devote 1-2 minutes to each group of exercises. Next, we start with the simplest and easiest tongue twisters. At first, we pronounce the tongue twister very slowly and clearly, breaking it into syllables. It is necessary to learn the tongue twister correctly. At the same time, attention must be paid to the pronunciation of all sounds. Then make out the meaning of all the words and the meaning of the tongue twister itself - as the child understands it. Next, we pronounce the tongue twister in a whisper, but clearly. Only then do we pick up the pace.

Tongue Twisters:

1. The watchmaker, narrowing his eyes, repairs the watch for us.

2. The baker baked a bun, a bagel, a loaf and a loaf early.

3. Titmouse, titmouse - sister of a sparrow.

4. The bell rings, the bell calls and Zoya goes to her class.

5. Bananas were thrown at a funny monkey, bananas were thrown at a funny monkey.

6. The turtle sits for a cup of tea without being bored for an hour.

7. An eccentric hides a suitcase under the sofa.

8. The parrot said to the parrot: "I'll parrot you, parrot." The parrot answers him: “Parrot, parrot, parrot!”

9. Sasha walked along the highway and sucked dry.

10. Sasha hit a bump by mistake with his hat.

11. Cuckoo bought a hood. The cuckoo put on a hood, how funny he is in a hood.

12. Karl stole corals from Clara, and Clara stole the clarinet from Karl.

13. Koshchey shchi is not treated.

14. A predator prowls in a grove - a predator is looking for food.

15. A puppy drags a plank into the thicket.

16. I brush the puppy with a brush, I tickle his sides.

17. Beavers wander into the cheese forests. Beavers are brave, but for beavers they are brave.

18. Soap Mila bear with soap,

Mila dropped the soap.

Mila dropped the soap

I didn't wash the bear with soap.

19. Fanya visiting Vanya, Vanya visiting Fanya.

No. 5. Games for the development of expressiveness of speech.

Game "Understand me"

Children, except for one, turn into good wizards who fulfill a wish only when they are convinced that it must be done. One child chooses a role for himself (it can be anything and anyone: a fish, a bird, a house, a tree, a literary hero) and turns to the wizard with a request on behalf of the chosen creature. What and how to ask, the child decides for himself. The wizards, having listened to the request, confer and either give the petitioner a magic wand, or refuse to fulfill his desire, because they do not believe. The game can be played several times in a row with a change of petitioner.

The game "You can not disobey!"

Children are offered a household, familiar situation, for example: a brother and sister (brothers and sisters) were carried away by the game, scattered toys, got tired and did not clean them up. Mom came and, seeing this disgrace, began to demand that the children put things in order. Mom repeats the demand several times, changing the shade of intonation from a soft request to a hard command. The words in the mother’s phrase remain the same, only the intonation coloring changes: “Please quickly remove the toys, put things in order in the room!” Playing children must each time respond to a change in their mother's voice: how - they decide for themselves (that is, as the feeling of truth tells them).

So, during the game, mom changes intonation four times:

1) gently asks to remove the toys;

2) insistently asks;

3) irritably orders;

4) orders very strictly. Situations can be offered in a variety of ways.

Game "Silence"

The teacher invites the children to go on a trip, for example, through the Amazon jungle (the choice of place depends only on the teacher's imagination). You need to be very quiet so as not to attract the attention of wild animals that can attack (in other cases: so as not to cause an avalanche, rockfall, etc.). You can only talk in a whisper, passing on the commands of the head of the expedition - the educator. Having lined up in a chain, the detachment begins to move: it makes its way through a dense forest, stops, holding its breath, starts moving again, crosses the river, descends on ropes down a steep cliff, etc. Each time, the teacher in a whisper, but very clearly gives the next child the command that each participant must do. The child, in turn, transmits the order to the one following him, also in a whisper, quickly, but clearly. The command must be heard and understood. The command is executed only when it reaches the closing one along the chain (the teacher watches this and gives a signal to everyone with his hand). It is important that children move all the time, which will complicate communication. You can turn on any sound effects. The teacher can improvise: so, seeing that the children are slowly transmitting the command, announce that the detachment did not have time to complete the necessary actions and now it will be even more difficult for them: someone was dragged away by a crocodile, someone fell into a trap, etc.

The game "Scream over the waterfall"

The teacher places two children at a considerable distance from each other: they are on opposite sides of the waterfall. The teacher introduces the first participant to the situation. For example, the first participant is a resident of a small village in which there are no means of communication. He ran ashore to shout to a resident of another village where the doctor lives. Crossing the river will take a very long time, and people in the village are sick, a doctor is needed. He asks to send a doctor. In order for the neighbor to hear and understand him, he must shout his request very loudly and clearly. Then the second participant is introduced into the situation, but he is not told what exactly the neighbor will ask him to do. He will pass on to his tribe what he hears. The rest of the children imitate the sound of a waterfall. In each new case, the educator changes the situation so that none of the players knows in advance what they will be asked for.

Game "Pronounce it differently"

Children learn a tongue twister, which they then pronounce with a certain intonation at the direction of the teacher or the leading child.

1. Surprise. Children take turns pronouncing a tongue twister, and the teacher gives them advice.

2. Annoyance.

3. Anxiety.

6. Contempt.

7. Curiosity.

8. Regret.

In this game, it is very important to set up the children: the child will only find the right intonation when he remembers from his personal experience a situation in which he experienced similar feelings. If children do not understand the meaning of words denoting feelings, then it is necessary to explain them using specific life examples. The teacher's advice should help the child remember how sorry he was, how he was happy, annoyed or even angry (angry).

Alekseeva M. M. On the awareness of children of the phonetic side of speech // Preschool education. 2009. No. 10.

Ushakova O. S., Strunina E. M. Methodology for the development of speech in children of preschool age: Textbook - method. manual for preschool teachers. educational institutions. -- M.: Humanit. ed. center VLADOS, 2004. - 288 p.

Phonemic underdevelopment of speech in preschool children. Collection "Special School". Issue 4(116). -- M.: Enlightenment, 1965.

Yashina V.I., M.M. Alekseeva - teacher, organizer, researcher of speech development // Preschool education. 2009. No. 10.

Exercises for the upper respiratory tract

Fun forest trip

Tired? You need to rest, Sit down and yawn sweetly. (children sit on the carpet and yawn several times, thereby stimulating the laryngo-pharyngeal apparatus and brain activity)

A set of exercises to develop the correct pronunciation of the sound P

1. Whose teeth are cleaner? Purpose: to develop the rise of the tongue up and the ability to speak the language. Description: open the mouth wide and use the tip of the tongue to "clean" the upper teeth from the inside, moving the tongue from side to side. Attention! 1. Lips in a smile, upper and lower teeth are visible. 2. Make sure that the tip of the tongue does not protrude, does not bend inward, but is located at the roots of the upper teeth. 3. The lower jaw is motionless; only the language works.

2. Painter Purpose: to work out the movement of the tongue up and its mobility. Description: smile, open your mouth and "stroke" the palate with the tip of your tongue, making back and forth movements with your tongue. Attention! 1. Lips and lower jaw must be motionless. 2. Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.

3. Who will drive the ball further? Purpose: to develop a smooth, long, continuous air stream running in the middle of the tongue. Description: smile, put the wide front edge of the tongue on the lower lip and, as if pronouncing the sound "f" for a long time, blow off the cotton wool to the opposite edge of the table. Attention! 1. The lower lip should not stretch over the lower teeth. 2. You can not puff out your cheeks. 3. Make sure that the child pronounces the sound "f", and not the sound "x", i.e. so that the air stream is narrow, not scattered.

4. Delicious jam. Purpose: to develop the movement of the wide front of the tongue upward and the position of the tongue close to the shape of the cup, which it takes when pronouncing hissing sounds. Description: slightly open your mouth and lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not "plant" the tongue up - it must be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touch the corners of the mouth.

5. Turkey. Purpose: to develop the rise of the tongue up, the mobility of its front part. Description: open your mouth, put your tongue on your upper lip and make movements with the wide front edge of the tongue along the upper lip back and forth, trying not to tear your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add a voice until you hear bl-bl (like a turkey chattering). Attention! 1. Make sure that the tongue is wide and does not narrow. 2. Make sure that the movements of the tongue are back and forth, and not from side to side. 3. The tongue should "lick" the upper lip, and not be thrown forward.

6. Drummers. Purpose: to strengthen the muscles of the tip of the tongue, to develop the lift of the tongue up and the ability to make the tip of the tongue tense. Description: smile, open your mouth and tap the tip of your tongue on the upper alveoli, repeatedly and distinctly pronouncing a sound reminiscent of the English sound "d". First, pronounce the sound "d" slowly, gradually increase the pace. Attention! 1. The mouth should be open all the time, lips in a smile, the lower jaw is motionless; only the language works. 2. Make sure that the sound "d" has the character of a clear blow, it is not squelching. 3. The tip of the tongue should not tuck. 4. The sound "d" must be pronounced so that the exhaled air stream is felt. To do this, bring a piece of cotton wool to your mouth. When performed correctly, the exercise will deviate.

A set of exercises to develop the correct pronunciation of the sound L

1. Punish the naughty tongue. Purpose: to develop the ability to relax the muscles of the tongue, keep it wide, flattened. Description: slightly open your mouth, calmly put your tongue on your lower lip and, slapping it with your lips, make the sounds of five-five-five ... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten. Attention! 1. The lower lip should not be tucked up and pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. Pat your tongue with your lips several times on one exhale. Make sure that the child does not retain exhaled air. You can control the performance as follows: bring the cotton wool to the child's mouth, if he does the exercise correctly, it will deviate. At the same time, this exercise contributes to the development of a directed air jet.

2. Delicious jam. Purpose: to develop the movement of the wide front of the tongue upward and the position of the tongue, close to the shape of the cup. Description: slightly open your mouth and lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not "plant" the tongue up - it must be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touch the corners of the mouth. 3. If the exercise fails, you need to return to the exercise "Punish a naughty tongue." As soon as the tongue becomes flattened, you need to lift it up and wrap it on the upper lip.

3. The steamer is buzzing. Purpose: to develop a rise in the back of the tongue up. Description: open your mouth and pronounce the sound "y" for a long time (like a steamer is buzzing). Attention! Make sure that the tip of the tongue is lowered and is in the depths of the mouth, and the back is raised to the sky.

4. Turkey. Purpose: to develop the rise of the tongue up, the mobility of its front part. Description: open your mouth, put your tongue on your upper lip and make movements with the wide front edge of the tongue along the upper lip back and forth, trying not to tear your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add a voice until you hear bl-bl (like a turkey bobo). Attention! 1. Make sure that the tongue is wide and does not narrow. 2. So that the movements of the tongue are back and forth, and not from side to side. 3. The tongue should "lick" the upper lip, and not be thrown forward.

5. Swing. Purpose: to develop the ability to quickly change the position of the tongue, which is necessary when combining the sound l with vowels a, s, o, u. Description: smile, show teeth, open your mouth, put a wide tongue behind the lower teeth (on the inside) and hold in this position for a count of one to five. So alternately change the position of the tongue 4-6 times. Attention! Make sure that only the tongue works, and the lower jaw and lips remain motionless.

6. Horse. Purpose: to strengthen the muscles of the tongue and develop the rise of the tongue up. Description: smile, show teeth, open your mouth and click the tip of your tongue (like a horse clatters its hooves). Attention! 1. The exercise is first performed at a slow pace, then faster. 2. The lower jaw should not move; only the language works. 3. Make sure that the tip of the tongue does not turn inward, i.e. so that the child clicks his tongue, not smack.

7. The horse rides quietly. Purpose: to develop the upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound "l". Description: the child should make the same movements with the tongue as in the previous exercise, only silently. Attention! 1. Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise. 2. The tip of the tongue should not curl inwards. 3. The tip of the tongue rests on the palate behind the upper teeth, and does not protrude from the mouth.

8. The breeze is blowing. Purpose: to produce an air jet coming out along the edges of the tongue. Description: smile, open your mouth, bite the tip of your tongue with your front teeth and blow. Check the presence and direction of the air jet with a cotton swab. Attention! Make sure that the air does not come out in the middle, but from the corners of the mouth.

A set of exercises to develop the correct pronunciation of hissing sounds (w, w, w, h)

1. Punish the naughty tongue. Purpose: to develop the ability, by relaxing the muscles of the tongue, to keep it wide, flattened. Description: slightly open your mouth, calmly put your tongue on your lower lip and, slapping it with your lips, make the sounds of five-five-five ... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten. Attention! 1. The lower lip should not be tucked up and pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. Pat your tongue with your lips several times on one exhale. Make sure that the child does not retain exhaled air. You can control the performance as follows: bring the cotton wool to the child's mouth, if he does the exercise correctly, it will deviate. At the same time, this exercise contributes to the development of a directed air jet.

2. Make the language wide. Purpose: to develop the ability to keep the tongue in a calm, relaxed position. Description: smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold it in this position for a count of one to five to ten. Attention! 1. Do not stretch your lips into a strong smile so that there is no tension. 2. Make sure that the lower lip does not tuck. 3. Do not stick out the tongue far, it should only cover the lower lip. 4. The lateral edges of the tongue should touch the corners of the mouth.

3. Glue the candy. Purpose: to strengthen the muscles of the tongue and work out the rise of the tongue up. Description: put the wide tip of the tongue on the lower lip. Put a thin piece of toffee on the very edge of the tongue, glue a piece of candy to the palate behind the upper teeth. Attention! 1. Make sure that only the tongue works, the lower jaw must be motionless. 2. Open the mouth no wider than 1.5-2 cm. 3. If the lower jaw is involved in the movement, you can put the child’s clean index finger on the side between the molars (then it will not close the mouth). 4. Perform the exercise at a slow pace.

4. Fungus. Purpose: to develop the rise of the tongue up, stretching the hyoid ligament (bridle). Description: smile, show teeth, open your mouth and, pressing a wide tongue with the entire plane against the palate, open your mouth wide. (The tongue will resemble a thin mushroom cap, and the stretched hyoid ligament will resemble its leg.) Attention! 1. Make sure that the lips are in the position of a smile. 2. The lateral edges of the tongue should be pressed equally tightly - no half should fall. 3. When repeating the exercise, you need to open your mouth wider.

5. Who will drive the ball further. Purpose: to develop a smooth, long, continuous air stream running in the middle of the tongue. Description: smile, put the wide front edge of the tongue on the lower lip and, as if pronouncing the sound f for a long time, blow off the cotton wool on the opposite edge of the table. Attention! 1. The lower lip should not stretch over the lower teeth. 2. You can not puff out your cheeks. 3. Make sure that the child pronounces the sound f, and not the sound x, i.e. so that the air stream is narrow, not scattered.

6. Delicious jam. Purpose: to develop the movement of the wide front of the tongue upward and the position of the tongue close to the shape of the cup, which it takes when pronouncing hissing sounds. Description: slightly open your mouth and lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not "plant" the tongue up - it must be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touch the corners of the mouth. 3. If the exercise fails, you need to return to the exercise "Punish a naughty tongue." As soon as the tongue becomes flattened, you need to lift it up and wrap it on the upper lip.

7. Accordion. Purpose: to strengthen the muscles of the tongue, stretch the hyoid ligament (bridle). Description: smile, open your mouth, stick your tongue to the sky and, without lowering your tongue, close and open your mouth (as the accordion furs stretch, so the hyoid frenulum stretches). The lips are in a smile position. When repeating the exercise, you should try to open your mouth wider and longer and keep your tongue in the upper position. Attention! 1. Make sure that when opening the mouth, the lips are motionless. 2. Open and close the mouth, holding it in each position for a count of three to ten. 3. Make sure that one of the sides of the tongue does not sag when opening the mouth.

8. Focus. Purpose: to develop the rise of the tongue up, the ability to give the tongue the shape of a bucket and direct the air stream in the middle of the tongue. Description: smile, open your mouth, put the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. At the same time, the air should go in the middle of the tongue, then the fleece will fly up. Attention! 1. Make sure that the lower jaw is motionless. 2. The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which the air stream goes. If this does not work, you can slightly hold your tongue. 3. The lower lip should not tuck and stretch over the lower teeth.

Non-traditional exercises to improve articulatory motor skills

In addition to the generally accepted articulation exercises, I offer non-traditional exercises that are playful in nature and evoke positive emotions in children.

Ball exercises

The diameter of the ball is 2-3 cm, the length of the rope is 60 cm, the rope is threaded through a through hole in the ball and tied into a knot.

1. Move the ball along the rope stretched horizontally on the fingers of both hands with your tongue to the right and left.

2. Move the ball up along the vertically stretched rope (the ball falls arbitrarily down).

3. Push the ball up and down with your tongue, the rope is stretched horizontally.

4. Tongue - "cup", goal: to catch the ball in the "cup".

5. Catch the ball with your lips, push it out with force, "spitting out" it.

6. Catch the ball with your lips. Close your lips as far as possible and roll the ball from cheek to cheek.

7. Tell tongue twisters with a ball in your mouth, holding a string with your hands.

Note. During work, an adult holds the rope in his hand. After each session, thoroughly rinse the ball with a rope with warm water and baby soap and dry with a napkin. The ball must be strictly individual.

Spoon exercises

1. Clamp the teaspoon in a fist and put it to the corner of the mouth, push the tongue into the concave side of the spoon to the left and right, respectively turning the hand with the spoon.

2. Push the spoon into the concave up and down.

3. The same, but push the spoon into the convex part.

4. Tongue - "spatula". Pat the convex part of a teaspoon on the tongue.

5. Push with the edge of a spoon on a relaxed tongue.

6. Press the spoon firmly against the lips with the convex side in front of the lips, folded in a tube, and make circular movements clockwise and counterclockwise.

7. Lips stretch into a smile. With the convex part of a teaspoon, make circular movements around the lips clockwise and counterclockwise.

8. Take a teaspoon in the right and left hand and make light patting movements on the cheeks from bottom to top and top to bottom.

9. Circular movements with teaspoons on the cheeks (from the nose to the ears and back).

10. Patting with teaspoons on the cheeks with both hands simultaneously from the corners of the mouth stretched in a smile to the temples and back.

Water Tongue Exercises

"Don't Spill Water"

1. The tongue in the form of a deep "dipper" with a small amount of water (water can be replaced by juice, tea, compote) is strongly protruded forward from a wide-open mouth. Hold for 10 - 15 seconds. Repeat 10 - 15 times.

2. The "tongue-ladle" with the liquid smoothly moves alternately into the corners of the mouth, holding the liquid without closing the mouth and without pulling back into the mouth. Executed 10 times.

3. The "tongue-ladle" filled with liquid moves smoothly back and forth. The mouth is wide open. It is performed 10 - 15 times.

Exercises for the lips and tongue and jaws with a bandage

Single-use bandage, strictly individual, dimensions: length 25-30 cm, width 4-5 cm.

1. Lips closed and stretched into a smile tightly squeeze the bandage. The adult tries to pull out the bandage, overcoming the resistance of the muscles of the lips. Runs within 10 - 15 seconds.

2. It is performed by analogy with exercise 1, but the bandage is clamped with lips either in the left or in the right corner of the mouth alternately. Executed 10 times.

3. Clamped with lips in the right corner of the mouth, the bandage moves without the help of hands to the left corner, then, on the contrary, from the left to the right, etc. Executed 10 times.

4. Unlike exercise 1, the bandage is bitten, firmly clamped not with the lips, but with the front teeth and held for 10-15 seconds, the clamp is loosened for a few seconds. Clamp - relaxation alternate 10 - 15 times.

5. The bandage is bitten and clamped not with incisors, but with molars, alternately either left or right. Executed 10 times.

6. Bandage to the entire surface of the upper lip tightly presses the tongue raised up in the form of a wide bucket or "shovel" (pancake). At the same time, the mouth is wide open. The adult, as in exercise 1, tries to pull out the bandage, overcoming resistance. Hold this position for 10-15 seconds. Repeats up to 10 times.

7. In contrast to exercise 6, the bandage is pressed with a “bucket tongue” (“scapula”, “pancake”) not to the entire surface of the upper lip, but either to the left or to the right corner of the mouth alternately. It is performed in the same way as exercises 1, 6.

8. The bandage is firmly pressed against the entire surface of the lower lip with a wide soft tongue in the form of a "scapula" ("pancake").

1. Methodology for examining the sound side of speech in children

Bibliography

Diagnosis of the level of development of the sound culture of speech in children 5-6 years old.

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Zoology

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recent history

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new time

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