Didactic games for the formation of phonemic processes. Card file for the development of speech on the topic: Card file of games for the development of phonemic processes in preschoolers with speech disorders

Development of phonemic perception and representations

A child is surrounded by many sounds: music, birds chirping, grass rustling, wind noise, murmuring water... But words - speech sounds - are most significant from his very birth. Sounding speech provides the child with the necessary communication with adults, obtaining information, getting involved in activities, mastering the norms of behavior.

Listening to the words, comparing their sound and trying to repeat them, the child begins not only to hear, but also to distinguish the sounds of his native language.

Already in the third - fourth year of life, he notices the incorrect pronunciation of words by his peers, tries to correct them, although sometimes he himself does not possess such skills.

The purity of speech depends on many factors: on the development of speech hearing, speech attention, speech breathing, voice and speech apparatus. All these components without their special "training" often do not reach the desired level of development.

It is necessary to work on the pronunciation side of a child's speech from an early preschool age, since often transferring it to an older age does not bring the desired results.

Games and exercises for the development of phonemic hearing are recommended for children after 3 years. The concept of phonemic hearing includes phonemic perception, phonemic representations and sound analysis and synthesis, which children master not only in the preschool period, but also in the course of preparing for literacy. Sufficient development of phonemic hearing is necessary for the child to master the sound system of the language, for competent oral and written speech.

Game "Train" No. 1

Target :

Material. Bell, big and small hare.

Game progress:

The bell is ringing. The teacher invites the children to play the game "Train": "We will go to the hares, they want to play with us." Children imitate the movement of the train, pronouncing sounds and sound combinations: “Chu-choo-choo” - the departure of the train; "Uuuu" - the train is buzzing; "Choo-choo-choo" - the train stops near a chair on which a big bunny is sitting.

The teacher and the children greet the hare, ask him to go with them to kindergarten. The hare joins the children. The train is moving on.

At the other stop, a little hare is waiting for the children. The children also greet him and invite him to go with them.

When the train stops, the hares invite the children to dance, jump, and clap. Then the teacher says: “The hares are tired and want to sleep. Let's sing a song to them: “Aaa-aaa ...” (children imitate that they rock the rabbits). The hares fell asleep, and you sit on the chairs.

Game "Cubs eat honey" No. 2

Game progress:

The teacher tells the children that they will be cubs, and cubs are very fond of honey. Offers to bring the palm closer to the mouth (with fingers away from you) and “lick off” the honey - the children stick out their tongue and, without touching the palm, imitate that they eat honey. Then, raising the tip of the tongue, remove it. (Mandatory display of all actions by the educator.) 3-4 times.

Then the teacher says: “The cubs have eaten.

They lick upper lip (show), lower lip (show).

Stroking the tummies, saying: "Uuu" (2-3 times).

Game "Clock" No. 3

Target :

To develop the speech apparatus and speech attention of children.

Material . Picture of big and small clocks.

Game progress:

Educator. Listen to the clock ticking: "Tick-tock, tick-tock", how the clock strikes: "Bom-bom ...". In order for them to walk, you need to start them: "Trick-track ...".

- Let's start a big clock (children repeat the corresponding sound combination 3 times); our clock goes and first it ticks, then it beats (sound combinations are repeated by children 5-6 times).

- Now let's start a small clock, the clock goes and sings softly, the clock strikes very quietly (each time the children imitate the movement and ringing of the clock with their voices).

The game "Who lives in the house?" No. 4

Target.

To develop speech attention and speech breathing of children.

Material. Pictures with the image of a cat, a kitten, a dog, a puppy; 4 dice.

Game progress:

Educator (showing a picture of a cat).

-Who is it? (Children's answers.)

The cat meows loudly: "Meow-meow" (children repeat the sound combination 3-4 times). Educator (shows a picture of a kitten.)

- And who is this? (Children's answers.)

The kitten meows quietly (children repeat the sound combination 3-4 times).

Educator (shows a picture of a dog.)

-Who is it? (Children's answers.)

The dog barks loudly: “Av-av” (children repeat the sound combination 3-4 times). Educator (shows a picture of a puppy.)

-And who is this? (Children's answers.)

The puppy barks quietly (children repeat the sound combination 3-4 times).

- Send the animals home (pictures are removed by the cubes).

- Guess who lives in this house:

"Av-av" (pronounced loudly)? (Children's answers.)

-That's right, a dog (shows a picture).

- How did she bark? (Children's answers.)

- Guess who lives in this house:

"Meow meow" (pronounced quietly)?

How did the kitten meow? (Children's answers.)

Similarly, children guess who lives in other houses, and repeat sound combinations several times.

Game "Bells" No. 5

Target.

To develop speech attention and speech breathing of children.

Material . Big and small bell (you can use Christmas decorations)

Game progress

Educator. Look, this is a big bell and this is a small bell. The girls will be little bells. They call: "Ding, ding, ding." The boys will be big bells. They ring: "Melons-melons-melons."

The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is performed 2 times, then the children change roles, and the game is repeated.

The game "The bells are ringing" No. 6

Target.

Material. Large and small mugs of any color.

Game progress

Educator. A large bell (shows a large circle) rings: "Ding, ding, ding." A small one (shows a small circle) rings: “Ding, ding, ding” (children repeat sound combinations).

When I show a big circle, big bells will ring; when I show a small circle, small bells will ring.

The teacher shows either large (3 times) or small (3 times) circles (haphazardly).

The game "Who is screaming?" No. 7

Target.

To develop speech attention and speech breathing of children.

Material. Flannelgraph, pictures to him depicting a pig and a piglet.

Game progress

Educator.

- The mother pig (reinforces the corresponding picture on the flannelograph) had a small piglet (the picture is displayed).

- Mom taught him to grunt.

- The pig grunted loudly: “Oink-oink-oink” (children repeat the sound combination).

- And the pig answered quietly: “Oink-oink-oink” (children repeat the sound combination).

-The piglet played and ran away from his mother (rearranges the picture with the image of the piglet away).

- The pig is calling his son.

-What does she call him? (Children, together with the teacher, repeat the sound combination.)

- The piglet heard that his mother was calling him, and grunted.

-How does he snort? (Children say the sound combination quietly.)

-The piglet ran to his mother (rearranges the picture).

The pig grunted loudly. How? (Children's answers.)

- So she praised the little piggy son.

And the pig answered her. How? (Children's answers.)

Game "Drums" No. 8

Target.

To develop speech attention, phonemic hearing and articulatory apparatus of children.

Material . Picture of a big and a small drum.

Game progress

The teacher divides the children into two teams - large and small drums. The teams are facing each other.

Educator. "You will be musicians playing drums."

- Big drums beat: “Tram-tam-tam” (children repeat sound combinations). - Small drums beat: “Trim-tim-tim (children repeat sound combinations).

The teacher randomly gives tasks to teams 6-8 times.

Then the children switch roles and the game is repeated.

Game "Horses and Train" No. 9

(in a circle)

Target.

To develop phonemic hearing, speech attention and articulatory apparatus of children.

Game progress

Educator. When the horses are galloping, you can hear: “Tsok, tsok, tsok” (children repeat the sound combination); when the train rides, the wheels knock: "Chok, chok, chok" (children repeat).

The horses galloped ... The horses are resting.

The train went, the wheels rumbled.

The train stopped.

Game "Big and small cars" No. 10

Target.

Game progress

The teacher divides the children into two teams - large and small cars.

Educator. When big cars drive, their wheels rustle loudly: "Shhh." They beep: “Beep-beep-beep” (children repeat the sound combination 2-3 times). Small cars drive quietly, and their wheels rustle quietly: "Shhh."

They beep: "Beep-beep-beep" (children repeat the sound combination 2-3 times).

At the signal " Let's go big cars» children of the first team imitate how cars drive - they turn the steering wheel and beep.

Then at the signal Let's go little cars» the task is performed by the second team.

The game is repeated 2 times, then the children change roles, and the game is played again.

Game "Fish" No. 11

Target.

To develop speech attention and speech breathing of children.

Game progress

Educator. "You will be fish."

-The fish swim in the river and splash their tail: "Flu-flu-flu."

-They dive deep for food.

-When big fish dive, you hear: “Splash” (says loudly).

-When small fish dive, you hear: “Splash” (says quieter).

Children repeat both sound combinations 2-3 times.

Educator. "The fish swam, waving their tail."

(Children say: "Flu-flu-flu".)

- Big fish dive... small fish. (Children pronounce "Splash" now loudly, then quietly.)

Game "Elephants and Donkeys" No. 12

Target.

Develop speech attention and articulation apparatus of children.

Material. Pictures with the image of a donkey and an elephant.

Game progress

The teacher divides the children into two groups: donkeys and elephants.

They stand up against each other.

Educator. The donkey (showing the picture) shouts: “Eee-ee-iii”, and the elephant (showing the picture) shouts “Yyyy-yyy” (children repeat both sound combinations).

On command " Donkeys are coming» The first group of children move around the room and make the appropriate sounds.

On command " Elephants are coming» the above actions are performed by the second group.

The game is repeated 3 times, then the children change roles, and the game is played again.

Game "Complete the task" No. 13 (in a circle)

Target.

To develop speech attention and speech breathing of children.

Game progress

We stomp our feet

We clap our hands

We nod our heads.

We raise our hands

We lower our hands

We give hands (children hold hands)

And we run around (3 times).

The game is repeated 3 times.

Game "Phone" No. 14

Target.

To develop speech attention and speech breathing of children.

Material . 3-4 story pictures like: a girl jumps, a boy washes, children sing.

Game progress

The teacher invites three children to stand in a row. The last one says a phrase in the ear corresponding to the content of one of the pictures. The child quietly repeats it to his neighbor, who - to the first child in the row, who pronounces the phrase loudly, comes to the table and takes the desired picture.

Game "Be attentive" No. 15

Target.

To develop phonemic hearing, speech attention and speech breathing of children.

Material . Pictures depicting adult animals and birds on the flannel - goats, sheep, rooster; their cubs (each child has one picture of a cub); flannelgraph.

Game progress

Educator. This is a goat (show picture).

- She shouts loudly: “Me-me ..” (children repeat the sound combination).

- And this is a goat - her cub. He screams softly (children repeat the sound combination

-This is a sheep (showing the picture). She bleats - screams loudly: “Be-be ...” (children repeat the sound combination).

- And her cub - a lamb screams softly (children repeat 5-6 times).

- And who is this? (Showing a picture of a rooster.)

-How does he scream? (Answers of children).

-He shouts loudly: “Ku-ka-re-ku!”, wakes everyone up (children repeat the sound combination)

- A rooster and a hen have babies.

-What are their names? (Children's answers.)

-How do chickens squeal? (Children's answers.)

Pictures are exposed on a flannelgraph.

Educator. (distributes to children pictures depicting the cubs of these animals and birds).

Cubs walk (children leave the tables),

they pinch grass, they look for crumbs.

Whose mother or whose father calls the cub, he must shout - answer them - and run - put a picture next to them.

The teacher reproduces the cry of an animal or bird.

Children who have their cubs in the pictures say, for example: “I am a lamb: “Be-be-be””, and put the picture on the flannelgraph.

After all the pictures are placed, the children name an adult animal and its cub, a bird and its cub.

The game "Hammer a carnation with a hammer" No. 16

Target.

Develop phonemic hearing, speech attention of children.

Game progress

Educator. When a big hammer knocks, you hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times).

When a small hammer knocks, you hear: “Tuk-tuk-tuk” (children repeat the sound combination 5-6 times).

Let's hit the nail with a big hammer.

Now let's hammer a small carnation with a small hammer.

Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

The game "Let's teach the bunny to speak correctly" No. 17

Target.

To develop speech attention and speech breathing of children.

Material. Toy hare; pictures of bears, squirrels, elephants, monkeys, birds, dogs on flannel; flannelgraph.

Game progress

Educator. I have pictures on the flannelgraph. Bunny will say what is drawn on them. If he speaks incorrectly, you will teach him to speak correctly.

Ishka - children correct "Bear".

Herringbone - squirrel.

Onik is an elephant.

Zyanka is a monkey.

Ichka is a bird.

Baka is a dog.

After "learning" the bunny begins to name all the objects correctly.

Educator. Well done guys, taught the bunny to speak correctly.

Game "Frog and Frogs" No. 18

Target.

To develop speech attention, articulatory apparatus and speech breathing of children.

Game progress

Educator. You will be little frogs, and I will be a mother frog.

The frog jumps along the path, stretching out its legs: “Kwa-kva-kva”, come out, kids: “Kwa-kva-kva”. (Children imitate how frogs jump and croak.)

Sit down, frogs, rest (children squat down).

I caught a lot of tasty midges.

Open your mouths wider - I will feed you.

The frogs ate, croaked loudly.

They lay down to sleep on the leaves.

Woke up and screamed.

The children do the following.

Game "Call Your Mom" ​​No. 19

Target.

To develop speech attention, articulatory apparatus and speech breathing of children.

Material. For each child, one picture with the image of cubs of animals and birds: a chicken, a puppy, a kitten, a piglet, a frog, a foal, a calf, a duckling, a bear cub, a caterpillar, a chick.

The teacher has an appropriate set of adult animals and birds.

Game progress

Educator. Who do you have drawn, Kolya? (Chick.)

Who is the mother of the chicken? (Hen.)

Call, chicken, your mother. ("Pee-pee-pee.")

(The teacher imitates the clucking of a chicken and shows a picture.)

The same work is done with all children.

The game "The animals are coming" No. 20

Target.

Game progress

The teacher divides the children into four groups - elephants, bears, pigs and hedgehogs.

Educator. Elephants are walking, they are stomping very loudly (children pronounce the sound combination “Top-top-top” loudly, repeat it 3-4 times).

- Bears are coming, they are stomping quieter (children repeat the sound combination 3-4 times a little quieter).

- Piglets are coming, they stomp even quieter.

- There are hedgehogs, they stomp very quietly.

- Let's go elephants (children walk in a group, stomp and pronounce a sound combination loudly).

The same work is done with other animals. The children then switch roles of their choice and the game is repeated.

Game "Be attentive" №21

Target.

Material . Pictures with the image of a doll, a ball, a pyramid, a car, a hare, a bear, a cow, a horse, a hedgehog; for each child, a blue and a red mug.

Game progress

Educator. I have different pictures. If I show you a picture of an animal, you have to yell the way it yells and raise the blue circle. If I show a toy, you will raise a red circle and name the toy.

The teacher shows pictures (randomly), and the children perform actions.

Game "Guess the word" No. 22

Target.

Material. Pictures on the flannel depicting all the animals and their cubs familiar to children; flannelgraph.

Game progress

Educator (puts pictures of animals on the flannelgraph by the number of children in the group).

I will begin to name the animal, and the one I ask will name it correctly.

I will say: "Horse ...", and you must say: "Horse" or "horse".

The teacher pronounces the word without the last syllable or sound, the children call the whole word.

Game "Cuckoo and pipe" №23

Target.

Material . A picture depicting a cuckoo, a pipe.

Game progress

Educator. A bird lives in the forest - a cuckoo (picture display).

- She cuckoos: "Ku-ku, ku-ku" (children repeat the sound combination 3-4 times).

- One day the children came to the forest to pick mushrooms.

- We got a lot of mushrooms.

- Tired, sat down in the clearing to rest and played pipes: “Doo-doo-doo-doo” (children repeat the sound combination 3-4 times).

The teacher divides the children into two groups - cuckoos and pipes.

Without a system, he gives different commands 6-7 times (either to cuckoos or pipes). Then the children switch roles and the game is repeated.

Game "Do as I do" No. 24

Target.

To develop phonemic hearing, speech attention and articulation and voice apparatus of children.

Material . Toy: bear

Game progress

Educator. The bear wants to play with you - give you tasks.

Bear. I am clubfoot, I walk like this (show). And you are like that (children perform).

I can growl: "Hr-hr-hr." And you growl...

I love to eat honey. I eat it like this (holds out paw and pretends to lick honey off it). Eat honey...

Honey is very tasty. You gotta lick your lips like this...

You have to lick your teeth like this. Stroke the tummy and say: "Fu-u-u." Roar louder.

Educator. Well done!

CARD FILE OF DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC HEARING AND PERCEPTION

(for children of the middle group)

RECOGNIZATION AND DIFFERENCE OF NON-SPEECH SOUNDS

1. "What does it sound like?"

Target: to form the ability to call a sounding object by ear

Material: bell, tambourine.

Game progress:

The child sits on a chair, the teacher stands behind him so that he does not see the object in his hands (bell, tambourine). The child must guess what the object sounds like.

2. "Slap, stomp"

Goal: Development of auditory attention, development of observation, attentiveness, coordination of movements.

Game progress:

There are several sounding toys on the table. in response to a certain sound, the child must perform certain actions, for example, when the harmonica plays, clap your hands, stomp with the sounds of a tambourine, clap the bell, stomp the drum.

3. "Whistle loudly, softly"

Material: big and small elephant.

Target: the formation of hearing, the development of the timbre of the voice.

Game progress:

Two elephants came to visit: one small, the other large. The teacher says that the big elephant whistles loudly, and the small elephant whistles quietly, because he has less strength. Shows and the child guesses which of the elephants makes sounds. Then he offers to do it to the child.

4. "Sounding dishes"

Target: determine the sound of dishes, develop a hearing aid.

Game progress:

The teacher demonstrates various sounds: the sound of a teaspoon on a glass, a stick on a porcelain mug, on a plastic mug, on a wooden bowl. Then he repeats the same sounds, but in a different sequence (the child should not see the action). Then the child determines which subject the teacher hits.

5. "Repeat"

Target: formation of auditory attention.

Game progress:

The teacher offers to first clap your hands once, then two, then three.

6. "Listen and say"

Target: to form the ability to hear and name the sounds of the world around.

Game progress.

Material: audio recording with the sounds of the surrounding world.

Game progress:

Children sit in a semicircle. Sounds like an audio recording. The teacher asks a question.

What is ringing? (call).

What rumbles (thunder)

What's buzzing? (siren).

What's rustling? (leaves).

What's creaking? (a door).

Who is chirping? (grasshopper).

Who croaks (crow).

Who is screaming? (girl)

RECOGNIZATION AND DIFFERENCE OF SPEECH SOUNDS

1. "I'm lost"

Target: listening to the duration of the sound, loudness and pitch of the voice.

Game progress:

The teacher gets up with a subgroup of children in different corners of the group, away from each other and asks them to imagine that they are lost in the forest. You have to go around so that others can hear. then gradually approaching, echoing ever quieter.

2. "Little Chicken"

Target: to develop the ability to use the volume and pitch of the voice.

Material: chicken, cat, mother-chicken, chicken masks.

Game progress:

A chicken walks in the meadow. Invite the children to demonstrate how he squeaks when he walks with other chickens. (children pretend to be chickens). The cat runs out, the chicken squeaks in fright. It turns out mom-chicken-joyfully.

3. "We are kittens, piglets, chickens and frogs .."

Target: to form the ability to imitate the voices of various animals and birds.

Game progress: The teacher reads an excerpt from K. Chukovsky's poem "Confusion". Children repeat the sounds of animals and birds.

Kittens meowed:

We are tired of meowing! Children repeat sounds: (meow, meow).

We want like piglets

Grunt! (oink, oink).

And behind them and ducklings:

"We don't want to quack anymore! (quack, quack)

We want, like frogs, to croak (qua, qua).

The pigs meowed: (meow, meow).

Kittens grunted: (oink, oink).

The ducks croaked: (qua, wa).

The hens quacked: (quack, quack).

Target: to form the ability to distinguish and imitate the voices of animals, to develop attention and memory.

Material: cards with the image of animals and birds.

Game progress:

Show children pictures of animals and birds (wolf, cow, goat, donkey, rooster, frog, rooster, etc.) Invite children to imitate their voices. Then the teacher himself imitates the voices of animals and birds, and the child shows the desired picture and calls the owner of the voice.

5. "Guess who called me?"

Target: development of auditory memory, communicative qualities.

Game progress: The driver stands in a circle blindfolded. children move in a circle and sing. "Here we built a circle, we will suddenly turn around, but how do we say:" lope "," lope "! Guess whose voice"?

The words "Jump, Skok" are pronounced by one of the players appointed as the leader. The driver must guess who said the words. If he guesses, he becomes in a general circle, and in the center of the circle becomes the one whose voice was guessed, if not, continues to drive.

RECOGNIZATION AND DIFFERENCE OF WORDS CLOSE IN SOUND COMPOSITION

1. "Choose a picture"

Target: develop the ability to distinguish sound.

Material:pictures depicting objects.

Game progress

The teacher calls the words, and the children raise a card with the image of the object that the teacher named and pronounce the word.

Catfish, tom, house.

Soup, bitch, beetle

Teeth, lips, coats.

2. "Come up with your own word"

Target: to form the ability of children to come up with words similar in sound and name the reason for changing the word.

Game progress:

The teacher offers to come up with his own word, similar in sound.

Helmet .. mask, weasel ..

Cat .. midge, spoon ..

Fly.. drying..

Laika..nut, bunny..

3. "Find the mistake"

Target: to form the ability to recognize the correct sound in a word.

Game progress"

The teacher consciously calls the word with a change in one sound, and the child must correct the teacher.

Mamolet-aircraft

Shumka bag

Nishka-bear.

The teacher also invites the children to name their word, while others name the correct word, while they name the reason for changing the word. (Sound change at the beginning of the word).

RECOGNIZING AND DIFFERENTIATION OF SOUNDS

1. "Consider and tell."

Target: develop the ability to pronounce vowel sounds.

Material: Media board with pictures.

The teacher asks what is on the blackboard.

The boy is crying. How does he cry? (ah-ah-ah).

The wolf howls. How does he howl? (u-u-u).

The patient is screaming. how he screams (oh-oh-oh).

2. "Very necessary words - for you and for me!"

Target: to form the ability to name words on the first vowel sound.

Game progress: The teacher suggests naming words with a vowel sound.

A- watermelon, bus, car ..

Oh donkey, window...

U street. ear...

3. "Find a picture"

Target: develop the ability to recognize vowel sounds in a word.

Material: item cards.

Game progress

The teacher calls the words and if the child hears a word that begins with the sound (and), (a), (y), (o) raises the card.

4. "Hello, Petrushka"

Target: To form the ability to repeat sentences, highlighting repetitive sounds.

Material: Petrushka costume.

Educator dressed as Petrushka.

I am a naughty parsley

I will play with you!

You, my friend, do not yawn!

And repeat after me.

"Beat, drum! Drum, drum!"

"Hush, hush, hush

Mice are rustling on the roof!

"Sa-sa-sa - a wasp flew to us!

Sha-sha-sha - the mother of the baby washes.

Zha-zha-zha - the hedgehog has needles.

For-for-for - go home goat.

EXERCISE FOR THE DEVELOPMENT OF SPEECH BREATHING

Target: the formation of speech breathing.

(each exercise is performed no more than 2-3 times).

Puff out your cheeks and hold the inhaled air.

Pull in your cheeks and relax them.

Inflate your cheeks and sharply press on them with your fingers (pass the air through your teeth).

It is easy to blow on a pen lying on a table.

Blow on a cotton pad lying on a smooth surface.

Blow on light plastic or paper toys floating on the water.

Blow bubbles.

Blow off a piece of paper, a piece of bandage or cotton wool from the tip of the tongue.

As you exhale, pronounce the vowels slowly.

"Swimming pool"

Target. Vocabulary activation, automation of individual sounds, development of phonemic hearing

game material. Filled with peas, small subject pictures, small toys.

Description of the game. Children take turns catching various objects with a fishing rod. They are called. They determine the presence or absence of the necessary sound in the name, its place in the word. For a correct answer, the child receives a point. The one who scores more points wins.

"Wonder Tree"

Target. Finding sound in words perceived by ear.

game material. Cardboard tree, leaflets with pictures.

Description of the game. The speech therapist invites the child to carefully look at the leaflets with pictures, pronounce the word and determine which word has the given sound. If there is a given sound in the word, the children must tear off the leaf.

"Wonderful bag"

Purpose: To learn to hear and identify the first and last sounds in words.

Game material: Pouch, small toys.

Description of the game. All toys are packed in a bag. The speech therapist, holding a bag, approaches the children and offers to get one toy from there, show it to everyone, asks to name what is shown on it, and then determine the first or last sound in the word.

"Gold fish"

Target. Learn to determine the place of the sound "C" in words.

Game material. A fish made of colored cardboard, divided into three parts by bright lines.

Description of the game Speech therapist calls the word. Children determine the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the letter is placed on the first, last or middle part of the strip. First, children determine the place of the sound only at the beginning, then at the end of the word. And only when they learn all this, you can take the words in which the given sound is in the middle.

"Where is the sound?"

Target. Finding the place of a sound in a word.

Game material. A strip of colored cardboard, divided into three parts by bright lines, subject pictures with a given sound.

Description of the game. The child takes a picture, names it and determines the place of the given sound in the word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the picture is placed on the first last or middle part of the strip.

"Kangaroo"

Target. Finding the place of the sound "R" in words.

Game material. A strip of colored cardboard, divided into three parts by bright lines, a butterfly attached to a thread.

Description of the game. The speech therapist says the word. The child determines the place of the given sound in the word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the butterfly is placed on the first, last or middle part of the strip.

"Chamomile"

Game material. Chamomile from colored cardboard, on the leaves of the picture.

Description of the game. The speech therapist offers to collect a chamomile from petals with a given sound.

Target. Determine the presence or absence of sounds in words.

game material. Cardboard house.

Description of the game. Pictures are distributed, the child must choose only those pictures in which there is a given sound and place them in the house.

"Caterpillar"

Target. Exercise children in determining the number of sounds in words.

game material. Caterpillars made of cardboard of different colors and lengths, subject pictures containing from two to five sounds in the names: hedgehog, snake, poppy, cancer, beetle, cheese, catfish; fish, vase, rose, fox, duck, bag, hat, cup, cat, mouse.

Description of the game. The players are given pictures. A card with a pyramid lies in the middle of the table. “We will build this pyramid from pictures. At the very top, we should have pictures with short names consisting of only two sounds, below - from three, even lower - from four sounds, and at the base of the pyramid, pictures of five sounds should be placed. "Children determine the number of sounds in the names of objects depicted on their pictures, and put these pictures on the corresponding squares.

"Who will collect things faster."

Target. Exercise children in the differentiation of sounds.

game material. A large map with 2 suitcases in the middle. Items of clothing are drawn in a circle, in the names of which there is a sound “S” or “Sh”: a fur coat, a cap, a hat, earflaps, a scarf, a shawl; sweater, sundress, boots, sandals, suit, shirt. Between objects - circles in an amount from one to four; 2 chips of different colors, a cube; 10 squares of different colors.

Description of the game. Two children are playing. One child must collect things in the names of which have the sound "C", the other - things with the sound "Sh". Children alternately roll the dice and move their chip by as many circles as they are indicated on the top face of the dice. If the chip hits an object that has the sound the child needs in the name, he puts a cardboard square on his suitcase. The winner is the one who collects more things in his suitcase.

Natalia Glotova
Didactic games for the formation of phonemic processes.

The use of game technologies in the work on the formation of phonemic processes in children of senior preschool age in the conditions of a logopoint.

To overcome phonetic-phonemic disorders, it is necessary to develop phonemic perception and hearing.

phonemic hearing- the ability to auditory perception of speech, phonemes. Phonemic hearing is essential for mastering the sound side of the language; phonemic perception is formed on its basis.

Phonemic perception is the ability to distinguish speech sounds and determine the sound composition of a word.

Developed phonemic processes are an important factor in the successful formation of the speech system as a whole.

The lack of formation of phonemic hearing negatively affects the formation of sound pronunciation, the child not only poorly differentiates some sounds by ear, but also does not master their correct pronunciation.

Violation of phonemic perception leads to specific deficiencies in pronunciation, which indicates the incompleteness of mastering the sound side of the language, negatively affects the formation of children's readiness for the sound analysis of words, and causes difficulties in mastering reading and writing.

The formed phonemic perception is the key to a clear pronunciation of sounds, building the correct syllabic structure of words, the basis for mastering the grammatical structure of the language, the successful mastering of writing and reading skills, therefore it is the basis of the entire complex speech system.

Sound pronunciation is closely related to speech hearing. To do this, it is necessary to form good diction in children, that is, the mobility of the articulatory apparatus, which ensures a clear and clear pronunciation of each sound separately, as well as the correctness and continuity of pronunciation.

The child must be aware of the sound structure of the language - this is the ability to hear individual sounds in a word, to understand that they are arranged in a certain sequence. A child with a lack of pronunciation does not have this readiness.

A game - the leading type of activity in preschool age.

With the help of game means, a game situation is created, the knowledge of children is updated, the rules are explained, additional stimulation of game and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed.

The use of gaming technologies in the work of a speech therapist can improve the success of teaching children with speech disorders.

To determine the direction of correctional work, a thorough examination of the phonemic processes of children enrolled in the logopoint is necessary. Without a thorough examination of phonemic hearing, effective corrective work is impossible.

An analysis of the state of phonemic perception in children of Nursery School No. 69 of AOA "AVISMA", enrolled in a speech center at the beginning of the school year, showed that out of 26 children, 16 had underdevelopment, which accounted for 61% of the total number of children.

The children experienced difficulty in repeating the rows of their 3 syllables with consonant sounds that were oppositional in voiced-deafness. Among the mistakes, there were substitutions and mixing of sounds, a change in the structure of the series, the transfer of syllables and words from the previous series to the spoken one.

When recognizing a given sound in a number of other sounds, the pupils coped with the task, difficulties were noted in recognizing a given sound in a number of syllables. Recognizing the sound in a series of words was too difficult for children.

From all of the above, we can conclude:

1. Children have a low level of development of phonemic perception. They are characterized by impaired perception not only of sounds that are disturbed in pronunciation, but also of correctly pronounced ones. Differentiation of consonants, oppositional in voicedness-deafness, is more difficult for children than distinguishing consonants in hardness - softness, in place and method of formation.

2. The greatest difficulties were caused by tasks for recognizing a given sound in syllables and words, as well as tasks for distinguishing between the correct and incorrect sounding of words and phrases.

3. The formation of phonemic perception in pupils is secondarily influenced by the shortcomings of sound pronunciation, as well as the low level of development of speech attention.

She outlined corrective work to overcome violations of the development of phonemic perception in children of older preschool age with phonetic and phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and game techniques to increase the effectiveness of corrective action.

Stage 1(preparatory) - the development of non-speech hearing.

At this stage, exercises are carried out to distinguish between non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.

Games used in correctional work at stage 1.

- Distinguishing non-speech sounds.

Game "Silence"

Children, closing their eyes, "listen to the silence." After 1-2 minutes, the children are invited to open their eyes and tell what they heard.

Game "Guess what I play"

Purpose: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.

The speech therapist puts musical toys on the table, names them, extracts sounds. Then he invites the children to close their eyes (“night has come”, listen carefully, find out what sounds they heard.

Game "Recognize by sound"

Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)

The game "Noise cans".

Purpose: to exercise in determining the type of cereal by ear.

- differentiation according to the method of reproduction (claps, stomps)

The game "Where did you slam?", The game "Where did you call"

Purpose: development of the direction of auditory attention, the ability to determine the direction of sound.

This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and call softly (rattle, rustle). The child should turn to the place where the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where does it ring? - left, front, top, right, bottom. A more complex and fun option - "blind man's buff".

- differentiation by tempo (fast - slow)

"Who quickly?"

- differentiation by rhythm (rhythmic patterns)

The game "Polyanka".

Purpose: to learn the rhythmic pattern.

Wild animals gathered in the clearing. Each of them will knock differently: the hare-1 time, the bear cub-2 times, the squirrel-3 times, and the hedgehog-4 times. By knocking, guess who came to the clearing.

- Differentiation by the strength of the sound (loud - quiet)

High-low game

Children go in a circle. The musician reproduces low and high sounds (on the button accordion). Hearing high sounds, the children rise on their toes, hearing low sounds, they squat.

Quiet-loud game

It is carried out similarly to the previous one, only sounds are made either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

- Distinguishing the same words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice

The game "Snowstorm"

Purpose: to teach children on one exhalation to change the strength of the voice from quiet to loud and from loud to quiet.

The blizzards swept over and sang their songs: sometimes quiet, sometimes loud.

The game "The wind blows".

A light summer breeze is blowing: woo (quietly)

A strong wind blew: U-U-U (loudly) You can use pictures.

Loud-quiet game.

Paired toys: big and small. Big ones say words loudly, small ones - quietly.

Game "Three Bears".

Say one of the phrases for a bear, a bear and a bear cub in a voice that changes in pitch.

Game "Close - far."

The speech therapist makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). What kind of pipe is playing: a big one (ooh in a low voice) or a small one (ooh in a high voice).

- differentiation of words similar in sound composition:

Game "Right or Wrong".

1 option. The speech therapist shows the child a picture and loudly, clearly calls what is drawn on it, for example: "Vagon". Then he explains: “I will call this picture either right or wrong, and you listen carefully. If I make a mistake, clap your hands.

Option 2. If the child hears the correct pronunciation of the object shown in the picture, he must raise the green circle, if incorrectly - red.

Baman, paman, bana, banam, vavan, davan, bavan.

Vitanin, mitavin, fitamin, withanim, vitamin, mitanin, phytavin.

The game "Listen and choose".

In front of the child are pictures with objects whose names are similar in sound:

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist calls 3-4 words in a certain sequence, the child selects the corresponding pictures and arranges them in the named order.

Game" "Which word is different?".

Of the four words spoken by an adult, the child must choose and name the word that differs from the others.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

The game "Identical or different."

A syllable is said in the child's ear, which he repeats aloud, after which the adult either repeats the same or says the opposite. The task of the child is to guess whether the same or different syllables were pronounced. Syllables must be selected those that the child is already able to repeat correctly. This method helps to develop the ability to distinguish sounds uttered in a whisper, which perfectly trains the auditory analyzer.

The game "Clap".

An adult explains to a child that there are short and long words. He pronounces them, intonation separating syllables. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, slapping syllables. A more difficult option: invite the child to independently clap the number of syllables in the word.

Game "What's wrong?".

The speech therapist pronounces the rows of syllables "pa-pa-pa-ba-pa", "fa-fa-va-fa-fa" ... The child should clap when he hears an extra (other) syllable.

Game "Alien"

Purpose: differentiation of syllables.

Equipment: alien hat.

Hod: Guys, a lunatic came to us from another planet. He can't speak Russian, but he wants to make friends and play with you. He speaks and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of an alien is played by an adult, then by a child.

-differentiation of phonemes.

Recognition of a sound against the background of other sounds, against the background of a word.

Isolation of vowels from a number of sounds.

Recognition of vowels against the background of a syllable and monosyllabic words.

Recognition of vowels against the background of polysyllabic words.

Isolation of consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth

The sound becomes a vowel

Consonants would be happy to sing

But there are only obstacles in the mouth:

Whisper, whistle, buzz, growl

Gives us language.

The game "What the mouse asks for"

Purpose: to learn to highlight words with a given sound. Develop phonemic analysis and synthesis.

Equipment: toy "bee-ba-bo" - a hare, dummies of products.

Move: Show the children a toy, and say, depicting it: “I am very hungry, but I am afraid of a cat, please bring me products that have the sound A in the name.” Likewise with other sounds.

The game "Tell me a word."

The speech therapist reads a poem, and the child finishes the last word that fits in meaning and rhyme:

Not a bird on the branch -

small animal,

The fur is warm, like a heating pad.

They call him. (squirrel).

The game "The sound got lost."

The child must find a word that is not suitable in meaning and choose the right one: Mom went with barrels (daughters)

On the road along the village.

Game "Catch the sound". "Catch the Song"

Clap your hands if you hear the sound "m" in the word.

Poppy, onion, mouse, cat, cheese, soap, lamp.

Game "Find the sound"

1 Select subject pictures in the name of which the given sound is heard. The pre-pictures are called adult.

2 According to the plot picture, name the words in which the given sound is heard.

Ball game.

The speech therapist pronounces various syllables, words. The child must catch the ball at the given sound, if he does not hear the sound, then hit the ball.

Stage 3 Development of the skill of elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Isolation of the first and last sound in a word

Selection of a word with a proposed sound from a group of words or from

suggestions.

Distinguishing sounds according to their qualitative characteristics (vowel-

consonant, deaf - voiced, hard - soft);

Determining the place, quantity, sequence of sounds in a word

Creative tasks (for example, come up with words with given sounds)

Building Models

The word is divided into syllables

Like slices of an orange.

If the syllables stand side by side -

The words come out:

You- and -kva-, and together "pumpkin".

So- and -wa- so, "owl."

Stressed syllable, stressed syllable

It's named so for a reason...

Hey, invisible - hammer,

Mark him with a blow!

And the hammer knocks, knocks,

And my speech is clear.

The game "Tapping syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

Game description: Children sit in a row. The speech therapist explains that each child will be given a word to tap or slap. Pronounces a word clearly loudly, such as a wheel. The called child must tap as many times as there are syllables in the given word. The facilitator gives the children different words in the number of syllables. The winners will be those who have not made a single mistake.

Game "Guess the word"

Purpose: to compose words with a certain number of syllables

Description of the game: children sit at the table. The teacher says: “Now we will guess the words. I won’t name them for you, but I’ll just telegraph them - I’ll knock, and you should think and say what words these could be. If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The called person must guess the word that will be tapped out, name it and tap out. When the children learn the game, one of the children can be chosen as the leader.

The game "Syllabic train".

Steam locomotive with three wagons. On 1m there is a scheme of 1 syllable, on 2m - from 2 syllables, on 3m - from 3 syllables. Children need to “settle the pictures in the right car.

Pyramid game.

Purpose: to exercise children in determining the number of syllables in words.

Equipment: an image of a pyramid of squares in three rows: at the bottom there are 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - one square for one-syllable words. Under the squares are pockets. subject pictures.

Move: put the pictures in the right pocket depending on the number of words.

Game "Find the word scheme"

Purpose: to exercise children in dividing into syllables.

Subject pictures, schemes for one-syllable, two-syllable, three-syllable words.

Choose the word scheme.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

Game progress. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is put by a child whose name of the depicted object begins with the sound that the word ends with - the name of the first object. The winner is the one who first lays out all his cards.

Game "Train"

Purpose: to develop the skills of highlighting the first and last sound in a word.

Game progress: children are offered to make a train out of trailers-cards. Just as the train cars are connected to each other, so the cards must be connected only with the help of sounds. The last sound must match the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unloaded space - the right half is empty. Multiple people can play. All cards are distributed equally to the players. Each in his turn puts a suitable one to the extreme picture, that is, the one with the first sound in the name is the same as the last sound in this extreme card. Thus, in the names of the left pictures, the first sound is always distinguished, and in the names of the left ones, the last sound. This must be taken into account and not placed on the right pictures that have voiced consonants at the end of the word in their names.

Game "Wonderful fishing rod"

Purpose: To exercise children in determining the first and last sound

in words.

At the end of the thread, a small homemade fishing rod has a magnet attached. Lowering the fishing rod behind the screen, where there are several pictures, to which metal clips are attached, the child takes out the picture and calls the first, last sound.

Game "Find the place of the sound in the word."

Equipment. Cards with diagrams of the location of the place of sound in words.

Game progress: Each child receives a card. The speech therapist shows pictures and names words. If the given sound is heard at the beginning of the word, you need to put a chip in the first cell. If the sound is heard in the middle of the word, the chip must be placed in the second cell. If the sound is at the end of the word of the word, the chip is placed in the third cell. The winner is the one who made no mistakes.

Game "Find a place for your picture."

Purpose: to learn to differentiate sounds in words. (w-w, b-p, r-l, w-s, g-k, f-s, s-s).

2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)

Game "Be Careful"

Purpose: distinguishing sounds [d] - [t] in paronyms.

Point-daughter, sense-duty, coil-tub, water-cotton, melancholy-board, rafts-fruits.

Game "Help to collect things"

Purpose: distinguishing sounds [s] - [g]

A mosquito and a beetle gathered on a journey. Help them pack their things for the journey. Mosquito needs things with sound [z]. and a beetle with a sound [g].

Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.

The game "Suitcase and briefcase".

Purpose: distinguishing sounds [w]. - [g]

Hide in the suitcase items that have the sound [g]. and in a briefcase with the sound [w].

Game "Gifts"

Purpose: distinguishing sounds [l] - [l *]; [r] - [r *]

The sound guy decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.

The tiger - objects with the sound [r], and the tiger cub with the sound [r *].

The game "What the boy gathered in the garden with the sounds [p] - [p]

[r] tomato, dill, carrot, pea, potato.

[p *] cucumber, radish, turnip, radish.

The game “Find in which words the song of a large mosquito sounds, and in which of a small one.

Goal: distinguishing sounds [h]. - [h *]

Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisins.

The game "To whom, what picture"

Purpose: distinguishing sounds [g] - [k]

Dove - pictures with sound [g];

Kotu Leopold - pictures with sound [k].

Phonetic lotto "Voiced - deaf".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes according to voiced-deafness.

On a card with a yellow rectangle - lay out pictures in which words begin with a voiced consonant, and on a card with a lilac rectangle - lay out pictures in which words begin with a deaf consonant.

Phonetic lotto "Hard - soft".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes by hardness-softness.

On a card with a blue rectangle - lay out pictures in which words begin with a hard consonant, and on a card with a green rectangle - lay out pictures in which words begin with a soft consonant.

The sound game

Purpose: to determine the place of sound in a word.

Game material: doll.

Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks with a doll in his hands around the group and says: ... Ivan, ... Tul, ... album,. kno (one hundred, stu, albo, windows), etc. What did the doll want to say?

Game "Catch the sound"

Purpose: to teach to name a sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)

Game progress: Children stand in a circle, at the leader of the ball. He pronounces a word aloud, throws the ball to any player and says what sound he should call, for example, "cheese, the second sound." The child catches the ball and answers: "Y" - and returns the ball to the leader, who sets the next task related to the same word. All sounds in a word must be analyzed.

Traffic light game.

Purpose: To exercise children in finding the place of sound in a word.

The adult says the words. The child puts a chip on the left red, middle yellow or green right part of the strip (“traffic light”), depending on where the given sound is heard.

The game "Houses".

Purpose: Development of the ability to differentiate similar sounds, find the place of sound in a word. Equipment. A set of subject pictures, the names of which begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).

Game progress. The child takes a picture, names it, determines the presence of a sound (for example; Ch or Щ, its place in a word, inserts a picture into the corresponding pocket. Points are scored for a correctly completed task.

The game "Every sound has its own room"

Purpose: to teach to carry out a complete sound analysis of a word based on a sound scheme and chips.

Game progress: Players receive houses with the same number of windows. Tenants - “words” should settle in the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds should be in the word. Then the leader pronounces the word, and the players name each sound separately and lay out the chips on the windows of the house - “populate the sounds”. At the beginning of the training, the leader speaks only words suitable for settling in, that is, those in which there will be as many sounds as there are windows in the house. At subsequent stages, you can say a word that is not subject to “settlement” in this house, and the children are convinced of the mistake by analysis. Such a tenant is sent to live on another street, where words with a different number of sounds live.

"How many rooms are there in the apartment?"

Purpose: to teach how to determine the number of sounds in words without relying on a ready-made scheme using chips.

Game progress: For the game, houses for words are used, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The leader has subject pictures. He shows a picture, the children lay out the windows-chips in the house according to the number of sounds, and then set the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, the children again analyze the word. At the end of the game, based on the numbers, you need to try to remember which pictures were offered for analysis. You can ask to pick up your words with the same number of sounds.

Game "Telegraphers"

Purpose: to develop the skills of consistent sound analysis by presentation; learning the sound synthesis of words.

Game progress: Two children are playing, they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the host, who, secretly from the second player, shows the picture to the first player. He must "transmit the contents of the telegram": pronounce the word - the name of the picture by the sounds. The second player "receives the telegram" - calls the word together, that is, performs the operation of sound synthesis. Then the players switch roles and the game continues.

The game "Pick the picture to the scheme"

Purpose: to teach to determine the place of sound in a word (beginning, middle, end) by presentation.

Game progress. Children have word schemes (rectangles divided across into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those proposed by the leader. The facilitator shows the pictures (a letter is placed in the upper right corner of each picture, and the children must ask for those that contain the sound they have chosen and put these pictures to the desired scheme. The one who first collects three pictures for each scheme will win. Then the children change letters, and the game continues.

Game "Live sounds, syllables"

PURPOSE: To learn to synthesize individual sounds (syllables) into a word.

PROCEDURE OF THE GAME: We call the children and tell them who will turn into what sound. For example:

Misha, you turn into the first sound, the word "bagel".

Katya, you become the last sound of the word "mol".

Olya, you are the main sound "and".

Faith, you are the second sound of the word "bottom"

Children line up. In their hands they have circles corresponding to their sound (blue, red or green). Before the children is a “live” model of the word. Sound children name each sound. The rest - guess what word happened.

Game "Funny balls"

Purpose: to form the skills of sound analysis.

Equipment: cards with syllables, multi-colored balls with transparent pockets.

My cheerful ringing ball

Where did you run off to.

Red, blue, blue-

Don't chase after you.

Funny balls want to play words with you, but you need to put them together from syllables and arrange the balls so that you get a word.

Game "Collect the word."

Purpose: to teach children to lay out a word by the first sounds in small pictures.

Progress: children are dealt one large card and several small ones.

Lay out the word machine, highlighting the first sounds from the pictures on small cards.

MASHANA: poppy, watermelon, hat, willow, socks, stork.

Game "Read the word by first letters"

Purpose: to exercise in determining the first sound in a word, to consolidate the ability to compose words from the selected sounds, to read words.

Progress: The speech therapist exposes pictures and asks to name the first sound in each word and make a word out of these sounds.

The game "Come up with words with given sounds"

1 Name dishes, flowers, animals, toys that begin with a given sound.

2 According to the plot picture, pick up words that begin with a given sound.

Game "Change the first sound"

The speech therapist says the word. Children identify the first sound in it. Next, they are asked to change the first sound in the word to another. Com house.

Purpose: to consolidate the reading of words united by a common beginning. Develop phonemic awareness.

Equipment: cards with the image of animals and birds and printed words that these animals or birds pronounce.

Kar– ta Sh-arf mu-ka z-avod square j-aba me-shok ha = zeta pi-la

Ko-zha pi-la ku-bik r-yba y-tka blouse.

Literature:

1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a guide for a beginner speech therapist: [Text] Educational and methodological manual. / L. S. Vakulenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2012.

2. Volina VV Learning by playing. [Text] / V. V. Volina - M .: New School, 1994.

3. Kolesnikova E. V. The development of phonemic hearing in preschoolers. [Text] / E. V. Kolesnikova - M .: Gnom i D, 2000.

4. Maksakov A. I., Tumanova G. A. Learn by playing. LLC "PUBLISHING" CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.

5. Tumanova G. A. Familiarization of a preschooler with a sounding word. [Text] / - G. A Tumanova - M. 1991.

6. Shevchenko I. N. Notes on the development of the phonetic and phonemic side of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2011.

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Teacher-speech therapist of the first quarter. categories

Makeeva Marina Olegovna

GBOU School №1571

Methodical development "Card file of games for the development of phonemic processes in preschoolers with speech disorders"

One of the most important tasks of teaching a child the native language in the system of preschool education is the formation of grammatically correct, lexically rich and phonetically clear speech. For the formation of the correct sound pronunciation, the syllabic structure of the word, the lexical and grammatical structure of speech, for mastering the skills of writing and reading, for the successful education of the child at school, a certain level of development of phonemic processes is necessary. Phonemic processes include: phonemic hearing, phonemic perception, phonemic analysis, phonemic synthesis.

The main tasks of the development of phonemic processes are: teaching the ability to distinguish a given sound in someone else's and one's own speech; development of skills of control and self-control over the pronunciation of sounds; development of sound analysis and synthesis skills.

Work to overcome violations of phonemic processes is carried out in stages.

First stage - recognition and discrimination of non-speech sounds.

Second phase - Distinguishing the height, strength, timbre of the voice on the material of identical onomatopoeia, words, phrases.

Third stage - Distinguishing words that are close in their sound composition.

Fourth stage - differentiation of syllables.

Fifth stage - phoneme differentiation.

Sixth stage - development of skills in elementary sound analysis and synthesis.

At the first stage, the child is offered games and exercises, during which the ability to recognize and distinguish between non-speech sounds develops. For example: the sound of rain, the rustle of leaves, the sound of passing cars, the rumble of an airplane, etc. Performing such exercises also contributes to the development of auditory attention and auditory memory, which is extremely important for the further development of phonemic processes.

In the second stage, the child is taught to distinguishheight, strength, timbre of the voice, focusing on the same sounds, sound combinations, words, phrases.

The third stage includes games,which will teach the child to distinguish words that are close in sound composition.

At the fourth stage, children learn to distinguish syllables that include sounds that are close in sound: pa-ba, ku-gu, mana, etc.

At the fifth stage, children learn to distinguish the phonemes of their native language. You should start with the differentiation of vowel sounds.

The sixth stage involves games and exercises aimed at developing the skills of sound analysis and synthesis. At this stage, it is important to follow a certain sequence. First, it is necessary to form the skill of determining the presence of a given sound in a word. Then the child should be taught to determine the first and last sound in a word, and also to determine the place of a given sound in a word (beginning, middle, end of a word). And only after that it is possible to proceed to the formation of more complex forms of phonemic analysis and synthesis, such as: determining the sequence and number of sounds in a word, as well as determining the place of a given sound in relation to other sounds in a word.

Games and exercises for the formation of phonemic processes.

Games and exercises of the first and second stages.

1. Game "Guess what sounds". The child is invited to listen to the sound (the sound of rain, the rustle of leaves, the sound of crumpled paper, the sound of overflowing water, etc.) and guess what it sounds like. In the early stages, the child can be given picture hints. First, the child looks at several pictures (rain, car, singing birds), then listens to the sound and selects the appropriate picture.
2. Game "Guess musical instrument». The child is invited to listen to an excerpt from the recording of the game on a musical instrument. The child must guess what musical instrument sounded. Just like in the previous game, you can use hint pictures.
3. Transport game.The child is invited to listen to the sounds that different types of transport make (the whistle of a locomotive, the signal of a car, the sound of train wheels, the operation of a motorcycle engine, etc.), and guess which type of transport makes such a sound.
4. Game "Rattles".To play, you will need several rattles that make different sounds and differ in color. An adult, after the child gets acquainted with the sound of each rattle, hides them behind a screen (or the child closes his eyes), makes the sound of one of them, and the child must guess which rattle made this sound (for example, blue, red or green).
5. The game "Guess the sounding toy."To play, you will need several sounding toys that make different sounds (whistle, pipe, rattle, music box, etc.). The game is played in the same way as the previous one.
6. Game "Jars". In small multi-colored jars (or small plastic containers from Kinder Surprises) you need to pour different fillers (pasta, rice, lentils, etc.). An adult makes the sound of one of the jars, the child guesses which jar makes such a sound.
7. The game "What kind of animal is this?".The child is invited to listen to a recording of animal voices (dog barking, cow mooing, etc.), singing and bird voices, and then guessing which animal (bird) gives a voice like that.
8. Game "Who called you?".To play, you will need two or three toys, for example, a teddy bear and a mouse. An adult depicts their “voices”: the bear cub has a low voice, and the mouse has a high one. The child closes his eyes, at this time the adult calls the child by name, imitating the voice of one of the animals, the child must guess who called him.
9. The game "Ladder". For the game you will need a picture of a ladder and a small toy (any character, for example, a bunny). The bunny “walks” along the ladder - an adult moves the bunny from bottom to top and then back (then the child himself can do this) - and sings the song “a-a-a-a” (or “la-la-la”) then quietly then loud. If the bunny is at the bottom of the ladder, then you need to sing quietly, gradually the bunny climbs up the ladder, the song becomes louder and louder.

1 option: after being shown to adults, the child himself sings a song with different voice strengths (quiet-louder-loud and vice versa) in accordance with the movement of the bunny along the stairs.

Option 2: the child closes his eyes, the adult sings a song either quietly or loudly, the child must guess where the bunny is - at the top or bottom of the stairs.

1. Quiet-loud game.

1 option: an adult says a word or a short phrase with varying force

Option 2: for the game you will need two toys, for example, a dog and a cat. Adult

determines which of them speaks loudly and which speaks quietly, and demonstrates by the example of the phrase

or one word. Then the child must guess who - a dog or a cat - said

phrase (word).

Games and exercises of the third and fourth stages.

1. Show game. The child is invited to consider pictures depicting objects with similar-sounding names: a scythe - a goat. The adult calls the object, and the child must show this object in the picture. For example: show where the braid is and where the goat is; where is the grass, and where is the firewood; where is the kidney, and where is the barrel.
2. Game "Finish the sentence."On the table are several pictures depicting objects whose names are similar in sound. An adult says a sentence, but does not finish the last word in it. The child must choose the right word from the given pictures. For example: “Sonya has a long ... (braid)”, “Grazes in the meadow ... (goat)”.
3. Name game. The child is invited to name the objects shown in the pictures: porridge - helmet, barrel - kidney, dot - daughter, etc.
4. Find the mistake game.

1 option: an adult calls the objects shown in the pictures, deliberately making mistakes in some words. For example, pointing to a helmet, an adult says: "This is porridge." The child must clap his hands (raise the flag, or give another conditional signal given at the beginning of the game), having heard an error in the word, if possible (if the child pronounces all the sounds that make up this word), the child names the correct option.

Option 2: similarly, you can play this game with suggestions.An adult makes a mistake in a sentence, for example: “Sony has a long for a "(instead of" to with a"); “Mom cooked a delicious ka with ku" (instead of "ka sh ku").

1. Step forward game.An adult names words that are close in sound composition, the child must take a step forward when he hears the given word. For example, you need to take a step forward when you hear the word "goat", an adult calls the words: braid, porridge, goat.
2. Game "Right - Wrong". An adult demonstrates a picture, names what is shown on it, while giving several incorrect options and one correct one, the child should clap his hands (raise his hand or wave a flag) when he hears the correct option. For example: “masyna”, “masina”, “mafyna”, “makhyna”, “machine”.
3. Game "Gnomes". This game is played similarly to the previous one, only the adult gives the child two cards: one with the image of a cheerful gnome, the other with the image of a sad gnome. If the child hears the wrong answer, he raises a card with the image of a sad gnome, if the child hears the correct answer, then he raises a card with the image of a cheerful gnome.
4. The game "Clap, don't yawn". The adult calls the syllables, the child must clap his hands when he hears the given syllable.
5. Game "Parrots". An adult offers the child to repeat syllables, and then syllable rows of two, and then of three syllables, which include oppositional sounds. for example : pa-ba, sy-shi, ka-ga-ka, sa-za-sa, mo-myo-mo.
6. Game "Be Careful"An adult gives the child two cards: one shows a typewriter, the second shows a mouse. The adult explains that the signal of the machine sounds like this: “beep” (or “bee”), and the mouse squeaks like this: “wee-wee” (or “pee”). Then the adult calls the syllables, and the child must raise the corresponding card - with the image of a mouse or a typewriter.

Games and exercises of the fifth and sixth stages.

1. Game "Catch the sound".It should be remembered that at the first stages the game is played on the material of vowels, and only later - on the material of consonants. The adult names the sounds, and the child must “catch” the sound with his palms, i.e. clap your hands when you hear the given sound.
2. Flag game. This game is played similarly to the previous one, only the child is asked to raise the flag after hearing the given sound. If the game is played on the material of vowel sounds, then it is advisable to use a red flag. If the child is asked to select a solid consonant sound from the sound range - a blue flag. Accordingly, highlighting the soft consonant sound from the sound range, you can play with the green flag.
3. The game "In which word (syllable) is the sound hidden?".An adult calls words (syllables), the child must clap his hands (or raise his hand, wave a flag) when he hears the given sound in the word.
4. The game "What vowel sound is hidden in the word?".An adult calls a word with one vowel sound (poppy, bow, bridge, leaf) and throws the ball to the child. The child calls only the vowel sound that is in this word and throws the ball back: poppy - [a], bow - [y], house - [o], etc. At the first stages, an adult must pronounce a vowel sound in a word exaggeratedly so that the child “learns to hear” this sound.
5. The game "Name the words with a given sound."An adult calls three or four words (then you can increase the number of words), the child, after listening to these words, should name only those that have a given sound.
6. The game "Choose the right pictures."The adult puts some pictures on the table. The child is asked to choose pictures depicting objects whose names contain a given sound.
7. The game "Spread the pictures."The game is played on the material of words, which include appositional sounds (s - w, s - z, k - g, l - l", p "- b", etc.). The adult offers the child to arrange the pictures into two piles : in one pile you need to put pictures with the image of objects in the names of which there is, for example, the sound [s], in the other - pictures with the image of objects in the names of which there is a sound [z].
8. Game "Name the first (last) sound in the word."The adult says the word and throws the ball to the child. The child calls the first (last) sound in the word and throws the ball back. In the early stages, the child should be taught to identify vowel sound at the beginning (end) of a word.
9. Steam locomotive game.The child is invited to determine the place of the given sound in the word: the beginning, middle, end of the word. As a visual support at the first stages of learning, a picture depicting a train with three cars is used: the first car - the sound is at the beginning of the word, the second - in the middle of the word, the third car - at the end of the word. First, the child should be taught to determine the place of a vowel in a word, then a consonant that can be extended (for example, [m], [s]), later - other consonants.
10. The game "Where is the sound hidden?".An adult throws a ball to a child, calls a word with a given sound. The child must determine where the given sound is in the word (at the beginning, middle or end of the word) and throws the ball back. This version of the game should be offered to the child at the stage of consolidating the skill of determining the place of sound in a word, when visual support is not required.
11. Game "Find the word".There are several pictures on the table. The child needs to determine the word that meets the given conditions. For example, find words in which the sound [s] is at the beginning (middle or end) of the word.
12. Exercise "Make a diagram of a syllable (word)" (sound analysis of a syllable (word)).The child is invited to make a sound scheme of a syllable (word), characterize each sound, determine the total number of sounds, the number of consonants (hard, soft) and vowels, name all the sounds in the word in order. You should start teaching a child sound analysis with reverse syllables (ap), then analysis of direct syllables (pa), then words of three sounds (poppy, juice), four sounds with two direct syllables (mama), and only later proceed to analysis more complex words (with a confluence of consonants - a table, three-syllable ones - a ditch, etc.).
13. The game "Name the sounds."An adult throws a ball to a child, calls a word. The child calls in order all the sounds in the word and throws the ball back.
14. Game "Choose the word".The child is invited to pick up (invent or choose from among those offered) a word in accordance with the instructions. For example: come up with a word of three sounds; come up with a word corresponding to a given sound scheme; find from among the proposed words those that begin with a soft consonant sound.
15. The game "Clap". The child is asked to divide the words into syllables, slapping each syllable, then name the number of syllables in the word.
16. Game "Look around".The child is invited to find objects in the environment, in the name of which there is a given sound, to determine its place in the word.
17. Game "I know three words". Children stand in a circle, an adult takes turns throwing a ball to each child, naming different tasks (for example: words with the sound [l] at the beginning; words with two vowels, etc.), the child names three words corresponding to the task and throws the ball back.
18. Game "Beads" . The child is invited to collect the scattered beads, placing “bead words” in order (pre-selected pictures are used for the game): each subsequent word begins with the sound that ends the previous one (rainbow - stork - shoes - needle, etc.).
19. The game "Chain" . The child is invited to name the word that will turn out if something is changed in it: replace one sound with another, remove or add a given sound, change the given sounds in places. For example, a chain of words can be like this: poppy - poppies - crayfish - cancer - tank - bull - side - current - cat - com - house. You can play this game with pictures (put them in order, forming a new word), or verbally with a group of children (the child who has the ball in his hands calls the resulting word and passes the ball to the next player).
20. Exercise "Collect a word from syllables". The game can be played orally, or with cards on which syllables are written, if the child can read. The child is invited to assemble a word from these syllables: ka, ru - hand, bu, ha, ma - paper.