How to teach a child to speak. Raising correct pronunciation in children
Natalia Zbarskaya
Long-term plan for self-education in the second junior group “Education of children correct pronunciation»
Long-term plan for self-education in 2 ml. group
"Education of children's correct pronunciation"
Deadlines Contents of work Forms of work with children Literature
September Examination of children’s speech, registration of work results
Study of literature on the problem: “Educating children to correct pronunciation” Individual examination of the state of children’s speech
Conducting a lesson to familiarize yourself with the main organs of the articulatory apparatus
correct pronunciation"
October Work on pronunciation of sounds
a and y Introduction to sound locks.
"Launching the Boats"
Development of auditory attention. A game
"Guess Who's Screaming"
Formation of correct sound pronunciation. Lesson No. 3
Game exercise
“We were in a hurry - we made them laugh”
“Who is screaming?”
Lesson No. 6
correct pronunciation"
V. V. Gerbova
M. F. Fomicheva “Children’s education”
correct pronunciation"
V. V. Gerbova
November Work on pronunciation of sounds
Sound and. Description of correct articulation. Introduction to Sound Locks
"The wind blows"
Development speech breathing. A game
“Whose steamer sounds better?”
Preparing the articulatory apparatus for correct pronunciation. Game “Who can smile?”
Clarification of the pronunciation of sound and. Game "Horses"
Developing clear pronunciation of sounds and... Game "Show and name"
Lesson No. 11. Repetition of A. Barto’s poem “Horse”
Articulation, finger gymnastics by M. F. Fomichev “Education for children”
correct pronunciation"
M. F. Fomicheva “Children’s education”
correct pronunciation"
M. F. Fomicheva “Children’s education”
correct pronunciation"
V. V. Gerbova
December Work on pronunciation of sounds
and and o Getting to know sound locks
Development of speech hearing. A game
"Guess who said"
Formation of correct sound pronunciation. Lesson No. 18
Development of auditory attention. Game "Sun and Rain"
Articulation, finger gymnastics by M. F. Fomichev “Education for children”
correct pronunciation"
N. S. Zhukova “Speech therapy” from -131
V. V. Gerbova
M. F. Fomicheva
"Children's education
correct pronunciation"
January Work on pronunciation of sounds
o and e Introduction to sound locks
Formation of correct sound pronunciation. Lesson No. 22
Development of speech breathing. Game "Bubble"
Formation of correct sound pronunciation. Game "Toys"
Articulation, finger gymnastics by M. F. Fomichev “Education for children”
correct pronunciation"
V. V. Gerbova
February Work on pronunciation of sounds
m and p Introduction to sound locks
Development of speech breathing. Game "Poultry Farm"
Formation of correct sound pronunciation lesson No. 27
Development of speech hearing. A game
"Guess who said"
Articulation, finger gymnastics by M. F. Fomichev “Education for children”
correct pronunciation"
V. V. Gerbova
March Work on pronunciation of sounds
p and b Introduction to sound locks
Development of speech breathing. A game
“Whose steamer sounds better?”
Game “Who Moves How”
M. F. Fomicheva “Children’s education”
correct pronunciation"
V. S. Volodin “Album on speech development”
M. F. Fomicheva “Children’s education”
correct pronunciation"
April Work on pronunciation of sounds
b and f Introduction to sound locks
Development of speech breathing. A game
“Whose steamer sounds better?”
Clarification of the movement of the organs of the articulatory apparatus, for the correct pronunciation of the sound f
Exercise “Build a fence”
Development of prolonged respiratory exhalation. Game "Bubble"
Development of phonemic hearing. Game: “What’s missing?”
Formation of correct sound pronunciation lesson No. 35
Articulation and finger gymnastics
M. F. Fomicheva “Children’s education”
correct pronunciation"
M. F. Fomicheva “Children’s education”
correct pronunciation"
V. V. Gerbova
May Work on pronunciation of sounds
f and v Getting to know sound locks
Development of speech breathing. Airplane game
Development of phonemic hearing using pictures - symbols
Formation of correct sound pronunciation lesson No. 43
Articulation and finger gymnastics
M. F. Fomicheva “Children’s education”
correct pronunciation"
V. V. Gerbova
M. F. Fomicheva “Children’s education”
correct pronunciation"
V. V. Gerbova
During the year - design of games (didactic and finger games, albums, etc. Educator: Zbarskaya N.V.
Long-term plan for self-education
Publications on the topic:
Articulation gymnastics as the basis for correct pronunciation.Exercise “Horse”. Suck your tongue to the roof of your mouth and flick your tongue. Click slowly, firmly. Pull the hyoid ligament (10-15 times). 7. Exercise.
Innovative methods of teaching correct pronunciation in preschoolers Innovative approaches to teaching and raising children with speech disorders have become widespread in all regions of Russia.
Summary of a frontal lesson on the formation of correct pronunciation for children with OHP aged 5–6 years Topic: Sound s". Journey to the blue country. Program content: 1. Practice clear pronunciation of the sound s" in syllables, words, phrases.
Summary of a lesson on speech development and education of correct pronunciation in the senior group for children with disabilities Subject; How we helped the snail (differentiation of sounds S-Z) 1. Development of articulatory motor skills in children. Automation and differentiation of sounds.
CONSULTATION FOR PARENTS ARTICULATIVE GYMNASTICS AS THE BASIS OF CORRECT PRONUNCIATION Formation of correct sound pronunciation.
) PrefaceIncreasing the effectiveness of training and education of the younger generation involves improving all parts of the system public education, improving the quality of professional training for teachers, including kindergarten teachers.
Among the tasks facing a preschool institution, an important place is occupied by the task of preparing children for school. One of the main indicators of a child’s readiness for successful learning is correct, well-developed speech.
The “Program of Education and Training in Kindergarten” clearly defines the tasks of children’s speech development for different age stages and provides for the prevention and correction of violations.
The timely development of speech rebuilds the baby’s entire psyche, allowing him to more consciously perceive the phenomena of the world around him. Any speech disorder to one degree or another can affect the child’s activities and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, and indecisive. The correct, clear pronunciation of sounds and words by children during the period of learning to read and write is especially important, since written speech is formed on the basis of oral and deficiencies oral speech can lead to academic failure!
The speech of a small child is formed in communication with others. Thus, it is necessary that the speech of adults be a model for children. In this regard, in the curricula of teacher training colleges, serious attention is paid to improving the speech of students themselves. At the same time, a large place is devoted to the study of methods of speech development in children.
This manual is designed to help students acquire special knowledge, as well as practical skills in preventing and eliminating speech defects in children. It was prepared on the basis of the course program “Workshop in Speech Therapy”, taking into account new research in the field of speech therapy, related sciences and best practices in preschool institutions.
The manual covers the following issues: violations of sound pronunciation and their correction, the participation of the teacher in the correction of speech disorders in children, the work of the teacher in developing correct pronunciation in preschoolers, the work of the teacher with parents, the relationship in the work of the teacher and the speech therapist.
In preschool institutions, speech therapy work is carried out in two main areas: correctional and preventive. The teacher needs to know what speech disorders there are, when and how they arise, what are the ways to identify and eliminate them (correction direction). But even more important for the practicing teacher is the preventive direction, which in its tasks and content coincides with the work on the sound culture of speech provided for in the “Program of Education and Training in Kindergarten.” Therefore, special attention is paid to the latter area in the manual.
In the process of direct work with children during teaching practice, students will be able to use material on identifying deficiencies in sound pronunciation and implementing an individual approach to children with various speech disorders, as well as developing activities, specific recommendations for correcting sounds, poems, nursery rhymes, stories for reinforcing sounds in speech.
Future preschool teachers need to clearly understand that all the work to develop in children correct speech should be subordinated to the main task - preparation for successful learning at school and that success in this work can only be achieved with close contact between teachers, parents and speech therapist.
Introduction to speech therapy Speech therapy as a science Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more actively his mental development. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of a given language. (for details on various speech disorders, see the relevant sections).
The study of speech disorders, their prevention and overcoming through education and training is carried out by a special pedagogical science - speech therapy.
The subject of speech therapy is the study of speech disorders and methods for their elimination.
The tasks of speech therapy are to determine the causes and nature of speech disorders, their classification, development effective ways warnings and corrections.
The methods of speech therapy as a science are:
The dialectical-materialistic method, the main requirements of which are the following: to study a phenomenon in its development, in connections and interaction with other phenomena, to identify the moments of transition of quantitative changes into qualitative ones, etc.;
General scientific methods of cognition, which include experimentation, mathematical methods and etc.;
Specific scientific methods: observation, conversation, questioning, study of pedagogical documentation, etc.
Speech therapy is a branch of pedagogical science - defectology, which studies the features of development, education, training and preparation for labor activity children with physical, mental and speech disabilities.
Speech therapy is closely related to related sciences.
Since the object of research and influence is the child, speech therapy is closely related to preschool pedagogy.
For speech development great importance have a degree of formation of such mental processes, such as attention, perception, memory, thinking, as well as behavioral activity, which is studied by general and developmental psychology.
The study of the causes of speech disorders, their elimination, training and education of children with speech defects is based on physiology data, which is the natural science basis of general and special pedagogy.
The development of a child’s speech is closely related to the influence of others and the conditions in which he lives. Therefore, speech therapy is related to sociology, which studies the social environment.
In the process of development, the child masters the most important means of communication between people - language: a system of phonetic, lexical and grammatical means necessary for expressing thoughts and feelings. Thus, speech therapy is closely related to the science of language - linguistics.
Knowledge of speech therapy helps the teacher successfully solve two important tasks: preventive, aimed at developing correct speech in children, and corrective, providing for the timely detection of speech disorders and assistance. eliminating them. To successfully solve these problems, it is also necessary to take into account the patterns of normal development of children's speech and actively and correctly manage this process.
What is the subject of speech therapy, what are its tasks and methods?
What sciences is speech therapy related to?
Why does a teacher need to study speech therapy?
Brief information about the development of a child's speech Speech is a means of communication between people and a form of human thinking. There is a distinction between external and internal speech. People use external speech to communicate with each other. The types of external speech are oral and written speech. Internal speech develops from external speech. (speech - “thinking”), which allows a person to think on the basis of linguistic material.
The “Program of Education and Training in Kindergarten” provides for the development of all components of oral speech: vocabulary, grammatical structure, sound pronunciation.
Vocabulary and grammatical structure constantly develop and improve not only in preschool age, but also during schooling. Correct sound pronunciation is formed in a child mainly by the age of four to five years. Therefore, education of the correct pronunciation of all sounds native language must be completed by preschool age. And since sound is a semantic unit - a phoneme only in a word, then all the work on developing correct sound pronunciation is inextricably linked with the work on developing children’s speech.
Speech is not an innate ability of a person; it is formed gradually, along with the development of the child.
For the normal development of a child’s speech, it is necessary that the cerebral cortex reaches a certain maturity, and the senses - hearing, vision, smell, touch - are sufficiently developed. The development of speech-motor and speech-auditory analyzers is especially important for speech formation.
Analyzers are complex nervous mechanisms, producing the finest analysis of all irritations perceived by the body of higher animals and humans from the external and internal environment. Analyzers include all senses (vision, hearing, taste, smell, touch), as well as special receptor devices embedded in internal organs and muscles.
All of the above factors are largely dependent on the environment. If a child does not receive new vivid impressions, an environment conducive to the development of movements and speech is not created, his physical and mental development is delayed.
Of great importance for the development of speech is the psychophysical health of the child - the state of his higher nervous activity, higher mental processes (attention, memory, imagination, thinking), as well as his physical (somatic) state.
The development of speech in a child begins at three months, from the period of humming. This is the stage of active preparation of the speech apparatus for the pronunciation of sounds. At the same time, the process of developing speech understanding is carried out, i.e., impressive speech is formed. First of all, the baby begins to distinguish intonation, then words denoting objects and actions. By nine to ten months, he pronounces individual words consisting of identical paired syllables (mother, father). By the age of one year, the vocabulary usually reaches 10-12, and sometimes more names (baba, kitty, mu, bae, etc.). Already in the second year of a child’s life, words and sound combinations become a means of verbal communication for him, that is, expressive speech is formed.
A baby’s speech develops by imitation, so the clear, leisurely, grammatically and phonetically correct speech of adults plays a big role in its formation. You should not distort words or imitate children's speech.
During this period it is necessary to develop a passive vocabulary (words that the child does not yet pronounce, but correlates with objects). Gradually, the baby develops an active vocabulary (words he uses in his speech).
By the age of two, children's active vocabulary numbers 250-300 words. At the same time, the process of forming phrasal speech begins. At first these are simple phrases of two or three words, gradually, by the age of three, they become more complex. The active dictionary reaches 800-1000 words. Speech becomes a full-fledged means of communication for the child. By the age of five, children's active vocabulary increases to 2500-3000 words. The phrase becomes longer and more complex, and pronunciation improves. With normal speech development, by the age of four to five years, the child’s physiological disturbances in sound pronunciation are spontaneously corrected. By the age of six, a child correctly pronounces all the sounds of his native language, has a sufficient active vocabulary and practically masters the grammatical structure of speech.
The development of which aspects of oral speech is provided for by the “Program of education and training in kindergarten”?
On what factors does the development of a child’s speech depend?
How does a child's speech develop?
Pronunciation aspect of speechOne of the sections of the general culture of speech, characterized by the degree of correspondence of speech speaking norms literary language, is the sound culture of speech, or its pronunciation side. The main components of the sound culture of speech: intonation (rhythmic-melodic side) and phoneme system (speech sounds). Let's take a closer look at each.
Intonation Intonation is a set of sound means of language that phonetically organize speech, establish semantic relationships between parts of a phrase, give a phrase a narrative, interrogative or imperative meaning, and allow the speaker to express different feelings. In the letter the intonation is to a certain extent expressed through punctuation marks.
Intonation includes the following elements: melody, rhythm, tempo, timbre of speech and logical stress. Melody of speech - raising and lowering the voice to express a statement, question, exclamation in a phrase. The rhythm of speech is a uniform alternation of stressed and unstressed syllables, varying in duration and voice strength. Tempo – speed of speech pronunciation. It can be accelerated or slowed down depending on the content and emotional coloring of the statement. With an accelerated rate of speech, its clarity and intelligibility decreases. At a slower pace, speech loses its expressiveness. To emphasize the semantic parts of a statement, as well as to separate one statement from another, pauses are used - stops in the flow of speech. In children's speech, pauses are often observed due to the immaturity of speech breathing and the child's inability to distribute speech exhalation in accordance with the length of the utterance. Timbre is the emotional coloring of a statement, expressing various feelings and giving speech various shades: surprise, sadness, joy, etc. The timbre of speech, its emotional coloring is achieved by changing the pitch and strength of the voice when pronouncing a phrase or text.
Logical stress is the semantic highlighting of a word in a phrase by strengthening the voice in combination with increasing the duration of utterance.
To develop the rhythmic and melodic side of speech in children, it is necessary to develop it.
Speech hearing - its components such as the perception of the tempo and rhythm of speech appropriate to the situation, as well as sound pitch hearing - the perception of movements in the tone of voice (promotion and demotion),
Speech breathing - its duration and intensity.
Questions and tasks
1. What is the meaning of intonation?
2. Name and characterize the elements of intonation.
Phoneme system In any language there is a certain number of sounds that create the sound appearance of words. Sound outside speech has no meaning, it acquires it only in the structure of the word, helping to distinguish one word from another (house, com, volume, scrap, catfish). Such a meaningful sound is called a phoneme. All speech sounds are differentiated based on articulatory (difference in education) and acoustic (difference in sound) signs.
Speech sounds are the result of complex muscular work of various parts of the speech apparatus. Three sections of the speech apparatus take part in their formation: energetic (respiratory)– lungs, bronchi, diaphragm, trachea, larynx; generator (voice-forming)– larynx with vocal cords and muscles; resonator (sound-forming)– oral and nasal cavity.
The interconnected and coordinated work of the three parts of the speech apparatus is possible only thanks to the central control of the processes of speech and voice formation, i.e. the processes of breathing, voice formation and articulation are regulated by the activity of the central nervous system. Under its influence, actions are carried out on the periphery. Thus, the work of the breathing apparatus ensures the strength of the sound of the voice; the work of the larynx and vocal cords - its pitch and timbre; the work of the oral cavity ensures the formation of vowels and consonants and their differentiation according to the method and place of articulation. The nasal cavity performs a resonator function - it enhances or weakens the overtones that give the voice sonority and flight.
The entire speech apparatus takes part in the formation of sounds (lips, teeth, tongue, palate, small tongue, epiglottis, nasal cavity, pharynx, larynx, trachea, bronchi, lungs, diaphragm). The source of the formation of speech sounds is a stream of air coming from the lungs through the larynx, pharynx, oral cavity or nose to the outside. The voice is involved in the formation of many sounds. The stream of air coming out of the trachea must pass through the vocal cords." If they are not tense, spread apart, then the air passes freely, the vocal cords do not vibrate, and the voice is not formed, but if the ligaments are tense, brought together, a stream of air, passing between them, vibrates them, as a result of which a voice is formed. Speech sounds are produced in the oral and nasal cavities. These cavities are separated by the palate, the anterior part of which is the hard palate, rear end- soft palate ending in a small uvula. The oral cavity plays the largest role in the formation of sounds, since it can change its shape and volume due to the presence of movable organs: lips, tongue, soft palate, small uvula .
The most active, mobile organs of the articulatory apparatus are the tongue and lips, which produce the most varied work and finally form each speech sound.
The tongue consists of muscles running in different directions. It can change shape and perform a variety of movements. The tongue has a tip, a back (front, middle and back of the back), lateral edges and root. The tongue makes movements up and down, back and forth, not only with the whole body, but also with individual parts. So, the tip of the tongue can lie below, and the front part of the back rises to the alveoli (with sound s); the tip, front, middle parts of the back of the tongue can be lowered, and the back can rise high, (with the sound k); the tip of the tongue can rise, and the front and middle parts of the back, together with the side edges, can fall (with the sound l). Thanks to the extreme flexibility and elasticity of the tongue, it can create a variety of articulations that give all kinds of acoustic effects that we perceive as different speech sounds.
Each individual sound is characterized only by its inherent combination of distinctive features, both articulatory and acoustic. Knowledge of these signs is necessary for the correct organization of work on the formation and correction of sound pronunciation.
Articulatory signs of speech sounds Let's consider the articulatory signs of speech sounds, knowledge of which gives the teacher the opportunity to fix children's attention on certain movements of the organs of the articulatory apparatus, identify disturbances in the articulation of sounds and find the most effective ways to eliminate them (see illustration on front flyleaf).
The different sounds of vowels and consonants are determined mainly by the fact that the oral cavity can change its shape and volume due to the presence of movable organs of the articulatory apparatus (lips, lower jaw, tongue, soft palate), as well as the work of the larynx.
When forming vowels (a, uh, o, a, y, s) the escaping stream of air does not encounter any obstruction in the oral plane. Conversely, when consonants are formed, the outgoing stream of air encounters various obstacles in the oral cavity.
When producing nasal sounds (m, m", n, n") The soft palate is lowered, air passes through the nose. When producing oral sounds (other) the soft palate is raised, the small tongue is pressed to back wall pharynx, air enters only the oral cavity.
When forming vowels, sonorants (sonorous) consonants (j, m m" n n" l l" r r") and voiced consonants (c c" z z" f b b" d d" g g") The vocal cords are closed and vibrate, producing a voice.
When forming voiceless consonants (f f" s s" sh p p" t t" k k" x x" c h sch) the vocal cords are open, do not vibrate, and no voice is formed.
Consonant sounds are divided into two groups: according to the method of formation and according to the place of formation (see illustration on front flyleaf).
The method of formation reflects the nature of the barrier, i.e. in the form in which it is formed: the junction of the organs of articulation, the gap between them, etc.
Slotted (fricatives)– the organs of the articulation apparatus come closer to each other, forming a gap into which the exhaled stream of air goes:
F f" in v" - the lower lip forms a gap with the upper teeth;
S "z z" - the front part of the back of the tongue forms a gap with the upper teeth and gums - soft tissues, covering the alveolar (hole) the edge of the jaw from the necks of the teeth and passing into the mucous membrane of the palate;
Sh, w, sh – raised wide tip the tongue forms a gap with the alveoli or hard palate. There may be a correct sound of hissing sounds with their lower articulation (the tip of the tongue is located behind the lower teeth, and the gap is formed by the front part of the back of the tongue with the alveoli or hard palate);
X x” – the back of the back of the tongue forms a gap with the soft palate;
J- middle part The back of the tongue forms a gap with the hard palate.
Stop-explosive - the organs of the articulatory apparatus form a bow, and then this bow noisily explodes with a stream of air coming out of the mouth:
P, p" b, b" - the lips form the bow;
T, t", d, d" - the front part of the back of the tongue forms a closure with the upper teeth or alveoli;
K, k", g, g" - the back of the back of the tongue forms a stop with the soft palate or the posterior edge of the hard palate.
Occlusion-slit (affricates)- the organs of the articulatory apparatus close, but the stop does not explode, but passes into a fissure, i.e., these are consonants with complex articulation, having a stop beginning and a fricative end, and the transition from one articulation to another occurs imperceptibly:
C - the front part of the back of the tongue, with the tip of the tongue lowered, first forms a closure with the upper teeth or alveoli, which imperceptibly passes into the gap between them;
H - the tip of the tongue, together with the front part of the back of the tongue, forms a closure with the upper teeth or alveoli, passing imperceptibly into the gap between them (the correct sound also occurs with the tip of the tongue in a lower position).
Occlusion-passage - the organs of the articulatory apparatus form a bow, but for the exiting stream of air there remains a passage in another place:
M, m” – the lips form a bow, the air stream goes through the nose;
N, n” - the front part of the back of the tongue forms a bridge with the upper teeth or alveoli, the air stream goes through the nose;
L, l” - the tip of the tongue forms a bridge with the alveoli or upper teeth, the air stream goes along the sides of the tongue, between the tongue and the cheek.
Trembling (vibrants):
R, r” - the tip of the tongue is raised up and oscillates rhythmically (vibrates) in a passing air stream.
The place of formation is determined by the movable organs (tongue or lips), which form a barrier to the outgoing air stream.
Labiolabial: p, p", b, b", m, m" - the barrier is formed by the lower and upper lip.
Labial-dental: f, f", v, v" - the barrier is formed by the lower lip and upper teeth.
Front-lingual t, d, n, l, l", r, r", w, zh, h, sch, t", d", n", s, s", z, z", c - the obstruction is formed by the front part back of the tongue.
Middle language: j (yot)-the barrier is formed by the middle part of the back of the tongue.
Rear lingual: k, k", g, g", x, x" - the barrier is formed by the back of the back of the tongue.
When classifying consonant sounds according to articulatory characteristics, in addition to those indicated above, it is also necessary to take into account the so-called additional articulation - the rise of the middle part of the tongue to the palate. If the rise of the middle part of the tongue towards the palate is added to the main articulation of the sound, a soft sound is formed. In the Russian language, consonants are mostly paired in terms of hardness and softness, for example, l and l": dust - dust, bow - hatch, etc. But there are also unpaired sounds: only hard ones - sh, zh, ts, only soft ones - h , sch, j.
The difference between consonants in hardness and softness requires special attention. Hard and soft paired consonants are denoted by one letter, and the distinction in writing is achieved using other means (spellings after soft consonants b, ya, e, ё, yu, i).
Vowel sounds (and, uh, a, s, oh, y) are divided according to three articulatory characteristics into the following groups (see illustration on front flyleaf).
With the participation of the front part of the back of the tongue, sounds are formed
I, e – vowels of the front row, the middle part of the back of the tongue
A, ы – vowels of the middle row, the back of the back of the tongue
O, u are back vowels.
The degree of rise of the front, middle or back of the back of the tongue determines the vowels of the lower rise (A), medium rise (uh, oh) and top lift (i, s, y).
Depending on the degree of protrusion of the lips forward, unrounded vowels are distinguished (non-labialized)- a, s (lips in neutral position), uh, and (lips stretched as if smiling) and rounded (labialized)- OU (lips round and move forward).
Acoustic features of speech sounds To identify and distinguish speech sounds, they rely not only on their articulation, but also on acoustic features. Without relying on these signs, it is impossible to carry out work on contrasting sounds by ear, which is necessary for children to successfully master correct sound pronunciation.
Sonorous (sonorous)– their quality is determined by the nature of the sound of the voice, which plays a major role in their formation, and noise participates to a minimal extent: consonants m, m", n, n", l, l" p, p" j.
Noisy - their quality is determined by the nature of the noise - acoustic effect from air friction when the organs of speech are close or an explosion when they are closed:
Voiced noisy continuous v, v", z, z", zh;
Voiced noisy instantaneous b, b", d, d", d, g";
Voiceless noisy continuous f, f", s, s", sh, x, x";
Dull noisy instantaneous p, p, g, t, k, k.”
Based on the acoustic impression produced by sounds, the following subgroups of sounds are distinguished:
Whistling s, s", з, з", ц;
Hissing w, w, h, sch;
Solid p, v, w, g, c, etc.;
Soft p, v, h, shch, etc.
Analysis of the classification of sounds of the Russian language shows that a child’s successful mastery of the phonemic system of the language requires great job on the development of speech-motor and speech-auditory analyzers. Therefore, he needs to develop phonemic awareness, i.e. the ability to distinguish and reproduce all speech sounds, correlating them with the phonetic system of a given language; develop good diction, i.e., mobility and differentiation of movements of the organs of the articulatory apparatus, ensuring a clear, clear pronunciation of each sound individually, as well as words and phrases in general; develop speech breathing, i.e. the ability to produce a short inhalation and a long oral exhalation, which ensures a long and sonorous pronunciation of speech sounds, as well as smooth and unified pronunciation.
What characterizes a phoneme?
How are speech sounds formed?
What groups are the sounds of the Russian language divided into according to articulatory characteristics? Describe each group.
What groups are the sounds of the Russian language divided into according to acoustic characteristics?
What work needs to be done to help children master the phonemic system of the language?
Interrelation of sounds of the Russian language Familiarization with the system of phonemes of the Russian language shows that the sounds of one group create the basis for the appearance in the child’s speech of other, more complex sounds in articulation. Knowledge about the relationship and interdependence of the sounds of the Russian language plays a big role in practical work speech therapist
Knowing how groups of sounds are related to each other, for example, what is common in the articulation of whistling and hissing or whistling and r, speech therapist (educator) decides which group of sounds is best to start with correctional work, if several groups of sounds are violated. Understanding the connections between sounds within any group (for example, between s, z, c, s, z" – in the group of whistling ones or between v, z, g, b, d, g – in the group of voiced ones) gives the speech therapist the opportunity to decide which sound and why is the main, basic one in a given group and in what sequence to carry out correctional work. Let's consider this using the example of anterior lingual fricative sounds from two groups: whistling - s, z and hissing - sh, zh.
To correctly pronounce these sounds, a long, directed air stream must be formed, running in the middle of the tongue into the gap formed between the front part of the back of the tongue and the alveoli. Children do not immediately master these sounds. They develop certain skills when mastering the sounds f and v, which also belong to fricative sounds. When pronouncing f and v, an easily visible gap is formed between the lower lip and the upper incisors, into which an air stream emerges. These sounds are the easiest to pronounce. However, in three-year-old children, the articulation of the sounds f and v is often inaccurate. When pronouncing them, the corners of the lower lip are loosely adjacent to the upper incisors, and the stream of air, instead of a narrow, directed one, is scattered, sometimes some of the air goes into the cheeks. By forming a directed air stream in the child, going in the middle of the tongue, and practicing clear pronunciation of the sounds f, first in isolated words and then in words and phrases, we organize speech exhalation, develop a smooth, long-lasting air stream, which is also necessary for the fricative sounds s, z, w , and.
On the other hand, the skills of articulation of the same fricative anterior lingual sounds s, z, sh, zh are developed on the simpler anterior lingual sounds i, e, g, d, n.
The position of the tongue when articulating the vowels i, e is similar to the position of the tongue when articulating s” z. In children three to four years old, sometimes when pronouncing sounds and, the tip of the tongue moves back, instead of touching the lower incisors, or one of the lateral edges of the tongue is lowered.
With the sounds t, d, n, the tongue rises behind upper teeth, as with the sounds sh, zh. Children often pronounce the sounds t, d, n with the tip of the tongue in an interdental position. (or the tip of the tongue rests on the narrow gap between the front incisors, instead of rising behind the upper teeth). By achieving the correct position of the tongue behind the lower teeth with the sounds i, e and raising the tongue behind the upper teeth with the sounds t, d, n, as well as clear pronunciation of the isolated sounds g, d, n, and, e, we prepare the organs of the articulatory apparatus for correct pronunciation other, more complex front-lingual sounds: s, z, sh, zh. By clarifying their pronunciation in words and phrases, we not only form pronunciation skills, but also develop the child’s orientation in the sound side of the language.
Thus, by achieving clear pronunciation of vowels and the simplest consonants in children, they create the basis for the appearance of sounds that are more complex in articulation.
Questions and tasks
What role does the relationship between the sounds of the Russian language play in the formation and correction of sound pronunciation?
Show the relationship between the sounds f, c and the sound s, the sound t and the sound sh.
The basic principle of the formation of correct pronunciation The basis for the formation of sound pronunciation should be the consistent, step-by-step development of all sounds of the native language. You should start not with the most frequently violated sounds in children: s, sh, r, l, etc., but with simple ones: i, f, t, s, etc., the articulation of which contains elements of the articulation of complex sounds. By consistently practicing the clear pronunciation of all vowels and consonants, the child gradually masters the phonemic system of the language.
Although by the age of three or four the child, as a rule, has formed an articulatory base for almost all sounds, work on them continues in terms of awareness of the sound side of the language. Such work not only helps the formation of correct sound pronunciation, but also develops the ability to isolate sounds from a word, thereby promoting the development of phonemic hearing and sound analysis of words. All this gives the child the opportunity to experience linguistic reality.
Systematic, consistent lessons to practice all sounds (conducted starting from the second junior group and ending with the eldest), as well as the differentiation of sounds, simultaneously prepare children for learning to read and write. During these activities, the child also develops kinesthetic sensations. (sensations of movement and position of the organs of the articulatory apparatus), which helps him master the correct articulation of sounds.
So, the basis of the work on children’s assimilation of the phonemic system of the language is the development of (in a certain sequence) vowels and consonants and the development of the ability to differentiate sounds according to their basic articulatory and acoustic characteristics. This contributes to the formation of correct sound pronunciation, i.e. it is a preventive direction of speech therapy work in kindergarten. But the second direction is also very important - the correction of various speech disorders. The most common speech defects found in preschool children general type, are violations of sound pronunciation. Their correction is most accessible to the teacher.
What is the basis of the preventive direction of speech therapy work in kindergarten?
What does consistent practice of sounds contribute to?
Speech disorders and their correctionSound pronunciation disordersGeneral characteristics of sound pronunciation disordersThe most common speech defects in children preschool age are violations of sound pronunciation. The following groups of sounds are usually violated: whistling (s, s"z, z", c), sizzling (w, f, h, sch), sonorous (l, l", p, p", j), posterior lingual (k, k", g, g", x, x"), voiced (c, h, g, b, d, d), soft (t, d, n").
In some children, only one group of sounds is impaired, for example, only hissing sounds or only back-lingual ones. Such a violation of sound pronunciation is defined as simple (partial), or monomorphic. In other children, two or several groups of sounds are disturbed at the same time, for example, hissing and back-lingual or whistling, sonorant and voiced sounds. Such a violation of sound pronunciation is defined as complex (diffuse), or polymorphic.
In any of the above groups, three forms of sound disturbance are distinguished:
Distorted sound pronunciation. For example: r guttural, when the sound is formed by vibration of the soft palate, and not the tip of the tongue;
Absence of sound in a child’s speech, i.e. inability to pronounce it. For example: "koova" (cow),
Replacing one sound with another available in the phonetic system of a given language. For example: "cola" (cow).
The cause of distorted pronunciation of sounds is usually insufficient development or impairment of articulatory motor skills. At the same time, children cannot correctly perform movements with the organs of the articulatory apparatus, especially the tongue, as a result of which the sound is distorted and pronounced inaccurately. Such violations are called phonetic (some authors define them as anthropophonic or motor), since in this case the phoneme is not replaced by another phoneme from the phonetic system of the given language, but sounds distorted, but this does not affect the meaning of the word.
The reason for replacing sounds is usually the insufficient development of phonemic hearing or its impairment, as a result of which children do not hear the difference between a sound and its substitute (for example, between ril). Such violations are called phonemic (some authors define them as phonological or sensory), since in this case one phoneme is replaced by another, as a result of which the meaning of the word is violated. For example, crayfish sounds like “varnish”, horns sound like “spoons”.
It happens that in a child the sounds of one group are replaced, and the sounds of another are distorted. For example, the whistling sounds s, z, ts are replaced by the sounds t, d (dog – “tobaka”, bunny – “dike”, heron – “taplya”), and the sound r is distorted. Such disorders are called phonetic-phonemic.
Knowing the forms of sound disorders helps determine the methodology for working with children. In case of phonetic disorders of sound pronunciation, more attention is paid to the development of the articulatory apparatus, fine and gross motor skills. In case of phonemic disorders, the main emphasis is on the development of speech hearing and, as one of its components, phonemic hearing.
Violations of sound groups are designated by terms derived from the names of Greek letters corresponding to the basic sound of each group:
Phonetic disorders of whistling and hissing sounds are called sigmatisms, and phonemic disorders - parasigmatisms - from the name of the Greek letter sigma, denoting the sound s;
Phonetic violations of the sounds l and l are called lambdacisms, and phonemic disorders are called paralambdacisms - from the name of the Greek letter lambda, denoting the sound l;
Phonetic violations of the sounds r and r" are called rhotacisms, and phonemic ones - pararotacisms - from the name of the Greek letter rho, denoting the sound p;
Phonemic violations of the sound j are called iotacisms, and phonemic disorders - paraiotacisms - from the name of the Greek letter yoga, denoting the sound j;
Phonetic disorders of back-lingual sounds are called cappacisms, and phonemic disorders are called paracappacisms - from the name of the Greek letter kappa, denoting the sound k.
Disorders of groups of voiced and soft sounds do not have special terms - they are called:
Voice defects;
Softening defects.
Thus, we can talk about seven types of incorrect pronunciation of consonant sounds in the Russian language. Each type has several varieties, for example, sigmatisms can be: interdental, lateral, nasal, etc.; parasigmatisms - dental, hissing, etc. All types of disorders have their own characteristics of correction.
In addition to the forms and types of sound disturbance, the level of disturbance is also distinguished. In speech therapy, there are three levels of incorrect pronunciation of sounds.
First level. Complete inability to pronounce a sound. The child can neither say it independently in phrasal speech, in individual words, in isolation, nor repeat it according to a model (“Listen to how the air whistles when it comes out of the pump - ssss. Whistle too.”).
Second level. The child pronounces the sound correctly in isolation (and sometimes can even repeat it in separate in simple words) , but distorts or misses in all words and in phrasal speech, i.e. the correct sound is there, but it is not automated.
Third level. A child can correctly pronounce a sound in isolation, in words and even when repeating phrases, but in the speech stream he mixes it with another sound that is similar in articulation or sound, but also correctly pronounced in isolation. Most often, children mix the sounds with - sh, z - zh, s" - sch, c - ch, l - r, b - p, d - t, g - k. He can pronounce the phrase Grandmother Was Drying Wet Clothes on a Line to the child. like this: “Grandma was drying wet laundry on the velvet.”
The teacher must know exactly the level of incorrect pronunciation of the sound, since the nature of further work depends on this: putting on the sound (first level), automate – gradually introduce into speech (second level), differentiate with another sound (third level).
It is also necessary to take into account that violations of sound pronunciation can be independent speech defects, and part of other, more complex, speech disorders (dysarthria, alalia, etc.). In the first case, you only need to work on correcting the sounds. In the second, the main work will be to correct the main defect, to which at a certain stage is added work to correct sounds, which has its own characteristics depending on the main defect.
We encounter incorrect pronunciation of sounds in children very early, already in the junior groups of preschool institutions. However, temporary (physiological) disturbances in sound pronunciation caused by insufficient development of speech hearing or articulatory apparatus. At normal conditions when the whole range of measures to improve children’s health is carried out in kindergarten and at home; when adults, when talking to a child, do not use children’s words, but give him the correct speech samples; when systematic work is carried out on the formation of correct pronunciation, which contributes to the child’s assimilation of the phonetic system of the language, the development of speech motor and speech-auditory analyzers, physiological disorders of sound pronunciation are eliminated. However, even at this age there are cases pathological disorder sound pronunciations characterized by persistence misuse sounds. They can be caused by both speech hearing disorders, articulatory apparatus, and neurodynamic disorders (insufficient differentiation of excitatory and inhibitory processes in the cerebral cortex), unformed inter-analyzer connections.
Pathological disorders of sound pronunciation require assistance to the child special assistance, and its timeliness will depend successful preparation him to study at school.
Questions and tasks
What groups of sounds are usually impaired in children?
What is the difference between a simple violation of sound pronunciation and a complex one?
What forms of sound pronunciation disorders do you know?
What are the characteristics of phonetic sound pronunciation disorders? Give them an example.
What are the characteristics of phonemic pronunciation disorders? Give them an example.
Give an example of phonetic-phonemes of ethical violations of sound pronunciation.
Abstract: The article is addressed to speech therapists in preschool institutions. It presents many years of experience in sound automation on initial stages teaching using sound symbols according to the method of M.F. Fomicheva. Colleagues are encouraged to adopt one of the methods of working with children whose sound pronunciation is impaired. This technique is suitable for automating any delivered sound.
Here's the sound. And very often, further work on automation comes down to just repeating syllables and words after the speech therapist, which leads to a boring lesson. Therefore, the proposed option for automating sound with drawing and simultaneously pronouncing a word will interest the child and diversify the learning process.
It is better if this work is carried out in workbook preschooler, since the material worked out with a speech therapist, in the future, parents will be able to repeat and consolidate at home.
Let's consider this technique using the example of the sound L.
So, the sound is on. How to introduce it into speech?
Stage I. Automation of sound in forward and backward syllables
The child is introduced to the sound symbols of M.F. Fomicheva.
The plane is buzzing L-L-L
Anya is crying A-A-A
Olya groans O-O-O
The train is buzzing ooooh
The bear growls Y-Y-Y
Moving the pictures along the path lines, the child simultaneously pronounces straight syllables.
For example:
“The plane is flying to Anya L-L-L-LA”
“The plane is flying to Ole L-L-L-LO”
“The plane is flying towards the train L-L-L-LU”
“The plane is flying to the bear cub L-L-L-LY”
Then the reverse syllables are practiced:
“Anya is going to the plane A-A-A-AL”
“Olya is going to the plane O-O-O-OL”
"The train is heading to the plane U-U-U-UL"
“The bear is going to the plane Y-Y-Y-YL”
Stage II: Automation of sound in words
Let's consider this stage of work using the example of the sound of L. The speech therapist draws a picture and asks the child questions. It is possible for the child to draw or color the picture himself.
Sample questions: “What do I draw?”, “What do I paint over?”, “What happened?”, “What word will I write under the picture?” etc.
Thus, the child pronounces one word several times, and the sound in the word is automated.
On a page in a child’s notebook there are 6 pictures in this way:
If a speech therapist or parent does not have artistic skills (and they are not the main ones here), then you can replace the drawings with ready-made pictures.
In this way, picture words are typed until the specialist is sure that the sound is introduced into speech at the word level. As a rule, words are first selected with a sound at the beginning of the word (lamp, magnifying glass, boat, skis...), then in the middle of the word with straight syllables (pigeons, baby, saw...) and in the middle of the word with a combination of consonants (shawl, ball, flag... ), only then with a practiced sound at the end of the word (table, woodpecker, football...).
Stage III: Automation of sound in a sentence
You need to go back to the first picture. The speech therapist invites the child to make a sentence together for this picture. For example: “Come up with a name for a boy or a girl, who sat on the bench?” If the child finds it difficult, then the adult offers options for names: Lada or Lena?
This is how phonemic hearing develops in parallel. The speech therapist invites the child to dictate a phrase, and he writes it down under the previously drawn picture. Here, in addition to sound automation, grammatical categories are practiced.
For example: “Lada sat down on the bench.”
It looks like this:
- Alla has scarlet nail polish.
- Lada sat down on the bench.
- Mikhail found lilies of the valley.
- Volodya dug for a long time with a shovel.
- Pavel walked through the puddle.
- The wolf howled at the moon.
Further stages of sound automation can take place in the classic version. This is the automation of sound in pure language, poetry, texts and independent speech.
I hope that this work experience will be useful to my colleagues. I wish you success!
Volskaya L.M.,
teacher speech therapist
Education of correct pronunciation
in children
Preschool age
(material taken from the book by M.F. Fomicheva
"Education of children's correct pronunciation")
A child’s pronunciation of each sound is a complex act that requires precise coordinated work of all parts of the speech-motor and speech-auditory analyzers.
Most three-year-old children experience physiological, rather than pathological, deficiencies in sound pronunciation, which are inconsistent, temporary nature. They are due to the fact that in a three-year-old child the central auditory and speech apparatuses still function imperfectly. The connection between them is not sufficiently developed and strong, the muscles of the peripheral speech apparatus are still poorly trained. All this leads to the fact that the movements of the child’s speech organs are not yet clear and coordinated enough, and sounds are not always clearly distinguishable by ear.
The most important condition for the correct pronunciation of sounds is the mobility of the organs of the articulatory apparatus, the child’s ability to control them.
When working on sound pronunciation, the following must be considered:
- During class, children should stand or sit so that they can clearly see the teacher's face.
- When conducting a lesson, the teacher must monitor the clarity of his diction, the clarity of the presentation of the material, the fascination and accessibility of the assignment.
- When conducting games for the development of speech breathing, it is necessary to remember that each child can participate in them for no more than 10 seconds, with a break, since prolonged blowing and prolonged fixed exhalation can cause dizziness.
- When conducting all types of activities, it is necessary to achieve the active participation of children. To do this, you should select such forms and types of work as to attract each child and, if possible, check how the children have learned the material.
- In the process of conducting sound pronunciation classes, it is necessary to instill in children calm, smooth, fairly loud speech, starting from the second junior group.
- When introducing sound into a child’s speech, it is unacceptable to correct incorrect pronunciation in each word. This prevents the child from speaking, will make him nervous, and sometimes can lead to a refusal to introduce the correct sounds into speech or even to a refusal to speak.
- Poems, nursery rhymes, riddles, tongue twisters, stories are offered as additional material, which can be used to consolidate the pronunciation of sounds in the speech of those children who need to introduce them into the active dictionary.
- The teacher, when independently selecting material for the right sound It should be taken into account that the sound being fixed should occur as often as possible; those sounds that have not yet been worked out should be as few as possible.
- When transferring sound into phrasal speech, one of the working methods is for children to repeat sentences compiled from subject or plot pictures. These sentences gradually (from group to group) need to be lengthened and complicated. This technique, teaching children to correctly perceive and convey a sentence, develops their attention, memory and will further facilitate the analysis and synthesis of sentences.
There are three types of classes for each sound:
- An exercise to prepare the articulatory apparatus, facilitating the correct pronunciation of sounds.
The goal is to train the movements of the articulatory apparatus.
- An activity to clarify the pronunciation of a given sound.
Target:
a) training of the articulatory apparatus;
b) clarification of the pronunciation of this sound (for children who have it);
c) uttering a given sound (who does not have it).
- An activity to reinforce the pronunciation of a given sound.
Target:
a) clarifying the pronunciation of a given sound in words;
b) improving the child’s word pronunciation;
c) increasing the child’s active vocabulary.
Game "Funny Tongue"
(fairy tale “About the Merry Tongue” by M.G. Genning and N.A. German)
Once upon a time there was a Merry Tongue. He had a house. The house was very interesting. What kind of house is this? This is the mouth. This is such an interesting little house near the Merry Tongue. To prevent Merry Tongue from running out, his house was always closed. How is the house closed? Lips. But besides one door, this house has a second door. (Smile and show the children your teeth.) What is the name of this door? Teeth. But to see the second door, you need to learn to open the first door. (Smile, showing your upper and lower teeth.)
One day Merry Tongue wanted to look at the sun and breathe fresh air. First, the first door opened (part your lips and invite the children to do the same), and then the second.
And the tongue stuck out, but not all of it, just the tip. Tongue appeared and hid: it was cold outside, summer had passed.
In the house of the Merry Tongue there is a crib where he sleeps. (Draw the children’s attention to how calmly the tongue lies). Let's not wake him up yet, let Tongue sleep. Let's close the second door first, and then the first.
Our Tongue is very cheerful, he loves to have fun, jump, and jump so much that he reaches the ceiling and clicks. (Draw the children’s attention to the fact that the ceiling is the sky; ask them to stroke the sky with their tongue).
The next day, Tongue decided to check again whether it had become warmer. When all the doors were open, Tongue looked out, looked left, right, up, down and felt that it was getting colder, and went into his house.
First one door closed, and then the second. That's the whole tale about the Merry Tongue.
Sound A
Game "Feeding the Chicks"
Target : to achieve from each child the ability to calmly open his mouth and hold it in this position for several seconds.
The children sit on chairs facing the teacher, and he shows them a picture of a bird feeding its chicks and says: “Now we’ll play. You will be the chicks, and I will be the mother bird. The bird brought grains, and all the chicks opened their mouths. They ate the grains and closed their mouths.” Children perform these movements.
Game "Calm the doll."
Target : get each child to pronounce the sound A for a long time while exhaling.
Children sit on chairs in a semicircle. They have dolls in their hands. The teacher says: “The dolls are crying, we need to calm them down.” Look how I shake my doll. (Rocks the doll, humming at the soundAnd the motive of a familiar lullaby.) Now rock it.” Children take turns and then rock the dolls together, pronouncing the sound A.
Game "Wonderful bag"
Target : practice children in correctly pronouncing the sound A in words.
The teacher shows the children a beautiful bag with objects or pictures, the name of which contains the sound A. He takes out the first object himself and, showing it to the children, calls it clearly and loudly, highlighting the sound A. Then the children take it in turn and, showing it to everyone, call it loudly, saying sound A is longer than other sounds.
Development of onomatopoeia
Target
Song - song
The girl sang a song.
She sang and sang and finished singing.
Now you, cockerel, sing!
Ku-ka-re-ku! - the cockerel crowed.
Sing, Murka!
Meow, meow, - the cat sang.
Your turn, duck!
“Quack, quack, quack,” said the duck.
And you, Mishka!
Roar-roar-r-i-v! - the bear growled.
You frog, sing!
Kwa-kwa-kwak-kk! - croaked the frog.
And you, doll, what will you sing?
Ma-a-ma-a-ma! Mother!
Folding song.
Sound U.
Exercise “Who can make a pipe better?”
Target : Encourage every child to be able to stretch their lips forward like a tube.
Children sit in a semicircle facing an adult. He shows them a picture of a pipe and invites the children to make a pipe out of their lips, stretching them forward. “Look, children, what kind of pipe I’ll make” (Pulls his lips forward). At the adult’s signal “the pipe is playing,” children stretch their lips forward; at the signal “the pipe is silent,” the lips take a normal position.
Game Train"
Target : to achieve a long pronunciation of the sound by all children.
Children stand in a semicircle, one after another, forming a “train”. An adult puts in advance different places, near the road along which the train will go, there are toy animals. Before the train sets off, the adult reminds that the train must give a signal and horn if there are animals on the road. Having passed them, the train stops buzzing.
Game "Who Screams"
Target : achieve clear pronunciation of the U sound in onomatopoeias.
Children sit on chairs. The adult says: “Now I’ll show you pictures and tell you who screams what, and you listen carefully and repeat after me correctly.
The girl got lost in the forest and screams AU. – Children repeat: AU.
The baby is crying woah, woah. – Children repeat: UA, UA.
The owl is sitting on a branch FU-BU. – Children repeat: FU-BU.
The adult suggests: “I’ll call someone, show him the pictures, and he’ll remember and say who screams what.”
Game "Sun or Rain?"
Target : development of auditory attention. The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Sound I
Game “Who can smile?”
Target : to develop in children the ability to smile effortlessly, showing the upper and lower front teeth.
Children sit in a semicircle. An adult says: “When we are happy, we smile. Like this. (Shows how to smile.) When we smile well, we show our teeth. Smile, children." The children smile, the adult makes sure that everyone’s teeth are visible.
Game "Horses"
Target : achieve clear pronunciation of the isolated sound I.
Children, pretending to be horses, stand in the “stable” (a corner of the group fenced off with chairs). The adult says: “The morning has come, all the horses are going for a walk.” Children walk one after another in a group, raising their legs high, like horses. At the signal “horses, go home,” the children say “eeee...” and quickly run after each other to the “stable.”
Game "Show and name"
Target : to train children in clear pronunciation of sounds and words.
An adult shows the children a beautiful box with objects, toys or pictures whose names contain the sound I. The adult takes out the first object and, showing it, names it clearly and loudly. Then, one by one, the children take out objects and, showing everyone, name them loudly.
Game "The Wind Blows"
Children sit in a semicircle on chairs. The adult says: “We went for a walk in the forest in the summer. We are walking through a field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying. He blows softly, like this: “oo-oo-oo.” (Quietly and for a long time pronounces the sound U). We came to the forest and picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind blew. He hummed loudly: “u-u-u...”. (Pronounces this sound loudly and for a long time).” Children repeat after adults how a light breeze blows and how a strong wind hums.
Sound O
Exercise “Lip round like a donut”
Target : teach children to move their lips forward, rounding them.
An adult shows the children a picture of a donut and says: “Children, who can make lips as round as a donut, like this.” (Shows).
To make the lips round, the adult says O to himself. The adult calls several children in turn and invites everyone to make round lips.
Game “Masha is a good doll, but our doll’s teeth hurt”
Target : ensure that all children pronounce the sound O clearly.
Children sit in front of an adult who is holding a Masha doll with tied teeth. He says: “Masha’s teeth hurt. It hurts her. She sighs: “oh-oh-oh...”. How does Masha sigh? Children repeat: “o-o-o.” The adult passes the doll to the children one by one. The person who receives the doll says: “Oh-oh-oh.”
Game "Guess what's missing"
Target : achieve clear pronunciation of the O sound in words.
The adult puts toys on the table, the name of which clearly includes the sound O. Then he invites the children to look at the toys, name them and remember them. The called child should look at the toys again and turn away. At this time, the adult removes one toy, and asks the child to guess which toy is missing.
Target : to achieve from each child the ability to give a long, continuous, purposeful exhalation.
Birds are placed on two tables (at the very edge of the table) at a distance of at least 30 cm from each other. Four children are called, each sits opposite the bird. At the signal “the birds have flown,” the children blow on the figures, and the rest watch whose bird will fly farther.
Sound E
Exercise “Who can laugh silently?”
Target : To achieve from each child the ability to show the front upper and lower teeth when smiling.
Children sit in front of an adult, he asks: “Which of you knows how to laugh, but only so that I don’t hear your voice, but see that you are laughing? Look how I laugh. (Shows, pronouncing the sound E to himself). Now let’s all laugh together, but so that I don’t hear your voice.” Then the adult calls on those children who do it better, and they show the others how to laugh without a voice.
Game "Who Screams"
Target : to develop a clear pronunciation by all children of the sound E in onomatopoeia me, be.
Children sit on chairs. An adult shows a picture of a goat and asks: “Who knows how a goat screams?” The children say: “me-me...” Then he shows a picture of a sheep and asks: “How does a sheep scream?” Children say: “ba-ba...”. After this, the children can be divided into two groups: one depicts goats, and when they are released onto the meadow, they walk and shout: “me-me...”. Another group depicts sheep. They sit in a fenced-off corner of the group. When the goats return to the barn, the sheep go for a walk in the meadow. They shout: “bae-bae...”.
Game "Magic Chest"
Target : achieve clear pronunciation of the sound E in words.
An adult shows the children a beautiful chest and says: “This is our magic chest. It contains many interesting beautiful pictures. The one I call will come up, open the chest and, taking out a picture, show it to the guys, then call it loudly and clearly.” The adult, having shown the children how to do this, calls them.
Game "Guess what to do"
Target
Children sit in a semicircle. Each person has two flags in their hands. If an adult hits the tambourine loudly, the children raise the flags up and wave them; if they hit it quietly, their hands lie on their knees. An adult must ensure that children are seated correctly and correct execution movements; it is necessary to alternate the sound intensity (either loudly, then quietly) no more than four times so that children can easily perform the movements.
Sound M
Game "Let's Sit in Silence"
Target : teach children to calmly close their lips and hold them in this position.
Children sit on chairs facing an adult. He says: “The doll Masha is sleeping. While Masha is sleeping, we will sit quietly. Close your lips tightly, and I’ll see how well you can close your mouth and sit quietly.” Then you can wake up the doll and help her get dressed, since she doesn’t know how to do it herself.
Game "Feed the calves"
Target
The adult portrays a shepherd, the children - calves. They are walking in the meadow. They came to the barn and moaned protractedly: “muu...”. They ask for food. An adult gives the children a carrot, a leaf of lettuce or an apple.
Game "Talking Doll"
Target : achieve clear pronunciation of the sound M.
Children sit on chairs facing an adult. He holds a talking doll in his hands. The adult turns the doll and it says: “Mom.” “And now, children, you will pretend to be talking dolls. Whoever I call must say: “Mom.”
Game "Find a Pair"
Target : train children to clearly pronounce the sound M in words.
Children are sitting at tables. An adult gives them pictures with the sound M in their names. Pictures are laid out on the table, pattern up, in pairs with the themes that were distributed to the children. When called, the child comes to the table, shows the children his picture and loudly and clearly names it. Then he finds her a steam room and gives both pictures to an adult, naming them again.
Fairy tale “We hurried and made us laugh”
Target : to develop speech hearing and speech activity in children, to imitate various sounds.
The frog jumped to the bear's house. She croaked under the window: “Kva-kva-kva - I’ve come to visit you!” A mouse came running. She squeaked: “Peep-pee-pee – your pies are delicious, they say!” The chicken has arrived. She cackled: “Ko-ko-ko – the crusts, they say, are crumbly!” The goose hobbled. Cackling: “Ho-ho-ho – I wish I could peck some peas!” The cow has arrived. Moos: “Moo-moo-moo – I wish I could drink some flour milk!” Then a bear leaned out of the window. He growled: “R-r-r-r-r-r!” Everyone ran away. Yes, in vain, cowards, we were in a hurry. They should have listened to what the bear wanted to say. Here's what: “I'm glad to have guests. Come in, please!"
Sound P
Exercise “Let's sit quietly”
Target : teach children to close their lips without tension and hold them in this position.
An adult shows a picture of a mother reading a book to her children; The children sit quietly and listen carefully. Then he says: “When a book is read to you, you must sit quietly, close your mouth, close your lips. See how these children are sitting. Now I’ll see which of you can sit quietly and see if you can start reading.”
Game "Snowflake"
Target : achieve a calm pronunciation of the isolated sound P.
An adult takes a snowflake and says: “Look, children. A snowflake flew towards us with the wind. She is thin and tender. Let's quietly take turns blowing on the snowflake, like this. (An adult shows how to blow on a snowflake with the sound P). First, let’s close our lips, and then quietly, like a light breeze, we blow on the snowflake - p.” Each child blows on a snowflake, and the snowflake should deviate slightly.
Lotto game
Target : teach children to clearly pronounce words with the sound P in sentences.
Children receive one picture each. The adult mixes the paired pictures and places them on his desk in a stack, pattern down. He opens one picture at a time and asks: “Who should I give the shovel to?” a child who has such a picture should politely ask: “Please give me a shovel.”
Sound B
Game "Who can sit the quietest"
Target : teach children to calmly close their lips and hold them in that position.
An adult shows a picture of a doctor listening to a child and says: “For the doctor to listen, you have to sit quietly. Our doctor will be... (says the child’s name). Go... listen to the doll Natasha. All the children sit quietly and urinate, their mouths are closed, their lips are closed.” You can call several children, checking at this time how the children’s lips are closed.
Game "Cars"
Target : get each child to loudly pronounce the sound B.
An adult invites children to play with cars. Children are divided into two groups and stand next to each other. Each group is on a different wall. At the signal “let’s go,” the children, using their hands to imitate the movement of the wheels, walk forward. When they meet, they give “beep, beep, beep…” signals to prevent cars from colliding.
Game "Shop"
Target : train children in the correct pronunciation of the sound B in words - names of toys, objects.
An adult places toys and objects on the table that have the sound B in their names. Children take turns going to the “store”, buying toys and, showing them, calling them loudly. When the toys are all sold out, children play with them.
Game "Where did they call?"
Target : development of auditory attention.
Children sit in a circle. The adult chooses a leader who stands in the center of the circle. At the signal, the presenter closes his eyes. Then the adult gives one child a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, then the adult says: “It’s time” - and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.
Sound F
Game "build a fence"
Target : teach children to show their upper teeth by lifting their upper lip.
An adult shows a picture of a fence. Addressing the children, he says: “Look how smooth the fence is. The plank is fitted to the plank. Let's build the same one for you too. The upper teeth were placed on lower lip, like this. (Shows). We got a fence made of teeth, even, good, everyone’s teeth should be visible.”
Game "Bubble"
Target : achieve a clear, long pronunciation of the isolated sound F.
Children stand in a tight circle with their heads tilted down, imitating an uninflated bubble. Starting to say the text: “Inflate, bubble, swell big, stay like that, but don’t burst,” the children raise their heads and move back, stretching the circle. By the end of the text it is formed big circle. At the signal “The bubble has burst,” children go to the center of the circle, pronouncing the sound F, imitating the air escaping.
Game "What's Missing"
Target : to train children in clear pronunciation of the F sound in words.
An adult lays out on the table objects whose names contain the sound F: flag, molds, apron, shoes. Children name objects, emphasizing the sound F, and remember them. Then the adult calls the child, who comes out, looks at the objects again, and then stands with his back to the table. An adult removes one of the objects. The child must indicate which item is missing. You can ask them to name the objects that are left on the table.
Sound B
Exercise “Hide your teeth”
Target : teach children to lift their upper lip, showing their front teeth.
Children sit on chairs facing an adult. He says: “Look how I can show my upper teeth. (Shows). Now let’s hide our teeth, cover them with our upper lip so that they are not visible. The tooth is not visible. Show me your upper teeth, guys, like this. And now they hid their teeth. They closed them with their lips. I can’t see the tooth.”
Exercise “The wolf howls”
Target : to get children to clearly pronounce the isolated sound B.
An adult, showing a picture of winter and a howling wolf, says: “It’s cold in the forest in winter, the wolf has nothing to eat. He sits and howls: “vvv...”. How does a wolf howl? Children say: “wow...”.
Game "Guess"
Target : to train children in clear pronunciation of the sound B in words and sentences.
The adult, together with the children, names the pictures and hangs them up. Invites the children to guess riddles based on these pictures: “What does Valya wash in? (Valya washes himself in the bath.) What does Vanya eat cutlet with? (Vanya eats the cutlet with a fork.) Who howls in the forest? (A wolf howls in the forest.) What does Vanya wear in winter? (Vanya puts on felt boots and mittens in winter.) Etc.
Game "Dandelions are flying"
The game is played outdoors. When the children are walking, the adult asks each one to blow on their own dandelion in turn. Children blow on the dandelion so that all the fluff flies off. You need to blow all the fluff off the dandelion three or four times.
T sound
Game “Oh, what delicious jam!”
Target : teach children to lift the wide front edge of the tongue upward.
An adult shows a picture of a girl eating jam and says: “The jam is very tasty! The girl's upper lip got dirty. Let's lick the remaining jam from the upper lip with our tongue. Like this. (Shows.) Now lick the jam.”
Train game
Target : to achieve from each child a clear pronunciation of the sound T.
Children are divided into two groups. One group depicts train carriages, the other - workers. At the signal “the train has started,” the children, making circular movements with their arms bent at the elbows, walk one after another, saying: “t-t-t... t-t-t...”, imitating the sound of wheels. Having reached a certain place - the “station”, the train makes a stop. Workers go to inspect the trailers. They tap hammers on the shoes of children pretending to be carriages. By knocking, they say: “knock-knock...” After checking the carriages, the departure signal is given and the train moves off. Then the children change places.
Game "Guess who's screaming"
Target : development of auditory attention.
An adult prepares voiced toys: a cow, a dog, a goat, a cat, etc. Together with the children, he imitates the cry of these animals, then invites them to listen and guess by their voice who will come to visit them. The child chosen by the adult goes out the door and, opening it slightly, gives the voice of one of the animals. And the children must guess who it is.
Sound D
Game "Horses"
Target : achieve the ability to lift the tongue by the upper teeth and suck the front edge of the tongue to the palate.
Children, pretending to be horses, line up in a column. At the signal “let’s go,” the children follow each other and click their tongues, imitating the clatter of horses’ hooves. Having reached a certain place, the horses stop. The adult says: “Now let’s check whose horse is better at knocking its hooves.” An adult takes two children, and they, clicking, walk towards each other. The others are listening. So, alternating, they pass one after another.
Game “Hit a nail with a hammer”
Target
Children, imitating driving a nail into a wall with a hammer, beat their fist against the fist, pronouncing the sound D.
"Playing the pipe"
Target : to achieve from each child a clear pronunciation of the isolated sound D.
Children are divided into two groups. One of the groups depicts an orchestra, the other depicts children going to the parade. Children pretending to be an orchestra sit on chairs and imitate playing the pipes. At the signal, they begin to play: “doo-doo...”. Other children, accompanied by an orchestra, go to the parade in pairs and wave flags. Then they change roles.
To conduct the game, you need to choose a short marching song, to the tune of which the children will play. Make sure that children do not scream while pretending to play the pipes.
Game "Woodpecker"
Target : teach children to clearly pronounce the sound D in the text of the poem.
Children sit in a circle. In the middle there is a child representing a woodpecker. Children say:
A woodpecker is hammering a tree,
A woodpecker is chiseling an oak tree with its beak,
He knocks on the whole forest.
After finishing the words, the child pretending to be a woodpecker says: “d-d-d...” (and hits his fist with his fist). Then another child becomes the woodpecker, and the game is repeated.
Sound N
Exercise “Brush your teeth”
Target : to achieve from each child the ability to lift the tip of the tongue by the upper teeth.
Children sit on chairs facing an adult. Showing a picture, he says: “Look how the boy brushes his teeth. Now we will also brush our teeth, but not with a brush, but with our tongue. Look how I clean. (Cleans the upper teeth with his tongue inside) Now let’s all brush our teeth, only from the inside. Better brush your teeth to make them even cleaner. That's how clean all the children's teeth are! An adult calls the children, they show how they can brush their teeth with their tongue.
Game "Horses"
Target : to develop a clear pronunciation by all children of the sound N in the sound combinations No and Na.
Children are divided into two groups. One group depicts horses, the other - riders. Riders harness their horses and, after the command “let’s go for a walk,” they walk around the group, urging the horses with the sounds “but-but...”. Having reached the indicated place, the riders feed the horses, telling them: “Na-na...”. Then the children change roles and the game continues.
Game "Round Dance"
Target : to train children in the correct pronunciation of the sound N in phrasal speech.
Children stand in a circle. In the center of the circle is a child representing the girl Nina. Children walk around and say:
Like our Ninochka -
New shoes,
How did she manage -
I put it on my feet.
I put it on my feet -
I wanted to dance.
The child portraying Nina follows the words of the text with movements. After the words “I wanted to dance,” the adult and the children clap their hands and sing the Russian dance tune using the sounds “na-na-na...”, and Ninochka dances. Then they choose another Nina. The game ends with a general dance.
Sound K
Exercise "Hide and Seek"
Target : to achieve from each child the ability to arch the back of the tongue with the tip of the tongue down.
Children sit facing an adult who invites them to play hide and seek. “But it’s not us who will be hiding, but our tongues. Look how my tongue hides, you won’t even see it. (Shows.) And now, children, open your mouth so that we can see the tongue at the lower teeth, and now hide your tongue far, far away, and do not close your mouth. ... has hidden his tongue well. Go...show how you can hide your tongue.” The exercise should be checked in subgroups to see all the children.
The story “Who is screaming?”
Target : achieve a clear, correct pronunciation of the sound K in onomatopoeias.
We were going for a walk. We went out into the yard, and a chicken comes towards us and shouts: “ko-ko-ko...” How does she scream? (“Ko-ko-ko...”) We move on, and the chicken cackles: “coo-coo...” How does she cackle? (“Where, where…”) “Into the forest,” we answered her and moved on. A rooster sits on the fence and shouts: “ku-ka-re-ku!” How does a rooster crow? (“Ku-ka-re-ku!”) We went further along the road, past the vegetable garden. We look and the sparrows are pecking at the grains of the sunflowers. The children chased them away. How did you drive them away? (“Shoot-shoo…”) We came to the forest. It's good there. We started collecting flowers, and suddenly we heard a cuckoo cuckoo: “cuckoo…” How does a cuckoo cuckoo? (“Ku-ku…”) we picked a lot of flowers and went back. We hear frogs croaking: “kva-kva...” How do frogs croak? (“Kva-kva…”) We walked in the forest and returned home.”
Game "Rain"
Target : train children in the correct pronunciation of the sound K in phrasal speech.
Children sit on chairs. “We went for a walk, and suddenly it started to rain and drummed on the roof. How did you drop the drops? Let's remember the poem:
Drop one, drop two,
Drops slowly at first -
Drip, drip, drip, drip.
(Children accompany these words with slow claps.)
The drops began to keep pace,
Adjust drop drop -
Drip, drip, drip, drip. (Clapping becomes more frequent.)
Let's quickly open the umbrella,
Let’s protect ourselves from the rain.”
(Children raise their hands above their heads, imitating an umbrella.)
Sound G
Game "Geese"
Target : to achieve from all children the correct, sonorous pronunciation of the sound G in onomatopoeia.
Show picture. It depicts a girl chasing geese. The geese go home and cackle: “ha-ha-ha...” “How do geese cackle?” (“ha-ha-ha...”) “On the way I came across a ditch, the geese began jumping over it “gop-gop-gop...” How did they start jumping over the ditch?” Children say: “gop-gop-gop...” Then the children are divided into two groups. Some children pretend to be geese. They walk and say: “ha-ha-ha.” Other children pretend to be shepherdesses. When the children approach the ditch, the shepherdesses say: “gop-gop-gop.” And the geese are jumping. Then the children change roles.
Game "Wolf, Shepherd and Geese"
Target : train children in the correct pronunciation of the G sound in phrases in the game.
Shepherd. Geese-geese, where are you from?
Geese. Ga-ga-ga. We're from home.
Shepherd. Geese, geese, where are you going?
Geese. To the meadows, to the meadows.
Shepherd. Do you want to eat?
Geese. Yes Yes Yes.
Shepherd. Well, go to the meadows.
Geese walk and nibble grass.
Shepherd. White geese, go home. Gray wolf under the mountain.
The geese cackle and run home. The wolf catches the geese. Those caught leave the game.
Sound X
Exercise “Let’s warm our hands”
Target : clarification of the pronunciation of the sound X.
Children sit on chairs. An adult shows a picture of children making a snow woman and says: “The children made a snow woman. It came out good. Their hands were frozen. Let's warm them up, breathe on our hands to keep them warm. Like this. (Shows) Then the children warm their hands one by one and all together, pronouncing the sound X.
Game "Who needs what"
Target : train children in the correct pronunciation of the sound X in words.
An adult shows pictures depicting bread, a robe, a firecracker, etc., and says: “Now you will hear little stories. One of the pictures must go with each story. You guess which one and name it: “The children began to decorate the Christmas tree. We hung a lot of toys. What’s left to hang?” (Clapperboard.) “The doctor came to examine the child, and what did he wear?” (Robe.) Etc.
Sound C
Exercise "Pump"
Target : achieve the correct isolated pronunciation of the sound S.
Children sit on chairs. “We're going to ride bikes. You need to check that the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Let's take a pump and inflate the tire. The air comes out of the pump and whistles: sss... Children take turns, and then all together, imitating the action of the pump, inflate the tires, pronouncing the sound C for a long time.
Game "Shop"
Target
On the table are toys, objects whose names contain the sound S. Children sit on chairs. The adult calls the children one by one. They come to the “store” and, choosing the toy they want to buy, show it to all the children, call it loudly and go to their place.
Pure talk
We'll build the plane ourselves
He will fly over the forests.
Petya is going into the woods, into the woods!
And Petya has a problem, a problem!
The well-fed catfish slept peacefully.
I had a sweet, sweet dream.
Game "Wonderful Box"
Target : train children in the correct pronunciation of the sound C in words.
There is a beautiful box on the table. “We have pictures in this wonderful box. And you will find out which ones. I will call you one by one. You will take out a picture, show it to the children and loudly and clearly state what is drawn on it.”
Sound Z
Game "Mosquitoes"
Target : to achieve, whenever possible, from each child the correct isolated pronunciation of the sound Z.
An adult has a conversation with children, remembering the summer. “Remember, children, how mosquitoes rang in the evenings? Now we will play “mosquitoes”. Children are divided into two groups: some depict mosquitoes, others - children walking. Mosquitoes, uttering the sound “zzz...” run after the guys who are trying to hide from them in houses (fenced off corners in the group). Then the children change roles.
Game "Name the picture"
Target : train children in the correct pronunciation of the sound Z in words.
Children are sitting at tables. There is a stack of pictures with the pictures facing down on the table. Each child is given the same paired pictures. The adult calls the child, who takes a picture from his pile and, showing it to the children, says: “I took the bunny.” The one who has a pair for this picture stands up, shows the children his picture and says: “And I have a bunny in the picture.” Children put both pictures on the table. The game continues until all the pictures are taken from the table.
Sound Ts
Game "Quiet, Quiet"
Target : achieve the correct isolated pronunciation of the sound T
Children sit on chairs in a semicircle. Each child holds a doll or a bear in his arms. The adult says: “Children, our kids have gotten naughty. Let's tell them to sit quietly and quietly: “ts-ts-ts...” The children shake their fingers at the dolls and say: “ts-ts-ts...” Noticing which of the children pronounces the sound T incorrectly or quietly, the adult says: “That’s it.” Our dolls have calmed down, but... the doll is being naughty. Calm down... your doll."
Game "Scouts"
Target : train children in the correct pronunciation of the sound C in words.
An adult shows children objects and toys. They call them. Children appointed as scouts leave the group. The adult, together with the remaining children, places objects in different places in the group. The scouts, returning, look for objects, show those found, naming them. Then new children become scouts and other items are laid out.
Game "Guess What They're Doing"
Target : development of auditory attention.
An adult prepares various items: ball, glass of water, bell. Showing them to children, he produces with objects various actions: hits the ball on the table, rings the bell, pours water from glass to glass. Children watch and listen. Then the adult puts everything behind the screen and performs various actions there, and the children guess by the sound what he was doing.
Sound j (letter Y)
Game "Name the picture"
Target : achieve clear correct pronunciation of syllables, words, sentences with the sound j.
An adult shows the bear to the children and says: “Look, children, how big the bear is. How big - oh, oh, oh! (Children repeat: “Oh, oh, oh!”) Look, children, how dirty the bear’s paws are. Ah ah ah! (Children repeat: “Ay, ah, ah!”) Let’s help the bear wipe its paws. Bear brought us interesting pictures. I’ll show them to you, and you must name them well and correctly (Mike, watering can, Dunno, seagull, bunny, teapot, barn, tram, sparrow, ant, parrot, tea.) “The bear has a friend - a bunny. We will learn a poem about a bunny:
Let's play, bunny
Play with me!
The bunny answers:
I can not! Sick!
Oh oh oh!
Poor!"
Sound ja (letter I)
Game "Donkey Lost"
Target : to achieve from children the ability to pronounce the sounds ja smoothly and quickly.
Children sit on chairs. The adult shows them a picture of a big and a small donkey, and then says: “The little donkey went for a walk and got lost. He stands and calls his mother: “ja-ja-ja...”. Let’s all say together how a donkey calls its mother.” The children answer: “ja-ja-ja...”.
Game "What's missing?"
Target: To achieve from children a clear, correct pronunciation of words with the sounds ja (I).
Children are sitting at tables. An adult puts toys on the table: an apple, berries, a blanket, a Yasha doll - and asks them to look at them and name them. The called child goes out the door, while the other one hides one of the toys. The person who returns must say which item is missing on the table. Then the children name the pictures shown to the adults.
Poems, nursery rhymes, riddles to reinforce the pronunciation of the j sound at the end of a syllable
Little bunny jumps
Near the rubble.
The bunny jumps quickly -
Catch him!
Don't be afraid of the cold
I wash myself up to my waist.
Fall, fall, snow falls,
Rejoice, rejoice, rejoice everyone!
Who's whose?
Whose forest stream are you?
Nobody's!
But where are you from, stream?
From the keys!
Well, whose keys are they?
Draw!
Whose birch tree is by the stream?
Draw!
And you, girl, honey?
I'm mom's, dad's and grandma's!
Who is in the forest in the cold winter
Walking around angry and hungry? (Wolf.)
Steel horse,
The tail is flaxen. (Needle and thread.)
Poems, nursery rhymes, riddles to reinforce the pronunciation of the combination of sounds ja (I)
Good for good
My chicken
My clever,
Here is millet, some water.
Give me an egg
My clever!
We need sewing needles.
Who needs needles to live? (To the hedgehog.)
Yakov is a patient little gardener,
I grew apple and pear trees in the garden,
Raspberry, gooseberry.
One of these days I will go to study with Yakov.
Me and black, me and white,
I'm smart, I'm brave,
I have no stairs, no steps,
I can fit on any wall.
Green mustache curl,
I'll pour some sunshine into a bunch of sunshine,
And to the kids
I'll give you every bit of it. (Grape.)
Sounds jy (letter Yu)
Game "Let's sing like the birds"
Target: Encourage children to be able to quickly and fluently pronounce jy sounds.
Children are sitting at the table. An adult tells how they were in the forest in the summer and listened to the birds singing: “The birds sang like this: “jy-jy-jy...” Come on, children, let’s sing like the birds. The summoned children say: “jy-jy-jy...”
Game "What are we doing?"
Goal: to train children in clear, correct pronunciation of words with jy sounds.
The adult gives the children one picture each, which depicts certain actions of the children, and tells them: “Imagine that you are depicted in the pictures, tell me what you are doing.” The person called comes to the table, shows the picture to all the children and says what he is doing. For example: “I’m drawing a house”, “I’m washing the dolls’ dresses”, etc.
Game "Find the toy"
Target: development of auditory attention.
The children stand in a semicircle. The adult shows the toy that they will hide. One child leaves the group, and at this time an adult hides a toy behind one of the children’s backs. At the signal “it’s time,” the driver goes to the children, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if removed, the popping subsides. Based on the strength of the sound, the child guesses who he should approach. After the toy is found, another child is assigned as the driver.
Poems and a story to reinforce the pronunciation of the combination of sounds jy
Sleep, my beautiful baby,
Baiushki bye.
The clear moon looks quietly
To your cradle.
I will tell fairy tales
I'll sing a song;
You were dozing with your eyes closed,
Baiushki bye.
Yulka, Yulenka, Yula!
Yulka was nimble.
Sit still Yulka
I couldn't do it for a minute!
Neither and Yulka!
That's how the guest
Yura came to visit us. But he doesn’t want to say hello. We began to treat Yura with apples: “Take it, Yurochka, please!” Yura took the apple, but didn’t even think to say “thank you.” We gave Yura some candy. He took the candy, but again didn’t say “thank you.” Yura wanted to look at the book: “Give me the book!” Yura grabbed the book - and again there was silence! Yura began to get ready to go home. “Goodbye, Yurochka!” But Yura left and didn’t say goodbye. That's it Yura!
Sound j e (letter e)
Game "Echo"
Target : to achieve from children the ability to pronounce the sounds j e smoothly and quickly.
An adult places children in two rows opposite each other at opposite walls. Some children, pretending to be walking in the forest, say “je” loudly, others, pretending to be an echo, quietly repeat “je”. After repeating the game three or four times, children can change roles.
Game “Find the right picture”
Target: to train children in clear, correct pronunciation of words with the sounds jе.
An adult shows the children pictures and asks them to name them. After this, all the pictures are placed on the board. The adult says: “Now I will name sentences that lack words denoting the objects depicted in these pictures. Whoever I call must think about what word is missing and add it. For example: Evgeny found a mushroom under... (under a spruce tree). Several children can repeat the same sentence. For example: Elena collects...(blackberries). Eva is traveling on...(train). They bought Eva a new... (dress). ...(hedgehogs) lived under the spruce tree.
Sounds jo (letter e)
Game "Telephone"
Target : to train children in clear, correct pronunciation of words with the sounds jo.
Children sit on chairs that are placed in one row. The adult whispers a word to the first sitting child, and he passes it on. Words should be conveyed in a whisper, but without distortion. The first one to distort the word sits at the end of the row. When the children hand over the last word, you can ask them to make small sentences based on the pictures (Christmas tree, hedgehog, linen, oilcloth, gun).
Poems, nursery rhymes to reinforce pronunciation
combinations of sounds jе (е)
Strawberries
Look at the stumps,
Strawberries are growing.
Behind every snag
One thousand berries each:
Which are ripe,
Which are white
Which are sweet
Which are disgusting.
We're going, we're going, we're going
To distant lands,
Good neighbors
Happy friends.
They baked rosy pancakes,
Ruddy, hot.
They baked rosy pancakes,
Ruddy, hot.
Lena barely ate,
I didn’t want to eat out of laziness.
Poems, nursery rhymes, riddles to reinforce pronunciation
combinations of sounds jo (е)
After washing
I hung out the laundry
Kuklino and Mishkino,
Mom hangs mine
And also brother's.
Christmas tree, Christmas tree
Standing in the room
With bright lights
The Christmas tree is on fire.
The Christmas tree has pins and needles.
Christmas tree, Christmas tree, Christmas tree -
A prickly needle.
A Christmas tree grows by the pond,
The Christmas tree has a prickly needle.
A hedgehog lives in a hole under the tree,
You can't take it with your hands.
We erase
Me and mom, just the two of us
We manage the laundry.
There's a hedgehog coming
The hedgehog is in a hurry.
- Hedgehog, hedgehog,
Where are you going?
Where do you live, little hedgehog?
The hedgehog answers the children:
You will find me under the Christmas tree.
Shaggy,
Mustachioed,
Eats and drinks
Sings songs. (Cat.)
Sound Sh
Game "Ball burst"
Goal: w.
Children stand in a circle, hold hands and, expanding the circle, seem to inflate a balloon. When an adult claps, the ball bursts - the children squat, lowering their hands, and making a sound w.
Game "The Forest is Noisy"
Purpose w.
The adult remembers with the children how tall the trees are in the forest. They have green tops, a lot of twigs and leaves. A breeze will come and sway the tops of the trees, and they will sway and make noise: “shhhhh...”. The adult invites the children to raise their hands up, like branches of trees, and make noise like trees when the wind blows on them: “shhh...”.
Game "Guess what's in your hand?"
The purpose is in words.
An adult places objects on the table. Children look at and name them. Having removed the items, the adult calls the children to the table one by one. From behind, the child is given one of the removed objects in his hand, and he must identify and name the object by touch (hat, bear, pencil, pebbles, lace, ball, etc.). After finishing the game, children are asked to look carefully around them and name objects that have a sound in their names. w.
Game "Silence"
Goal: w in phrasal speech.
Children, holding hands, walk around Masha and Misha (this name is given to any chosen child) and quietly say: “Hush, hush, Masha writes, our Masha writes for a long time, and whoever disturbs Masha, Masha will catch up with him.” After these words, the children run to the house (designated place). Whoever caught up must come up with and say a word with sound w . Then they choose new Masha and Misha.
Game "Beep"
Children stand in a row facing an adult and raise their arms upward until their palms meet. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound at loudly at first, and then gradually quieter. They lower their hands and fall silent.
Poems, nursery rhymes, tongue twisters to reinforce pronunciation
sound Ш
Our Masha is small,
She's wearing a scarlet fur coat,
beaver edge,
Masha Chernova.
I sewed a fur coat
I sewed a skirt!
I sewed a hat
I sewed a slipper!
Natasha is a good seamstress!
A hat and a fur coat - that’s our Mishutka.
The mouse whispers to the little mouse:
“Are you rustling, rustling...”
The little mouse whispers to the mouse:
“I’ll rustle more quietly!”
Cat on the window
Sews pants
And the mouse is in boots
Sweeps the hut.
Puffs like a plump
Our chubby Bear.
Sound Zh
Game "Bees Collect Honey"
Target: To achieve from each child the correct isolated pronunciation of the sound. and .
Some of the children depict flowers. Other children pretend to be bees collecting honey from flowers. Bees fly around the flowers and buzz: “w-w-w...”. At a signal from an adult, they fly into the hive (fenced off area). Then the children change roles.
Game "Flies in the Web"
Target : to achieve from each child the correct isolated pronunciation of the sound. and .
Some of the children depict a web. They form a circle and lower their hands. Other children, pretending to be flies, buzz: “w-w-w...”, running in and out of the circle. At a signal from an adult, the children depicting the web join hands, and the children in the circle stand in it, the web increases in size. The game continues until all the flies are caught.
Game "Who needs what?"
Target: train children in correct pronunciation of sounds Well in words.
An adult hangs up pictures of the story and invites the children to look at them carefully and decide what is missing. An adult shows an object picture and asks: “What is this? (children answer). Who needs, for example, scissors? (children answer).” An adult shows any object pictures that have a sound in their nameand, and the children must identify and say who needs this item.
Game "Bugs"
Target: to train children in the correct pronunciation of soundsandin phrasal speech.
Children pretending to be beetles sit in their houses (on chairs) and say: “I am a beetle, I am a beetle, I live here. I'm buzzing, buzzing." At a signal from an adult, the beetles fly into the clearing. There they fly, bask in the sun and buzz: “zhzh...”. At the signal “rain,” the beetles fly into the houses.
AND
***
Lazy red cat,
I rested my stomach.
***
The beetle fell and could not get up,
He is waiting for someone to help him.
***
My paper crane
There's no fooling around in the blue sky,
So that you, my little crane,
The cranes did not drive away.
Bee song
I've been buzzing since morning
I wake up the flowers.
I'm spinning, buzzing
And I carry honey...
Vacuum cleaner
-Vacuum cleaner, vacuum cleaner,
Where are you sticking your nose?
-Zhu-zhu-zhu! Ju-ju-ju!
I'm putting things in order!
***
Grandfather Hedgehog,
Don't go to the shore:
The snow melted there
Floods the meadow.
You'll get your feet wet
Red boots!
***
I'm lying over the river,
I hold both banks.
(Bridge)
***
There's a ladder in the field,
The house is running down the stairs.
(Train)
Hedgehog
A hedgehog walks without paths
Doesn't run from anyone.
From head to toe
A hedgehog covered in needles.
How to take it?
Who is he?
Zhu-zhu, zhu-zhu,
I'm sitting on a branch
I'm sitting on a branch
LetterandI repeat everything.
Knowing this letter firmly,
I buzz in the spring and summer.
(Bug)
Sound Shch
Game "Who is observant"
Target: get children to pronounce sounds correctlysch.
Children sit in a semicircle or at a table. An adult asks: “Children, have you seen how mom fries potatoes? When she puts oil on a hot frying pan, it sizzles: “schschsch..." How does it sizzle?" The children answer. “Who saw snakes in the zoo? Do you know how they hiss? Listen: "schschsch…»
Game "Scouts"
Target:train children in correct pronunciation of soundsschin words.
The adult hides objects in different places in the group. Having invited the children and seated them in a semicircle, the adult says that they will play “scouts.” Children need to find hidden objects. (Name which ones.) a group of “scouts” is allocated for the search; Everyone must bring the item they find and name it. If he finds and names the object, he receives a “scout badge.”
The story "Comrades"
Target:train children in correct pronunciation of soundsschwhen answering questions.
Two comrades went for a walk in the grove. They took the puppy with them. The comrades walked through a flowering meadow. There they collected sorrel. The puppy was chasing flying butterflies. They came to the grove. Good in the grove! Birds chirp, goldfinches sing, chicks squeak. Near the stump, the comrades saw a lizard running away. The children ran around in the grove and played with the puppy. They wanted to go further into the forest, into the thicket. One of the comrades says: “Let’s not go there, wolves prowl there, looking for food.” The comrades laughed at the joke and decided that it was time to return. Satisfied, they went home. The boys carried sorrel, and the puppy carried a chip. They returned home for lunch and ate cabbage soup, fried pike and vegetables with appetite.
Poems, nursery rhymes, riddles, tongue twisters to reinforce sound pronunciationSCH
***
Two puppies cheek to cheek
They pinch the brush in the corner.
And the floor brush
There is a stick above your head.
Stick click puppies from the shoulder,
Two puppies left the food.
***
Fluttering fins
And toothy, but skinny,
Looking for food for lunch,
The pike is walking around the bream!
That's the thing!
***
Eyes, mustache,
Tail, claws,
And he washes himself cleaner than anyone else,
Who is this? Cat-cat!
***
Mom, don’t look for us -
We pinch the sorrel for cabbage soup.
In the grove, the grass is moving,
We'll pinch the sorrel.
***
I'm cleaning the puppy with a brush,
I tickle his sides.
***
He's long, he's huge,
He is from the clouds to the ground...
Let him go faster, faster,
May the mushrooms grow faster!
***
I'll quickly list it for you,
That I clean with every brush.
I brush my teeth with this brush,
With this brush - shoes,
I use this brush to clean my trousers.
I need all three brushes.
Sound L
Airplane game
Target:l.
An adult, turning to the children, says: “The plane flew high above the clouds, you can’t see it, you can only hear it humming: “lll..." Children, pretending to be flying airplanes, hum for a long time, pronouncing the sound l.
Game "Let's play the balalaikas"
Target: Encourage each child to pronounce the sound correctlyl.
The adult tells the children that they will pretend to be an orchestra: play the balalaikas. Then he shows how to play (with his left hand he seems to be holding the neck, and with his right hand he hits the strings, and says: la-la, la-la ...). At the adult’s signal, all the children begin to play, and then the “soloists.”
Game "Steamboat"
Target:Encourage each child to pronounce the sound correctlyl.
The adult says: “Now, children, we will go on a boat ride. Do you know how the steamboat hums? Listen: "s..." Let's repeat it all together, like a steamship humming. Now put your wide tongue between your teeth, bite it lightly and hum like steamboats...” The children hum. This produces the interdental sound l. The adult continues: “The steamer can sound several whistles.” He makes a sounds..., holding the wide tip of the tongue between the teeth, then biting it, then letting go, but without removing the tip of the tongue from the teeth. It turns out that the syllable is repeated many timesly.
Game "What I Saw"
Target: to train children in correct pronunciationlin words.
An adult puts 4-5 toys (horse, squirrel, doll, flag). The called child looks at the order in which they stand, turns to face the children and says: “I saw a horse, a squirrel, a doll, a flag.” The children check to see if he named them in the correct order. Then another child is called and the order of the toys is changed. You can gradually replace toys with others.
Game "Horses"
Target:train children in correct pronunciation of soundslin phrasal speech.
One half of the children pretend to be horses, the other – coachmen. The coachmen approach the horses standing in a row. Patting them on the back, they say:
Well, the horse -
The fur is smooth.
Cleanly washed
From head to hoof.
I ate oats
And again - let's get down to business.
The children harness the horses, say: “but-but-but...” and leave. The horses click their tongues. Then they change roles.
Game "Saw"
Target: to train children in the correct pronunciation of soundslin phrasal speech.
Children in pairs, holding their hands crosswise, “saw wood” and say the words of the poem, combining the words with hand movements:
The saw cut down
I sawed off a piece
I ran into a twig
It burst and became
Start over.
Having formed new pairs, the children continue the game.
Game “Who has the other half?”
Targetl, in words.
The adult tells the children that he has pictures, but they are cut in half. “I’ll give you the halves, and you look carefully and decide which half of the picture you have.” The called child shows half of his picture and says what he has. The one who has the other half of the picture stands next to him and says what is shown in the picture.
Game "Answer questions"
Target: exercise children in pronunciation of soundsl, in phrasal speech.
Preparing for the game.An adult prepares pictures for the game that have a sound in their names.l, : lion, tape, watering can, stairs, plane, lemon, peacock, leaves, alarm clock, shoesetc., and thinks through questions based on these pictures. You can ask different questions about one subject picture.
An adult lays out pictures on the table with the pattern facing up. Then he calls the children in turn and asks them questions, for example: “What are flowers watered from?” The child gives the full answer: “The flowers are watered from a watering can.” He looks for the corresponding picture and shows it to all the children. It is necessary to ensure that children answer questions with complete answers.
Game "Who is attentive"
Target:development of speech hearing.
Children sit in three rows opposite an adult. First row at a distance of 3-4mThere are various toys on the table. The adult says: “Children, now I will assign tasks to those sitting in the front row. I will speak in a whisper, so I need to sit quietly so that everyone can hear. I will call everyone by name and give them a task, and you check whether it is being completed correctly. Be careful". All children sitting in the first row complete the tasks in turn. Then they change places: the second row takes the place of the first, the third - the second, the first - the third.
Poems, nursery rhymes, riddles, tongue twisters to reinforce sound pronunciationL and L,
***
Lena was looking for a pin,
And the pin fell under the bench.
I was too lazy to crawl under the bench,
I was looking for a pin all day.
***
Everything is white, white, white,
There was a lot of snow.
These are fun days!
All on skis and skates!
***
There was a blanket lying
Soft, white.
The sun was hot.
The blanket leaked. (Snow)
***
The Christmas tree has pins and needles.
Christmas tree, Christmas tree, Christmas tree,
A prickly needle.
***
Mom did not regret soap,
Mom washed Mila with soap.
Mila didn't like soap
Mila got soap in her eye.
- Why are you crying, our Mila?
- I'm crying soap!
***
Here are the needles and pins
They crawl out from under the bench.
They look at me
They want milk. (Hedgehog)
***
The broom swept the floor,
Broom is very tired.
He sneezed
He yawned
And he quietly lay down under the chair.
***
La-la, la-la, la-la-la,
Mila was floating in a boat.
Lo-lo, lo-lo, lo-lo-lo,
The sun is shining warmly.
Lu-lu, lu-lu, lu-lu-lu,
I'm glad Darling for the warmth.
Ly-ly, ly-ly, ly-ly-ly,
Darling's songs can be heard.
Klava was sitting in the boat,
She sang with Mila.
Mouse
The mouse lived happily
She slept on the fluff in the corner.
The mouse ate bread and lard,
But everything was not enough for the mouse.
Sound Ch
Train game
Target:Encourage children to pronounce sounds correctlyh.
Children sit in the carriages (on chairs placed one after another.) A driver is selected who sits on the first chair. He gives the signal for the train to depart: “wow..." The train started moving. Children, making movements with bent arms, say: “h-h-h…” At the adult’s “stop” signal, the train stops and the children fall silent. Then a new driver is chosen, and the game continues.
Game "Wonderful Chest"
Target: to train children in the correct pronunciation of soundshin words.
Preparing for the game.Find pictures that have the sound h in their names. different parts words, for example:glasses, stockings, suitcase, car, barrel, boy, girl, bee, ball, key, swingetc.
The adult shows the chest and says that it is wonderful, as it contains a lot of interesting things. Everyone will be able to find out what is there, you just need to say the following words: “Chest, chest, open your barrel.” Children take turns taking pictures out of the chest, showing them to everyone and clearly calling them.
Poem "Stream"
Target: to train children in the correct pronunciation of soundshin phrasal speech.
Brook, trickle,
Give me some water for some tea.
We are seagulls hot
We'll drink at the dacha.
Drink with cookies, with kalach,
And we'll bake a cake!
And, sparkling under the rays,
The fontanelle laughed,
Jumped quickly
From stone to teapot -
Gave me some water for some tea!
Game “Locate the toy”
Target: development of speech breathing.
An adult places toys (car, ball, bear, doll, etc.) on the table in one row. Calling the child, the adult asks him: “Between what toys is there, for example, a car?” The child must give a complete answer. After two or three answers, the adult swaps the toys.
Poems, nursery rhymes, riddles, tongue twisters to reinforce sound pronunciationH
Ball
Our Tanya is crying loudly,
She dropped a ball into the river.
Hush, Tanechka, don't cry,
The ball will not drown in the river.
***
Girls and boys
They bounce like balls.
They stomp their feet,
They laugh merrily.
***
A box of matches,
Sister matches.
Light from matches
He took off running!
***
The seagull warmed up the kettle,
She invited eight seagulls:
- Come everyone for tea! -
How many seagulls, answer!
***
What is it with Galochka?
A thread on a stick
Stick in hand
And the thread in the river? (Fishing rod)
***
Five boys
Five closets.
The boys went their separate ways
In dark closets -
Every boy
In your closet. (Gloves)
***
Four Anyutochkas,
Not the least bit tired,
The third day is dancing,
All for jokes:
Chock-chock, heel.
Chuki-chuki-chuki-chok!
Sound R
Game "Horses"
Target:Encourage children to pronounce sounds correctlyR.
Children are divided into three groups. One group depicts riders, the other two – horses. Children pretending to be horses take hands in pairs and ride with a clicking sound, controlled by the rider. At a signal from an adult, the rider stops the horses, saying: “trrr...” Then the children change places.
Game "Storm"
Target: sound production in childrenRspacious.
Children are divided into two groups: one depicts a storm, the other a forest. Children, pretending to be a storm, sit on chairs, open their mouths, lift the wide tip of their tongue over their upper teeth (but do not press it to the palate) and, at a signal from an adult, say loudly: “zzz...”, imitating the howl of the wind. Getting soundRspacious. Children depicting a forest are sitting opposite. At the signal “storm” they shake their arms raised upward, like trees with their branches during a strong wind. At the adult’s signal “the storm is over,” some children fall silent, others give up.
Game "What's added?"
Target: to train children in the correct pronunciation of soundsRin words in the game.
Preparing for the game:pick up toys and objects that have a sound in their namesRin different parts of the word, for example: Pinocchio, fish, bucket, pen, rocket, steamboat, ball, tram, etc.
An adult places four objects or toys on the table. Children name what is on the table. Then someone turns away, and at this time another object or toy is added. The child turns, looks and says that there is more. The toys are partially replaced and the game continues. At the end of the game, you can invite the children to come up with words with sounds themselves.R.
Game "Crows"
Target: to train children in the correct pronunciation of soundsRin phrasal speech.
Children are divided into three groups: one, depicting a Christmas tree, stands in a circle and, lowering their hands, says: “Like crows cawing and jumping under a green Christmas tree”; the second, representing a crow, jumps into a circle and croaks: “kar-kar-kar..." The first group of children says: "They fought over a crust, they screamed at the top of their lungs." Second group (in a circle): “kar-kar-kar" First group: “The dogs come running and the crows fly away.” A third group of children, pretending to be dogs, runs into the circle and growls, “rrr…” - chases the crows, which fly away to their nest (pre-designated place). Those caught become dogs. The game is repeated until two or three of the most dexterous crows remain. Then the children change roles and continue the game.
Game "Keep Order"
Target: to train children in the correct pronunciation of soundsR, in words.
Preparing for the game: pick up objects - a flashlight, a matryoshka doll, a bottle, a rope, an elastic band, a buckle, a mushroom, a mitten, etc.
Children sit in a semicircle. In the center there is a table on which three or four objects are placed in a row, the names of which have a soundR, . The called child shows them to the children, names them and puts them in place. Then he turns his back to the table and, from memory, names the objects on it in order. If he makes a mistake, you need to let him look at the objects again. Then other children are called and the order of the objects is changed, and when the game is repeated, they are replaced one by one. Repeating the game, you can give five or six items to memorize.
Story "Let's get things in order"
Target: to train children in the correct pronunciation of soundsR, when retelling.
We have finished renovating our apartment. After repairs, it is necessary to restore order. Mom is busy, she is making rowan jam. We decided to restore order ourselves. Rimma leads the guys. “Marina, take a rag and wipe the glass. Rita, wipe the mirror in the hallway and the door with a rag. And you, Borya, put away your drawings. Get used to putting everything back in its place. Remember where you put the flashlight.” Rimma distributed tasks to everyone and got to work herself. It's interesting to work together. Soon the apartment will be in complete order.
Poems, nursery rhymes, riddles, tongue twisters to reinforce sound pronunciationR and R,
***
There are three pictures on the cardboard:
In one picture there is a cat,
In the other picture there is a krinka,
And on the third one in the picture -
Sly cat from red krinka
He laps and drinks milk.
***
wooden river,
Wooden boat.
And it flows over the boat
Wooden smoke.
(Plane)
Painter
It's time to paint the rooms -
They invited a painter, -
He comes to a new home
With bright paint and a bucket.
***
Tell us about your purchases.
What about purchases?
About shopping, about shopping,
About my purchases.
***
I'm in the village in the yard
I wake up at dawn.
“Ku-ka-re-ku” I shout,
I want to wake up the guys.
(Rooster)
The full development of a child’s personality is impossible without teaching him correct speech. However, fulfilling this task is associated with certain difficulties.
The child masters the speech function gradually by imitating the pronunciation of sounds and words by adults: he does not know how to pronounce most sounds correctly. This is the so-called physiological period of age-related tongue-tiedness. It is a mistake to hope for spontaneous disappearance of pronunciation deficiencies as the child grows, since they can become firmly established and turn into a permanent violation.*
Time limits for mastering the pronunciation of speech sounds by preschool children:
Vowels, including the sound Y by 2 – 2.5 years;
Consonants except hissing sounds, sounds L, R, Rb - by 3 years;
L sound by 3 – 4 years;
Hissing sounds by 4 – 4.5 years;
Sounds P, Pb up to 6 years.
The pronunciation of whistling, hissing, sounds L, R, Rb most often suffers. This is due to the more complex articulation of these sounds.* You need to know and remember the correct articulation of the listed sounds:*
The general rule: in Russian, all sounds are pronounced in a dental position, i.e. If the tip of a child’s tongue “peeks out” between the teeth when speaking, it means there is a violation of sound pronunciation;*
General rule: the stream of exhaled air passes through midline tongue, if a squelching sound is heard, when speaking one corner of the mouth is pulled back, speech is untidy - this indicates a pathology of sound pronunciation;*
General rule: you cannot push your lips forward too much; excessive lip work compensates for the low mobility of the tip of the tongue;*
As a general rule, clarity of speech is achieved by clear pronunciation of vowel sounds, and not by the volume of the voice.
To summarize: *
The tongue is always behind the teeth,
The air stream travels along the midline of the tongue, there are no extraneous sounds in speech,
The lips actively move, but do not form a “beak”,
Clear vowel pronunciation.*
Correct articulation:
Whistling sounds - the wide tip of the tongue rests on the lower front incisors, the front part of the back of the tongue is curved, the lateral edges of the tongue are pressed against the molars, the lips are in a smile, the exhaled stream of air is cold and passes along the midline of the tongue;**
Hissing sounds - the wide tip of the tongue is pointed towards the front of the palate, the lips are slightly rounded and pushed forward, the lateral edges of the tongue are pressed against the molars, the exhaled stream of air is warm and passes along the midline of the tongue;
L – the wide tip of the tongue is raised up and touches the front of the palate, lips in a smile;
P - the wide tip of the tongue is raised up and comes into contact with the front of the palate, under the pressure of exhaled air, the tip of the tongue vibrates at the alveoli, the lips are in a smile.
Work to correct violations of sound pronunciation, despite a certain specificity, is based on general pedagogical principles, Firstly
gradual transition from easy to difficult, conscious mastery of material, taking into account age-related abilities.
If a child cannot reproduce a sound (in isolation, in a syllable or word) even by imitation (example), he needs a full cycle of sound correction - production, automation and differentiation.*
The work of developing correct pronunciation begins with an examination, preferably carried out by a speech therapist. And of course, all defects are uneven. Some are corrected relatively quickly, by imitation, others require long-term work.
Let's move on to practice.
Articulation gymnastics.
REASONS WHY YOU SHOULD DO ARTICULATIVE GYMNASTICS:
1. Thanks to timely articulation gymnastics and exercises to develop speech hearing, some children themselves can learn to speak clearly and correctly, without the help of a specialist.
2. Children with complex sound pronunciation disorders will be able to quickly overcome their speech defects when a speech therapist begins to work with them: their muscles will already be prepared.
3. Articulatory gymnastics is also very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth.”
4. Articulation gymnastics classes will allow everyone - children to learn to speak correctly, clearly and beautifully. We must remember that clear pronunciation of sounds is the basis for learning to write at the initial stage.
HOW TO DO ARTICULATIVE GYMNASTICS CORRECTLY?
First, we introduce the child to the basic positions of the lips and tongue with the help of Funny stories about the Tongue. At this stage he should repeat the exercises 2-3 times. Don’t forget to do tasks aimed at developing your voice, breathing and speech hearing. This is very important for correct sound pronunciation.
With children 4–5 years old, exercises should be performed slowly, in front of a mirror, since the child needs visual control. After he gets used to it a little, the mirror can be removed. It is useful to ask your child leading questions. For example: what do lips do? What does the tongue do? Where is it located (up or down)?
Then the pace of the exercises can be increased and performed countingly. But at the same time, make sure that the exercises are performed accurately and smoothly, otherwise the exercises are meaningless.
When working with children 3-4 years old, you need to ensure that they master the basic movements.
For children 4-5 years old, the requirements are higher: movements must be clear and smooth, without twitching.
At 6-7 years of age, children perform exercises at a fast pace and are able to hold the tongue position for some time without changes.
If during classes the child’s tongue trembles, is too tense, deviates to the side and the baby cannot maintain the desired position even a short time, you need to choose easier exercises to relax muscle tone, and do a special relaxing massage.
If you identify the violation in a timely manner and start working with the child using articulatory gymnastics, you can achieve positive results in a shorter period of time.
Be patient, gentle and calm, and everything will work out. Engage with your child daily for 5-7 minutes. It is best to conduct articulation gymnastics in the form of a fairy tale.*
Complexes articulatory gymnastics a lot, but there are basic exercises found in almost all complexes - these are exercises for
Whistling setup: “Shovel”, *Snake”, *Swing”, *Slide (explanation of exercises)*
Setting up the sizzling ones: “Spatula”, *“Tube”, *“Horse”, “Mushroom”, *“Cup”, “Hug the sponge”, “Sail” (explanation of the exercises)*
Production of the sounds L, L, R, Rь: “Spatula”, *Let’s hug a sponge”, “Delicious jam”, “Cup”, “Drummer”, * “Mushroom”, “Accordion”, “Horse”, * “Steamboat” (explanation of exercises)
The complex of articulatory gymnastics includes exercises for the lips, lower jaw, tongue, tongue switching, breathing and vocal exercises.*
If a child can pronounce a sound, but does not use it in speech:
Correct, persistently; systematically correct, first by showing a sample of the correct pronunciation and encouraging the child to repeat, then (if the child is 4 years old or older) we only pay attention to the incorrect pronunciation, giving the opportunity to correct yourself (say correctly, this word has the sound R, I didn’t understand). The child speaks correctly, to the one who encourages him to do so. Don't be afraid to waste time, your time and energy will not be wasted. Your work with your child will bring satisfaction to both of you, because it is so pleasant and joyful to speak correctly. *
The general rule is that the more you talk to your child, the more he will learn. You yourself set the tone of the conversation - with your voice, gestures, and attitude.
If you want your baby to reveal all his potential, a good, friendly relationship must be established between you.*
So:
1. Conversation with yourself.
When your child is nearby, start talking out loud about what you see, hear, think, feel. You do the laundry, make the bed, wipe the dust - talk about all this. But you need to keep it short simple sentences slowly and clearly.*
2. Parallel conversation and naming of objects.
This time you talk about what the child is doing. Try to describe in words what he sees, eats, smells, hears or feels. In this way, you give the child words that express his experience. He will use them later.*
3.Distribution.
Continue and expand on what your child says - make his suggestions common. There is no need to force your baby to repeat after you; it is enough that he hears you. By responding to your child with common sentences, using more complex language forms and rich vocabulary, you will gradually prepare him for the next stage of development.*
4. Explanation.
Explain to your child what will happen next, whether it's approaching lunch, bedtime, or the need to get dressed. The child will begin to understand and remember what to do in an approaching situation, especially if adults explain why we are doing it. The child receives important information about planning, self-regulation, completion of action.*
5.Open questions and answers.
Open questions invite a variety of answers and promote development. For example, a child, pointing to a tree, asks: “What is this?” In response, the adult asks: “What do you see?”, thereby giving the child the opportunity to talk about leaves and birds on the tree.
Open-ended questions and answers develop conversational skills.*
6.Supports.
Use games to develop your child's speech. Try to increase your child's participation in the game by omitting the last word in a familiar rhyme so that the child himself can pronounce it.
As the child's language skills develop, the need for adult guidance disappears. Try to make the child need to talk. Don't try to anticipate your baby's every need.
Speak slowly and clearly, using simple, understandable sentences. Slow speech gives the child time to process the words he hears, and clear speech helps to identify new words.*
References:
1. A.I. Bogomolov “Speech therapy manual for classes with children”
2. M.F. Fomicheva “Education of correct pronunciation in children”
3. Edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva “From birth to school. Approximate basic general education program preschool education"