What to do if your child is itching. Itching in a child - what signals does the body communicate about all sorts of troubles? Itching in the anus

Every adult, and even a child, knows the benefits of morning exercises. Exercises help you wake up, stretch your muscles, increase their tone and tune in to the upcoming tasks. Muscles that are not given loads become sluggish, weak and can no longer work at full strength.

The above is true not only for the muscles of the body, but also for the muscles of the articulation or speech apparatus - any speech therapist in kindergarten will confirm this. The lips and tongue are controlled by many muscles, which ensure the normal pronunciation of sounds. Imperfect operation of any of them can lead to incorrect sound pronunciation. The mobility of the speech apparatus improves (develops) gradually. A 3-year-old child may not have access to some subtle and precise movements, but over time, the muscles begin to work better and better, and allow the organs of articulation to pronounce the most complex sounds.

In order to clarify, develop and improve the basic movements of the speech organs, it is recommended to carry out special speech gymnastics. It is also called “speech therapy exercise.” A children's speech therapist can begin to conduct it with the youngest children.

Speech therapy exercises are carried out under the following rules:

• It is ideal to do gymnastics every day so that the motor skills developed in children are consolidated and become stronger.
• Speech therapy exercises must take place in front of a mirror. The child must see his organs of articulation and be able to compare movements with those shown by an adult. Moreover, you don’t have to tell the baby that this is an activity. You can do exercises after washing and brushing your teeth - there is a mirror in the bathroom, and you can always find a few minutes for 3-4 exercises.
• While you are learning exercises with your child, do not offer him too many tasks. It is better to pay attention to the quality of what is being performed - you need to linger in each position for a few seconds (so that the muscles remember), you need to make sure that the exercise is performed completely (for example, when licking your lips, so that your tongue passes from one corner of your mouth to the other in a circle, without missing anything) .
• Start with simpler exercises and gradually move on to complex ones.
• You need to do gymnastics in a good mood, emotionally, and in a playful way.

Work on the exercises proceeds in a certain sequence:

1. talk about the upcoming exercise, look at the pictures;
2. showing the exercise;
3. performing the exercise by an adult and a child;
4. checking for correct execution and pointing out errors.

A pediatric speech therapist or the parents themselves may see that at the beginning of work, some muscles will be too tense, as if made of stone, while others will be too weak. In some children, these two features may be present simultaneously. Very often, children from great diligence strain their hands, shoulders, and neck, which interferes with the correct execution of exercises. In this case, you need to lightly shake your hands and squash your shoulders to relieve excess tension.

There are quite a lot of exercises for developing the muscles of the speech apparatus; their names may differ slightly in different publications. Sometimes parents are asked to tell their child a short poem for each exercise, this makes the exercise more fun and memorable. As a rule, articulatory gymnastics includes exercises for the development of all muscle groups of the speech apparatus.

Such regular classes in kindergarten or performing such exercises at home very often allows you not to contact a children's speech therapist in the future to correct sound pronunciation, since exercise prepares the articulatory apparatus for normal pronunciation of sounds.

All exercises can be divided into:

• static - lips or tongue take a certain position and “freeze” for a few seconds;
• dynamic - lips or tongue perform any movements (back and forth, side to side, up and down, etc.)

Speech therapy exercises for lips:

• SMILE

You need to stretch your closed lips into a smile. The teeth are not visible. Tension should be felt in the corners of the mouth.

Our lips smiled
Very, very stretched.

• TUBE

We pull our lips together into a tube forward. The lips are not rounded, but closed.

Lips stretched into a tube,
It was like we were blowing trumpets.

• SMILE-TUBE

This exercise is an alternation of exercises. You need to hold your lips in each position for a few seconds.

A smile and a pipe.
They stretched out into a pipe.

• FENCE

The teeth are closed, the lips are stretched in a smile so as to expose the teeth.

The tongue decided to run away -
We need to clench our teeth tightly.

Speech therapy exercises for the tongue:

• SPATULA

The mouth is open, relaxed, the wide tongue lies on the lower lip. There is no need to stick out your tongue too much. Place the very tip on the lip. If the tongue “does not want” to relax and lie still, you can spank it with your upper lip, saying “five-five-five.” Or lightly tap with a teaspoon (ice cream stick) - the tongue will relax.

Our tongue lies wide, like a spatula.
He dozes sweetly, lies down - and there is silence.

• NEEDLE

The mouth is open, the tongue is narrow, tense, sharp, like a needle, extended forward. It's like he wants to stab someone.

Our tongue is sharp,
It's like a needle.

• SPATULA - NEEDLE

This speech therapy exercise consists of alternating exercises. The tongue changes position without hiding in the mouth. The mouth is open.

Wide and sharp, like a needle.
I slept and tensed up - well, just like an arrow.

• WATCH

The mouth is slightly open, the lips are slightly stretched in a smile. The tip of the narrow tongue alternately touches one or the other corner of the mouth. The exercise is carried out under the words “tick” - to one corner, “tak” - to the other. Do not allow the child to perform this exercise quickly, without a command - in each corner you need to hold your tongue for a few moments. There is no need to run your tongue over your lips. Make sure that the lower jaw does not move - only the tongue works. To do this, ask the child to open his mouth more.

The clock goes tick-tock
The tongue can do this.

• SWING

The mouth is wide open. With a tense tongue, we reach for the upper lip (nose), then to the chin, sticking out the tongue as much as possible. If the exercise does not work, you can first reach for the upper teeth, then the lower ones. Make sure that the lower jaw does not move - only the tongue works. To do this, ask the child to open his mouth more.

We sat on the swing
Up and down we flew.

• JAM

Ask your child what kind of jam (or anything else tasty) he “will eat”? After this, the child imitates chewing movements. The adult says that the baby’s lips are stained with jam and need to be licked. The mouth is open, movements along the lips, starting from one corner - lick the lower lip to the other corner and return to the beginning of the exercises on the upper lip. We make sure that the lips do not connect and the movements are not too fast.

We ate jam - now our lips are sweet,
We'll lick our lips and everything will be fine.

• BRUSHING YOUR TEETH

The mouth is open, we make movements from side to side along the inside of the lower teeth between the fangs, as if brushing our teeth. Then we repeat the same exercises with the upper teeth. We make sure that the jaw does not move.

We always need to brush our teeth
So that food doesn't hide there.

• CANDY

The mouth is closed, we move the tongue in a circle between the lips and teeth, as if we are “rolling” candy in the mouth.

We'll roll some candy
And she will completely melt.

• FOOTBALL

The mouth is closed, the tongue rests on one cheek (the tongue looks like a round ball), then on the other. You can try as an adult to “catch” the ball and touch it with your finger - the child quickly presses his tongue against the other cheek.

The tongue plays football,
It presses hard on the cheek.

• COUNTING THE TEETH

The mouth is open, we count the teeth, touching the teeth one by one, starting from the farthest tooth on one side of the lower jaw to the other. Then we repeat the same steps on the upper jaw. We make sure that the mouth does not close.

We count teeth
We step on each one.

• CUP

Use your wide tongue to “hide” your upper lip. Then, opening your mouth and without lowering your tongue, we put it into your mouth. The tip and side edges are raised without touching the palate. Hold it, then lower it.

We raise our tongue
Pour compote into a cup.

• PAINTER

Explain to your child what a painter is. Ask your child what color he will “paint the ceiling.” After this, we open our mouth wide, lift our tongue by the upper incisors (it turns into a brush) and begin to “paint” - move the tongue from the incisors deep into the mouth (the jaw does not move). Then we make the same movements from the soft palate to the incisors. We make sure that the ceiling is “painted” well.

We paint the ceiling in color,
There is no barrier to the tongue.

• HORSE

We suck the wide, outstretched tongue to the hard palate (ceiling) and tear it off with a sound similar to the clatter of a horse’s hooves. Repeat several times without stopping.

The tongue jumps briskly,
Like a horse - hop-hop.

Dear parents, grandparents, aunts and uncles! Don’t be lazy to do these simple exercises, and your baby will very soon delight you with clear and correct speech. Have fun. Good luck!

Speech therapy classes for children 4-5 years old with ODD

The manual is addressed to speech therapists and speech pathologists for conducting frontal, subgroup and individual lessons with children 4-5 years old with general speech underdevelopment. It will also be useful for parents and educators for conducting classes on the instructions of a speech therapist or speech pathologist.

This material can be selectively used in secondary kindergarten groups for children with mental retardation.

The manual presents a system of correctional and developmental work for a year (30 weeks).

Preface

If a child aged 4-5 years poorly pronounces words or distorts their structure, if he does not remember simple quatrains, fairy tales and stories, if he has low speech activity, this is a serious signal of a persistent systemic disorder of all his speech activity.

Speech activity is formed and functions in close connection with all mental processes occurring in the sensory, intellectual, affective-volitional spheres.

Thus, speech impairment in young children affects their overall development: it inhibits the formation of mental functions, limits cognitive abilities, and disrupts the process of social adaptation. And only a complex impact on the child provides successful dynamics of speech development.

Younger preschool age is the age of sensual (sensory) knowledge of the environment. The child learns most productively what interests him, what affects his emotions. Therefore, the main task of the specialist is to evoke speech and general initiative in the child through sensory cognition.

This manual is the result of many years of experience and is a system of play exercises that provides for the successful compensation of psycho-speech impairment in children.

Achieving such a result is facilitated by:

Game nature of speech exercises;

Corrective and developmental nature of speech material;

Close connection between speech and cognitive processes;

Use of small forms of folklore.
The practical material presented in the manual is calculated

to work throughout the academic year (30 weeks). The block of exercises for the week is designed taking into account a specific topic. Classes should be held daily for 15-25 minutes and be exclusively play-based.

Work is carried out in the following areas:

Lexico-grammatical games and exercises;

Development of coherent speech;

Sensory development;

Work on the sound side of speech;

Physical education-logorhythmics.

The material contained in the manual is multifunctional in nature and is focused on the successful compensation of psycho-speech defects, taking into account the entire symptom complex of the existing deficiency in children.

Thematic cycle “Toys” (first week)

Children must learn:general concept toys; name, purpose of toys; how to handle them; what they are made of; classification of toys by material.

"We play with toys."The speech therapist lays out the front
children toys in two rows and pronounces the quatrain:

We play with toys, We call the toys: Tumbler, bear, gnome, Pyramid, cube, house.

Children repeat the poem together with the speech therapist, learning it by heart.

« What do toys do?Compiling complex sentences with a conjunction A. The speech therapist takes two toys and performs various actions with them, commenting:

The doll is lying down, but the hedgehog is standing.

The robot is standing, and the bear is sitting.

The car is driving and the plane is flying.

The ball bounces, but the ball hangs.

The gnome is jumping and the doll is sleeping.

“Name the pictures.”Development of verbal memory and visual attention.

The speech therapist puts 7-10 pictures of toys on the board, names three of them and asks the children to repeat the names (then another three).

“The toys hid.”Mastering the category of instrumental case singular.

The speech therapist gives the children one toy each and asks them to play with them and then hide them. Next, he asks each child what toy he played with. (I played with a teddy bear. I played with a doll. I played with a matryoshka doll.)

"Little toys."Formation of the skill of forming nouns with diminutive suffixes:

doll - doll,

matryoshka - matryoshka,

ball - ball.

Reading with expression of a poem"Girlfriends." Conversation with children.

I had a fight with my friend

And they sat down in the corners.

It's very boring without each other!

We need to make peace.

I didn't offend her

I just held the teddy bear

Just ran away with the teddy bear

And she said: “I won’t give it up.”

I'll go and make peace

I'll give her a teddy bear and apologize.

I'll give her a doll, I'll give her a tram

And I’ll say: “Let’s play!”

A. Kuznetsova

Development of coherent speech

Writing a story"Bear" according to a series of pictures.

“Pasha is small. He is two years old. Grandparents bought Pasha a bear. The bear is big and teddy. Pasha has a car. Pasha rides a bear in a car" 1 .

1

Sensory development

"Chain of cars."Teach children to differentiate the concepts of “big and small”. The speech therapist selects five cars of various sizes and places them one after another with the children: the largest, smaller, even smaller, small, smallest.

Take as many cubes as you hear popping sounds.

Give Tanya as many balls as she has dolls.

Stomp your foot as many times as there are toys on the table.

Working on the sound side of speech

“Finish the word”: kuk.., bara.., matryosh.., pirami.., auto.., tumbler...

“Repeat the phrases”

Bik-bik-bik - cube;

ban-ban-ban - drum;

la-la-la - spinning top;

let-let-let - airplane;

na-na-na - car;

ka~ka-ka - doll;

Physical education-logorhythmics

Improvisation of movements. Children march to the beat of A. Barto's poem"Drum".

A detachment is going to the parade.

The drummer is very happy:

Drumming, drumming

An hour and a half straight.

But the squad is coming back,

Left, right! Left, right!

The drum is already full of holes

Thematic cycle “Toys” (second week)

Children must learn:speech material of the first week; difference between toys and other items.

Lexico-grammatical games and exercises

"Choose a toy." Mastering the category of the instrumental case with the preposition p.

The speech therapist puts familiar and unfamiliar toys on the table and asks each child which toy he wants to play with. (I want to play with a tumbler. I want to play with an accordion.)

"Kids are playing". Formation of phrasal speech skills; development of attention to words that sound similar.

The speech therapist gives the children the toys or pictures they have chosen (see exercise “Choose a toy”) and builds them in pairs to form rhyming sentences.

Ruslan has a house, Tanyusha has a gnome.

Irinka has a flag, Nikita has a cockerel.

Kolya has a matryoshka doll, Misha has an accordion.

Vova has a bear, Gosha has a monkey.

Kostya has Parsley, Nadya has a frog.

Katya has a tumbler, Grisha has a turtle.

Natasha has a plane, Tamara has a helicopter.

Masha has a cannon, Pasha has a firecracker.

The speech therapist pronounces each sentence, and the children repeat after him.

"One is many." Formation of the category of genitive plural.

The speech therapist addresses each child: “You have a gnome, but there are a lot of ... (gnomes) in the store,” etc.

« The fourth is odd."Teach children to distinguish toys from other objects and explain the difference.

The speech therapist puts a number of objects on the table: a ball, a doll, a spinning top, a knife. Then he asks to find an object that does not fit with all the others (this is a knife, because it is not a toy, they do not play with it).

Development of coherent speech

Reading and retelling of the story by Ya. Taits"Cube upon cube."

The speech therapist reads the story and at the same time builds a tower of blocks. Then, using cubes, he repeats this story with the children.

“Masha puts cube on cube, cube on cube, cube on cube. She built a high tower. Misha came running:

Give me the tower!

I'm not giving it!

Give me at least a cube!

Take one cube!

Misha reached out his hand and grabbed the lowest cube. And instantly - bang-bang-bang! “The whole Machine Tower has collapsed!”

The speech therapist helps the children understand why the tower collapsed and which cube Misha should have taken.

Sensory development

“Where is the toy?” The children each have a toy in their hands. The speech therapist shows the children where he holds the toy, the children repeat the movements and comments after him: “Front, back, side, top, bottom, in the left hand, in the right hand, between the knees.”

“Name the nesting dolls.”A five-seater matryoshka doll is used.

The speech therapist, together with the children, puts the nesting dolls in a row according to height and names them: “The biggest, the biggest, the smaller, the smallest, the smallest.” Then the speech therapist asks the children to show the smallest, largest, largest, etc. matryoshka doll.

Development of coherent speech

Writing a story"Autumn"

"Autumn has come. Katya and dad went into the forest. In the forest the trees are yellow and red. There are a lot of leaves on the ground. Dad found mushrooms. Katya put them in the basket. It’s nice to be in the forest in the fall!”

Sensory development

« Let's trace the leaf."

Each child has a sheet of paper and a natural birch or linden leaf on the table. Children put it on paper and trace the outline with a pencil. The speech therapist's instructions:

Doo-doo-doo, doo-doo-doo,

I'll find a pencil.

Doo-doo-doo, doo-doo-doo,

I'll circle the leaf.

Oh-oh-oh, oh-oh-oh,

My leaf is small.

Blow-blow-blow, blow-blow-blow,

Wind, wind, don't blow!

Ay-ay-ay, ay-ay-ay,

You, leaf, don't fly away!

Children, together with a speech therapist, repeat the beginning, after which they begin to work.

Physical education-logorhythmics

Children imitate rain by tapping their index fingers on the table to the beat of the poem “Autumn.”

Rain, rain

All day

Drumming on the glass.

The whole earth

The whole earth

Got wet from the water...

Y. Akim

Development of coherent speech

Writing a story"In the garden" according to reference subject pictures.

“Masha and her grandmother came to the garden. There are beds there. Here are carrots, here are onions, here are cabbage, here are beets, here are peas. These are vegetables. Grandma picked peas. Masha helped her grandmother. What delicious peas!”

Sensory development

"Magic bag"

Children take turns feeling for a vegetable in the bag without pulling it out, saying: “I felt an onion” or “I felt a tomato,” etc.

“Collect a picture.” To form in children a holistic image of an object and the spatial arrangement of parts.

Each child has on the table a cut picture of four parts depicting vegetables.

The speech therapist’s command: “Look carefully and collect the picture!” After work: “The guys and I played and collected pictures.”

Development of coherent speech

Rhyming story"In the garden". Equipment: basket, two oranges, two apples, one pear, a picture of a garden.

The girl Marinka came to the garden,

There are fruits hanging on the trees.

Grandfather tore Marinka

orange oranges,

Gave it to Marinka in her fists

Red apples.

I gave Marinka a yellow pear:

You, Marinka, eat the fruit.

Here's a fruit basket for you, Marina.

Sensory development

“Arrange the fruit.”Teach children to arrange fruits with their right hand from left to right. Learn to compare two groups of fruits and use the concepts “equally”, “more”, “less”.

"Count the fruits."Learn to count objects (plums, apples, pears, etc.) within five and name the final number.

Physical education-logorhythmics

I stand on my toes,

I get the apple

I run home with an apple,

My gift to mom!

Development of coherent speech

Follow the speech therapist's instructions.

Take an apple, smell it, put it in a vase and take a cucumber.

Take the cucumber from the basket, put it in the vase, and give the apple to Tanya.

Take an apple, roll it on the table and place it next to the potatoes. And so on.

Then the child, at the request of the speech therapist and with his help, must tell what he did.

Sensory development

“Count the fruits (vegetables).”Learn to count objects within five and name the total number.

“Arrange the fruits (vegetables).”Teach children to lay out objects with their right hand from left to right. Learn to compare two groups of objects and use conceptsequally, more, less.

“Trace it with your finger.” Trace vegetables and fruits with your finger along the contours of object pictures.

The speech therapist’s idea: “We’ll take an apple and trace it with our finger.” “We’ll take a cucumber and trace it with our finger” (repeat with the children).

Development of coherent speech

Rhymed story “Masha and the Trees” (based on object pictures).

Masha came out onto the porch:

Here's a tree growing

Another thing is growing -

How beautiful!

I counted exactly five.

All these trees

Count it, children!

Children (count). "One tree, two trees, three trees, four trees, five trees."

Speech therapist. How many trees are there near the house? Children. There are five trees near the house. The poem is learned by heart.

Sensory development

"Let's draw a tree." First, the children examine the trees on the site. The teacher conducts a conversation.

The speech therapist examines a sample of a drawn tree with the children and explains drawing techniques.

1. The tree trunk is drawn from top to bottom, the trunk is thinner at the top and thicker at the bottom.

2. The branches are drawn from top to bottom, attaching them to the trunk.

3. Small branches are added to large branches.

4. Leaves of green, yellow and red are painted onto the branches.

Development of coherent speech

Memorizing a rhyming story"Mushroom".

Once upon a time there was a mushroom,

This is his house - a bush.

He had a leg

One leg - without a boot.

He had a hat.

The boys found him

The mushroom was picked

And they gave it to my grandmother.

Grandma made soup

And she fed the children.

Sensory development

"Compare the trees." Teach children to compare several objects (up to five) of different heights, placing them along the same line.

There are five Christmas trees of different heights on the playing field. Children use a strip of cardboard to determine the size of the trees, applying it to each Christmas tree: “The largest tree, the largest, the smaller, the smallest, the smallest tree.”

"Up or down?" Development of spatial perception.

The speech therapist names some objects, and the children must say where they are in the forest - above or below (leaves, mushrooms, birds, ants, twigs, grass, nest, hedgehog, squirrel, wolf, tree, grasshopper, dragonfly).

Development of coherent speech

“Let’s dress the doll.”

Speech therapist. Children, let's dress our doll. I made clothes for her. What will we wear first, what then?

When dressing the doll with the children, the speech therapist describes the items of clothing in detail. Children repeat: “The dress is green. Here is the pocket - there is only one. Here are the sleeves - there are two of them. Here's the collar. Here is the belt - there is only one. The dress is short, beautiful, etc.”

Sensory development

“Show me the circle.”Development of visual attention. Mastering primary colors.

The speech therapist distributes colorful mugs to all children. Then he names the words: dress (bow, shoes, socks, skirt, blouse, sundress, pocket, collar, belt, sleeves). Children must raise a circle of the color of the object and name the color.

“Find the same ones.”Development of visual attention and comparison skills. Assimilation and use of the concept the same.

Several pairs of mittens, socks, ribbons, and laces are placed in disarray on the table. Children help sort it out and choose a pair for each item, commenting: “These socks (mittens, laces, ribbons) are the same.”

Development of coherent speech

Description story “Cupboard with dishes.”

“This is a cupboard with dishes. It has three shelves: top shelf, middle shelf and bottom shelf. On the top shelf there is a saucepan and a kettle. On the middle shelf are plates, cups, saucers. On the bottom shelf there are forks, spoons, knives. There are a lot of dishes in the closet."

Children retell the story based on the speech therapist’s questions and pictures.

Sensory development

“Build according to height.” Formation of the ability to arrange objects according to a certain characteristic.

On the playing field there are five contours of cups of different sizes. The speech therapist, together with the children, arranges them “by height”: the largest, the largest, the smaller, the smallest, the smallest.

“Find a locker.” Formation of imagination and attention.

On the playing field there are three cardboard silhouettes of lockers of the same size. Each of them depicts a substitute item. Children are offered pictures depicting utensils (spoon, fork; cup, plate, glass). The child needs to put the picture near the cabinet that shows the substitute item that is most similar to the dishware in his picture.

Development of coherent speech

“It’s Masha’s doll’s birthday.” Substitute items are used.

“Today is our doll Masha’s birthday. She will treat us. First we will eat soup with mushrooms, potatoes with meat, salad with mayonnaise, scrambled eggs with sausage. Then we will drink tea with cake and sweets.”

Sensory development

Modeling from plasticine.

Children become familiar with the properties of plasticine (soft, flexible, sticky).

Children make an apple, a bagel, a carrot, cookies, chocolate, and a loaf. The speech therapist emphasizes the shape of objects.

“Whose subject?” Development of associative thinking. Substitute items or natural products are used: block - cheese; stick - sausage; cone - carrot; ball - apple; cylinder - candy; ring - steering wheel; cube - tea (box).

The speech therapist gives substitute objects to the children, shows a picture and asks: “Whose object looks like a steering wheel?” The child who has the ring (from the pyramid) picks it up and answers: “My object looks like a steering wheel.” After that, he receives a picture from the speech therapist. And so on.

Development of coherent speech

"Mashenka." Consolidating children's knowledge on the topic.

“Here is the girl Mashenka. On her face she has eyes, a nose, a mouth, cheeks, and a chin. Mashenka has two arms and two legs..."

Sensory development

« Say it right."

Are your legs up or down?

Is your nose at the back or the front?

Is this hand your right or your left?

Is this finger on your hand or on your foot?

“Trace it with your finger.” Trace the dolls in the picture. The speech therapist's instructions:

We'll take a picture

Let's trace the doll with our finger.

Development of coherent speech

Story "Winter".

On a tinted playing field, the speech therapist lays out subject pictures: snow (a white strip of paper), trees, a girl and a boy in winter clothes, a snowman, a sled.

"Winter came. There is snow on the ground and on the trees. The children went out for a walk. They put on fur coats, hats, mittens, boots, because it was cold outside. The children made a snowman and then started sledding.”

Sensory development

"Let's draw pictures."The speech therapist distributes “books” (album sheets folded in half) to the children.

Dear kids,

Open your books

Dunno read them

And he stole the pictures!

Next, the speech therapist invites the children to draw a Christmas tree on the first page, and on the second page - a toy for the Christmas tree. After this, the children take turns telling what they drew on the first page and what on the second.

Speech therapist (can be repeated with children).

We drew pictures

And we talked about them.

Physical education-logorhythmics

“It’s like being on a hill.” Improvisation of movements (children with extended

With your hands they stand on their toes, then squat, and at the end they lie down on the mat, pretending to be a sleeping bear).

Like on a hill - snow, snow,

And under the hill - snow, snow,

And on the tree there is snow, snow,

And under the tree - snow, snow,

And a bear sleeps under the snow.

Hush hush. Keep quiet!

I. Tokmakova

Development of coherent speech

The story "Christmas tree". Consolidating children's knowledge on the topic.

The speech therapist and the children approach the decorated Christmas tree and make up a story.

“Here is a beautiful Christmas tree. She came to us from the forest. It is small, green, prickly, fragrant. There are many branches on it. Toys hanging on branches. Who hung the toys on the Christmas tree? (Children). Who hung which toy? What toys are hanging at the top? Which ones are below? What toys hang in the middle? What is our Christmas tree like? (Elegant, beautiful).”

Sensory development

“Make a Christmas tree.”Mastering the concepts of upper, lower, middle.

The speech therapist gives the children geometric shapes from which they assemble a Christmas tree.

Physical education-logorhythmics

Improvisation of movements to the beat of a poem.

I'm skating like the wind,

Ears are on fire...

Mittens on hands

Hat on top -

One-two,

So I slipped...

One-two,

Almost tumbled.

S. Cherny

Development of coherent speech

Reading an excerpt from a story"Snowflake" T. Bushko (translation from Belarusian).

“Tatyanka ran out of the house. It's snowing. Tanya stretched out her hands in blue elegant mittens. Mom embroidered white snowflakes on them. Here's another snowflake added to my mother's snowflakes. Real. Small. Tanya looks at the snowflake, and it becomes smaller and smaller. And then she completely disappeared. Where did she go? Meanwhile, another snowflake landed on my palm.

“Well, now I won’t lose her,” Tanya thought. She squeezed the snowflake in her mitten and ran home to her mother.

Mom, look,” Tatyanka shouted and unclenched her hand. And there is nothing on the palm.

Where did the snowflake go? - Tatyanka burst into tears.

Don't cry, you didn't lose her...

And mom explained to Tanya what happened to the snowflake. Have you guessed where she went?”

Based on the questions of the speech therapist, the children retell the story.

Sensory development

“Build a snowman and tell us about it.”The speech therapist gives the children geometric shapes from which they build a snowman. Then they talk about what they did.

“Build according to height.”

There are five snowmen on the table, different in size. The speech therapist asks the children to arrange them by height: largest, largest, smaller, smallest, smallest.

Physical education-logorhythmics

Improvisation of movements to the beat of the poem “It’s snowing.”

Quietly, quietly the snow is falling,

White snow, shaggy.

We will clear the snow and ice

In the yard with a shovel...

M. Poznanskaya

Development of coherent speech

Reading and retelling of the fairy tale “Bishka” by K. D. Ushinsky. A book and a toy dog ​​are used.

“Come on, Bishka, read what’s written in the book!” The dog sniffed the book and walked away. “It’s not my job,” he says, “to read books; I guard the house, I don’t sleep at night, I bark, I scare thieves and wolves, “I go hunting, I keep an eye on the bunny, I look for ducks, I carry diarrhea (or a bag) - I’ll have that too.”

Sensory development

“Find a kennel.” Teach children to compare objects by size and classify them.

The speech therapist puts up cardboard models of dog kennels and selects 5 toy dogs of different sizes. Each dog must “find” its kennel: the largest, the largest, the smaller, the smallest, the smallest.

“Trace it with your finger.”

Each child has a picture of a pet on the table. Children trace the outline of the depicted animals with their index finger.

I'll take the picture and circle the dog.

I'll take the picture and circle the cow. And so on.

Physical education-logorhythmics

Improvisation of movements to the beat of a poem.

I'm a horse, I'm galloping

I'm pounding my hooves:

Clack-clack, clink-clack,

Jump and jump, little horse!

Development of coherent speech

Reading and retelling based on the questions of the fairy tale by L. N. Tolstoy"The Bug and the Cat." Toys used: dog and cat. While reading a fairy tale, it is recommended to demonstrate the actions described in the work.

“There was a fight between Bug and the cat. The cat began to eat, and the Bug came. The cat paws the bug by the nose. Bug the cat by the tail. Cat Bug in the eyes. Bug the cat by the neck. Aunt walked by, carried a bucket of water and began pouring water on the cat and Bug.”

Sensory development

“Make a picture.”Making cut pictures from four parts.

The beginning of the speech therapist (repeated with children):

Look carefully.

And collect the picture!

The guys and I played

And we collected the pictures!

"Who is bigger?" Learn to compare two objects of different sizes. Pictures depicting domestic animals and their babies are used.

Who is bigger - a horse or a foal?(The horse is larger than a foal). And so on.

Physical education-logorhythmics

Improvisation of movements to the beat of a poem.

The cow has a baby:

Kick-kick, jump-kick,

And his name is calf,

And his name is bull.

Development of coherent speech

"Walk in the Woods"Mastering the category of the genitive case. Consolidating children's knowledge on the topic.

A speech therapist and children “go” to the forest for a walk. The action takes place in a play corner where animal toys are placed. It is recommended to stimulate the speech activity of children - children should speak together with the speech therapist.

Here is a fox, she is red, cunning, the fox lives in a hole. Here is a bear, he is big, club-footed, the bear lives in a den. Here is a squirrel, it is small, dexterous, a squirrel lives in a tree. Here is a hare, he is white, fleet-footed, the hare lives under a bush.

The walk into the forest is repeated, the children independently talk about the animals.

Sensory development

"Long or short?"To develop in children the ability to compare two objects of different lengths. Mastering antonym words.

The hare has long ears, and the bear...(short).

The fox has a long tail, and the hare... (short).

The squirrel has a long tail, and the bear... (short).

The squirrel has short legs, and the wolf... (long).

The bear has a short tail, and the fox... (long).

A hedgehog has short ears, and a hare... (long).

Development of coherent speech

The story "The Fox and the Little Foxes".

“It's a fox. She's red-haired and cunning. She has a sharp muzzle, a bushy tail and four fast legs. The fox has cubs. These are her cubs. The fox and its cubs live in a hole.”

Sensory development

"Zoo". Formation of ideas about the size of objects.

On the playing field there are three “cages” for animals (made of cardboard): large, medium, small. Children “seat” animals (pictures or toys) in cells, correlating them by size.

The bear lives in a large cage.

The fox lives in the middle cage.

The hedgehog lives in a small cage. And so on.

“Trace it with your finger.” Development of fine motor skills and visual-spatial perception.

Children use their index fingers to trace the outline of the animals shown in the pictures.

Physical education-logorhythmics

"Bear". Improvisation of movements to the beat of a poem.

We'll stomp like a bear:

Top-top-top-top!

We clap like a bear:

Clap-clap-clap-clap!

We raise our paws up,

We squat on others.

Development of coherent speech

Retelling of V. Suteev’s story “The Good Duck” based on a series of plot pictures. You can make silhouettes of birds from cardboard.

“The duck and ducklings and the hen and chicks went for a walk. They walked and walked and came to a river. A duck and ducklings can swim, but a hen and chicks cannot. What to do? We thought and thought and came up with an idea!

They swam across the river in exactly half a minute:

Chicken on a duckling, chicken on a duckling,

The chicken is on the duckling, and the hen is on the duck!”

Sensory development

“Tell me about the chicken.”Development of spatial perception.

“In front of the chicken is a head with a beak. At the back is a ponytail. In the middle is the torso. On one side there is a wing, on the other side there is also a wing, the chicken has two wings. The chicken has two legs at the bottom.”

The story about the chicken is repeated using questions.

Physical education-logorhythmics

“Like ours at the gate.”Improvisation of movements to the beat of a nursery rhyme.

Like ours at the gate

The rooster pecks the grains,

The rooster pecks the grains,

He calls the chickens to his place.

Development of coherent speech

A story based on a series of plot pictures"The Dog and the Crows."

“The dog ate meat. Two crows flew in. One crow pecked the dog, another crow grabbed the meat. The dog rushed at the crows, the crows flew away" 1

Sensory development

“Show me your fingers.”

The speech therapist displays first one, then two (three, four, five birds) on the typesetting canvas. Children must show as many fingers as there are birds.

“Correct the mistake.” Development of spatial perception.

The crow has its tail in front.

The sparrow has a beak at the back.

The owl has its paws at the top.

The woodpecker has wings below.

The tit has a tail on the side.

1 Filicheva T.B., Kashe G.A. Didactic material on correcting speech deficiencies in preschool children. - M.: Education, 1989.

Development of coherent speech

Descriptive stories “Cow” and “Hedgehog”.

“A cow is a domestic animal. She lives near a person. The cow benefits him: she gives him milk. Sour cream, cheese, and butter are made from milk. The cow is big. She has a head, horns, a torso, a tail, and four legs. The cow has babies - small calves. The cow and calves eat grass.”

“A hedgehog is a wild animal. He lives in the forest. It is small, prickly - it has needles. The hedgehog has babies - hedgehogs. Hedgehogs and hedgehogs eat apples, mushrooms, and mice.”

Sensory development

"Let's treat the hedgehogs."Learn to compare and group objects of different sizes.

The game uses cardboard hedgehog figures (large, medium, small), as well as silhouettes of three apples and mushrooms. The game is played on the playing field. Children are asked to choose an apple and a mushroom of the appropriate size for each hedgehog. All actions are accompanied by explanations.

“Who is smaller?” Teach children to compare objects of different sizes using the word less.

Who is smaller - a wolf cub or a cow? (The wolf cub is smaller.)

Who is smaller - a fox or a hedgehog?

Who is smaller - a bear or a bear cub?

Who is smaller - a hare or a horse?

Who is smaller - a hedgehog or a bear? And so on.

Physical education-logorhythmics

“Like our cat.”Improvisation of hand movements to the beat of a nursery rhyme.

Like our cat

The fur coat is very good.

Like a cat's mustache

Amazingly beautiful

Bold eyes

The teeth are white.

Development of coherent speech

The speech therapist, together with the children, compiles stories and descriptions of various toys: their structure, color, how to play with them, etc.

Sensory development

"Magic bag"

The speech therapist prepares a bag of toys for the lesson. Each child, at the request of the speech therapist, must find two toys in the bag and name them without taking them out of the bag, and then show them to everyone.

I found a nesting doll and a doll.

Physical education-logorhythmics

Ball counter.

A counting rhyme came to visit us,

It’s not a pity to tell it.

We taught a little counting

And they hit the ball on the floor.

Development of coherent speech

"We're painting a picture."Learn to draw straight lines (path, fence); straight closed lines (garage, window, door, roof, house); plot drawing; place objects on

a sheet of paper (top, bottom, middle, on one side, on the other side); a consistent story about the progress of work.

“In the middle I drew a house: here is the window, here is the roof, here is the door. On one side there is a fence. On the other side is a tree. I drew a garage near the tree. At the top there is the sun and a bird. Below there is grass and a flower.”

Sensory development

“Let’s assemble a house.”Pay attention to the spatial arrangement of the parts of the object.

Each child has a geometric figure on the table representing some part of the house. Children come to the playing field and make a house.

The beginning of the speech therapist (children repeat):

The boys and I are playing

We are quickly assembling the house.

Physical education-logorhythmics

"We're building a house." Improvisation of movements to the beat of a poem.

Hammer and ax

We are building, building a new house.

The house has many floors,

Lots of adults and children.

Development of coherent speech

Story based on a plot picture"Family".

“This is home. A family lives here: mom and dad (these are the children’s parents); grandparents (these are mom and dad’s parents); brother and sister (these are the children of mom and dad and grandchildren for grandparents).

Dad reads the newspaper. Mom sews on a machine. Grandfather is repairing a bicycle. Grandma knits socks. Brother is doing his homework. Little sister plays with toys. This family is friendly."

Sensory development

"Morning, afternoon, evening." Practical use of adverbs denoting time in speech. Differentiation of these concepts.

Each child tells how he spent his day off: what he did in the morning, afternoon and evening. If necessary, a speech therapist helps.

In the morning I had breakfast and played with toys. During the day I went for walks and in the evening I watched cartoons.

In the morning I read a book with my mother. During the day I went to visit Katya, and in the evening I played with a doll.

Development of coherent speech

Rhyming story-description"Truck". With the help of a speech therapist, the story is learned by heart.

Here's a truck

Big, very big!

She transports goods.

She has a body.

Here is the cabin - there is a driver in it,

There is an engine in front of the car.

The car is spinning

All four wheels.

Sensory development

Everyone is familiar and understands the traditional types of gymnastics, consisting of various exercises for the arms, legs, and back. We train them to develop gross motor skills so that their muscles become stronger and their bodies become more agile and faster.

Why do you need to train your tongue, because it has no bones? This organ is the main one for our speech, so it also needs special exercises. The development and strengthening of its muscles allows you to accurately and clearly pronounce all words and sounds, making speech clearer and more understandable.

Articulation gymnastics is necessary for children to develop sound pronunciation skills

Articulatory gymnastics - what is it?

Articulatory gymnastics is a set of exercises for the development of the articulatory apparatus - increasing mobility and developing motor skills of the lips, tongue, cheeks, frenulum, which is required for the correct reproduction of sounds. The goal of articulatory gymnastics classes is to practice the movements of all the organs listed above and bring them to automaticity in the required positions.

For good diction and pronunciation, a child needs strong lips and tongue that can easily change their position. It is to achieve this that it is necessary to engage in articulatory gymnastics with him, performing special exercises and playing speech therapy games.

Often, speech defects and insufficiently clear diction become an obstacle to a child’s full communication with peers, which negatively affects his psycho-emotional state. You can reduce the likelihood of such problems in children with the help of articulatory gymnastics, which should be started as early as possible. For children aged 2–4 years, it will help them quickly learn to pronounce all sounds correctly; for children aged 5–7 years, it will correct and reduce speech defects.

You can do tongue exercises with a speech therapist or at home in front of a mirror.

Who should take care of the baby?

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You can do articulation gymnastics with your child on your own, but you should periodically be examined by a speech therapist, starting from 1.5 to 2 years (see also:). By the age of 4, it is already quite clear what sounds the baby has problems pronouncing. It happens that at the age of five they go away on their own, but only a specialist can correctly assess the development of speech in a child and determine how appropriate it is for his age (more details in the article:). It is he who should be responsible for correcting the child’s pronunciation if there are problems. Based on individual characteristics, the doctor will prescribe a special set of exercises, explain how to perform them correctly and demonstrate this with his own example.

Almost every kindergarten has a speech therapist, so they also do articulation gymnastics with the kids. He not only conducts regular examinations, but also, starting at the age of 5, eliminates defects by conducting lessons for speech development. However, these activities are often not enough; if there are severe problems, you will need to regularly perform all the necessary exercises at home.

You should start doing the exercises in front of a mirror - this way the child will be able to observe the movements of the lips and tongue. Unlike adults, in whom all movements are performed automatically, the baby needs a visual display of all his actions during classes to develop the necessary skills.

The goal of gymnastics is to make the tongue strong and mobile and teach it to take the positions necessary for pronounced sounds.

Adults, when pronouncing sounds, do so without thinking about the position of the tongue, the position of the lips, or breathing. To a child who is just mastering their correct pronunciation, all these moments seem quite difficult and incomprehensible. The lips and tongue obey him with great difficulty, constantly trying to take a more comfortable, but not always correct, position.

You can make classes easier and more interesting for your child by turning boring and incomprehensible exercises into fun games and stories about the adventures of the language, accompanying them with poems and riddles. Invite him to imagine that his tongue lives in its own house (mouth), where it hides behind a high fence (teeth). He goes to bed, looks out the window, goes for a walk, turns into a kitten or a horse, rides on a steamboat - so you can imagine any exercise as an exciting game and a whole story about his life.

It is very difficult to overestimate the importance of articulatory gymnastics for children. It is comparable to the role of morning exercises and has a similar effect on the facial muscles - strengthens them, improves blood circulation in them, develops mobility and flexibility. Daily implementation of the recommended complex will allow you to consolidate existing skills and acquire new ones, spending 5 minutes on exercises several times a day and repeating each exercise from 4 to 8 times.

It is possible that performing some exercises may be difficult even for you. In this case, do them together with your child, do not hesitate to admit to him your difficulties. Be patient and remain calm and at some point you will succeed. Pictures depicting each articulation exercise or special speech therapy training videos can help you achieve it.

Exercises and games

Playing with the tongue is one of the first lessons in articulatory gymnastics. Parents need to read the text of the fairy tale about the tongue and show the necessary movements. First the child repeats them, the next time he shows them himself.

Below are examples of exercises with brief instructions included in the main complex for the development of articulatory motor skills in children of primary preschool age. All tasks should be performed 4 – 8 times, dynamic ones – doing 2 – 6 repetitions, for static ones – stay in the specified position for 3 – 5 seconds. Before each repetition, give your child some time to rest and relax the muscles of the face and tongue.

Universal complex

• “Delicious honey” - we make the following movements - we open our mouth and run our pointed tongue along the upper lip, first in one direction, then in the other. During execution, we control the chin - it should remain static.
• “Needle” - open your mouth and stick out your tense tongue, trying to give it a pointed shape. We fix the position for a few seconds.
• “Swing” - to perform it, we open our mouth wide and place a calm tongue on the lower lip, then either raise it to the upper lip or lower it down.
• “The kitten is lapping milk” - open your mouth and stick out your tongue, then make several lapping movements.
• “Shovel” - to perform this exercise, you need to open your mouth and place a relaxed tongue on your lower lip. We stay in this position for some time.
• “Pendulum” - open your mouth slightly and stretch your lips in a smile, after which you stick out your pointed tongue and touch the corners of your lips with its tip one by one. During execution, we control the position of the chin - it should remain static, and the tongue - it should not slide over the lips.
• “Bridge” - we open our mouth and rest the tip of the tongue against the teeth from below from the inside. We fix the position and slowly close our mouth without relaxing our tongue.
• “Window” - slowly open your mouth and then close it.
• “Nut” - without opening our mouth, we alternately press our tense tongue against the walls of our cheeks.
• “Smile” is done as follows: the corners of the lips are stretched in a smile, so that the teeth become visible, and then smoothly return to their original position.
• “Proboscis” - we stretch our lips forward, as if we want to kiss someone, hold them in this position, then slowly return them to their original position.
• “Hamster” - closing your mouth, puffing out your cheeks and holding in this position.
• “Cup” - we open our mouth, then place a soft tongue on the lower lip, bend its sides up and slowly lift it in this state to the upper arch.

Examples of exercises to strengthen the tongue

Teaching the sounds “s”, “s”, “z”, “z”

When pronouncing these sounds correctly, the lips need to be stretched a little in a smile, so that the teeth are slightly visible, and the tongue rests on the teeth in front, with the edges touching the chewing teeth. With this position, a groove is formed along the tongue, and when inhaled air passes through it, it creates a whistling noise. You can feel its movement by raising your hand to your mouth. The following exercises will help improve articulation and learn the correct pronunciation of these sounds:

• “Whistles” - we stretch our lips in a smile, hide our tongue underneath our teeth and try to whistle.
• “Blow the cotton wool out of your palm” - stretch your lips in a smile and place a calm tongue on your lower lip, sticking it out slightly. We inhale and exhale as if we were trying to blow something away.

Correct pronunciation of the sounds “sh”, “zh”

When pronouncing hissing sounds, the mouth should be kept slightly open, the lips should be rounded, and the end of the tongue should be raised to the upper arch, touching it with the edges of the chewing teeth from above. In this position, a small cup-shaped recess appears under the tongue, through which air passes as you exhale. You can feel its movement by raising your hand to your mouth.

Exercise “Delicious jam”

In parallel with training the articulatory apparatus, it is necessary to work with the child on identifying various hissing and whistling sounds by ear. This can be done in a playful way - for example, an adult pronounces this or that sound, after which he begins to pronounce various words. Having heard a word with a hidden sound, the baby must show it to an adult - for example, with a clap. The following exercises will help you learn to pronounce these sounds correctly:

• “Delicious jam” - open your mouth, stretch your lips in a smile and run your tongue 2-3 times along the upper lip, licking it.
• “Blow the cotton off your nose” - put a little cotton on the tip of the tongue. We put it in a “cup”, lift the cotton wool up with it, and blow it off as we exhale.
• “Putting the tongue to sleep” - placing a wide, relaxed tongue on the lower lip.

Learning the sounds “ch”, “sch”

Practicing these sounds can begin only when the child has learned to pronounce dull hissing sounds. The following exercises are suitable for this:

• “The chick is calling its mother” - open your mouth slightly and place the relaxed tongue on your lower lip. We pronounce the sound “five-five-five”, touching the tongue with our lips.
• Holding a wide relaxed tongue - open your mouth and maintain the position for 10 seconds.

The exercise is necessary for the sounds: Р, Рь, Ж, Ш, Шч, С, Сь, Ть, Дь, Ц

When performing the exercises, it is important to keep your tongue and lips relaxed and carefully control your breathing, avoiding holding it. We repeat each exercise 3 – 6 times.

Learning the sounds "l" and "l"

• “Painter” - slightly open your mouth and stretch your lips in a smile and move your tense tongue along the upper arch.
• “The steamer is humming” - open your mouth slightly and stretch your lips, as if smiling. We hold the tip of the tongue between our teeth, exhale and say “y-y-y” - if done correctly, you will hear a sound reminiscent of “l”.
• “Inflating our cheeks” - we hold the tip of the tongue with our teeth and exhale air, inflating our cheeks. If the exercise is performed correctly, then the air should flow smoothly around the tongue.

Exercise "Steamboat"

Correct pronunciation of the sound "r"

Pronunciation of this sound most often causes difficulties, since it is trembling and front-lingual. Many parents themselves do not always distinguish it from a similar vibrational throat sound. The following exercises will help you develop its accurate pronunciation.

The largest human organ is the skin; it performs protective functions, and also, thanks to a large number of receptors and nerve endings, signals a person’s contact with cold, heat, and substances that cause allergies.

Diseases of internal organs, hormonal changes, as well as eating disorders and consumption of foods containing allergens also affect the condition of the skin.

The most common signal that the body communicates through the skin about possible troubles is skin itching and rashes. And since the skin is most sensitive at an early age, itching in a child is much more common than in an adult.

Let's take a closer look at the causes of itching in a child and treatment methods.

Infectious diseases

Such as measles, rubella, scarlet fever, and chickenpox are almost always accompanied by skin rashes of various shapes and intensity, but itching in a child is characteristic only with chickenpox, which helps to diagnose this disease in the initial stage. With chickenpox, the child's body becomes covered with rashes in the form of small blisters filled with clear liquid, accompanied by severe itching. It is this factor that can cause complications, since by scratching the papules, the child will certainly introduce a bacterial infection into the wounds, which can cause suppuration.

When treating this disease, the main question remains: how to relieve or reduce itching with chickenpox in children? be carried out comprehensively, and doctor’s prescriptions vary depending on the age and condition of the patient. To eliminate itching, the child is prescribed antihistamines, as well as sedatives for oral administration.

An effective way to relieve itching from chickenpox in a child is external calamine lotion, which has a cooling and soothing effect. A rash without itching in a child may indicate other infectious diseases such as measles, rubella, and meningitis.

Allergic reactions

Skin itching in a child is one of the manifestations of allergic reactions. In terms of their manifestation, itching, like rashes, can be localized or spread throughout the body. A rash on the feet of a child with itching often appears with allergic urticaria, but when a fever occurs, this manifestation indicates the infectious nature of the disease.

As a rule, food and drug allergies are accompanied by rashes and itching on any part of the skin, while with contact dermatitis - allergies to perfumes, cosmetics, washing powders, fragrances in diapers are localized in places of contact with the allergen. Before you can relieve itching due to allergies in a child, it is necessary to find out the cause of this reaction of the autoimmune system and stop contact with the substance that provokes itching and rashes. A rash in a child without fever and itching is observed with prickly heat and is localized on the back, lower back and face of infants. To eliminate allergic rashes in infants, baths with bay leaf decoction are used.

To eliminate allergies, as well as itching and rashes, antihistamines are used in the form of tablets and suspensions, as well as local preparations in the form of ointments. In case of severe allergies, hormonal ointments are used only as prescribed by a doctor.

When infected with pinworms, a child is often bothered by itching in the anus, which occurs at night, when the muscles relax and female pinworms have the opportunity to come to the surface to lay eggs. The substance secreted by female pinworms to attach eggs severely irritates the skin, causing itching in the child's bottom. When scratching, helminth eggs get under the nails, and the child is re-infected with helminths.

It is worth considering that itching in the anus in a child may have other causes, for example, with dyspepsia, some enzymes enter the rectum along with feces, causing irritation of the mucous membrane and severe itching. In this case, the child should be treated for gastrointestinal disorders.

Dr. Komarovsky: hiccups and itching in a child, what should I do?

In cases of severe anxiety, psychological trauma, or failure to perceive the situation, a child, like an adult, may experience neurological itching, manifested by small tingling sensations in the skin when the nerve endings are irritated. Such nervous scabies can appear on the face, neck, chest, abdomen, arms and hands and disappear without a trace. Before relieving itching in a child, it is necessary to find out the reason for this reaction of the nervous system and talk to a child or family psychologist. Sedatives based on valerian, mint, and lemon balm will help relieve overexcitation of the nervous system. Since the reason is a psychological factor, hormonal ointments should not be used.

Diaper rash

The first signs of diaper rash are redness and itching in the baby’s groin, as well as in the armpits, under the neck and in the skin folds of the arms and legs. This manifestation is associated with the vital activity of opportunistic microflora due to poor hygiene of the baby. In the folds of the skin, in the absence of air access, these bacteria very quickly increase their population, causing redness, a putrid odor and causing unbearable itching to the baby. To prevent diaper rash, you should follow all child care instructions, namely bathe the baby, dress in natural fabrics, and change the diaper often.

Insect bites

Children are an easy target for mosquito bites. How can you relieve a child’s itching without provoking scratching of the wounds? To do this, for children under 2 years old, wipe itchy areas of the skin with a soda solution; you can also make a compress with a vinegar solution. If an older child has been bitten by mosquitoes, you can use psilobalm or fenistil gel, but before you relieve the itching with pharmaceutical drugs, you should read the instructions on the package.