The child itches all the time. Rashes on the body and itching in a child

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 articulatory 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:

talk about the upcoming exercise, look at the pictures;
showing the exercise;
performing the exercise by an adult and a child;
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 escape -
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

She 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 .

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

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. Grandmother 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 distributes 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 animals depicted 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 knocking my hooves:

Clack-clack, clink-clack,

Jump-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 eye. 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

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 shame 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

The number of children with sound pronunciation defects has increased significantly in recent years. A decade ago the picture was different. The most common problems are burrs, distortion of sounds, replacement or omission of those that are difficult to pronounce. These types of defects are considered mild and are referred to as dislocation. They are relatively easy to correct in classes with a speech therapist.

But there are also more complex versions of them, hidden in damage to the central nervous system, in which there are problems with the normal functioning of the tongue or the entire lower jaw. Such defects are very, very difficult to correct. At the same time, when making hissing and whistling sounds, the child sticks his tongue out between his teeth, which is why instead of a whistling sound he produces the sound “f” (“mafyna” - instead of “machine”). Incorrect pronunciation of the sound “r” (guttural or its complete absence) is also very common. As a rule, speech therapy begins at 3-4 years of age, sometimes earlier.

The nature of speech therapy disorders

Complex defects arise for a number of reasons - such as infectious diseases suffered by the mother during pregnancy, birth injuries or fetal hypoxia. If the born child is subsequently subjected to a serious illness, the result may be a circulatory disorder with damage to the nerve endings and, as a result, speech defects.

The reasons include an incorrect bite, and the source of certain disorders (for example, a throat “r”) can even be the baby’s imitation of one of the adults who also distorts speech. In addition, a child can copy characters from modern cartoons, which are very harmful to development.

Illiteracy directly depends on incorrect pronunciation. That is why the parents of every preschooler should make sure that their child’s problems are corrected in a timely manner. The problem may lie in the parents' inability to detect a speech defect in their children. It is believed that any baby burrs, and it will go away on its own.

When to start worrying

But most often it is impossible to do without regular sessions with a speech therapist. If a one-and-a-half-year-old baby cannot form phrases from individual words, or a two-year-old child has practically no speech, an appeal to a speech therapist will most likely be required. Speech therapy classes are planned by prudent parents in advance, taking into account the dynamics of child development.

The speech therapist works with each child individually. The production of one individual sound, as a rule, occurs over several lessons. If there are serious developmental deviations, it will take much longer to attend speech therapy sessions.

It happens that the cause of the disorder is a too tight frenulum of the tongue, but there are no organic lesions. Then at home you should do stretching exercises with your baby. Speech therapist lessons will help you with this.

Parental family is the basis of everything

Often it is not customary for families to talk much with the baby. They can communicate with him in a lisping “childish” language. Or he witnesses family scandals. In all these cases, as a rule, speech development is inhibited.

A favorable home environment is extremely important for the normal development of language skills. You should always talk to your baby - while playing or walking, while eating and before bed. Be sure to memorize poems and read books aloud to your child.

If you notice even a slight violation of sound pronunciation in your son or daughter, do not isolate yourself from the problem. It is quite possible to organize speech therapy classes at home, since specialized literature is now a dime a dozen. For example, you can arrange a game with singing special songs. And only when home exercises do not give the desired effect, you should think about visiting a specialist.

Do you need a speech therapy kindergarten?

Often parents strive to send their baby not to a regular kindergarten, but to a speech therapy center. There is an opinion that the conditions there are preferable for solving the problems that have arisen. Is it really that important to get there? If yes, from what age? Will speech therapy classes in kindergarten really benefit your child?

As a rule, placing a child under 3-4 years of age in the hands of specialists is not very effective. Parents can successfully work with the youngest children after consulting with a speech therapist. He will suggest a set of measures and necessary activities with a child of 3-4 years old that can already give a lasting effect.

The arsenal of parental communication with children is huge. This includes constant correct and active verbal communication with the baby, finger exercises, many speech games, hand massage, special exercises designed to develop fine motor skills, drawing, modeling, and so on.

When to go there

Most often, speech defects in a child under 3-4 years of age are classified as physiological. If self-correction of speech has not occurred by the age of four, you can contact specialists. By this time, the child’s initial speech skills should already be formed. And that’s when it makes sense to send the baby to a speech therapy kindergarten.

The advantage of the latter is that parents save time and money in private lessons with a specialist. State kindergartens offer free speech therapy classes. If the benefits of visiting a group are not detected for a long time, most likely you will need the services of a speech therapist-defectologist for the purpose of general speech development.

When communicating with your baby, try to forever abandon the funny children's language, which mothers and, especially, grandmothers often suffer from. As mentioned above, communication in such a “distorted” manner inhibits the development of normal child speech.

What should a child be able to do by age 4?

But even if the family says everything correctly, but there are still problems, do not rush to get upset. Organizing speech therapy classes with a 3-4 year old child at home is not that difficult. And the main thing here is a sensitive attitude to the baby’s speech and careful monitoring of any changes.

As a rule, the vocabulary of a two to three year old child is about a thousand words. A four-year-old child should normally be able to tell or describe something using prepositions and various parts of speech, and construct a simple dialogue. But his speech apparatus may not yet be sufficiently trained, which is why pure pronunciation of complex phonemic structures is not possible.

Well, if speech disorders occur at the age of 5-6, this is a serious reason to think about it. The simple exercises below will help parents get results at home.

Activities with a child at home

To stretch the short frenulum of the tongue, do the following for 5 or 10 minutes daily. You need to ask the child to lick his upper lip with his tongue, invite him to tap his teeth with it, like a horse with its hooves, open his mouth wider and try to reach his upper teeth with his tongue.

Everyone knows that the areas of the brain responsible for fine motor skills and speech development are interconnected. That is, the more dexterously a baby uses his hands and fingers, the fewer problems he has with speech.

There are simple exercises for speech therapy classes that teach how to pronounce whistling sounds (“s”, “z”), as well as hissing sounds (“zh”, “sh”, “ch” and “sch”). In addition, problems with the sounds “r” and “l” are common, but this can also be corrected independently at home. While studying, the child needs to be seated with a mirror placed in front of him for self-control. In home speech therapy classes, “r” will not always be able to be “delivered”; this sound is considered one of the most difficult and usually requires the intervention of a specialist.

Examples of exercises

Exercise "Pipe". Ask your baby to clench his teeth and stretch his lips out as far as he can. Make sure that your lower lip remains motionless as you lift your tongue. The exercise should be repeated 3 to 5 times.
Exercise "Cup". Open your mouth wider, stick out your tongue and try to shape it into a cup, lifting the tip and edges. While you count to a certain number, have your child try to keep his tongue in that position. The exercise is also repeated 3 to 5 times.
Exercise "Painter". Smile, then open your mouth. After this, use the tip of your tongue, like a brush, to “paint” the palate from the inside.
"Drummer". Quickly strike behind the upper row of teeth with the tip of your tongue, keeping your mouth open. Another thing is to move the tip of your tongue alternately behind the upper and lower teeth. The exercise is done by counting.
"We're eating jam." Smile with your mouth slightly open. Widely lick your upper lip, making sure your lower jaw is still.

After finishing the exercises, proceed to repeating words containing problematic sounds. You can prepare cards with them in advance. The sound being worked on should be repeated first separately several times (from 7 to 10), then in words. It is very useful to choose tongue twisters with the right words; pronouncing them significantly speeds up the correction of deficiencies.

Where do speech disorders come from?

Speech defects can also appear in an adult - due to a major operation, trauma or serious emotional experience. This could include the loss or death of a loved one, divorce, or serious financial troubles. Speech deficiencies also occur when the main organs associated with sound pronunciation are injured - the tongue, teeth, lips, ligaments and muscles of the larynx, as well as the palate.

This happens when there is damage to the center located in the cerebral cortex and responsible for our speech. Even chronic emotional stress can cause speech problems.

Normal speech means the pronunciation of all letters of the language, without exception, clearly and clearly. Such speech must be rhythmic and smooth. If the speaker’s words are difficult to understand, we are undoubtedly talking about a violation. Adults and children with speech impairment share the same types of speech impairments. These include muteness, stuttering, lisp, lack of correct pronunciation of individual sounds, and much more.

Types of speech pathologies

The most widespread of them are:

Aphonia. This term refers to impaired phonation (that is, incorrect sound pronunciation). Aphonia (or dysphonia) develops as a result of changes in the speech apparatus that are pathological in nature.
Dyslalia call phonetic speech defects of an adult or child with impaired hearing and grammatically correct speech.
Stuttering- a type of disorder that occurs in the case of convulsive contraction of the muscles related to the vocal apparatus. It is detected as a violation of the tempo of speech, its rhythm and regularity.
Another disorder that manifests itself in an abnormally slow speech rate is called bradylalia.
Its opposite (when a person speaks too quickly) is tachylalia.

Rhinolalia- a type of speech pathology associated with a violation of the anatomical nature of the organs that form the speech apparatus. Manifests itself in distorted sound pronunciation and voice timbre.
Dysarthria- a type of disorder when the nerve endings that provide communication between the cerebral cortex and the speech apparatus do not function sufficiently.
Aphasia called complete or partial loss of speech that occurs as a result of damage to the central nervous system.
If the speech of a child or an adult is underdeveloped, which often occurs with lesions of the cerebral cortex, we are talking about alalia.

Experts will help you

The reasons for these anomalies can be various factors. These are congenital defects such as cleft palate or upper lip, abnormal bite, malformed jaws, defects of the lips, tongue or teeth. Acquired disorders occur in cases of diseases of the ENT organs or the central nervous system. Violations can be either permanent or temporary.

The peculiarity of young children is that each of them has a strictly individual development of speech. Speech therapy classes are held in every kindergarten - not only in specialized ones.

If your child has been sent to speech therapy classes, you should not refuse - they will not bring any harm to the child, and the benefits will be undoubted.

For children 3-4 years old, speech therapy classes exist in two forms - individual or group. One-on-one sessions with a specialist (individual) are most effective. In turn, when studying in a group, the baby feels more comfortable and relaxed.

Individual speech therapy session

What are these speech development classes? They usually take the form of simple games and activities. Children most often do not understand that some kind of purposeful work is being done with them. With a speech therapist they play, have fun and have fun.

A child is usually sent to an individual speech therapy session when the disorder consists of incorrect pronunciation of any individual sounds. With the help of specially selected games and exercises, the speech therapist corrects the defect. If the child stutters, the already mentioned language exercises (as well as others) are combined with learning the skill of correctly distributing breathing.

By singing songs, the child trains to breathe correctly, and stuttering spontaneously disappears. Gradually, children learn to control their own breathing, and the better this skill is mastered, the greater the likelihood that they will be able to get rid of stuttering once and for all.

Frontal exercises

Group speech therapy classes (otherwise called frontal) are conducted among children with various deviations in speech development. These include not only impaired pronunciation and hearing problems. For example, a baby may not distinguish between paired sounds. Other problems of the same series are violations of speech grammar, lack of connection between spoken words.

Groups for classes are selected in the amount of 6-8 people of the same age who have similar speech problems. Speech therapy lesson plans contain a common goal - to expand vocabulary and improve children's ability to purposefully learn oral speech and practice the skills learned in individual lessons. Most often, most children study both in a group and individually.

Speech therapy lesson on the topic "Autumn"

Let's consider how you can build a correctional lesson with children using a specific theme, for example, the seasons. Let us have an “autumn” lesson. It is good to carry it out in September or October, decorating the room with yellow leaves.

During the lesson, the speech therapist, using the theme of autumn and natural phenomena, expands and activates vocabulary on the topic, teaches children to first compose separate sentences from pictures, and then from them - a coherent story. Along the way, children strengthen the skills of answering in full sentences and coordinating speech and movements.

A speech therapy lesson on the topic “Autumn” solves the problem of a correctional and developmental plan - improving fine motor skills with the help of finger exercises, developing memory and thinking through exercises and games. Children learn poems by Russian poets about autumn, listen to the music “Sounds of the Autumn Forest,” list the weather, and guess riddles on the “autumn” theme.

Kids collect bouquets of leaves, squeezing their fingers into fists and blowing on the leaves, depicting the autumn wind (breathing exercises).

Let's continue at home

The skills that speech therapist lessons provide must be practiced and reinforced in the family, at home. To achieve this, experts carry out explanatory work with parents and give the most detailed recommendations on how to organize home activities.

A lot here depends on the responsible approach of parents to solving the problem. If mom or dad are not lazy to regularly devote a few minutes a day to the development of the child’s speech, then success will not be long in coming. The most important task of parents in this case is to help the child gain a sense of confidence in the fight against the fear of communication and speaking in public.

Expectant mothers and fathers should encourage the child. Even the smallest success should be appreciated. As a result, the child’s self-esteem grows, and an incentive for further achievements appears.

Be tactful

At the same time, one should not be too zealous and fundamentally force the child to constantly use only correctly constructed words and phrases. This will lead to unnecessary stress and may discourage the child from studying. Let him remain a child. We remind you once again - speech therapy classes with a child 3-4 years old should be built exclusively in the form of play!

With your baby, exercises should be performed unobtrusively, without focusing on existing problems. If the child is upset or depressed as a result, such training will not bring success. You will achieve nothing but isolation and an aggressive reaction.

In between classes, allow him to continue speaking with errors, which may disappear spontaneously. One day, parents will be surprised and happy to discover that the baby himself is trying to control the correctness of speech.

To develop fine motor skills, it is useful to massage each finger of the child, bend and straighten them, and play board games. Let your baby pick through cereal or play in the sand more often. At home, any bulk material is suitable instead. Don't forget about articulation gymnastics. Pay as much attention as possible to reading, learn simple songs and rhymes with your baby.

The purity of a preschooler’s speech is the key to his future student victories. It's no secret that children who have problems pronouncing sounds learn worse. In addition, they are more withdrawn, because the communication they have to do with their peers takes too much energy from them.

To be understood, such children need to try, and therefore it is at the age of 5-6 that complexes begin to form that can accompany a person for the rest of his life. Parents can help their child themselves, at home.

In this material we will present several of the most effective speech therapy classes and methods of speech development for children 5-6 years old.

Diagnosis of disorders - when does a child need help?

Quite often, parents who notice certain mangled words and unclear pronunciation in their child mistakenly believe that with age everything will improve on its own.

There is some truth in this - the speech apparatus of preschool children is imperfect, it is in the process of formation. Children actually manage to “outgrow” a number of problems with pronunciation of sounds. However, it is irresponsible to rely on this, especially since Not all speech defects correct themselves with age.

At 5-6 years old, a child may experience various disorders that will require different approaches and the help of different specialists:

Dislalia

With this disorder, the child’s hearing is not impaired, there are no pronounced problems with the speech apparatus, but he Pronounces consonants incorrectly.

Most often children confuse the sounds “SH”, “Zh”, “L”, “R”. A child can replace the sound in a word with a similar one (mountain-bark), may skip the sound altogether, or pronounce it incorrectly - deafening or voicing it.

Stuttering

In preschool age, this defect occurs most often. It manifests itself in a stop during pronunciation and difficulty in further pronunciation.

There are many reasons that can cause stuttering - from neurological problems to psycho-emotional disorders. At 5-6 years old, the speech defect is very pronounced, it cannot be confused with anything else.

Nasality

They say about such preschool children that they “gunk”. Sometimes it can be quite difficult to understand what exactly a child is saying, since pronunciation “through the nose” distorts even the simple sounds of the native language.

Often the reason for this defect lies in ENT pathologies, for example, nasal congestion due to adenoids. However, even after treatment by an otolaryngologist, the child may continue to speak out of habit “through the nose” for some time. He needs developmental speech therapy sessions.

Speech underdevelopment

With normal development, a child of preschool age does not have difficulty composing sentences, even long ones, in which words are used in different cases and declensions.

If speech is underdeveloped, the child has difficulty “linking” individual words into a large logical chain, and also has problems with the endings of even well-known words. This is often due to the fact that parents and representatives of the older generation, when communicating with the child, they deliberately distorted words and used many diminutive suffixes(cup, plate, shoe), as well as “lisping”.

Speech delay

Such a violation may be caused by insufficient communication with adults, lack of developmental communication, contact with peers, and may also be a consequence or symptom of neurological disorders, pathologies of the central nervous system.

In addition to home speech therapy classes, it is advisable for the child to visit a neurologist, a speech therapy specialist, and take part in group classes.

Home exercises for pronunciation of sounds

Classes at home have some advantages compared to classes with a speech therapist in a clinic. At home, everything is familiar and understandable to the child; there is no need to be embarrassed by strangers. In a playful form, home exercises give no less results than correction in the office of a professional speech therapist.

Speech defects in the modern world are, unfortunately, more common in children than in the childhood of their parents. The point is the abundance of information, which largely replaces children's need for communication from a very early age.

Instead of playing with a friend or girlfriend on the playground, children prefer to spend their free time from kindergarten on the Internet, playing with a tablet or computer, or watching numerous cartoons on TV. All this does not contribute to the development of speech in any way.

At home, parents can combine speech therapy classes with preparation for school. This is quite simple to do; it is enough to combine exercises on pronunciation of sounds and syllables with games that train memory, memorizing rhymes and prose, and learning new information about the world around the baby.

The development of fine motor skills when learning to draw and write also helps to improve the speech apparatus.

Home activities are not only educational games and exercises for correcting speech defects, but also pleasant communication and interaction between the child and adults. It will undoubtedly benefit all participants in this process.

Exercises and games for speech development at home

Finger games will help prepare a child’s hands for writing, and at the same time improve the functioning of his speech apparatus. For them, you can use ready-made sets of finger characters - heroes of your favorite fairy tales.

You can compose your own fairy tales and stories on the go, and this will also help your child develop his imagination. It will be good if the performance “on the fingers” is accompanied by learned poems with elements of pure sayings.

It is better to choose pure phrases not only for the problematic sound, which the child is not very good at pronouncing, but also for other complex sounds too. For example, if your baby has problems with hissing sounds or the sound “L”, you should choose pure phrases that will require the baby to accurately pronounce these sounds:

And we have a commotion - thistles have grown,

To calm the commotion, we weeded the thistles!

If you have problems with the “S” sound, the following simple phrase will do:

Su-su, su-su-su, this is how an owl lives in the forest.

My sister and I brought sausage to the owl in the forest.

Sa-sa-sa, sa-sa-sa, a wasp flew to us,

A fox came running to us, a dragonfly visited us.

If you have problems pronouncing the sound “R”, this rhyme will help:

Ra-ra-ra, it's time for us to go home,

Ru-ru-ru, let's draw a kangaroo,

Ro-ro-ro, the rain drips into the bucket,

Roar, roar, tigers jumped from the mountain.

You can compose pure phrases yourself, the main thing is to put the problematic sound at the beginning and end of the phrase in such a way that it is not possible to replace it with a consonant other sound or omit it completely. It's not difficult at all.

The most successful example of pure language was known to our grandmothers and great-grandmothers. These are the familiar “Luli-Luli”:

Lyuli-lyuli-lyuli, the ghouls flew in,

Ghouls-ghouls, dear little paws,

Oh lyuli-lyuli-lyuli, we wove a wreath for them.

Many “folk” rhymes have an excellent speech therapy effect - “Geese-geese, ha-ha-ha” and others that are familiar to everyone from childhood.

You can structure the lesson according to the following scheme:

Rhythmic movements to the beat of a song or phrase. Invite your child to walk in a circle, walking exclusively to the beat of the poem. Then the steps can be replaced with small jumps to the beat.
Breathing exercises. After an active five minutes, invite your preschooler to breathe deeply. In this case, he should inhale through the nose and exhale through the mouth in a thin stream.
Emotional “coloring pages”. After breathing exercises, ask your child to repeat the phrase with emotional overtones. Let him use facial expressions and gestures to show a fox, an owl, a wasp, geese, etc. Help the child, come up with funny images that he will like to parody.

Songs. And now you can sing rhymes and simple sayings. If you can’t even set them to simple music, as our great-grandmothers did, singing “Lyuli-lyuli-guli” at the cradle, then you can specially learn a simple song. Such songs can be found in numerous video lessons of speech therapy classes on the Internet.
The next stage could be finger games. Ask the child to recite the proverb or poem again and demonstrate its plot on his fingers (the index and middle fingers, placed on pads, can depict a walking person, and the flapping of crossed palms demonstrates the flapping of the wings of geese, etc.

After the above exercises, you can move on to calmer activities - logical and cognitive. Place pictures of animals and insects that were used in rhymes on the table in front of the preschooler. Ask to show and name those whose names have the sound “R” (fish, crayfish, crow), and then ask to show and name those whose names do not have “Z” (dog, owl, cat). This exercise will help your child master reading faster.
At the end of the lesson, ask your child to repeat the new poem and individual words after you. Do this several times, clearly, not forgetting to praise the child. The next lesson should start with exactly this, a new rhyme or saying for a preschooler.

Gradually introduce tongue twisters (“The cap is not sewn in the Kolpakov style, the bell is not sewed in the Kolokolov style”, “Sasha walked along the highway and sucked on a dryer”, “There is grass in the yard, there is firewood on the grass”, etc.).

Articulation gymnastics and pronunciation training

Do special gymnastics for your child’s speech apparatus every day. It’s best to start your next lesson with it. It will prepare the muscles, ligaments, tongue and lips for pronouncing sounds that are difficult for a preschooler.

Gymnastics is aimed at training the chewing, swallowing and facial muscles; they are the ones who jointly participate in the pronunciation process, making speech legible and understandable.

The pronunciation process involves not only the lips and tongue, but also the respiratory organs, chest, shoulders, and vocal cords. Take this into account when performing gymnastics and try to use all components of voice formation equally.

Gymnastics should be done while sitting, it is advisable to conduct 2-3 classes a day, and each should take no more than 5 minutes, during which time the child should complete 2-3 exercises from the complex.

First, parents will have to master all the exercises on their own in order to be able to show the preschooler and achieve clear and clean performance. To develop lips, it is worth doing simple exercises, such as holding your lips in a smile, while keeping your teeth completely closed.

You should start with 30 seconds and gradually hold the smile for 1-2 minutes. Folding the lips in a tube also effectively develops articulation. The principle is the same - at first the tube from the lips should be held for 20-30 seconds, but gradually the duration of the exercise increases.

It will be a little more difficult to fold your lips into a donut, while the teeth close tightly, and the lips are stretched out like a tube, but open, so you can see the teeth. Gradually, the tasks become more complicated and movement is added, which should give mobility to the lips. So, the lips in the tube can be moved in a circle, left and right, up and down, depicting an elephant’s trunk or a pig’s snout.

Elongated lips, folded like a fish’s, close and open. This results in an entertaining conversation between fish at the bottom of the sea. And if you exhale through your mouth, causing your lips to vibrate from the air flow, you will get a very funny angry horse that snorts just like a real one.

A very fun game will help strengthen a child’s lips, in which the child needs to draw something in the air with a pencil held between his lips. The adult’s task is to guess what the child has depicted.

To train your cheeks, you can play with balloons, inflating your cheeks and holding them in this state for as long as possible. At the same time, you can make funny faces. If you inflate the right and then the left cheek in turn, you will get a hamster, and if you pull both cheeks inside the mouth and hold them in this position, you will get a hungry and funny gopher.