What to do if the child itches. Itching in a child - what signals does the body report about all sorts of troubles? Itching in the anus

Any 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 business. Muscles that are not given a load become lethargic, 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 - this will be confirmed by any speech therapist in kindergarten. The lips and tongue are controlled by many muscles, which ensure the normal pronunciation of sounds. Imperfect work 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 be able to access 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 organs of speech, it is recommended to conduct special speech gymnastics. It is also called "speech therapy exercise." A children's speech therapist can start it with the smallest 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 necessarily take place in front of a mirror. The child should see his organs of articulation and be able to compare movements with those shown by an adult. Moreover, you can not tell the baby that this is an occupation. Exercise can be done 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 the exercises with your child, do not offer him too many tasks. It is better to pay attention to the quality of what is being done - in each position you need to linger for a few seconds (so that the muscles remember), you need to make sure that the exercise is performed completely (for example, when licking the lips, so that the tongue passes from one corner of the mouth to the other in a circle without missing anything) .
• Start with easier exercises and gradually move on to more difficult ones.
• It is necessary to carry out gymnastics in a good mood, emotionally, in a playful way.

Work on the exercises goes in a certain sequence:

1. a story about the upcoming exercise, looking at pictures;
2. exercise demonstration;
3. exercise by adults and children;
4. checking the correctness of execution, indicating errors.

A children's speech therapist or the parents themselves can see that at the beginning of work, some muscles will be too tense, as if made of stone, others too weak. In some children, these two features may be present at the same time. Very often, children from great zeal strain their hands, shoulders, neck, which interferes with the correct exercise. In this case, you need to slightly shake your hands, wrinkle your shoulders to relieve excess tension.

There are a lot of exercises for the development of the muscles of the speech apparatus, in different publications their names may differ slightly. Sometimes parents are encouraged to tell their child a short poem for each exercise, this allows you to make exercises more fun and memorable. As a rule, articulatory gymnastics will include exercises for the development of all muscle groups of the speech apparatus.

Such regular classes in kindergarten or doing such exercises at home very often allows you not to contact a children's speech therapist in the future to correct sound pronunciation, since charging 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

It is necessary to stretch closed lips in a smile. Teeth are not visible. Tension should be felt at the corners of the mouth.

Our lips smiled
Very, very stretched.

• tubule

The lips collected in a tube are pulled forward. The lips are not rounded, but closed.

Lips stretched into a tube,
As if we were humming into pipes.

• SMILE-TUBE

This charge is an alternation of exercises. In each position, you need to hold your lips for a few seconds.

Smile and pipe.
Stretched into a flute.

• FENCE

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

Language conceived to escape -
We need to clench our teeth tightly.

Speech therapy exercises for the tongue:

• SPATULA

The mouth is open, relaxed, a wide tongue lies on the lower lip. Strongly protrude the tongue is not necessary. We put the very tip on the lip. If the tongue "does not want" to relax and lie still, you can slap it with your upper lip, saying "five-five-five." Or lightly pat with a teaspoon (ice cream stick) - the tongue will relax.

Wide, like a shoulder blade, lies our tongue.
He dozes sweetly sweetly, lay down - and is silent.

• NEEDLE

The mouth is open, the tongue is narrow, tense, sharp, like a needle, stretched forward. As if he wants to prick someone.

Our tongue is sharp,
Like a needle.

• SPATULA - NEEDLE

This speech therapy exercise is an alternation of exercises. The tongue changes position without being hidden in the mouth. The mouth is open.

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

• WATCH

The mouth is parted, the lips are slightly stretched in a smile. The tip of a narrow tongue alternately touches one or the other corner of the mouth. The exercise is carried out under the words "tic" - to one corner, "so" - to another. 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. You don't 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 tick-tock clock is ticking
The tongue can do this.

• SWING

The mouth is wide open. With a tense tongue, we stretch to the upper lip (nose), then to the chin, sticking out the tongue as much as possible. If the exercise does not work out, 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
We flew up and down.

• JAM

Ask the child what kind of jam (or something else delicious) he "would eat"? After that, the child imitates chewing movements. The adult says that the baby's lips are stained with jam and they need to be licked. The mouth is open, movements on 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 - the lips are now sweet,
We lick our lips and everything will be all right.

• WE CLEAN 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 does not hide there.

• CANDY

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

We'll roll candy
And she's growing up.

• FOOTBALL

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

Tongue plays football
It hits the cheek hard.

• COUNTING TEETH

The mouth is open, we count the teeth, touching the teeth in turn, 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.

• CUP

We “hide” the upper lip with a wide tongue. Then, opening the mouth and not lowering the tongue, we remove it into the mouth. The tip and lateral edges are raised without touching the palate. Hold, then drop.

We raise the tongue
Pour compote into a cup.

• PAINTER

Explain to your child what a painter is. Ask the kid what color he will "paint the ceiling." After that, we open our mouth wide, raise the tongue by the upper incisors (it turns into a brush) and begin to “paint” - draw 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.

The ceiling is painted in color,
There is no barrier to the tongue.

• HORSE

We stick a wide, flattened tongue to the hard palate (ceiling) and tear it off with a sound similar to the sound of a horse's hooves. We repeat several times without stopping.

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

Dear parents, grandparents, aunts and uncles! Do not be lazy to perform these simple exercises, and your baby will very soon please you with a clean and correct speech. Take care of it with pleasure. Good luck!

Speech therapy classes with children 4-5 years old with OHP

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

This material can be selectively used in the middle groups of a kindergarten for children with mental retardation.

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

Foreword

If a child aged 4-5 years old does not pronounce words well or distorts their structure, if he does not memorize simple quatrains, fairy tales and stories, if he has low speech activity, this is a serious signal of a persistent systemic impairment 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 deficiency 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 effect on the child gives a successful dynamics of speech development.

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

This manual is the result of many years of experience and is a system of gaming exercises that provide for the successful compensation of psychoverbal insufficiency in children.

Achieving such a result contributes to:

Game character of speech exercises;

Correction-developing nature of speech material;

Close connection of speech and cognitive processes;

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

to work throughout the school 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 have an exclusively game form.

Work is carried out in the following areas:

Lexico-grammar games and exercises;

Development of coherent speech;

sensory development;

Work on the sound side of speech;

Fizkultminutka-logorhythmics.

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

Thematic cycle "Toys" (first week)

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

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

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

Children repeat the poem with a speech therapist, memorizing it.

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

The doll is lying, and the hedgehog is standing.

The robot is standing, and the bear is sitting.

The car is moving and the plane is flying.

The ball bounces, and 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 are hidden."Assimilation of the category of the instrumental case of the singular.

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

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

doll - doll,

matryoshka - matryoshka,

ball - ball.

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

We had a fight with a friend

and sat in the corners.

Very boring without each other!

We need to reconcile.

I didn't offend her

I just held a bear

Only with a bear ran away

And she said, "I won't."

I'll go and make peace

I'll give her a bear, I'm sorry.

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

Making up a story"Bear" through a series of pictures.

“Pasha is small. He is two years old. Grandma and grandpa bought Pasha a bear. The bear is big and plush. 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 - small." The speech therapist picks up five cars of various sizes and puts them one after the other with the children: the largest, smaller, even smaller, small, smallest.

Take as many cubes as you hear pops.

Give Tanya as many balloons as she has dolls.

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

Work on the sound side of speech

“Speak the word”: cook .., bar .., matryosh .., feasts .., auto .., tumbler ...

"Repeat the words"

Bik-bik-bik - a cube;

ban-ban-ban - drum;

la-la-la - yula;

years-years-years - aircraft;

na-na-na - car;

ka~ka-ka - chrysalis;

Fizkultminutka-logorhythmics

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

The squad is going to the parade.

The drummer is very happy:

Drumming, drumming

One and a half hours 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; differentiating toys from other objects.

Lexico-grammar games and exercises

"Choose a toy." Assimilation of the instrumental category with the preposition s.

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 roly-poly. I want to play with an accordion.)

"Kids are playing". Formation of the skill of phrasal speech; development of attention to words similar in sound.

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

Ruslan has a house, Tanya has a dwarf.

Irinka has a flag, Nikita has a cockerel.

Kolya has a nesting doll, Misha has an accordion.

Vova has a bear, Gosha has a monkey.

Kostya has Petrushka, 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 cracker.

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

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

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

« The fourth extra."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 top, a knife. Then he asks to find an object that does not fit with everyone else (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 J. Taits"Cube to Cube"

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

“Masha puts a cube on a cube, a cube on a cube, a cube on a cube. Built a tall tower. Misha came running

Give me a tower!

I'm not giving it!

Give me a cube!

Take one cube!

Misha held out his hand - and grab the lowest cube. And instantly - bang-tara-rah! - the whole Machine tower is raz-va-li-las!

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

sensory development

"Where's the toy?" Children have toys in their hands. The speech therapist shows the children where he holds the toy, the children repeat the movements and comments after him: “Front, behind, sideways, above, below, in the left hand, in the right hand, between the knees.”

"Name the nesting dolls."A five-seat matryoshka is used.

The speech therapist, together with the children, puts the nesting dolls in a row in height and calls 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.

Development of coherent speech

Making up a story"Autumn"

"Autumn has come. Katya and dad went to the forest. The trees in the forest are yellow and red. There are many leaves on the ground. Dad found mushrooms. Katya put them in a basket. It's good in the forest in autumn!

sensory development

« Let's circle the leaf."

Each child has a sheet of paper and a natural leaf of birch or linden on the table. Children put it on paper and circle it with a pencil. Starting speech therapist:

Doo-doo-doo, doo-doo-doo

I will 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!

Ah-ah-ah, ah-ah-ah,

You, leaf, do not fly away!

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

Fizkultminutka-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 glass.

The whole earth

All earth

Wet from water...

Ya Akim

Development of coherent speech

Making up a story"In the garden" according to reference pictures.

“Masha and her grandmother came to the garden. There are beds. Here are carrots, here are onions, here are cabbages, 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 groping for a vegetable in a bag without pulling it out, report: “I groped an onion” or “I groped a tomato”, etc.

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

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

The beginning of a speech therapist: “Look carefully and collect the picture!” After work: "We played with the guys and collected pictures."

Development of coherent speech

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

The girl Marinka came to the garden,

There are fruits on the trees.

Grandpa tore off Marinka

orange oranges,

Gave Marinka in the fists

Red apples.

Gave Marinka a yellow pear:

You, Marinka, eat fruit.

Here's a fruit basket for you, Marina.

sensory development

"Spread fruit."Teach children to arrange fruit with their right hand from left to right. Learn to compare two groups of fruits and use the concepts of "equal", "more", "less".

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

Fizkultminutka-logorhythmics

I stand on my toes

I get an apple

I run home with an apple

My gift to my mom!

Development of coherent speech

Follow the instructions of the speech therapist.

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

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

Take an apple, roll it on the table and put it next to the potato. 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 fruits (vegetables)."Learn to count objects within five and name the final number.

"Spread 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.

"Wrap your finger." Finger tracing vegetables and fruits along the contour in subject pictures.

The beginning of a speech therapist: “We will take an apple and circle it with a finger.” “We will take a cucumber and circle it with a finger” (repeat with children).

Development of coherent speech

Rhymed story "Masha and trees" (based on subject pictures).

Masha came out onto the porch:

Here grows a tree

Here grows another -

What a beautiful!

I counted exactly five.

All these trees

Count, kids!

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

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

sensory development

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

A speech therapist examines a sample of a painted tree with 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. Branches are drawn from top to bottom, attaching them to the trunk.

3. Small branches are attached to large branches.

4. Green, yellow and red leaves are painted on the branches.

Development of coherent speech

Memorizing a rhyming story"Mushroom".

Lived yes there was a mushroom,

Here is his house - a little piece.

He had a leg

One leg - no boot.

He had a hat.

The boys found it

Mushroom plucked

And they gave it to my grandmother.

Grandma cooked soup

And fed the kids.

sensory development

"Compare Trees" To teach children to compare several objects (up to five) of different heights, placing them in one line.

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

"Up or down?" Development of spatial perception.

The speech therapist names any 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 up the doll."

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

Dressing the doll with the children, the speech therapist describes the items of clothing in detail. Children repeat: “Green dress. Here is a pocket - it is one. Here are the sleeves - there are two of them. Here is the collar. Here is the belt - it is one. The dress is short, beautiful, etc.”

sensory development

"Show circle."The development of visual attention. Learning primary colors.

The speech therapist distributes multi-colored 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."The development of visual attention, the skill of comparison. Assimilation and use of the concept the same.

On the table, several pairs of mittens, socks, ribbons, and laces are in disarray. Children help to understand and choose a pair for each item, while commenting: "These socks (mittens, laces, ribbons) are the same."

Development of coherent speech

Story-description "Cupboard with dishes."

“This is a cupboard with dishes. It has three shelves: top shelf, middle shelf and bottom shelf. On the top shelf is a saucepan and a kettle. On the middle shelf - plates, cups, saucers. On the bottom shelf - 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 to fit." Formation of the ability to build objects on a certain basis.

On the playing field - 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, attention.

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

Development of coherent speech

Masha's doll has a birthday. Substitutes are used.

“Our doll Masha has a birthday today. She will feed 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 get acquainted with the properties of plasticine (soft, flexible, sticky).

Children sculpt an apple, bagel, carrot, cookie, chocolate, loaf. The speech therapist emphasizes the shape of objects.

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

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

Development of coherent speech

"Masha". Consolidation of children's knowledge on the topic.

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

sensory development

« Say it right."

Are your legs up or down?

Is your nose in the back or in front?

Is your hand right or left?

Is that finger on your hand or on your foot?

"Wrap your finger." Circle the dolls in the picture. Starting speech therapist:

We'll take a picture

Circle the doll with your finger.

Development of coherent speech

The story "Winter".

On a tinted playing field, a 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 they started sledding.”

sensory development

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

Dear kids,

Open your books

Dunno read them

And I 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 Christmas tree toy. After that, 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.

Fizkultminutka-logorhythmics

"Like on a hill." Improvisation of movements (children with extended

they stand on their toes with their hands, then squat, and at the end lie down on the rug, depicting a sleeping bear).

Like on a hill - snow, snow,

And under the hill - snow, snow,

And on the tree - snow, snow,

And under the tree - snow, snow,

A bear sleeps under the snow.

Hush hush. Keep quiet!

I. Tokmakova

Development of coherent speech

The story "Herringbone". Consolidation of children's knowledge on the topic.

The speech therapist, together with the children, approaches the decorated Christmas tree and makes up a story.

“Here is an elegant Christmas tree. She came to us from the forest. It is small, green, prickly, fragrant. It has a lot of branches. Toys hang on the branches. Who hung the toys on the Christmas tree? (Children). Who hung up the toy? What toys hang at the top? What are below? And what toys hang in the middle? What is our Christmas tree? (Elegant, beautiful).

sensory development

"Make a tree."Assimilation of the concepts of upper, lower, middle.

The speech therapist distributes geometric shapes to the children, from which they assemble a Christmas tree.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

Skating like the wind

Ears flared...

Mittens on hands

Cap on top -

One-two

That's where I slipped...

One-two

Almost tumbled.

C. Black

Development of coherent speech

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

“Tatyana ran out of the house. It's snowing. Tanya held out her hands in elegant blue mittens. Mom embroidered white snowflakes on them. Here is one more snowflake added to my mother's snowflakes. Real. Small. Tanya looks at the snowflake, and it is getting smaller and smaller. And then she completely disappeared. Where did she go? In the meantime, another snowflake fell on the palm.

“Well, now I won’t lose her,” thought Tanya. 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? - Tatyana burst into tears.

Don't cry, you haven't lost her...

And mom explained to Tanya what happened to the snowflake. Did you guess where she went?"

Based on the speech therapist's questions, the children retell the story.

sensory development

“Fold the snowman and tell about it.”The speech therapist distributes geometric shapes to the children, from which they make a snowman. Then they talk about what they did.

"Build to fit."

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

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem "It's snowing."

Quietly, quietly it snows

White snow, shaggy.

We'll clear the snow and ice

In the yard with a shovel...

M. Poznanskaya

Development of coherent speech

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

“Come on, Bishka, read what is written in the book!” The dog sniffed the book and walked away. “It is not mine,” he says, “to read a book; I guard the house, I don’t sleep at night, I bark, I scare thieves and wolves, “I go hunting, I follow a hare, I’m looking for ducks, I drag a diaper (you can - a bag) - it will be from me and this.

sensory development

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

The speech therapist exposes cardboard dummies-symbols of a dog kennel and selects 5 toy dogs of different sizes. Each dog must "find" its kennel: the biggest, the biggest, the smaller, the smallest, the smallest.

"Wrap your finger."

Each child has a picture of a pet on the table. Children circle the depicted animals along the contour with their index finger.

I'll take a picture and circle the dog.

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

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

I am a horse, I ride

I knock with my hooves:

Tsok-tsok, tsok-tsok,

You jump, jump, skate!

Development of coherent speech

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

“There was a fight between a bug and a cat. The cat began to eat, and the Bug came. Cat Bug with a paw by the nose. Bug a cat by the tail. Cat Bug in the eye. Bug a cat by the neck. Aunt walked past, carried a bucket of water and began to pour water on the cat and the Beetle.

sensory development

"Make a picture."Compilation of split pictures from four parts.

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

You look carefully.

And take a picture!

The boys and I played

And we got the pictures!

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

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

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

The cow has a baby:

Bryk-bryk, skok-skok,

And his name is a calf,

And his name is bull.

Development of coherent speech

"Walking in the Forest"Assimilation of the category of the genitive case. Consolidation of children's knowledge on the topic.

A speech therapist with children "goes" to the forest for a walk. The action takes place in the play corner, where toys are placed - animals. It is recommended to stimulate the speech activity of children - children should speak together with a speech therapist.

Here is a fox, it is red, cunning, the fox lives in a hole. Here is a bear, it is big, clumsy, the bear lives in a den. Here is a squirrel, it is small, agile, the squirrel lives on a tree. Here is a hare, it is white, swift, the hare lives under a bush.

The walk in the forest is repeated, the children talk about the animals on their own.

sensory development

"Long or short?"To develop in children the ability to compare two objects of different lengths. Learning antonyms.

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).

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

Development of coherent speech

The story of the fox and the cubs.

“It's a fox. She is red and smart. She has a sharp muzzle, fluffy tail and four fast paws. The fox has cubs. These are her babies. A fox with cubs lives in a hole.

sensory development

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

On the playing field - three "cages" for animals (made of cardboard): large, medium, small. Children "seat" animals (pictures or toys) into cages, correlating them in 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.

"Wrap your finger." Development of fine motor skills and visual-spatial perception.

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

Fizkultminutka-logorhythmics

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

We stomp like a bear:

Top-top-top-top!

We clap like a bear:

Clap-clap-clap-clap!

We raise our paws up

We sit on others.

Development of coherent speech

Retelling of the story by V. Suteev "The Good Duck" based on a series of plot pictures. You can make silhouettes of birds from cardboard.

“Duck with ducklings, chicken with chickens went for a walk. They walked and walked and came to the river. Ducks and ducklings can swim, but hens and chickens can't. What to do? Thought and thought and thought!

They crossed the river in exactly half a minute:

Chicken on a duckling, chicken on a duckling

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

sensory development

"Tell me about the chicken."Development of spatial perception.

“Ahead of the chicken is a head with a beak. Behind - ponytail. In the middle is the body. On the one hand - a wing, on the other hand - also a wing, a chicken has two wings. At the bottom of the chicken - two paws.

The story about the chicken is repeated with the help of questions.

Fizkultminutka-logorhythmics

"Like ours at the gate."Improvisation of movements to the rhythm of the nursery rhyme.

Like ours at the gate

The rooster is pecking at the grain,

The rooster is pecking at the grain,

He calls the chickens.

Development of coherent speech

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

“The dog ate the meat. Two crows have arrived. One crow pecked at 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 exposes on the typesetting canvas first one, then two (three, four, five birds). Children should show as many fingers as there are birds.

"Fix the mistake." Development of spatial perception.

The crow has a tail in front.

The sparrow has a beak at the back.

The owl has paws at the top.

The woodpecker has wings below.

The tit has a tail on the side.

1 Filicheva T. B., Kashe GA. Didactic material for correcting speech deficiencies in preschool children. - M.: Enlightenment, 1989.

Development of coherent speech

Description stories "Cow" and "Hedgehog".

“Cow is a pet. She lives next to a person. The cow benefits him: it gives milk. Sour cream, cheese, butter are made from milk. The cow is big. She has a head, horns, body, tail, four legs. The cow has cubs - small calves. Cow and calves eat grass."

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

sensory development

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

For the game, figures of hedgehogs made of cardboard (large, medium, small), as well as silhouettes of three apples and mushrooms are used. The game is played on the playing field. Children are invited to pick up an apple and a mushroom of a suitable size for each hedgehog. All actions are accompanied by explanations.

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

Who is smaller - a wolf cub or a cow? (The 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 teddy bear? And so on.

Fizkultminutka-logorhythmics

"Like our cat."Improvisation of hand movements in time with the nursery rhyme.

Like our cat

The coat is very good.

Like a cat mustache

amazing beauty,

bold eyes,

The teeth are white.

Development of coherent speech

The speech therapist, together with the children, makes up stories-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 class. Each child, at the request of the speech therapist, must find two toys in the bag and name them without pulling them out of the bag, and then show them to everyone.

I found a matryoshka and a doll.

Fizkultminutka-logorhythmics

Counting under the ball.

A counting rhyme came to visit us,

It is not a pity to tell her.

We taught the counting

And they hit the floor with the ball.

Development of coherent speech

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

sheet of paper (top, bottom, middle, on one side, on the other side); consistent progress report.

“In the middle I drew a house: here is the window, here is the roof, here is the door. On one side is a fence. On the other hand, a tree. Near the tree, I drew a garage. Above - the sun and a bird. Below is grass and a flower.

sensory development

"Let's get a house."Pay attention to the spatial arrangement of the details of the subject.

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

The beginning of a speech therapist (children repeat):

We play with the guys

We assemble the house quickly.

Fizkultminutka-logorhythmics

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

Hammer and ax

We are building a new house.

The house has many floors

Lots of adults and children.

Development of coherent speech

Story based picture"Family".

“This is a house. A family lives here: mom and dad (these are the parents of the children); grandparents (these are the parents of mom and dad); brother and sister (these are the children of mom and dad and grandchildren for grandma and grandpa).

Dad reads the newspaper. Mom sews on a machine. Grandpa fixes the bike. Grandma knits socks. Brother is doing homework. Sister plays with toys. This family is friendly.

sensory development

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

Each child tells how he spent the day off: what he did in the morning, afternoon and evening. A speech pathologist can help if needed.

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

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

Development of coherent speech

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

Here is a truck

Big big!

She is carrying cargo.

She has a body.

Here is the cabin - the driver is in it,

The engine is in front of the car.

The car is spinning

All four wheels.

sensory development

Everyone knows 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 the muscles become stronger and the body more agile and faster.

Why is it necessary to train the tongue, because it has no bones? It is this organ that is the main one for our speech, so it also needs special exercises. The development and strengthening of his muscles allows him to accurately and clearly pronounce all words and sounds, making speech more clear and understandable.

Articulation gymnastics is necessary for children to develop pronunciation skills

Articulation gymnastics - what is it?

Articulatory gymnastics is a set of exercises for the development of the articulatory apparatus - increasing the mobility and development of motor skills of the lips, tongue, cheeks, frenulum, which is required for the correct reproduction of sounds. The purpose of articulatory gymnastics is to work out the movements of all the organs listed above and bring them to the required positions to automatism.

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

Often, speech defects and insufficiently clear diction become an obstacle to the full communication of the child 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 learn to pronounce all sounds correctly, at 5-7 years old it will correct and reduce speech defects.

You can do gymnastics for the tongue 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 articulatory gymnastics with your child on your own, however, you should periodically be examined by a speech therapist, starting from 1.5 - 2 years (see also:). By the age of 4, it is already quite clearly visible what sounds the baby has problems with pronouncing. It happens that at the age of five they go away by themselves, but only a specialist can correctly assess the development of a child’s speech and determine how age-appropriate it is (more details in the article:). It is he who should deal with the correction of the pronunciation of the baby 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 by 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 from the age of 5, is engaged in the elimination of defects, conducting lessons for the development of speech. However, these classes are often not enough, in the presence of pronounced problems, it will be required to regularly perform all the necessary exercises at home.

Exercises should be started in front of a mirror - so the child can observe the movements of the lips and tongue. Unlike adults, in which all movements are performed automatically, the baby needs a visual display of all his actions during classes in order 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 the pronounced sounds.

Adults, pronouncing sounds, do it without thinking about the setting of the tongue, the position of the lips, or breathing. For a child who is just learning their correct pronunciation, all these moments seem rather difficult and obscure. 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 the 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 his house (mouth), where he 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 kids. It is comparable to the role of morning exercises and has a similar effect on the muscles of the face - it strengthens them, improves blood circulation in them, develops mobility and flexibility. Consolidating existing skills and acquiring new ones will allow the daily implementation of the recommended complex, devoting 5 minutes to classes several times a day and repeating each exercise 4 to 8 times.

It is possible that some of the exercises can cause difficulties even for you. In this case, do them together with the child, not embarrassed to admit to him your difficulties. Be patient, and stay 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 classes of 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 - doing 2 - 6 repetitions, for static - linger in the specified position for 3 - 5 seconds. Before each repetition, give the child a little 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 draw a pointed tongue along the upper lip, first in one direction, then in the other direction. During execution, we control the chin - it must remain static.
• "Needle" - we open our mouth and stick out a tense tongue, trying to give it a pointed shape. We fix the position for a few seconds.
• “Swing” - to perform, we open our mouth wide and place a calm tongue on the lower lip, then we raise it to the top, then we lower it down.
• “Kitten laps milk” - open your mouth and stick out your tongue, then make a few lapping movements.
• "Shovel" - to perform this exercise, you need to open your mouth and place a relaxed tongue on your lower lip. We linger in this position for a while.
• "Pendulum" - we open our mouth and stretch our lips in a smile, after which we stick out a pointed tongue and touch its tip alternately to the corners of the lips. 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 from the inside with the tip of the tongue against the teeth from below. We fix the position and slowly close the mouth without relaxing the tongue.
• "Window" - slowly open your mouth, and then close it.
• “Nutlet” - without opening your mouth, we alternately rest with a tense tongue against the walls of the 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, puff out your cheeks and linger in this position.
• "Cup" - we open our mouth, then we place a soft tongue on the lower lip, bend its sides up and slowly raise it in this state to the upper arch.

Examples of exercises to strengthen the tongue

Learning the sounds "s", "ss", "s", "z"

With the correct pronunciation of these sounds, the lips need to be slightly stretched in a smile, so that the teeth are slightly visible, and the tongue rests on the teeth in front, while touching the chewing edges. With this position, a groove is formed along the tongue, when passing through which the inhaled air forms a whistling noise. You can feel its movement by bringing 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 from below behind our teeth and try to whistle.
• “Blowing cotton from the palm of your hand” - we stretch our lips in a smile and place a calm tongue on the lower lip, sticking it out slightly. We take a breath and exhale the air, as if we are trying to blow something away.

Correct pronunciation of the sounds "sh", "g"

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 bowl-shaped notch appears under the tongue, through which air passes as you exhale. You can feel its movement by bringing your hand to your mouth.

Exercise "Delicious jam"

In parallel with the training of the articulatory apparatus, it is necessary to work with the child to identify various hissing and whistling sounds by ear. This can be done in a playful way - for example, an adult pronounces a particular sound, after which he begins to pronounce various words. Hearing 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 how to pronounce these sounds correctly:

• “Delicious jam” - open your mouth, stretch your lips in a smile and run your tongue 2-3 times over your upper lip, licking it.
• “Blow the cotton from the spout” - 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.
• “We put the tongue to sleep” - we have a wide, relaxed tongue on the lower lip.

Learning the sounds "h", "u"

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

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

Exercise is necessary for the sounds: R, R, F, H, W, S, C, T, D, C

When exercising, it is important to keep the tongue and lips relaxed and carefully control the breath, not allowing it to be delayed. We repeat each exercise 3-6 times.

Learning the sounds "l" and "l"

• "Malyar" - slightly open your mouth and stretch your lips in a smile and drive with a tense tongue along the upper arch.
• “The steamer is buzzing” - open your mouth and stretch your lips, as if smiling. We clamp the tip of the tongue with our teeth, exhale and say “s-s-s” - if done correctly, you will hear a sound resembling “l”.
• “Inflate the cheeks” - we clamp the tip of the tongue with our teeth and exhale the air, puffing out our cheeks. If the exercise is performed correctly, then the air should calmly flow around the tongue.

Exercise "Steamboat"

The correct pronunciation of the sound "r"

The pronunciation of this sound most often causes difficulties, because it is tremulous and anterior lingual. Many parents themselves do not always distinguish it from a similar vibrational throat sound. The following exercises will help develop its accurate pronunciation.

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

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

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

Let us consider in more detail the causes of itching in a child and methods of treatment.

Infectious diseases

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

In the treatment of this disease, the main question remains - how to alleviate or reduce itching in chickenpox in children? be carried out in a complex manner, 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 remedy for how to relieve itching with chickenpox in a child is an 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, meningitis.

allergic reactions

Skin itching in a child is one of the manifestations of allergic reactions. According to its manifestation, itching, like rashes, are localized or spread throughout the body. A rash on the feet of a child with itching often appears with allergic urticaria, however, when temperature is added, such a manifestation indicates the infectious nature of the disease.

As a rule, food, drug allergies are accompanied by rashes and itching on any part of the skin, while with contact dermatitis - allergies to perfumes, cosmetics, washing powders, fragrance in diapers are localized at the points of contact with the allergen. Before removing the itching with allergies in a child, it is necessary to find out the cause of such a 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 babies. To eliminate an allergic rash in infants, baths with a decoction of bay leaf 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. With severe allergies, hormonal ointments are used only as directed by a doctor.

When infected with pinworms, itching in the anus in a child is often disturbing, 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 is highly irritating to the skin, causing itching in the baby's bottom. When combing, helminth eggs fall under the nails, and the child is re-infected with helminths.

It should be borne in mind that itching in the anus in a child may have other causes, for example, with dyspepsia, some of the 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 upset.

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

With strong excitement, psychological trauma, or when the child does not perceive the situation, as in an adult, neurological itching may occur, manifested by small tingling in the skin when the nerve endings are irritated. Such nervous scabies can occur on the face, neck, chest, abdomen, arms and hands and disappear without a trace. Before you remove the itching in a child, you need to find out the reason for such a reaction of the nervous system, talk with a child or family psychologist. Sedatives based on valerian, mint, lemon balm will help relieve the overexcitation of the nervous system. Since the reason is in the psychological factor, hormonal ointments should not be used.

diaper rash

The first signs of diaper rash are redness and itching in the groin of a child, as well as in the armpits, under the neck and in the skin folds of the arms and legs. Such a manifestation is associated with the vital activity of conditionally pathogenic microflora in case of non-compliance with the hygiene of the infant. In the folds of the skin, in the absence of air access, these bacteria very quickly increase their population, causing redness, putrid odor and delivering unbearable itching to the baby. To prevent diaper rash, you should follow all the instructions for caring for a child, namely, bathe the baby, dress in natural fabrics, and change the diaper often.

Insect bites

Children are an accessible object for mosquito bites, how to relieve itching in a child so as not to provoke combing of wounds? To do this, children under 2 years of age wipe itchy skin with a solution of soda, you can also make a compress with vinegar solution. If the child is older, bitten by mosquitoes, you can use psilobalm or fenistil-gel, but before you remove the itching with pharmaceutical preparations, you should read the annotation on the package.