SPEECH GAMES AT HOME

Dear Parents!

We bring to your attentiongames that will help your child to make friends with the word, teach how to tell, find interesting words, and activate speech.These games can be interesting and useful to all family members, they do not require a lot of time, they can be played on weekends, on weekdays in the evenings, on the way home from school, on walks.

It is better to develop speech skills in free communication with the child, in creative games. Children who are keen on the concept of the game do not notice that they are learning, although they have to face difficulties in solving problems posed in a playful way. Play actions in games and exercises always include a learning task. The solution to this problem is for every child important condition personal success in the game.

Dictionary activation games:

The game "Who or what can do it?"

The adult names the action, and the child picks up objects. For example, the word goes, the child picks up the girl goes, the boy goes, the cat goes, it snows, etc. Choose the words for the verbs standing, sitting, lying, running, swimming, sleeping, crawling, swinging, flying, swimming, ...

"Guess what it is"

Guessing a generalizing word based on functional features, according to the situation in which the object called by this word is most often found. For instance:

They grow in a garden bed, are used for food (vegetables).

They grow on a tree in the garden, very tasty and sweet.

Moves on roads, on water, on air.

Game "What is for what"

The adult offers to remember where these items are stored.

bread is in the bread box,

sugar - in a sugar bowl,

sweets - in a candy bowl,

soap - in a soap dish,

pepper - in a pepper shaker,

salad - in a salad bowl, soup - in a tureen,

sauce - in a saucepan, etc.

The game "How can you ..."

An adult asks: "How can you play?" The child answers: "Fun, interesting, loud, friendly ..." Other questions: - How can you cry? (Loud, quiet, plaintive, bitter ...) - How can you wash the dishes? (Good, bad, clean, fast ...) - How can you smell? (Nice, tasty, appetizing, tender ...) - How can you be dressed? (Neat, careless, fashionable ...) - How can you look? (Affectionately, evil, attentively ...)

"I treat you"

You suggest remembering tasty words: - Let's remember tasty words and treat each other. The child calls "a tasty word" and "puts" in your palm, then you and so on until you "eat" everything. You can play

"Sour", "salty", "bitter" words.6. "Looking for words"

What words can you take out of borscht? Vinaigrette? Kitchen cabinet? Etc.7. "Describe the subject"

The child takes any object and selects as many words as possible that are suitable for this subject. For example: an apple (which one?) Is red, sour, round, hard, etc.

Speech generalization games:

"Say an extra word"

The adult names the words and invites the child to name the “extra” word, and then explain why this word is “extra”.

- "Superfluous" word among nouns:

doll, sand, whirligig, bucket, ball;

table, wardrobe, carpet, armchair, sofa;

coat, hat, scarf, boots, hat;

plum, apple, tomato, apricot, pear;

wolf, dog, lynx, fox, hare;

horse, cow, deer, ram, pig;

rose, tulip, beans, cornflower, poppy;

winter, April, spring, autumn, summer;

mom, girlfriend, dad, son, grandmother.

- "Superfluous" word among adjectives:

sad, sad, dull, deep;

brave, sonorous, brave, courageous;

yellow, red, strong, green;

weak, brittle, long, fragile;

strong, distant, durable, reliable;

brave, brave, brave, evil, decisive;

deep, shallow, high, light, low.

- "Superfluous" word among verbs:

think, drive, reflect, think;

rushed, listened, rushed, rushed;

came, arrived, ran away, galloped;

came, appeared, looked;

ran out, entered, flew out, jumped out.

Find the tree game (highlighting the signs of trees: general shape, arrangement of branches, color and appearance of the bark)

Consider and learn to talk about trees and shrubs that are found on the way to kindergarten.

Sound Analysis and Synthesis Development Games:

Word Chain game

An adult and a child take turns to name any words.

For example: cat - bus - juice - bush - tank - cabbage - ...

"Come up with a word"

The child must come up with a word for a given sound. For example: to the sound F: beetle, vest, jeans, acorn, etc.

Games for the development of the grammatical structure of speech:

Game "Cheerful Counting"

There are many identical objects around. What can you name? (houses, trees, leaves, puddles, snowdrifts, pillars, windows ..) Let's count them. One brick house, two brick houses, three brick houses, four brick houses, five brick houses, etc. (Every day you can pick up different definitions for one word. For example: a brick house, a tall house, a beautiful house, a multi-storey building, a friend House…)

Game "Make Friends Words"

Leaves fall - falling leaves, snow falls - snowfall, water falls - a waterfall, it flies itself - an airplane, dust sucks - a vacuum cleaner,

The game "I did everything"

Say as if you've already done (done). washed - washed, hangs - hung, dresses - dressed, hides - hid, ironing - stroked, washes - washed draws - painted, writes - wrote, waters - watered, catches - caught, fixes - repaired, paints - painted, cleans - cleaned , builds - built

Game "You go and I go"

You go out and I go out, you go around and I go around, etc. (approach, go in, go ...) You can use the verbs go, fly by analogy.

"Let's make the juice"

“Apple juice (what?) - apple juice; from pears ... (pear); from cherries ... (cherry) "and so on. And then vice versa: orange juice from what?" etc.

"One - many"

“An apple - a lot of things? (apples); Tomato - a lot of things? (tomatoes) ", etc.

"Whose, Whose, Whose"

Formation of possessive adjectives. “Dog ears - (whose ears?) Dog ears; cat's tail - cat's ", etc.8. "Stubborn words"

Tell us that there are “stubborn” words in the world that never change: coffee, dress, cocoa, cinema, piano, subway. “I'm putting on my coat. I walk in a coat. It's warm today, and everyone has put on their coats, ”etc.

Games for the development of coherent speech:

Game "What's What Looks Like"

The child is asked to choose similar words (comparisons)

White snow looks like ... (what?)
Blue ice is like ...

The thick fog looks like ...

Pure rain is like ...

The spider web shining in the sun looks like ...

The day is like ...

Because…
The inclusion of conjunctions and prepositions in speech makes speech smooth, logical, whole. Develop this ability in your child by reasoning and answering questions:

I wash my hands because ...
Why are you going to sleep? etc.

Who (what) was he?

The adult names the child the phenomena, objects, animals, etc., and the child must say who (what) they were before.
The cow was a calf
The butterfly was a caterpillar
The chicken was a chicken and the chicken was an egg
The ice was water, etc.

Game "What do we see in the yard?"

Look out the window with your child. Play the Who Will See More game. List in turn what is visible from your window. Describe everything you see in detail. For example: "I see a house. There is a tree near the house. It is tall and thick, it has many branches, and there are leaves on the branches."

Play with your child as equals, encourage his answers, enjoy successes and small victories! Good luck!

Anna Makarevich
Speech games children

we develop speech by playing

Better to develop speech skills in free communication with the child, in creative games.

Children with a vision games, do not notice that they are learning, although they have to face difficulties in solving problems posed in a playful way.

Play actions in games and exercises always include a learning task. The solution to this problem is an important condition for each child's personal success in the game and his emotional connection with other participants. In addition, by playing with your child, you create an emotional bond, friendly and trusting relationships with your baby.

There are many games that you can play with your baby on the way to kindergarten, on a walk, in transport.

The reason and the subject for speech development children absolutely any object, a natural phenomenon, your usual household chores, actions, mood can become. Children's books and pictures in them, toys and cartoons can provide inexhaustible material.

Use for these activities what your preschooler sees around - at home, on the street, in kindergarten... You can enter into his dictionary the names of not only objects, but also their details and parts. "Here's a car, what does it have?" - "Steering wheel, seats, doors, wheels, engine." - "And what does a tree have?" - "Root, trunk, branches, leaves." By the age of 3-4, children usually have mastered the names of the main colors well, which means that you can introduce them to the shades of these flowers (pink, raspberry, dark green, light brown, etc.).

When you and your child are considering an object, ask him a variety of questions: "What size is it? What color? What is it made of? What is it for?" You can just ask: "What is he like?" So you encourage you to name a variety of signs of objects, help the development of coherent speech.

games

The names of the properties of objects are fixed in word games... Ask baby: "What is high?" - "House, tree, man." - "And which is higher - a tree or a person? Can a person be higher than a tree? When?" Or: "What is wide?" - "River, street, tape." - "And which is wider - a brook or a river?" So children learn to compare, generalize, begin to understand the meaning of abstract words "height", "width", etc.

On a walk, it is useful to conduct a variety of observations of the weather, seasonal changes in nature, plants, birds, animals, people, and transport. All this must be commented on, discussed, drawn up in the form of a conversation. New words unfamiliar to the child should be explained, repeated several times, and the child should be taught to pronounce them clearly.

Here are examples of several games.

"Guess the subject by its parts"

This game can be played in two ways. The first option is using picture cards. For participants games cards with a picture are handed out various subjects- furniture, vegetables, animals, vehicles, etc. The child, without showing his card to other players, and without saying what is drawn, names the parts of the object. The one who is the first to guess what is at stake takes the card for himself and gets one point.

The second option is without cards. Meaning the game remains the same... This option is good because you can play with your child anywhere. For example, on the way to kindergarten, sitting in line to see a doctor, etc. At first glance, everything seems too simple? But in reality, not all children can describe objects.

Try it!

"Guess the subject by the description"

Conditions the games are the same as in the previous one.

But the task is more difficult here. It is necessary not only

find the correct definitions of objects,

but also correctly agree by gender

adjectives and nouns, as well as know such concepts as furniture, vegetables, fruits, insects, domestic and wild animals.

"Steps" (Who gets there faster.)

With this simple games with elements of competition, you can engage with the child to expand his vocabulary, and the development of speech, in general. Players stand side by side, agree on where the finish line will be (at a distance of 8-10 steps)... And they discuss the topic of steps. For example, "Polite Words". Every child can take a step just by using a polite word. We give a minute for reflection and "Start!"

Mothers and their children spend quite a long time in the kitchen. And here you have the opportunity to develop vocabulary, grammar, phrasal speech of the child on the following topics "Family", "Vegetables", "Fruit", "Tableware", Food", "Appliances" and etc.

Tell your son or daughter what the food is called, what dish you are cooking, what actions you take. Do not limit yourself to a primitive everyday vocabulary, offer your child more and more new words. Try to make him remember and repeat them after you.

At the dacha, you open up space for vocabulary and grammatical work on topics "Spring", "Summer", "Autumn", "Plants of the garden", "Flowers", "Trees", "Insects", "Berries" and others. Observations, impressions, speech skills received at the dacha are extremely valuable and visual. They remain in the child's memory for life.

Develop your skills as a speech educator and through a short time you will feel the taste of this exciting work, you will see its fruits.

"Come up with a phrase"

Target. Development of phrasal speech. Correct construction

offers from the lotto "What we do". games... One plot picture is shown. The teacher comes up with a short phrase based on it (of two or three words, then invites children to supplement his phrase with one new word. Each called child lengthens the phrase by one more word. For example, a teacher is talking: Tanya is playing. The child repeats the sentence Tanya plays and adds on the street. The next one repeats the sentence Tanya plays on the street and adds in the sandbox. The one wins, who will come up with the last word to the sentence and pronounce the entire phrase correctly. Short phrases (three to four words) pronounced on one exhalation, and long ones - with a pause after three or four words. When the kids master the rules games, you can invite them to invent and lengthen phrases without pictures.

"Let's talk about Olya and the bunny"

Target: compose a joint narrative text, teach how to finish intonationally sentences of the story according to the scheme that the children will fill out.

Description games... The teacher invites you to tell about Olya: “Once Olya. (I woke up, did my exercises and decided to go to the forest)... She. (invited brother Kolya for a walk)... The children took with them. (balls, jumping ropes)... In the clearing. (they saw a bunny that. (so scared I couldn't move)... And suddenly. (the hare ran away from the guys)... And Olya and Kolya. (it became a lot of fun)».

"Add a word"

Target: match verbs for

end of action.

The adult names the beginning of the action, and the child names its continuation and ending: - Olya woke up and. (began to wash).- Kolya got dressed and. (ran for a walk).- He froze and. (went home).- They began to play. (with a bunny).- The bunny was frightened. and (ran, hid)- The girl was offended and. (left, cried) In such games, one should pay attention to the intonation of the completeness of the sentence. Children should be given a variety of storytelling schemes. First you need to teach children build a statement consisting of three sentences ( “Go bunny. There he met. They became." and then increase their number. When composing such stories, it is necessary to allow children to feel the intonation of the first, central and final sentences - this is important when developing the ability to build even a text from three sentences.

In the joint storytelling of the educator and the child, the teacher takes on the planning function. He sets the scheme of the statement, and the child fills this scheme with different content. You can also include the dialogues of the characters in the narratives, while it is very important to correctly convey the intonation of the question, answer, exclamation, statement. After drawing up a joint story, the adult clarifies the characteristics and actions of the characters and invites the child to tell again, but on his own. Self-storytelling is best summed up children in a dramatization game based on familiar fairy tales ( "The wolf and the kids", "Masha and the Bear", "Zayushkina hut"); prompting a certain sequence of narration or description, you can include elements of description in the text of the narration, suggest the necessary means of communication between phrases, as well as intonation.

"Who will see and name more"

Target: highlight and label external

signs of the subject.

Description games... Adult and child examine

a doll, are called items of clothing and appearance (eyes, hair)... Then the bunny comes. They say he has a gray (soft, fluffy) fur coat, long ears, in one word you can to tell: the hare is long. uhiy (long-eared)... And the hare has a tail. (short, which means he has a short-tailed. The cat is smooth, fluffy, her paws are white, which means she is. white-footed. For correct answers, the doll gives the child flags (ribbons, rings from the pyramid).

"What confused Buratino?"

Target: find errors in the description and correct them.

Description games... Buratino comes to visit the child with his friend duckling. Talking about his friend, Buratino makes mistakes and makes inaccuracies in the description, For example: "The duck has a blue beak and small paws, he screams "meow!". "The hare has small ears, it is green". "The cat has a thorny coat"... The child corrects inaccuracies.

"Compare the cubs"

Target: learn to distinguish between objects (toys) by characteristic features.

An adult suggests considering two cubs differently. coloration: one black and large, the other brown and small. - Name who it is and how they differ. One bear is big, it's black. - How can you name it so that you can see that it is black? (Blackie.) What can he do? (Growl, eat raspberries, honey, run.)- How to name another bear so that it is clear that it is small? (Baby.)

Anna Samoilovich
Educational games for the development of all aspects of speech in preschool children

It is known that in the game the assimilation of knowledge is much more successful,

than in the classroom. Child enthralled by an attractive design

crowbar, as if not noticing that he is learning. At the heart of developing games are based on the combination of elements games and exercises, a gradual transition from fun games to educational and cognitive activities.

In such games, the child's mental activity increases, thinking and speech develops... Speech and thinking, these two most important mental processes are inextricably linked with each other. Educational games contribute to the removal of children feelings of stiffness, overcoming shyness, development of the logic of thinking, speech and general initiative, eccentricity of thinking.

For children's speech development, for example, to practice the correct use of the genitive endings (in the name of vegetables, fruits, berries, I use the game of attention "What's gone?" The child closes his eyes, and I remove two pears from the basket. Child guesses: "There are no pears (plums, apples.).

To exercise children in the correct pronunciation of adjectives with a noun and expand semantic meaning words, we use the game "What can be ... narrow (wide, liquid, soft, hot, etc.) This game can be played in a circle with a ball. The teacher asks a question and throws the ball to the child, who catches the ball, answers the question and throws the ball back. The teacher throws the ball to the next one. In a circle with a ball we spend a lot educational games... So to expand the vocabulary and get acquainted with generalizing words, I use the following games:

"Edible - not edible" ;

"Flies, does not fly" ;

"Tasty words" ;

"What can you ride?" ;

"Whose Leaves?"(willow-willow, oak-oak);

For example, the game "Feed the animal",I am say: "Cat", the child who caught the ball, answers: "Milk"(meat, bread, etc., until the chain breaks. The child in front of whom the chain breaks goes to the center of the circle and calls another animal - the game continues.

I use a ball game to expand my vocabulary "Animals and their cubs» (The teacher calls the child animal cub) To consolidate the articulation of sounds and to isolate the sound in a word by ear (at the beginning of a word, in the middle, at the end) use ball games(and without): "Think of a word that starts with a sound.";

"Think a word that ends in a sound." ;

“Come up with a word with sound. (w, f)» .

I also use games for developing language flair who teach to pick up rhyming the words:

"Find Similar Words" A child in the center of the circle calls out a word and throws the ball, another catches, says a similar word, throws the ball back (bow-beetle, jackdaw-stick, cat-horse) ;

"Find yourself a mate".The child in the center of the circle says a word, someone from children(who will come up with faster) calls the word rhyming with it (titmouse) and becomes a pair with the first child, and throws the ball to any other child, who, in turn, calls a new word. The game continues until everyone is in pairs and the third extra is left. You can then play an outdoor game "Third wheel".

To teach children select antonyms for the word (opposite words in meaning, play the game "The word is reversed"(The teacher in the center of the circle with the ball is talking: "Black"-and throws the ball to the child, he should answer: "White"-and throw the ball back (soft-hard, cold-hot, etc.) To put into speech children generalizing words I use the game "The fourth extra".Here it is not necessary to achieve detailed explanation if the inference is made correctly (rose, chair, tulip, chamomile; \ hammer, screwdriver, spoon, pliers).

In his work with children for speech development, I use games according to the TRIZ system... The game "How are they similar and how are they different?" For example, we considered chicken and partridge. We split into two teams. Children named several signs than similar:

both chickens, both birds, begin with "Ku", have a beak, two legs, wings, feathers, a tail, hatch from an egg;

and how are they different:

wild home

does not fly

there is no home there is a home

no scallop eat scallop

no chicken eggs in the store

The game "Good bad".It's raining. What well? and what is bad?

Children learn to make complex sentences, imagination develops, the dictionary is expanding children... When it rains (flowers grow well, trees are clean and green, mushrooms grow, no need to water the garden). What is bad? If it rains, then (it's muddy outside, it's cloudy, you can't walk, the animals are cold and uncomfortable in the forest, but Misha T. objected“What if it's hot outside? Then, on the contrary, they feel good, they swim. ") Children learn to reflect.

Very useful for children's speech development games with pictures with plot development of action,or "Stories in pictures", which are often printed in children's picture magazines. And also pictures-riddles like "What changed?", Find the Differences.

Educational games can be short-term and longer (10-15 min.), can be planned in advance, or they can arise spontaneously, the teacher should have a flair for "moment".

In order for children to learn to ask questions correctly, as well as to correctly use definitions and adjectives with a noun, we use the following games like: "Guess what is this?"-children name objects according to the description of an adult (like a riddle);the game "Think an object"-the child thinks of an object and describes all its signs, what it is, what it is made of, children guess; game "Well no"- the leader thinks a word, for example, a kitten, children ask questions, trying to guess what it is (e.g., is it alive, meows, eats a carrot, is it fluffy? etc.).The presenter has the right to answer only "Yes" or "Not".Direct questions "Is this a kitten?" not allowed.

For the development of coherent speech, we use funny games... For example, I say children: “Today a bear came to you instead of a teacher, obey him! The role of a bear is played by a child. He does not know how to put on a coat, a hat, or does not know how to eat at the table. It does everything the other way around. Children tell him how to do it. The game - "Reification"- the living is endowed with the properties of the non-living. For example, I say children: “Imagine that you are icicle people, made of ice. Sasha T. Is talking: "Then I will live in the refrigerator.".Katya S. Corrects: “We need to build a large refrigerator-house. Katia continues: "We'll eat snow with sugar, we'll get ice cream"... The game "Snowball"-children learn to come up with adjectives and definitions for a noun. The guys stand in a circle, the leader calls the word, the next player repeats the word and names more words related to it. The word is overgrown with new words, like a snowball. The one wins after which no one else can add.

In Game "Beast, bird, fable" children come up with fables, exercise in coming up with names for animals and birds. Children stand in a circle. All in chorus say "Beast, bird, fable", repeat several times and clap their hands. The host speaks unexpectedly "stop" and indicates any player. If the game is interrupted by a word "the beast", the child calls any animal, in the word "bird"-bird, in the word "Fable" comes up with something that doesn't happen (the crocodile flies, pisa sits on a birch, etc.) You cannot repeat what was said earlier.

In a puzzle game with pantomime "Where have you been, what have you seen?" children, standing in a circle, agree that they will act as a pantomime (they eat, fly on an airplane, sew, knit, put on a hat, swim, etc.). turning away from the side(do not spy or eavesdrop) When the children call him, he approaches, greets the children and asks: "Where have you been, what have you seen?" Children answer: "Where we were, we will not tell, but what we did, we will show". The child guesses and explains in words where the children were and what they did. In this game, children learn to convey their impressions of various life situations through coherent speech and expressive movements.

For development of coherent speech in children I use a method like composing fairy tales. To do this, we use different techniques, for example, flannelegraph or carpet and a set of pictures based on fairy tales. So, taking a set of pictures for a fairy tale "Zayushkina hut", brothers Dima B. and Seryozha B. composed a new fairy tale: “The dog met the bear, then they went to visit the bunny, and the bunny already had a cockerel as a guest. The bunny called him to mow the grass for the winter. ”All the children really liked new tale... I also encourage children draw funny confusion pictures and explain their content, compose fairy tales from blots. When composing stories, fairy tales, we use the game "Track" It is also called a mnemonic track. Mnemonics are a collection of techniques that make memorization easier. Each child receives a set of geometric shapes. I'm telling a fairy tale, for example "Kolobok".Which -

any word is conventionally denoted by a figure. "Baba swept the barn, sous

I scraped my sekam, scooped up a handful of flour ”- put a triangle on the table. "I kneaded the dough, made a bun"-we lay out the circle. "I put it in the oven"-rectangle. "Bake a bun, put it on the window to cool"-rhombus. The rascal cat came at the end and scattered "Track" from geometric shapes. Children are happy to restore "Track" accompanying the story of a fairy tale. A poem can also be recited according to the scheme.

To carry out work on the development of complex sentences by children, we use games"The Magicians" or "If I were a wizard, president".

For children's speech development I also use such a game as "The game of "cards" A deck of 12-20 cards is made, which depict characters from a fairy tale (pictures from magazines, postcards, old shabby books can be used). The actions of fairy-tale heroes can be depicted symbolically - schematically by a mnemonic path. The children are given cards and they tell the tale from the cards.

More for development of coherent speech of children In my work, I use the composition of small fairy tales by children and endings to familiar fairy tales. The book by L.B. Fesyukova helps us a lot in solving this problem. "Raising a fairy tale".For speech development thinking is an irreplaceable material. Children learn to come up with a new ending to fairy tales. For example, in a fairy tale "Spikelet" the children figured out how the Krut and Vert mice recovered, began to help the cockerel, sowed grains from a spikelet and grew a field of wheat. They built a bakery and began to bake bread. Katya M. came up with the idea that they opened their own store and began to sell bread to all the animals. Ira K. doubted: "But the animals have no money?" Resourceful Denis A. invented: “And they changed. The squirrel exchanged bread for nuts, hares for carrots and cabbage, a bear for honey. ”Everyone liked the tale. The children chatted so easily that ideas from all came in an unimaginable amount. Particle helps us create new fairy tales "not", or in another way we call "Perivirie" fairy tales. For example, in the same tale "Spikelet": “And he found a cockerel ... not a spikelet, but what (children suggest, I help you choose a more interesting option).Decided: "Found a sunflower seed". Have composed farther: “We planted a seed in the ground, a sunflower grew, there were a lot of seeds, they made sunflower oil, halva, kazinaki sweets. So a fairy tale "Spikelet" changed in a new direction. If children are at a loss, it is worth giving them an interesting idea, leading questions, prompting thought. We also come up with fairy tales about our favorite toy, fairy tales from a rhyme, fairy tales from "Alive" drops and blots, a tracing-paper fairy tale (according to a familiar fairy tale, as according to a scheme, a new fairy tale.

Over time, in the preparatory group, children began to compose their own fairy tales. I wrote down the most interesting ones. I present some of them to your attention.

Yana Ovcharova « Magic flower» (subgr.)

Once upon a time there was a little bunny. Once he and dad went for mushrooms and berries. They walked through the forest and saw a large oak tree, and next to large beautiful flowers... The bunny has never seen such beautiful flowers. He picked one flower and put it in a basket to give it to mom later. But then a wolf came out from behind the oak. Bunny and his dad ran aimlessly. A bunny ran, ran and got lost. Then he saw a squirrel on a tree and asked: "Squirrel, squirrel, you are sitting high, looking away, help me find my house." And the squirrel saw his house and suggested where to go. The bunny got home, but dad is not. The bunny and mom thought that dad was eaten by a wolf. And dad, when he was running away from the wolf, fell into a deep hole and could not get out of it. The bunny and mother were very sad. The bunny took out a flower from a basket, which he plucked near an oak tree and put it in a vase. One petal came off, my mother picked it up and at this time thought: "I wish dad would come back now".And as soon as she thought, dad was immediately at home. Then the hare realized that the flower was magic! The flower still has seven petals. Then mom gave two petals to dad, two to herself, two to the hare and one they had in reserve, they dried it in a book. Mom made a dream wish: so that they have a daughter, so that they have a big beautiful house. Dad made a plan: so that he has a car, the second is to have a rest to go to the sea. Bunny made a plan: so that he has many friends and that no one offends him in the forest, neither the wolf, nor the fox. All their wishes were fulfilled. And they began to live amicably and merrily.

Denis Rudakov (subgr.)

"Leonardo".

Once upon a time there was a turtle boy. His name was Leonardo. A turtle swam out of the water onto the shore, then a crab crawled up to it and wanted to pinch it, but broke its left claw on its shell, but he was stubborn and decided to pinch its paw again, but she hid its head, paws and tail under the shell, and the crab broke its second claw and ran to complain to its mother. And Leonardo's turtle swam into the sea again. There he became friends with sea ​​urchin... He rolled the hedgehog on his back. When the hedgehog climbed off the turtle, several needles fell from it onto the shell and they stuck. Leonardo has become like a hedgehog. only he had few needles. A jellyfish wanted to sting him, but got on the needles and swam away, the shark also wanted to grab him, but also pricked and swam away. Leonardo swam like this for a long time until he grew up, and his needles gradually fell away. Leonardo swam ashore, where he saw the tortoise Tortilla. They merried. They had children: the boys Donatelo and Raphael and the girl Mequilangelo. Their last name was Ninja.

Skubakova Alina (6 years old, preparatory group)

"Naughty butterflies"

Once upon a time there were two butterflies. Mom did not allow them to fly far from home. But they did not obey their mother and flew to look for a flower meadow. We flew, flew and got lost. They met the Elephant and asked if he knew where the flower meadow was, but the elephant did not. Then they met a bee, the bee knew and showed them the way. They made friends with the bee. The bee invited them to her place. They agreed, but when they went to her hive, one butterfly stuck to the honey and began to cry. Another butterfly and a bee, no matter how hard they tried, could not get it out of there. Another butterfly flew to call for help. She again saw the Elephant and asked him to help. The elephant blew with its trunk, and pulled the butterfly out of the honey, it was marsh from this that its wing was slightly crumpled and it could not fly. Then the Elephant put her on his back and took the butterflies home. Butterflies said Elephant: "Thank you", and since then they have always obeyed my mother, lived well and made good money.

"The Adventures of Chippolino and Kolobok"

Borisov Vanya (6 years old, preparatory group)

The gingerbread man rolled along the path and met Chippolino. They became friends. Then they decided to do

yourself houses. Gingerbread man made himself a house from butter, and Chippolino from onions. And when someone came to visit Chippolino, he began to sneeze, and the one who came to Kolobok smeared himself in oil. Once the gingerbread man rolled and walked and met a wolf, the wolf wanted to eat him. Then Kolobok shouted and called Chippolino for help. Chippolino came running right away and would sprinkle a bow right in the wolf's eyes. The wolf grimaced and ran away. Once Chippolino and Kolobok were hungry, but a fairy-sorceress lived not far from them, she decided to help them. The fairy made it so that it began to rain from sausages. Gingerbread man and Chippolino ate sausages, but there were still so many of them! Then they sold all the sausages and bought themselves a machine for making chocolate. They made a TV out of chocolate, a house and everything, everything ... They began to eat chocolate and ate everything. Then they decided to change the body, the Fairy helped them. And then Kolobok became a little man, and Chippolino became an onion. That's the end of the fairy tale, but who listened well.

Lizina Masha (6 years old, preparatory group)

"Three magic houses"

Baba Yaga lived in the forest. She had a black house, it was dirty and one evil. In the forest there were two more magic houses, one gray - it was also dusty, but it was so average, it had both good and evil) and another house, all white, it had one good. Once Baba Yaga went for a walk and came across white house... Looks, beautiful grows near the house snowdrops: "Ugh, what a disgusting"- said Baba Yaga and spat on the flowers. They immediately dried up. I went further, there, too, different beautiful flowers grow, she again: "Fu, what an abomination" Everything was so beautiful and clean in the house, but Baba Yaga did not like anything. Angry, she ran home. Baba Yaga lived with a cat, he was fat, overweight. The cat was sitting at the door, Baba Yaga, out of anger, kicked the door so hard that she nailed the cat with the door. The cat seems to be stacking on the wall. Baba Yaga knocked her fist on the table out of anger, the dust rose in a column, Baba Yaga sneezed from the dust so that all the dirty pots fell on her head. One pan was put on Baba Yaga right on the head, and the other fell on the cat. The cat took offense at Baba Yaga and left home. And Baba Yaga could not remove the pan from her head, so she walked with it on her head instead of a hat for a whole week.

The cat walked, walked and came across a gray house The cat settled in this house and began to tidy everything up there, put things in order. Then the gray house turned white and all evil fled from it.

And Baba Yaga, at last, took the pot off her head and went to look for the cat. She left the mortar and broom at home, but she took with her a magic ball. He rolled over the mountains, and Baba Yaga ran after him at a jump. The ball fell into the hole, and Baba Yaga scattered and fell right on him. Glomerulus like scream: "What a stone fell on me! Help! Save!", - as it jumps out, as it jumps and rolls down the mountain. Rolled, rolled and ended up in the village to the people. And there a girl knitted socks out of it alone. If anyone wore those socks, then they ran fast, fast, faster than athletes, and they could never get lost, socks always brought them home.

And Baba Yaga got up, chewed, chewed and went home. Baba Yaga returned to her home and she was bored without a cat. She called the geese- swans: “Fly to distant lands, bring me good mood» There were no geese for a long time, but they flew in and brought Baba Yaga a good mood. She toasted it and quickly swallowed it, and cheered up, became kinder and, suddenly, saw how disgusting her hut, all dirty. Then she remembered about the white hut and went to look for it, but did not find it. But I found another hut, also white, where the cat lived. Baba Yaga was so delighted! She asked the cat for forgiveness and they began to live with the cat again together in his hut. And everyone who accidentally got to them was helped.

Often, parents believe that there is no need to think about the development of the child's speech if obvious defects in pronunciation do not appear (the child lisps or does not speak at all). However, many problems in the future can be avoided, and the child's literate and clear speech can be formed if you start paying attention to the development of speech as early as possible throughout the entire period (and, and in a year, and in two, and in three ...).

Speech development is not at all working on individual disturbed sounds or on expanding vocabulary, as is commonly thought. The formation of speech depends on the activity of so many areas of the brain, so you need to work in all directions: develop fine motor skills, enrich sensory experience, work on articulation, breathing, increase vocabulary, and much more.

I have already written more than once about games that contribute to the development of speech in 1-2 years. In this article I would like to bring everything together, as well as publish many more useful exercises for articulation and breathing exercises and not only.

So, games and exercises for the development of speech:

1. Finger and gesture games

Scientists have found that in the brain, the nerve centers responsible for the movements of the fingers and hands are in close proximity to the areas of the brain responsible for the development of speech. Therefore, it is simply necessary to promote the active actions of the baby's fingers and hands. Wonderful assistants in this matter - finger games, I have already written about them more than once, full list interesting finger and gesture games sorted by age can be found here:

In addition to funny rhymes, it is very useful to learn simple gestures with your baby between times, for example:

• To the question "How old are you?" showing the index finger - "1 year old";
• We threaten with our index finger "Ay-ay-ay";
• Show "yes", "no" by moving your head;
• Show "thank you" with a nod of the head;

To the question "How are you?" showing the thumb - "Vo!" ("Fine!")

• We depict how the bear walks (feet shoulder-width apart, trample from foot to foot);
• We depict how a bunny is jumping (hands in front of the chest, hands are lowered, we jump);
• We depict how the chanterelle walks (wagging the booty);
• We depict a wolf snapping its teeth (we open and close our mouth wide, snapping our teeth);
• We depict how a butterfly flies (wave our hands, run around the room);
• We depict how the plane flies (hands motionless to the sides, we run around the room);
• We depict how the duck walks (we move on their haunches).
• Closer to the age of two, we begin to learn a new answer to the question "How old are you?" and we train to show the index and middle fingers at the same time - "2 years old". The same finger figure can be called "Bunny"

2. Sensory games for the development of fine motor skills

Full list of development games fine motor skills can be found here:

3. Articulation exercises

One of the very first and very useful articulation exercises that a one-year-old baby can handle is blowing. Tasya learned how to blow at 1 year 3 months, and a candle helped us in this. As soon as they got used to the candle, it began to turn out to blow into the pipe, and bubble inflate. So, on what you can learn the skill of blowing:

Blow out the candle;

Blowing a pipe;

Blow through a straw into a glass of water to make the water gurgle;

Inflate soap bubbles;

Blow on a rope tied paper butterfly to take off;

Blow off small pieces of paper laid out on a plate.

Here are some other articulatory exercises you can practice (from about 1.5 years old, something, perhaps, will be obtained earlier):

• "Hide and Seek". First, we show our tongue - we stick it out as far as possible, then we hide it, so we repeat it several times.
• "Watch". We move the tongue from side to side - left-right.
• "House". We declare that the baby's mouth is home. Mom gently taps her finger on the cheek: "Knock-knock" - and the baby's mouth opens. We say: "Bye! Bye! ”, And the mouth closes.
• "Yummy". We open our mouth and lick ourselves: first, we hold our tongue along upper lip, then along the bottom.
• "Balloon". We inflate our cheeks and burst them with our fingers;

• "Fence". We show our teeth ("grinning") and say that the tongue is hidden behind the fence.
• "We brush our teeth." Show the teeth again, then slide the tip of the tongue first along the upper teeth, then along the lower ones.
• "Horse". We "clatter" the tongue like horses.

"They got it out." We stand together in front of the mirror and begin to vague: smile broadly, frown, stretch out our lips.

4. The game "Who lives in the house"

In my opinion, play is a great way to encourage a child to make simple sounds. In addition, a surprise moment in it raises the baby's interest. So, in advance we put in a bag or box several plot toys (animals, dolls, etc.) that are well known to the baby. Then we ask “Who lives in the house?” Several times, catching up with intrigue. When the child is really interested, we take out the first character and speak together (and later the kid does it himself), for example, "Cow" or "Mu-mu", depending on what stage the child is at. So in turn we get all the hidden toys.

5. Poems prompting the pronunciation of sounds and words

This is my favorite. Tasya and I just adored these rhymes, my daughter tried her best to repeat after me simple words... The text in the verses is chosen so that it motivates the child to talk. Even if the child at first does not repeat anything after you, this does not mean that the poetry is useless. It is worth returning to them periodically, and the baby will definitely start trying to repeat simple words and onomatopoeia.

How do we go for a walk? Top top!

How do we close the door? Clap!

Cat to us from the porch: Jump!

Sparrows: Chick-chirp!

The cat is happy with the birds: Murr!

The sparrows took off: Furr!

Next legs: Top-top!

And now the wicket: Clap!

How does the grass make noise? Sh-sh-sh!

Who is diving in the grass? Mouse!

A bee on the flower: Zhu-zhu!

Wind leaves: Shu-shu!

Stream in trickles: Trin-bullshit!

Hello bright summer day!

A cow was grazing in the meadow: Moo, moo.

The striped bumblebee flew: Z-z-z, z-z-z.

The summer breeze blew: F-f-f, f-f-f.

The bell rang: Ding, ding, ding.

A grasshopper chirped in the grass: Tr-rr, tts-s-s.

A prickly hedgehog ran through: Pkh-pkh-nkh.

The little bird sang: Til-l, til-l.

And the angry beetle hummed: W-w-w, w-w-w.

In the book «» (Ozon, Maze, My-shop) you can find many similar rhymes, although mostly they are a little more complicated than these two, but reading them will also have a very beneficial effect on the development of the child's speech.

6. Respiratory gymnastics

(from about 1.5 years old)

The wheel burst. First, we clasp our hands in a circle in front of us, depicting a wheel. Then, as we exhale, we begin to slowly cross our arms (so that the right hand lies on the left shoulder and vice versa) and say "shhhh" - the wheel is deflated.

• Pump. Next, we suggest that the child pump up the deflated wheel. We clench our hands in front of the chest into fists, as if we are holding a pump. We bend forward and lower our hands down, accompanying our actions with the sound "s-s-s", we repeat several times.
• Loud quiet. We pronounce a sound loudly and softly. For example, at first we pretend to be big bears and say "Uh-uh", then as small bears and say the same thing, just quietly.
• Woodcutter. First, we put our hands together (as if we were holding an ax) and raise them up. Then we sharply lower them down, bending over and saying "wow." We repeat several times.
• Wizard ... First, we wave our hands and hold them at the top. Then we gradually lower it, pronouncing the syllables: "M-m-m-a", "M-m-m-o", "M-m-m-y", "M-m-m-s".

7. Reading books

During reading, it is advisable to constantly use the questions "What is this?", "Who is this?" (even if you have to answer them for the first time), the questions activate the mental detail of the baby, encourage him to talk.

8. Role-playing games

Role-playing game is a very fertile environment for the development of speech. During the game, the child develops natural need to say something: you need to somehow name the main characters of the game and their actions, express your thoughts and feelings.

Details on how to play role-playing games with a child of 1-2 years old, read.

9. Viewing Doman's cards or other material that expands the horizons of the child

On this I will round off. Wish you interesting activities with the baby!

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Speech games for children 5 - 9 years old. Methodical development

The role of speech games in the musical development of a child

Shadrina Elena Dmitrievna, musical director
Place of work: MBDOU kindergarten of combined type No. 4 "Fairy Tale", Seltso Bryansk region
Target: development of musical and speech creativity of children.
Tasks:
1. Correctional: to develop the articulatory apparatus, the properties of the voice (pitch, tempo, dynamics, rhythm);
2. Wellness: develop muscle sense (the ability to relieve emotional and physical stress);
3. Educational: teach speech, singing skills;
4. Developing: develop attention, memory;
5. Educational: to bring up a general musical, speech culture;
Material description: speech games are intended for older children, preparatory groups kindergarten, pupils primary school and for children studying in a music and choir school. This material will be of interest to music directors, educators, teachers primary grades, teachers of additional education working in the field of music, parents.
If you don't see immediate results-
good or bad, be patient and watch.
Deepak Chopra

Childhood- this is a special peace that remains in the soul of a person for life, if joy and happiness reign in it to be oneself.
Preschool childhood is the most favorable period for the development of speech. During the period of its formation, the speech of young children is always distinguished by the shortcomings of sound pronunciation. The reason may be insufficient formation of speech, phonemic hearing, the ability to perceive by ear and accurately differentiate all sounds of speech. It is very important that the speech environment is complete. The upbringing of clear speech in preschool children is a task of great social significance and seriousness that teachers and parents should be aware of. V preschool age producing calm and fluent speech is difficult, and the leadership of music is critical. The ease with which the child perceives music, the ability to cognize its content and the simplest means of its expressiveness facilitate the task of forming and correcting speech.
For the musical development of children, it is necessary to include speech development classes in music lessons; create special conditions in Everyday life children who include games with words and music; conduct individual lessons. The world of fantasy and invention in children is associated with play. Speech play, according to the psychologist G.S. Tarasov, is the emotional immediacy of motives, striving for a goal, and the assimilation of new things. The personality of the child is born in it. The development of the child depends on the conditions of upbringing and education in kindergarten and family. Healthy children have the potential to mental development... The task of teachers, speech therapists, music directors and parents is to contribute to the full development of children. If the harmony of this development is disturbed, then on the part of adults, the child should be provided with the opportunity to become a comprehensively developed person, using different paths, and above all, speech play.
According to O. Gazman, children have three goals in play. The first goal is to enjoy the game "I Want". The second is to follow the rules of the "Must" game. The third goal is the creative fulfillment of the game task "I can". Thus, the main mechanism of the game "I want! I must! I can!" Is taking shape, which affects the personality of the child and the process of forming his functions of self-regulation and self-control.
In the immediate educational activities games are of a developmental nature and are guidelines for the acquisition of intellectual skills by children, sensory abilities, the development of cooperation skills, effective interaction based on cognitive interests. The impact of musical accompaniment of speech play on the child's body can be considered in three aspects.
The first - physiological, is associated with the research of V. Bekhterev, I. Sechenov, which revealed the positive influence of music on various human systems.
The second is psychological, music, influencing the emotional and personal sphere of the child, corrects cognitive, mental, and communicative disorders.
The third is pedagogical. Through music, the child is brought up the ability to perceive reality aesthetically and acquire social experience for creative, constructive life.
In speech games, children master the means of artistic expression characteristic of speech music - rhythm, dynamics, tempo, pitch.
The introduction of play into the pedagogical process of musical education puts forward special requirements for the teacher - the musician. He must know the music well and be aware of the inherent playfulness, it is necessary to master various approaches and techniques that make up the basis of pedagogical play.
Music and speech have the most basic common start- sound. Sound is an expression of meaning; speech of some idea becomes the content of music.
The child's voice, if desired and under favorable conditions, can become a musical instrument.
Speech games help to foster interest in the environment, stimulates the cognitive activity of preschoolers, play relieves stress, children who are keen on playing increase the ability to involuntary attention, sharpen their observation.
Speech games, in entertaining activities (music) can be accompanied by movements, sounding gestures (claps, taps, clicks). The texts selected for speech games should be simple, appropriate for the age of preschoolers, easy to remember. These are samples of the oral folk art- songs, jokes, nursery rhymes, rhymes, teasers, lullabies. The famous musicologist M.T. Kharlap wrote that "between speech and music there is a stage of babbling - rhythmic play with sound. This rhythmic structure is a prerequisite for the formation of music." Speech exercises have great value in the development of a sense of rhythm. The rhythm of the music in combination with recitation is easier for children to learn. Supporting the text with music or movement contributes to better memorization, more emotional reproduction. Gestures, plasticity, facial expressions in speech play turn it into a theatrical scene, allow children to improvise, to reveal their creative and acting potential.
One of the types of speech games used in music lessons is rhythm declaration. This is the rhythmic pronunciation of text against the background of sounding music. For example, a nursery rhyme about a bunny should not be pronounced accompanied by slow speech in low register. Conversely, the jump-like movement of high sounds will not suit the image of a bear.
Patter is a speech exercise that helps you master the correct pronunciation of a particular sound. How to make repeated utterances short text has become an exciting, interesting game for children? children are driven by interest: what seemed interesting to them is what they play. There is such a tongue twister:
"Sasha walked along the highway and sucked drying." The text does not need to be said over and over again. This is of little interest for children. Therefore, we start a game: we send Sasha with drying ... in the cold winter. Poor Sasha walks along the highway, sucks drying and freezes: we pronounce the text in a voice trembling from the cold, shivering chilly. Now let's fast forward to the hot summer. The same poor Sasha is walking, but already ... languishing from the heat: we speak slowly, fanning ourselves with our hand.
Thus, playing with a tongue twister is good: we acquaint children with small forms of oral folk art, with the work of modern children's poets who write tongue twisters, we ourselves can practice their writing with the children. Develop their interest and need for speech creativity.
Speech games and exercises serve effective remedy development of intonational sound components of musical ear. Speech exercises are an affordable means of developing the prerequisites for improvising.
An increase in the general culture of a person is impossible without the development of a culture of speech, since cultural norms and everything that regulates human behavior are given through language and verbal communication. The richer and more correct the child's speech, the wider the opportunities to cognize reality, the more complete will be his relationship with children and adults.
The game "Repeat softly, loudly"- the children of each team take turns speaking the sentences quietly, and the other team loudly and vice versa.
Exercise "Sawers"

Objective: the exact combination of speech and movement, the development of tempo and rhythm. Performing movements in the rhythm of music.
Starting position: children stand in pairs, facing each other. Hands are kept crossed, outstretched in front of you. One leg is out in front, the other back.
-Sawed saw,
Buzzed like a bee (move hands back and forth)
Sawed off a piece, ran into a twig (imitating a wood saw)
Burst and got up (let go of throwing hands down)
Start over (swap places with each other on the run)
The game "Sun"

Tasks: exact correspondence of movements to the tempo of speech. Distinguish musical phrases, perform smooth hand movements in combination with singing.
The sun rises early (they raise their hands smoothly up in front of them)
Flower opens (open arms above head)
The sun is shining from a height (gently shake hands above the head)
Flowers bloom (gently lower their hands over the sides)
Game "Dance"
Game for the development of fine motor skills, dynamic hearing, consolidation of sound pronunciation.
Bees lead a round dance (alternate contact of the fingertips of both hands against each other)
Zzz ... Zzz.
The cat hit the drum (rhythmic beats of the finger on the finger, like on a drum)
Tram-there-there, tram-there - there.
The mice began to dance tra-la-la, tra-la-la (blows to the knees)
So that the ground shook (rhythmic knee slaps)
The whole land (alternate tributaries with both feet).
Game "bug"

We will buzz a little F-F-F (children fly around the hall and buzz)
We will sit on the flowers: Press-Press (stand slightly squatting "the bug is swinging on the flower)
Everywhere bright flowers how much beauty is everywhere! (spread their arms to the sides)
And now we have to go! (stroking tummies)
For lunch we have bark: Yum-Yum (actively pronounce syllables, as if chewing)
Warm day, it's so good
How good, how good! (raise their hands to the sides, shake them)
You will involuntarily start singing
You will sing, you will sing! (Smile, addressing each other)
We will sing our hummer:
Zhu-zhu-zhu, Zhu-zhu-zhu (repeat three sounds of the scale up and down)
Now we sleep it's time ah(stretching)
We will sleep until am a-a(yawn and close their eyes)
thus speech games are one of the forms creative work with children not only in the development of speech, but also in musical education.