The science of the shortcomings of speech, which studies how to eliminate them, as well as special exercises for language – speech therapy. Not only children, but also adults turn to this science in order to pronounce sounds correctly and beautifully and be successful in any business where you need to convince, inspire, share information with other people. To correct speech defects, regular speech therapy exercises for children and adults.

Some parents experience speech problems with their children

In our article you will find helpful tips and for yourself on acquiring the skills of correct articulation, as well as a lot of valuable techniques for correcting the pronunciation of sounds by your children.

In order to achieve high results in business and have the ability to persuade, it is necessary not only to speak fluently, but also to express your thoughts clearly and legibly. Not everyone immediately manages to master this science, so there are various practices to improve skills.

Speech therapy exercises for adults

Slurred speech is also observed in adults, so ask your friends if you have any flaws in pronunciation. You can simply record a few phrases on the recorder, and then carefully listen to your voice.

There are speech therapy exercises for adults, the main of which is the memorization and study of tongue twisters. If it is better for children to offer in game form, then it is enough for adults to give a task to practice the skill.

Problems with pronunciation in most cases are easily corrected after a course of regular classes.

So, everyone must observe the following rules during training:

• read the tongue twister 3-4 times;
• repeat it slowly, speaking clearly and distinctly;
• when everything comes out to pronounce correctly, you can speed up the pace;
• it is important to pronounce all sounds with high quality, and not quickly;
• short tongue twisters need to be spoken in one breath.

For adults and for kids, the same tasks are suitable:

1. clack your tongue, depict how a horse gallops;
2. smile, and try to reach the palate with your tongue;
3. imagine that you are licking honey from your lips without touching the corners of your lips;
4. press the tongue between the teeth and move it up and down.

To make sure that the tasks performed are correct, use the mirror. To track progress, read an excerpt from a story with an expression or a poem, paying attention to all punctuation marks.

Speech therapy exercises for children

All speech therapy exercises for children should be performed unnoticed by the baby, so that all this is a serene pastime in a playful way.

You can come up with comic names for each task, because the child loves associations, sometimes the most unexpected. So, the guys will like things like "Horse", "Chickens".

Having identified the problematic sounds, you can choose certain exercises to correct the problem.

Completing tasks contributes to the development of the baby's articulation apparatus, allows you to remove pronunciation flaws, and form the necessary speech skills.

• "Gate": you need to open your mouth wide to relax your lips, repeat 6 times.
• "Scapula": put the tongue on the lower lip.
• "Vase": put the tongue on upper lip, repeat 5 times.
• "Ball": inflate one or the other cheek, as if a ball is rolling in the mouth.

The pronunciation of the baby will be clear if you take words with a large number of consonants for training: plate, girlfriend, foreign tourist, karateka, bunch, bed, mug, jump. They need to be spoken daily and trained to hear every sound.

Speech therapy exercises for hissing sounds

Children often fail to pronounce the hissing words correctly for a long time, sometimes they need to train until school. It is good if the environment of the child speaks and can correct the pronunciation of the baby. Consider which speech therapy exercises for hissing sounds are most relevant. They are suitable for both adults and kids, if such problems exist.

Speech therapy exercises for the letter zh

It is important to know what to do when articulating. So, first we round the lips and round them, the teeth do not close, the edges of the tongue are pressed against the teeth, and it forms a bucket. We exhale air with the addition of a voice when pronouncing a hissing f.

Here are the main speech therapy exercises for the letter zh:

• "Accordion" to strengthen the muscles of the tongue in a vertical position: open your mouth, smile, and press your tongue against the palate. Open and close your mouth 5 times.
• "Pie": open your mouth and smile, twist your tongue, lifting the edges. Count to 15 and then repeat.

Lessons to correct a defect in the pronunciation of sound

They can also be used when practicing the pronunciation of other sibilants.

Speech therapy exercises for the sound h

There are also speech therapy exercises for the sound h:

• "Fungus" for stretching the hyoid frenulum: the mouth is open, the lips are stretched, and the tongue touches the palate so that its edges are pressed tightly. Repeating, you need to open your mouth wider.
• "Focus": stick out the tongue, smiling, lift the tip, blow off the cotton wool from the nose. Repeat 5-6 times.

Such exercises help strengthen the muscles of the tongue and develop its mobility, which is useful when pronouncing hissing.

Speech therapy exercises for the letter sh

There are also speech therapy exercises for the letter sh:

• "Cup": put the tongue on the lower lip, and then lift it up and hold for a few seconds. Repeat 8 times.
• "Football": stretch your lips with a tube and blow on a cotton ball in the shape of a ball, trying to get into an impromptu goal.

Sound troubleshooting

These tasks should be performed during the games every day, so that the child's articulation apparatus develops and pronunciation improves.

Speech therapy exercises for consonants

Often, both adults and children have difficulty pronouncing certain consonants, so speech therapy exercises for consonant sounds are needed to correct speech.

Speech therapy exercises for the letter l

Consider now speech therapy exercises for the letter l:

• "Train whistle": Stick out your tongue and hoot loudly.
• “Song of the tongue”: you need to bite your tongue and sing “lek-lek-lek”.
• "Painter": you need to press your tongue with your teeth and move it up and down, as if painting a house.

Practicing movements for the correct pronunciation of the sound l

If the training is intended for children, then you can come up with a game in which you will need to complete these tasks.

Speech therapy exercises for the letter c

Let us now analyze speech therapy exercises for the letter c:

• show how the pump inflates the wheel;
• depict how the wind blows;
• convey how the balloon blows off;
• show what you hear when you blow into a bottle with a narrow neck.

In order to bring the child closer to understanding what they want from him, put a toothpick on his tongue and ask him to press it with his teeth, smile and blow out the air.

Speech therapy exercises for the sound r

Let's find out speech therapy exercises for the sound r, which is the most problematic for all children:

• “Brushing your teeth”: you need to drive the tongue over the teeth inside in different directions.
• "Musician": open your mouth, drum your tongue on the alveoli, pronouncing "d-d-d", resembling a drum roll. You can check the correctness of the execution by holding a piece of paper to your mouth. It should move from the air flow.
• "Dove": you need to drive the tongue along the upper lip back and forth, copy the bird "bl-bl-bl".

Training for the language of the correct pronunciation of the sound r

These training tasks will help to overcome the most difficult sound for babies, as the articulatory apparatus will be more mobile. Following this, you can begin to select words with the letter r.

Speech therapy exercises for sound t

Sometimes simple sounds are difficult for people to pronounce correctly when it is difficult to understand the meaning of a word or even a statement. These problems must be dealt with. And here are the most effective speech therapy exercises for the sound t:

• the tip of the tongue touches the upper teeth and say "t-t-t";
• imitating a knock-knock hammer or a tick-tick clock;
• we walk with the baby along the road, repeating “top-top-top”;
• learning the tongue twister "Dust flies across the field from the clatter of hooves."

How to do exercises for the correct pronunciation of the sound t

It will also be useful to repeat these exercises every day in order for the training to be effective. Keep track of what your baby is listening to, as speech is formed depending on how we perceive sounds by ear. Make sure that all family members do not "lisp" and do not use words in a diminutive form in front of the baby.

Speech therapy exercises for stuttering

All speech therapy exercises for stuttering are aimed at developing fluency of speech. Try to relax the baby before classes, use the game forms of work that are most acceptable in childhood.

Let's get acquainted with the most necessary tasks in such a situation:

• Read the poem to calm music without words, at first small, and over time complicate the task.
• Clap your hands for the vowel sounds that occur in the word.
• "Conductor": chant a few words, syllables, vowel sounds, focusing on waving your hands and observing the rhythm.
• "Carousel": you need to walk in a circle, repeating the phrase "We are fun carousels opa-opa-opa-pa-pa."

Remember that it is imperative to pay attention to speech breathing during classes. Start each session gradually and smoothly, and then you can pick up the pace if you are doing well.

Problems with speech and articulation are solved with time and through daily training, willpower and motivation.

We wish you success!

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 middle groups 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 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 insufficiency in children younger age affects their overall development: it inhibits the formation of mental functions, limits cognitive capabilities, disrupts the process of social adaptation. And only a complex impact on the child gives a successful dynamic. 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 game exercises providing for 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 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.The 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 tumbler. 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 “Choose a toy” exercise) 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 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 felt an onion” or “I felt 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

rhymed 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. Etc.

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 a 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. Etc.

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. Etc.

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). Etc.

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 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. Etc.

"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 to correct speech defects in children preschool age. - 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 woods. 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? Etc.

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

Today, many parents who care about comprehensive development baby, it is known that the normal speech development of the child contributes to the formation of the skill of literate writing and reading. Before the start of classes, it is necessary to conduct a survey of the baby's speech, to find all the shortcomings in pronunciation.

What is the characteristic of a child given age:

1. By the age of 5, the baby should master all the sounds of speech, with the exception of hissing sounds and “P”, sometimes the sound “L”, which the child can still pronounce poorly
2. The child in the lexicon should have a sufficient vocabulary so that he can make a sentence of 5-7 words.
3. The child should be able to use words in the singular and plural.
4. The kid should be able to describe any object, indicating its qualities.
5. The ability to conduct a dialogue is another of the norms characteristic of children of this age. When communicating with an adult, his speech should be understandable, not only to parents, but also to strangers.
6. The child should quickly give his name, surname, age, names of parents, nicknames of animals that live nearby.

If the child does not know how to do any of the above, it will be useful for him to attend speech therapy classes. They will be aimed at developing fine motor skills, enriching vocabulary, developing an air stream and, of course, correcting impaired pronunciation.

In private speech therapy centers, consultations and classes are conducted by a speech therapist. However, his work is not cheap. But parents who have the opportunity to study at home with their baby will be able to spend this time usefully. Moreover, in a relaxed home environment, the child feels more comfortable: there is no undue stress from communicating with a stranger.

Speech therapy classes at home

Various literature comes to the aid of mothers.

One of the benefits that you can use at home is "Speech therapy homework for children with ONR for 5-7 years" Teremkova N.E. These tasks can be offered to a child and under the age of 5 years.

We suggest using the benefits of two more authors - these are Bardysheva T.Yu. and Monosova E.N. They offer caregivers and parents a large number of allowances intended for the development of children from the age of th.

In order for homework to be successful, you need to follow some rules:

• All classes must be carried out in a playful way so that the child is carried away by everything that happens, and also does not understand the true meaning of the exercises.
• Classes should be limited in time. To begin with, it is 3-5 minutes, then bring it up to 15-20.
• The number of game lessons per day is about 2-3, so the material will be absorbed faster.
• Praise your child for every success, support kind words. Do not use the word "wrong" - the child may withdraw and no longer make contact.
• Classes are best done during hours when the child is not tired. The best time to do this is after breakfast and after a nap.
• When talking to the child, turn to face him, clearly pronounce all the sounds. Remember, you are a role model.
• If, while completing a task, you get acquainted with certain natural phenomena, you must do this at the time for which these phenomena are characteristic (in winter - the study of winter phenomena, in summer - summer ones).

Stages of homework

Let's clarify the procedure for conducting classes at home:

• Finger gymnastics.
• Gymnastics for organs of articulation.
• Games for onomatopoeia, hearing development, logorhythmics.
• Speech development, vocabulary replenishment.

Consider in order each stage of training at home.

Gymnastics for fingers

It is known that there is a strong relationship between the human hand and the brain. Therefore, by performing small hand movements, we thereby train the areas of the cerebral cortex. Well, if these movements are combined with speech, then the benefits of such exercises will be much greater.

Parents, doing finger gymnastics with their baby, should not just ask to perform any actions, but learn and repeat short rhymes, sayings, songs with the child.

There are a lot of options for finger exercises. In bookstores you can find a large amount of literature with whole sets of exercises for the development of motor skills. Any mother can use these publications.

In general, there are a number of movements that contribute to the development of fine motor skills:

• stroking one palm with the other;
• massage of the fingers of one hand with the other hand;
• combination thumb hands with other fingers;
• combining the fingers of two pens with each other.

Playing with " magic bag”, in which mom pours grits. Each bag can contain either one type of cereal or a different one. Commonly used buckwheat, peas, beans, rice.

The child is asked to touch small and large inclusions with his fingers. Another option for using cereals: just mix in a bowl different types and ask the baby to sort it out.

The main exercises are shown in this video:

Articulation gymnastics

These exercises are aimed at strengthening the muscles of the articulatory apparatus, developing the range of motion. Any subsequent production of sounds is preceded by articulation exercises.

Exercises are divided into dynamic and static. When performing the first tongue, the lips perform some kind of exercise, that is, they constantly move. When performing the latter, the organs of articulation must "take" a certain position and hold it for several seconds. Such exercises are more difficult for the baby, it is important to teach the child to do this.

There are exercises that can be done always and for all kids. They simply contribute to the development of movements of all the muscles of the apparatus.

There are exercises that "prepare" those muscles necessary for pronouncing the sound that the child does not pronounce well.

Among the exercises are the following:

• on the development and strengthening of the muscles of the tongue;
• on the development and strengthening of the muscles of the lips;
• on the development and strengthening of the muscles of the cheeks;

Here are some of these exercises:

"Smile". Strongly stretch the lips in a smile, but the teeth should not be visible. Hold a smile for 30 seconds.

"Fence". Smile strongly so that the teeth are visible, keep the smile.

"We will punish the naughty tongue." Slightly open your mouth, put the tongue on the lower lip and, slapping your lips on it, pronounce "five-five-five ...".

"Tube". Open your mouth, stick out the tongue and try to bend its side edges up in the form of a tube, hold it in this position for 30 seconds.

"Let's lick the jam." Slowly, without tearing off the tongue, first lick the upper lip from corner to corner, then repeat the procedure with the lower lip.

"The clock is tick-tock." Make a smile, open your mouth, then alternately touch the corners of your mouth with the tip of your tongue.

"Brushing our teeth." Smile, open your mouth, then with the tip of your tongue, pressing it hard enough, we clean the inside of the teeth of the lower row (7-10 times). Repeat the same exercise with the teeth of the upper row (7-10 times).

"Swing". Smile and open your mouth wide. Then lower the tip of the tongue for the lower row of teeth by “one”, and raise it by the upper one by “two”. Repeat - 4-5 times.

It is better to perform exercises not just on demand. Get your kid interested. Invite him to take a trip to a magical land where main character- tongue. Dream together, and these activities will bring many benefits to the child.

Do not forget that all exercises for the development of organs of articulation must be performed in front of a mirror. The child should not only feel where the tongue is and what the sponges are doing, but also see it all.

Basic exercises are shown in the following videos.

Development of phonemic hearing

Since the child does not learn speech on its own, but by perceiving sounds from others, it is necessary that people living nearby speak correctly.

In addition, the surrounding people at the stage of development of a child's speech can play a huge role in its formation. Many activities for the development of hearing are based precisely on onomatopoeia.

Consider what exercises you can do with your baby at home:

• Guess which object is ringing. An adult invites the child to consider objects that can make a sound. Shows how they sound. Then he hides behind his back an object that makes a sound (drum, spoon, glass), and asks the child to guess what is ringing.
• Guess where the sound is. An adult behind the child moves around the room and rings a bell in different places. The child must show with his hand the place where he hears the ringing.
• Imitation of the sounds that animals make. To perform this exercise, it is desirable to use plot and subject pictures. You can consider the little animal, discuss how and where it lives. And say the sound she makes. (Frog, bee, cat, etc.)
• Imitation of everyday sounds. The exercise is based on the repetition of sounds that we hear from different objects. (water drips: KAP-KAP, train rides: TU-TU, etc.)

Logo-rhythmic exercises play an important role in the development of hearing and sense of rhythm. These are exercises that combine movement, speech and music. This type of activity is very popular with the child. An adult shows the child movements and pronounces words, all this is done to well-chosen music. The main thing in this is to prepare in advance. After all, how will the lesson be interesting if an adult constantly makes mistakes in words? ..

Speech development

Work on the development of a child's speech includes two areas:

1. Vocabulary work, where the child clarifies the idea of ​​the surrounding world of objects and phenomena, the relationship of people.
2. The development of the grammatical structure of the language - the child learns to use words in correct form to make good proposals.

Vocabulary solves the following tasks:

• clarifying the understanding of the words in the child's vocabulary;
• enrichment of the lexicon with new words;
• formation of skills of using new words in independent speech.

The child masters the world, and in order for this work to be interesting and useful to him, it is necessary to use building kits, toys, children's books, subject and plot pictures.

I would like to recommend the demonstration material developed by the authors Olga Gromova and Galina Solomatina for use in home speech development classes. It is presented with pictures with clear and bright illustrations that will be understandable and interesting for children.

Do not forget, when working with a picture, it is necessary to put the question correctly so that the baby can find words to indicate the quality of the subject.

It is important to understand that in speech this word may not be used. To this end, new words must be repeated in combination with other familiar words. For example, when reading Surikov's verse "Winter", the child is asked to think about what else can be called the word "fluffy": a kitten, a towel. Repeating it in combination with familiar words, the child begins to use it in independent speech.

The material you will work with must be appropriate for the age of the child. For a 4-year-old, there may be fairy tales “Ryaba Hen”, “Gingerbread Man” and others. A fairy tale induces sympathy for everything good, it is necessary both for the development of speech and for moral education.

Reading fairy tales should be accompanied by the display of vivid illustrations. It is good to reinforce what you read with a beautiful cartoon. This will deepen the impression of the fairy tale.

At the age of five, a child can be offered to compare the features of objects, generalize (vegetables, fruits), make sentences using key words (girl, forest, basket). The fixing of the material takes place in didactic games Proverbs and tongue twisters are of great help in this.

Here is a sample list of topics that are offered to the child:"Parts of the human body", "Clothes", "Seasons", "Vegetables, fruits and berries", "House and its parts", "Furniture", "Animals", "Transport" and others.

The development of the grammatical structure of speech occurs with the enrichment and activation of the dictionary, the formation of coherent speech. Most often, children have errors in changing nouns by cases and numbers (no boots, pencils, kittens, caterpillars). These difficulties should be taken into account when conducting individual lessons with a child.

Here are some types of exercises that are carried out with the child:“One - many” (hand-hands), “What will I show?” (Flowers, lamp) “To whom - what? (a bone to a dog), “Who eats what?” (cow - grass), “Call it affectionately” (cat - cat, ring - ring), “Divide the word into two” (airplane - it flies itself), “Who is this and what?” (apple is round, sweet), “Whose part is this?” (the fox's tail is a fox's tail), "Yesterday - now" (yesterday I went to the park, now I'm playing with a doll) and others.

Today, on the shelves of stores you can find a large amount of literature, which describes in detail the exercises and activities for the development of coherent speech of the baby, which can be used at home.

Do not forget, the child is growing and will soon go to first grade. And the success of schooling depends on how well his speech is formed. The period from 4 to 7 years is the most favorable for the development and correction of speech.

Give your baby as much time as possible at this stage of development, and you will thereby lay a solid foundation for the future success of the child.

You can see an example of a speech therapy lesson in the following video.

Improving the speech of the child at home

When a child begins to make the first sounds, we are touched, it seems so funny and funny to us. But if you hear such a speech from an adult, then this admiration will disappear. But the ability to speak correctly must be developed in early childhood, and if this is not done, in the future a person will not be able to fully communicate with other people, his speech will be distorted, ugly and incomprehensible. And if your child is already experiencing difficulties in pronouncing any sounds, conduct speech therapy classes and exercises with him - they perfectly develop the articulatory apparatus, improve speech, and teach children to correctly express their thoughts.

Ideally, by the age of 4-5, children master a clear pronunciation of all sounds. For various reasons, the process of forming the correct sound pronunciation in many preschool children slows down.

Defects in sound pronunciation will not disappear on their own; systemic exercises with a speech therapist, as well as joint classes with parents, are necessary to eliminate them. A properly structured system of classes is your main assistant. In this article, we will reveal a few simple tricks and exercises, performing which, your child will learn the correct pronunciation

How to start speech therapy exercises? The structure of a well-structured lesson.

After a thorough diagnosis of the child's speech, you can begin classes aimed at its correction. It is worth noting that as a result of a speech examination, a specialist receives information regarding not only his speech development, but also intellectual and psychomotor.

A competent specialist uses this data to influence the child using the most developed resources of the child himself, based on what the child is interested in. He will offer you the most optimal scheme for constructing a speech therapy lesson.

Remember that at this age 15-20 minutes are enough, the material given in excess of the norm will not bring results and will not be fully absorbed. Also understand that the game is the main activity at 4-5 years old, so the whole process of correcting sound pronunciation is built in a playful way.

Types of speech therapy classes for kids

Speech development sessions may include:

• finger games;
• articulatory gymnastics;
• games for onomatopoeia, ear development, logorhythmics (poetic works with movements);
• poems for vocabulary replenishment, speech development.

Speech therapy sessions should be carried out daily. The most difficult thing in them is to be able to interest the child. Therefore, it is not at all necessary that such classes be carried out according to the type of lessons at school, where students humbly sit at their desks, and the teacher explains in a monotonous voice new topic. For kids, such activities are akin to torture. Turn on your imagination: let the baby learn with you, playing on the rug, sitting on the pillow, hiding in his hut, jumping or running ... The main thing is the final result. Build classes in a playful way - so the baby will remember the material better and will not get tired at all.

In addition, arranging speech therapy classes with a child at home, you should:

1. Start classes with 2-3 minutes, gradually increasing their duration to 15-20 minutes.
2. Make classes interesting so that the child has a desire to study. Never force your baby to do exercises by force - you will get the opposite result.
3. Do tasks more often, but keep them short-term.
4. To relate to the failures of the baby is easy, without shouting, with understanding. Analyze each situation together, for example, look for the reason why the child has such a naughty tongue, how to fix it.

Now consider each of the types of speech therapy games listed above.

finger games

Through finger games, the fine motor skills of the child develop. How does it help speech development? Scientists have found that there is a close relationship between the human hand and the part of its brain that is responsible for speech. Therefore, learning texts using finger gymnastics, the child develops spatial thinking, imagination, speed of reaction, attention and emotional expressiveness. Memorization of texts is faster, and speech becomes more expressive.

The effectiveness of finger games is achieved if you work with your child every day, devoting only 5 minutes to such exercises. Consider a few examples of finger games.

1. "Flower". The fingers are pointing up, together. From half-bent palms we make a bud, pressing them against each other. We begin to pronounce the quatrain, performing movements for every second line:

   The sun rises -

   The bud is blooming! (we spread the fingers of both hands to the sides, holding lower part palms together)

   The sun is setting -

   The flower goes to sleep! (return to starting position).

2. "Kitty". Put your palms on the table, clench into fists. To the words “Fist - palm. I'm walking like a cat "at the same time we straighten our fingers, without lifting the handle from the surface of the table, and squeeze them. To complicate the exercise, unclench your palms alternately at the expense of "one, two." You need to repeat the exercise 3-5 times.
3. "The bird is flying." Cross your arms, palms in front of you. Interlace your thumbs together to imitate the head of a bird. The remaining fingers are wings that will need to be flapped without separating the fingers.

   The birds have flown, (waving wings)

   Sat down - sat down, (we press our palms to our chest)

4. "Maple". This game is suitable for children of the 3rd year of life. All movements are performed in accordance with the text of the poem:

   The wind quietly shakes the maple, (spread your fingers and pull them up)

   Tilts to the right, left: (we shake our palms to the right and left)

   One - tilt and two - tilt, (tilt the palms as low as possible in the indicated directions)

   The maple rustled with leaves. (quickly move fingers)

5. "Cake". We perform movements according to the text of the poetic work.

   We remember the dough with handles, (squeeze, unclench fingers several times)

   We'll bake a sweet cake. (me imaginary dough)

   Lubricate the middle with jam, (we make circular movements with our palms on the surface of the table)

   And the top - with a delicious cream (in a circular motion, three palms against each other)

   And coconut crumbs

   We will decorate the cake a little (simulate the action with both hands)

   And then we'll make tea

   Invite a friend over! (shake left hand with right hand).

6. "Winter". Suitable for kids 4-7 years old.

   One, two, three, four, five (fingers curl one at a time)

   We went out to the yard for a walk.

   They sculpted a snow grandmother, (we perform the movement of sculpting snowballs)

   They fed the birds with a grain, (we throw the grains, rubbing our fingers against each other)

   After we rode down the hill, (we run the palm of our right hand over our left palm)

   Fun to roll in the snow. (alternately put the pens on the surface of the table with the palms, then the back side)

   We came home in the snow, (shake your hands from the snow)

   We ate borscht and went to bed. (we perform movements with a spoon and depict a dream, folding the hands of the palms to the palm and placing them under the cheek)

Finger games can be used as a physical education session in speech therapy classes. They help to change the type of activity without loss children's attention and desire for learning. In addition, it is interesting, fun and useful. The main thing is to tell the poems with a captivating expression and clearly show the movements.

Moreover, finger games help:

• develop the coordination of movements of both arms of the child;
• combine the speech and physical activities of the baby, use them at the same time;
• develop accurate and differentiated movements of the fingers and hands of children's hands;
• learn to repeat the movements of adults;
• become more attentive, develop visual perception;
• improve memory, imagination, perseverance.

Finger games should be carried out systematically. Classes are possible both with one child and with a group of kids. However, it is important to take into account the age of children, their mood, readiness for classes, desire and opportunity.

Articulation gymnastics

You can find a presentation and musical accompaniment for articulation gymnastics on this page.

Articulatory gymnastics is necessary for correct sound pronunciation, strengthening the muscles of the face, tongue, lips, and soft palate. There are many exercises, a specialist will help you choose the most suitable for your sounds.

Tasks are divided into static and dynamic. Each has a name that your baby will easily remember, which will make it much easier to understand the instructions during classes. With a little imagination, you can go to fabulous travel with a child, where the main character will be the child's tongue. There are many variations, it all depends on you. Below are the same exercises, after reading the descriptions, you will understand that they are not difficult, do not require additional knowledge from you (parents).

Articulatory gymnastics is a group of exercises for the tongue and lips. They are the main ones in the process of sound pronunciation. If the language is not developed enough, a person will not be able to pronounce sounds, which means that his speech will be incomprehensible or not clear enough.

Perform articulation gymnastics in front of the mirror - so you can see the correctness of the movements of the tongue, lips in the process of classes. It is very important for children to see how his tongue and lips move, how and where they are located. So the understanding of their correct location comes faster, on which the effectiveness of articulatory gymnastics depends. Speech therapists recommend doing exercises twice a day for 5-7 minutes. As a result, your child will receive correct and clear speech.

Consider a few simple but effective exercises.

1. "Smile". Strongly stretch the lips in a smile, but the teeth should not be visible. Hold a smile for 30 seconds.
2. "Fence". Smile strongly so that the teeth are visible, keep the smile.
3. "We will punish the naughty tongue." Slightly open your mouth, put the tongue on the lower lip and, slapping your lips on it, pronounce "five-five-five ...".
4. "Tube". Open your mouth, stick out the tongue and try to bend its side edges up in the form of a tube, hold it in this position for 30 seconds.
5. "Let's lick the jam." Slowly, without tearing off the tongue, first lick the upper lip from corner to corner, then repeat the procedure with the lower lip.
6. "The clock is tick-tock." Make a smile, open your mouth, then alternately touch the corners of your mouth with the tip of your tongue.
7. "Brushing our teeth." Smile, open your mouth, then with the tip of your tongue, pressing it hard enough, we clean the inside of the teeth of the lower row (7-10 times). Repeat the same exercise with the teeth of the upper row (7-10 times).
8. "Swing". Smile and open your mouth wide. Then lower the tip of the tongue for the lower row of teeth by “one”, and raise it by the upper one by “two”. Repeat - 4-5 times.
9. "Snake". Open your mouth, stick out the narrow part of the tongue from the mouth and quickly hide it back. Touching the teeth and lips is prohibited.
10. "Roll the pencil." Put a pencil on the table in front of the child. Ask him to smile, put the wide front part of the tongue on the lower lip and, slowly (exhaling air), blow on the pencil so that it rolls over the surface.

In addition to articulatory gymnastics, exercises aimed at developing voice, breathing, and speech hearing are used. In such a complex, classes will allow you to put the correct sound pronunciation in a child.

Logorhythmics, hearing development and onomatopoeia

Phonemic hearing (also called speech hearing) is the ability to distinguish, understand and produce sounds. With insufficient development of speech hearing, the perception of what is heard is distorted, respectively, speech is produced incorrect, fuzzy. To correct or prevent the development of this problem, the following exercises are performed with children:

1. "Hearing ears" - a game for the development of hearing. The goal is to improve auditory attention, consolidate the ability to distinguish sounds. An adult shows the child several different objects that can make sounds - spoons, a drum, glasses, rattles, maracas, etc. Together with the baby, you need to listen to how the objects sound. Then the adult asks the child to turn away and guess what object will sound behind him.
2. "Where does it ring?" - an exercise in the development of hearing. To play, you will need a bell and a spacious room. The child stands with his eyes closed, while the adult quietly moves around the room, ringing a bell in different places. The task of the child is, without turning around, to point out with his hand where the bell rang.
3. Onomatopoeia games: in principle, any story-driven children's picture is suitable for such an exercise. For example, in the picture, a girl is rocking a doll: “Oksana puts the doll Masha to sleep and says ahhh. Let's help her together! A-ah-ah!". Help the child, use movements that imitate motion sickness of the child, control the articulation of your baby.
4. Exercises to imitate the voices of birds, animals. To make such games more interesting, it is recommended to use pictures or figurines of animals and their cubs as visual material. For example, the game "Komarik". For her, you need an image of a mosquito. The adult says: “Meet, this mosquito is called Stepan. When he flies he loves to sing song z-z-z. Can you sing this song? Let's try together with Stepan! Z-z-z. Then we offer the baby to catch the "mosquito" in the fist and listen to his song. We grab the air with a fist, bring it to our ear and say: z-z-z. Next, we offer the child to also catch the "mosquito" and listen to his song. You can imitate everyday noises: scissors cut - chik-chik, water drips - drip-drip, etc.
5. Logorhythmics are speech therapy exercises in which movements, speech and music are combined. Children like this type of activity very much - they have fun and interesting. First, an adult reads a verse and shows movements, all this is accompanied by skillfully selected music. Then the children repeat everything themselves or with an adult - it’s easier not to think of it. The main thing is to carefully prepare in advance. For example, the game "Walk".

   On a narrow path (we walk in place)

   Our legs walked (we walk, raising our legs high)

   On pebbles, on pebbles (we slowly shift from foot to foot)

   And into the hole ... wow! (jump up and sit on the floor)

Poems for vocabulary replenishment, speech development

You can download poems and exercises for them.

Tongue twisters are great for developing speech - these are small rhyming phrases. With their help, speech becomes clear and competently correct, they increase the child's vocabulary, improve speech hearing improve diction.

Beavers go to cheese forests,

Good beavers, good beavers.

Dali along with curdled milk

Our Clash of porridge.

Ate-ate porridge Klasha

Along with curdled milk.

Six mice rustle in the reeds.

Sasha hit the bumps with a hat,

Got a bruise on his forehead.

Mom Milu soap soap,

Mila did not like soap.

There are many such tongue twisters, you can find them in special literature for children. Do not immediately learn complex poems with your baby - start small. And remember: the child knows and understands much more words than he pronounces, they are just, so to speak, “in sleep mode”. And in order for the baby to start using these words in communication, you need to help him. And you can do this by constantly studying with him, reading books to a child, looking at pictures with him, commenting on what he saw or heard. Help your child become an erudite person with beautiful diction and competent speech. And then successful happy life he will be provided.

speech therapy at home. An article about how parents can organize classes at home and what exercises you can do on your own to develop speech and improve sound pronunciation.

The role of speech cannot be underestimated. It allows a person to express his thoughts, communicate with other people. Speech is the basis of interaction in society. Speech disorders prevent the child from expressing his thoughts and holding a conversation, they can lead to the appearance of complexes and affect school performance.

If you find sounds in a child’s speech that are not in their native language, or if it seems to you that the child’s speech is not sufficiently developed for his age, you should immediately contact a speech therapist. The sooner a problem is found, the faster and more effectively it can be corrected. As a rule, they are held with children starting from 3 years of age. But now a new direction has appeared - “speech therapy early age”, focused on the prevention and correction of pre-speech and primary speech manifestations of deviant development in children in the period before three years. In the Children's Center "LOGOS" there are speech therapists who work with children from 3 years old, as well as speech therapists who specialize in early childhood.

To achieve the maximum effect and help the child make his speech correct, competent and clear, it is not enough to send the child to child Center where a speech therapist will work with him. Not less than important role play lessons child with parents at home. The joint work of a speech therapist in the classroom and parents at home will be most effective. It is important that the speech therapist explains and shows parents not only what exercise to do at home with the child, but also how to perform it. After all, only a specialist knows the nuances of performing a particular exercise and the secrets that will help make a task or exercise as effective as possible for a particular child. In addition, no one has canceled the main rule of all doctors and teachers “Do no harm”. And to harm out of ignorance is not so difficult, for example, by fixing an incorrectly delivered sound in a speech. This often happens when the parents try to make the sound themselves. Correcting such a sound will not be easy. Therefore, our Center welcomes the presence of parents in the classroom - this helps parents understand exactly how to continue to study at home. But there are simple exercises that moms and dads can easily do with the baby on their own. These exercises will not harm the baby in any way, but on the contrary, they will strengthen his speech apparatus, motor skills and auditory attention, preparing him to pronounce difficult sounds.

It is important that homework is not like lessons, but like a game. Come up with different stories to captivate the child. If you conduct classes in the form of games, then the baby will be more willing to learn to speak correctly, which, of course, will help to achieve great results in a short time.

In no case do not get angry if something does not work out for the child! Correcting pronunciation is not easy, it is impossible to teach a child to pronounce all sounds clearly and clearly in one lesson, as well as to use complex words. Time plays an important role in any activity. Mistakes are an integral part of the learning process.

Be patient, praise the child even for the smallest successes, support if something does not work out. If you break loose and scold the baby, then he will not speak better, but will only close in himself, which can aggravate speech problems.

Classes should be regular. It is better to exercise for 5 minutes a day than once a week for 1.5 hours. At the very beginning, you can start classes with 3-5 minutes a day, gradually increasing them to 15-20 minutes twice a day.

Articulation exercises play a huge role, because they contribute to the development of the speech apparatus, thanks to which children learn to control it and cope with the pronunciation of even complex sounds.

You need to do articulation exercises daily, 1-2 times a day for 3-5 minutes. All exercises should be performed without tension (the child sits calmly, the shoulders do not rise). Each exercise should be performed five times, each approach no longer than 5 seconds (according to the account that the adult leads). Add one new exercise per day, and if it is difficult to complete the exercise, you need to return to a simpler one.

Basic set of articulation exercises:

• "Fence" - holding the lips in a smile, the front upper and lower teeth are exposed.
• "Tube" - stretching the lips forward with a tube (teeth are closed).
• "Fence-tube" - alternating the position of the lips in a smile and a tube.
• "Scapula" - holding a wide tongue on the lower lip in a calm, relaxed state.
• "Needle" - holding a narrow tongue between cuts.
• "Shovel-needle" - alternation of the corresponding exercises.
• "Barrier" - raising the tongue by the upper teeth (the mouth is open, but not too wide).
• "Swing" - alternating tongue movements up and down with holding for five seconds in each position.
• "Pancake" - holding the tongue behind the lower teeth in a calm, relaxed state.
• "Pulls" - stick out your tongue and stretch it to your nose, to your chin, to the right corner of your mouth and to the left.

It is recommended to carry out articulation exercises in front of a mirror. Do exercises with your child. It is better to buy a large mirror in which not only the child, but also you will be visible. In this case, the baby will be able to repeat all the actions. Because best option- to exercise while sitting, it is better to purchase a table mirror.

Exercises with special literature.

The range is currently teaching aids huge. When choosing, you need to focus on publications with bright illustrations, they attract attention and maintain interest in the child.

If your baby pronounces all the sounds, but has difficulty in coordinating words and retelling, or has a poor vocabulary, then give preference to literature: N.V. Nishcheva "Teaching children storytelling based on pictures", N.E. Teremkova “I am learning to retell”, N.E. Teremkov "Speech therapy homework for children 5-7 years old with ONR", O.A. Novikovskaya logopedic grammar.

Exercises for the development of fine motor skills.

The level of development of a child's speech is directly related to the development of fine motor skills. For her training, even ordinary plasticine will become an effective tool. It is enough for kids to crush this material and sculpt simple one-color figures. With older children, learn to make more complex multi-color figures, for example, different animals.

While playing with plasticine, study colors and shapes.

You can mold several figures and come up with a story for them, in this case the child will develop imagination and increase vocabulary. For example, a story about a trip to a vegetable store - you can mold fruits and vegetables, put them on the "counter" and play seller and buyer. Thanks to this game, the child will expand his vocabulary, remembering the names of vegetables and fruits, and will be able to repeat colors and shapes.

Here are a few more ideas and tricks for developing baby's motor skills:

* Buy a su-jok ball, which consists of two parts: a prickly ball and a spring. Put the spring on your fingers alternately, saying nursery rhymes or just calling your fingers, and roll the ball over the baby’s palms and fingers.

* Compete in pulling ribbons, ropes, pencils, shoelaces with your fingers.

* Wrap small items in foil - let the baby unfold them.

* Let the child in the summer, on the way from the dacha, cut off one petal from a chamomile.

* Let it crush the bubbles on the air-bubble packaging film.

* Allow your child to fasten and unbutton buttons, unscrew and tighten the caps of plastic bottles.

* Give a bowl of mixed peas and beans or smaller grains for a challenge - have your child sort.

* Give your child small items and ask them to put them one at a time into plastic bottle through the neck. A variant of the game at sea is picking up small pebbles in a bottle. This game also teaches the baby to determine the size of objects by eye.

* Let the child wind the tape around a stick or finger.

* Play with clothespins! Let the child hang up the doll's clothes to dry. And if you attach clothespins to a yellow circle cut out of cardboard, you get the sun!

The game "Who eats what" should be in the arsenal of both specialists and mothers. In this game, a large number of pedagogical tasks are implemented, and most importantly, it is attractive and interesting for children (and for adults as well). You can work out grammar, vocabulary, automate naughty sound. And this game is also useful for non-speaking babies: using the correct game instructions, an adult can stimulate speech activity child.

* It is very useful to take up the application. The movements of the hand that are involved in cutting with scissors have a very good effect not only on fine motor skills but also great brain development. It will be useful to make an application and come up with a story about it. For example, when making a dragonfly application, invite the child to come up with a story about it. Help your child by asking him leading questions:

What is your dragonfly's name? What is she? What does she like doing? Where did she fly? Whom did you meet?

Here is an example of a story that might turn out:

"Dragonfly Fun"

There lived a dragonfly. Her name was Fun. She was multi-colored and her wings shimmered in the sun with all the colors of the rainbow. One day, a dragonfly flew to hunt in a pond. She dreamed of catching a fatter mosquito. Over the pond, she saw a fat, fat mosquito that flew over the water and merrily sang a song: zu-zu-zuuuuu, zu-zu-zuuuuu, I don’t fight the dragonfly!

The dragonfly, Fun, liked the song so much that she changed her mind about catching a mosquito and decided to make friends with him. She flew up to the mosquito and began to sing along to him: for-for-zaaaa, for-for-zaaaa - I'm a big dragonflyaaaa. Thus began the first ever friendship between a dragonfly and a mosquito.

Such an application will contribute not only to the development of motor skills, but also to fantasy, coherent speech, strengthen good relations with adults, cheer up, and also help to consolidate the sound [З] in speech if this sound is at the stage of automation.

Consolidation of individual sounds.

It often happens that a child can correctly pronounce a sound in isolation, but does not use it in speech. In this case, you need to automate a difficult sound.

It is important that sound automation be phased: first, sound is automated in syllables, then in words, in phrases, and only then in coherent speech. A specialist will help you choose the right material for automation (he will select words where the automated sound will be in the correct position, exclude words with mixed sounds or words with sounds that the child distorts).

To introduce sound into spontaneous speech, make the most of words in everyday communication with the child, where there is a sound that is difficult for him. For example, if the baby can’t cope with the sound “r”, then in the store, approaching the fish department, ask the child: “what is for sale here”? If you see something red, then ask the child to name this word: for example, “red roof”, “red ball”, etc. When opening the door, ask the child to say the action: “I turn the knob”, etc.