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The development of speech is preschool. Classes for the development of speech of preschoolers. Lesson "Birds in winter"

The development of coherent speech in preschoolers is one of the most significant aspects of preschool education and upbringing. According to how well the child is fluent in speech instruments (builds phrases and sentences, correctly selects and uses word forms), teachers form an opinion about the general level of his speech development.

In order to better understand exactly how speech development occurs in preschool age, and how best to develop speech in a small child, it is necessary to have a general idea of ​​the main stages of its formation.

Stages of the formation of speech of a preschool child

3-4 years

This period is characterized by a low level of development of coherent speech. The kid answers the questions posed in monosyllables: "yes" or "no", operates with a narrow set of features in the description of objects or phenomena, for example, can indicate, answering a question, the color or shape of the object.

At this age, children still do not have the opportunity to independently retell the plot of their favorite cartoon or story, describe the proposed picture, it is much easier for them to compose a short story if parents ask leading questions. The length of such a story will not be more than 3-4 sentences.

4-5 years old

The child can retell a short story or fairy tale, try to reason and analyze. This is a period of active "why kanga", and in order to convey to the adult the essence of the question that worries him, the kids usually try to formulate the question of interest to them more clearly.

That is why the most curious children develop coherent speech skills faster and more efficiently. This period is also interesting for the beginning of active use of dialogues. The preschooler not only answers, but also asks, learns to maintain a conversation, asks topical questions, analyzes the answers received.

5-6 years old

This age is characterized by a sharp leap in the development of coherent speech in children. They become active participants in the speech process, improve dialogical and monologue speech, easily retell the content of their favorite fairy tale or the conversation of relatives.

When talking about something, preschoolers try to compose complex sentences, use epithets and phraseological turns. It is important to monitor whether the child correctly selects the right word forms, puts stress, uses new words.

The method of describing pictures in speech development classes at this age can no longer be the main one. It is necessary to offer other exercises that stimulate the use of logical operations (analysis, generalization) in speech, as well as creative tasks, for example, to independently finish a story that has not been fully read, to compose, using personal experience, your own story.

6-7 years old

The preschooler becomes a full participant in the speech process. He moves from the use of descriptive constructions in speech to reasoning and analysis, follows the culture of speech, actively applies these skills in the process of everyday communication.

We develop the speech of a preschooler. How?

What does the methodology include that helps parents and teachers to promote the timely development of coherent speech in children:

  • training of the breathing apparatus of a preschooler;
  • regular classes with the use of exercises recommended at this stage that contribute to the improvement of coherent speech (, tongue twisters,);
  • a set of measures for.

Method of setting correct speech breathing

It is very important to teach your child the correct articulation when he speaks. To do this, you need to make sure that the children at the beginning of the conversation have a smooth and strong exhalation through the mouth, while talking child must correctly distribute the flow of exhaled air and control the time during which the exhalation occurs.

The methodology for training these skills involves a certain set of exercises, as well as control over the general level of development of the preschooler's linguistic apparatus. It is also advisable to conduct timely consultations on the speech development of children with specialized specialists - a defectologist and speech therapist.

Speech development exercises

Developing auditory differentiation

The methodology for training auditory differentiation assumes the child's ability to identify certain sounds in a long stream of speech by ear.

Name the words

  • Invite your child to name words that begin with a certain letter - A, B, P, T, O, M.
  • Now let the preschooler name words ending with other letters, for example: C, T, F, V, K.
  • Continue the experiments with the words: guess the letters, for example, O, E, U, L, B and ask to name those words in which these letters are in the middle.

We train the reaction and analyze the composition of the word

Clapperboard

Name the letter, the presence of which in the word the preschooler should analyze. Then, listing the words, invite him to indicate the presence of a letter in them by clapping his hands. Let's say the letter "C" is hidden. An adult pronounces a series of words: ELEPHANT, THREAD, LIGHT, COW, MELON, CHAIR. Each time, hearing the desired letter, the child must clap his hands. Over time, the speed at which an adult speaks words can be increased.

Come up with a word

In this task, the child must come up with a new word. It should begin with the letter that the adult suggested word ends with.

For example: SOVA-A RBUZ; CIRCLE-D AIR, HOUSE-M BED etc.

We are engaged in word formation

Explain to the child how words are formed that denote the qualities of objects and indicate the material of their manufacture.

For example:

Glass - glass;

Wood - wooden;

Invite your child to experiment on their own by forming definition words from such materials:

Down, water, sand, paper, light, firewood.

Classes with pictures

Any technique for the development of speech involves the mandatory use of visual and didactic material. Sets of pictures depicting procedures and processes familiar to the child (lifting, washing, cleaning, dressing) will be an excellent help for mastering verbs, adverbs, participles and participles.

Ask the children to describe what they see in these pictures. A younger toddler is likely to answer in monosyllables using only verbs. An older child will build more complex structures by introducing parts of speech such as adverbs and adjectives. This will help them describe what they see in the picture in more detail.

Games for developing speech skills

These games can be played with the whole family, they will bring more pleasure to children who have reached 5-6 years old.

We go to travel

By starting the game, the adult informs the children that the whole family is going on a trip. It can be a trip of any theme: to the sea, to the village to see grandmother, hiking in the mountains, etc.

Then the presenter invites the children to help him collect the luggage that will be needed on the trip. It is necessary to clarify the task: on which letter the items of luggage should be named. For example, an adult proposes to name the things necessary for a hike that start with the letter "K" (bowler hat, card, cushion). When the items starting with the suggested letter are exhausted, you can suggest another letter and continue the game. A great game for curious and observant children!

Building bridges

This technique perfectly trains the child's ability to select the right words, to determine the lexical meaning of words, and develops ingenuity.

For such a game, you will need children's lotto cards or self-made pictures depicting objects that children often encounter in Everyday life... The task is for the preschooler to find the connection between the two proposed pictures and explain what allowed him to combine these concepts.

We demonstrate to the kid a picture on which a plate (saucepan, tureen) is drawn and another, where vegetables and fruits are depicted. The child should "build" a bridge between these two pictures, explaining how they can be related: in a saucepan, a vegetable soup can be prepared or a fruit compote can be boiled. In completing this task, children should illustrate their thoughts in words, trying to fully reveal the relationship between objects.

Tongue Twisters

This wonderful and effective technique will help you learn to pronounce difficult sounds, overcome the formation of "porridge" in the mouth and just have fun, all that remains is memorizing tongue twisters.

Tongue twisters can be very diverse, but in order for the child to enjoy these activities, it is better to reinforce the lessons of memorizing them with bright and colorful pictures illustrating this or that tongue twister.

In this regard, the book Try, Repeat. Russian tongue twisters ”illustrated by the child artist A. Azemsha. The huge and vivid illustrations of this publication will make the lessons of tongue twisters for children fun and long-awaited.

Speech development and communication

Parents of growing up preschoolers should understand that no modern methodology for the development of speech can replace the benefits of live human communication. After all, it is everyday communication at home, within the walls of a preschool educational institution or developmental circles that is the key to the timely formation of speech skills.

A child who spends a lot of time in front of a TV or computer screen sooner or later has problems associated with replenishing his vocabulary, the ability to clearly and clearly express his own thoughts, analyze and reason.

It must be remembered that any technique tries to actively use the natural children's curiosity, which perfectly stimulates the craving for knowledge in children. That is why the cognitive and speech development of preschoolers is one of the constituent elements of child development.

In the process of communicating with children, parents not only enrich their cognitive sphere, but also help them organize knowledge about the world around them, create special conditions for the productive growth of a growing person's personality.

Teacher, specialist of the children's development center
Druzhinina Elena

Delayed speech development and methods for its solution:

At the preschool age, a qualitatively new stage of mastering speech begins. The motive for active mastery of the native language is the growing needs of the preschooler to learn, tell and influence himself and another person. Speech is included in all types of activities, including cognitive. The change in the tasks facing the preschooler, the emergence of new ones, the complication of communication with adults and peers, the expansion of the circle of life connections and relationships in which the child is included, leads to intensive development, firstly, of all aspects of speech (vocabulary, sound culture, grammatical structure), secondly, its forms (contextual and explanatory) and functions (generalizing, communicative, planning, regulating and sign).

The development of all aspects of speech is impossible without mastering its sound culture, which forms the basis, the central moment of mastering the language. Sound enhances the preschooler's ability to orientate in complex correlations of grammatical forms, ensures the development of the morphological system of the language.

In the development of the sound side of speech, the formation of phonemic hearing and the correctness of pronunciation are distinguished. The main thing is to distinguish the sound given by the child from the sound he himself pronounced. In preschool age, the process of phonemic development is completed. The child hears sounds and speaks correctly. He will no longer recognize mispronounced words. The preschooler develops subtle and differentiated sound images of words and individual sounds.

Significant qualitative and quantitative changes are observed in the development of the preschooler's vocabulary. In the child's speech, there are not only more words, but, which is very important, their meanings develop. The kid learns words early, but the meaning contained in them learns gradually. With age, the nature of the generalizations contained in the word changes. Recall that at the end of the first or the beginning of the second year of life, the word denotes one specific object, corresponding to its sensory image. By the end of the second year of life, the word denotes a group of similar objects (“cup” means different cups). At 3-3.5 years, the word unites several groups of similar objects: furniture, toys, clothes. At 4-5 years old, the child uses words containing the result of previous generalizations. For example, the word "plant" includes groups such as berries, trees, fruits, and so on. But such a generalization is still based on the most striking features that the child has learned in his own practical activity. That is, the generalization contained in the word remains specific and visual. Behind every word of a preschooler is an idea of ​​a specific subject or situation. An older preschooler, using words denoting abstract categories, explains them based on his experience of interacting with others. For example, a greedy person is someone who does not share toys, a kind person is someone who does not fight. Moral concepts are tied to a specific situation. Therefore, in the speech of a preschooler, words prevail, denoting specific objects, as close as possible to the child himself, objects with which he constantly acts. This feature of the preschooler's dictionary was described by E.A.Arkin. He showed the ratio of different nouns in the speech of a four-year-old child: dwelling - 15.2%, food - 9.6%, clothes - 8.8%, animals - 8.8%, plants - 6.6%, urban life - 5, 1%, body parts - 4.7%, profession, equipment and tools - 4.6%, inanimate nature - 3.3%, time - 3.4%, social phenomena - 3.3%, generic concepts - 1% , geometric shapes - 0.9%, abstract words - 0.7%.

Having heard a new word, the child seeks to understand it, to find an analogy for it in his own experience, available knowledge. For a preschooler, it is not the relevance of a word to a certain category that is important, but its application in a specific life situation. Explaining the meaning of words, he establishes analogies with those words that are already familiar to him (for example, "chickens are called that because they walk on tiptoe").

In preschool age, a new stage begins in the development of the grammatical structure of speech.
This is the period of assimilation of the morphological system of the language, declensions and conjugations. The development of declension forms in preschoolers occurs with the main role of the child's orientation to the form of a word, that is, its ending in the nominative case.

For kids preschool age the greatest sensitivity to linguistic phenomena is characteristic. Their assimilation of the suffixes of their native language is manifested in independent word formation. Up to 3 years old, the suffixes of diminutiveness, affectionateness, moderation and magnification are acquired. And all the rest - at preschool age. Moreover, the particular difficulty is caused by suffixes that change the meaning of the word, for example -
prostrate, -shchik.

In independent word formation (word creation), according to D.B. Elkonin, the child's work on mastering the language as a real, objective reality is manifested. This is a real practice, during which speech acquisition takes place.

Word creation acts as a symptom of language acquisition. Attempts to create words are rapidly growing from 2 to 4.5-5 years. It obeys the strict laws of the language, which are based on grammatical stereotypes, in particular the meaning of suffixes and prefixes. New words invented by a kid do not contradict the rules of grammar, although they do not take into account exceptions to these rules.

In the 5th year of a child's life, the vocabulary and ways of using it are usually clarified. The first attempts to comprehend the meanings of words appear on the basis of comparing consonant words, which leads to their erroneous convergence (mountain city, grass-poison, trees-village). That is, the semantic interpretation follows the sound comparison. The sound complex, as it were, is freed from meaning and appears for the child from a material point of view. Just as mastering object-related activity is impossible without mastering actions with objects, so mastering a language is impossible without actions with a word, as with a material unit of language.

The sound side of the word also attracts the preschooler. Along with the orientation towards the meaning of the word, interest in its sound increases, regardless of the content. A play on words appears. The child deliberately changes the sound of the word, comes up with words that do not have a substantive reference. So, involuntarily, he does an important and serious job of mastering the language.

The next important direction in the development of a preschooler's speech is the emergence of its new forms - contextual and explanatory. Research A.M. Leushina reflected the specificity different forms speech for a preschooler. Situational speech, which appeared at an early age, does not fully reflect the content in speech forms. It is understandable when taking into account the situation, relying on non-verbal means. This speech acts in the form of a dialogue and is associated with sensory experience.

Throughout the preschool age, the features of context increase in speech. Contextual speech coexists with situational speech. Contextual speech is distinguished by coherence, when the content of an utterance is revealed in its very context. Its unit is no longer a word, but a sentence. The emergence of contextual speech is ensured by the enrichment of the vocabulary and the development of the grammatical structure of speech. In the same time
situational speech is not a purely age-related feature. It is often found in communication with adults or peers, when children are doing joint activities.

Situational speech is present in preschoolers in stories on topics from their life, when retelling with the introduction of pictures. But even at 3-4 years of age, the situationalness of speech is less pronounced when retelling without using pictures.

In older preschoolers, the situationality of speech is noticeably reduced both in everyday stories and in retellings, regardless of the presence of pictures. The features of context are growing. The speech is becoming more consistent and logical.

It is important to emphasize that the degree of speech coherence is directly determined by the child's learning. Moreover, the vocabulary pattern of an adult is of decisive importance.

By the end of preschool age, situational and contextual speech coexist in a child.

The use of each of them depends on the tasks and conditions of his communication with others. Explanatory speech is the most difficult form of speech in preschool age. It relies on the development of thinking and requires the child to be able to establish and reflect cause-and-effect relationships in speech. Explanatory speech conveys a rather complex content.

Explanatory speech intensively develops in joint activities with peers, when you need to agree on a common game, work, choose a drawing topic and explain to a friend the methods of action.

New forms of speech provide meaningful communication with adults and peers, comprehension of their experience.

Consider the development of speech functions in a child 3-7 years old. At preschool age, the connection between thinking and speech becomes more complicated. The intellectual function of speech develops when it acts as an instrument of thinking. The word fixes the result of cognitive activity, fixing it in the mind of the child. The child not only states
perceived or reproduces past experience, he argues, compares facts, draws conclusions, revealing hidden connections and patterns in the subject. Verbal reasoning by the age of 6-7 turns into a way of solving problems. The inclusion of speech in cognitive activity leads to the intellectualization of all cognitive processes. Speech reconstructs sensory cognition, changes the ratio of thinking and action, consolidates assessments, judgments, leading to the development of higher forms of intellectual activity.

The preschooler uses speech not only to establish contact, but also to obtain new meaningful information, which he includes in solving mental problems. The intellectual function of speech is intertwined with the communicative one. The development of understanding of speech in preschool age is associated with the fulfillment of instructions of an adult, acquaintance with literary works.

Understanding of literary works is expressed in the fact that the child can concentrate on a sufficiently large number of characters, a complex plot, description. He singles out not only the content, but also the main idea of ​​the works. The older preschooler identifies the main characters and minor ones, expresses and motivates his attitude towards them, gives them a reasoned assessment, identifies the form of the work (fairy tale, poem, story) and some means of linguistic expressiveness, for example, comparisons. In the process of retelling, the child uses expressive means characteristic of a literary work.

Understanding of an adult's instruction is manifested in two main points: in its delayed execution and in following instructions not only to the goal, but also to the mode of action. Initially, the kids, not listening to the instructions, immediately try to perform the action. When executed, they follow only those instructions that relate to the general purpose of the action: what needs to be done. The execution of instructions relating to the mode of action occurs only if they reflect each individual act of action or a group of homogeneous acts, and the action follows immediately after the word. The baby cannot independently organize his activities on the basis of instructions. Gradually, an adult's verbal instruction turns into the basis for performing a system of purposeful actions. Children do not follow through, but the direction of their actions remains correct. They ask questions that clarify instructions, turn to an adult for confirmation of the correctness of their actions. Sometimes preschoolers notice that their actions do not correspond to the instructions. Then they interrupt the task or correct their action. In general, they do not cope with the task, they do not achieve the desired result. The turning point in the development of understanding of the instruction and the formation of the regulatory function of speech is the independent organization of their activities by preschoolers on the basis of this instruction. The activity begins to proceed according to a single plan that arises before its beginning under the influence of the instruction of an adult, when all his instructions regarding the goal and method of action are fulfilled.

The regulation of the behavior and activities of children is manifested in their change under the influence of the assessments of an adult. The acquisition of speech understanding by preschoolers enables adults to motivate their requirements, seeking to consciously fulfill them. With the help of speech, a child influences an adult and a peer.

In preschool age, a self-regulatory function also arises. The child's speech is increasingly included in his activities, performing the planning function, which leads to the allocation of two points in the activities of the older preschooler: decision-making and planning for its practical implementation. Speech moves from the result of an activity to its beginning, not only fixing this result, but also anticipating it.
The planning of activities in speech significantly increases its effectiveness, makes the concept sustainable, and its achievement faster, more accurate, and correct. On the basis of planning, practical and mental activities become voluntary and purposeful.

The development of the sign function of speech in a preschooler is indicated by the child's awareness of the sound structure of a word and the verbal composition of a sentence, which creates the prerequisites for teaching literacy.

The task of sound analysis of a word does not arise in practical activity, but is posed to children in the process of special education. An adult teaches a child a special way of examining the sound structure of a word: on the basis of the scheme of its sound composition and the designation of sounds with chips, already at the age of 4 in children, it is possible to form a generalized action of intonational selection of sounds in a word, distinguishing hard and soft, voiced and voiceless consonants by ear, naming the first sound in the word. Older preschoolers determine the sequence of all sounds in a word.

Awareness of the verbal composition of sentences also does not develop immediately. First, the preschooler treats the sentence as a semantic whole. He focuses on the situation indicated in the proposal. When asked how many words are in the sentence "Children played with a ball", he replies: "One: Children played with a ball." Further, an analysis of intonational-semantic groups arises: nouns and verbs. To a similar question, the child answers: "Children - the first word, played ball - the second word." And only as a result of learning, children single out all categories of words, excluding conjunctions and prepositions, that is, the service parts of speech.

By the age of 7, the child separates the word from the object it designates and understands it as an abstract unit.

Thus, a preschooler develops a conscious attitude to speech. At 5-7 years old, it becomes an arbitrary independent process. It is important for the child to convey the content in the speech so that the interlocutor understands it accurately. A special speech activity in the form of conversations, hearings, reasoning, composing stories and fairy tales. It has its own motives and goals and develops only in the process of specially organized training, when an adult makes certain requirements for the child's speech (independently, expressively convey the content, maintain a casual conversation, answer questions, etc.) and teaches him how to fulfill them. Speech turns into mental intellectual activity.

Features of the development of speech in preschool age:
- speech breaks away from a specific situation, loses situationality, turning into a universal;
- coherent forms of speech appear, its expressiveness increases;
- the child comprehends the laws of the native language in the process of actions with the word;
- the child learns to express his thoughts coherently, logically, reasoning turns into a way of solving intellectual problems, and speech becomes a tool of thinking and a means of cognition, intellectualization of cognitive processes;
- the regulatory function of speech develops, which is expressed in the understanding of literary works, obedience to the instructions of an adult;
- the planning function of speech develops when it begins to anticipate the solution of practical and intellectual problems;
- the sound function of speech arises, the allocation of a word as an abstract unit, which creates an opportunity to make the word an object of cognition and master written speech;
- there is an understanding of the forms of linguistic activity;
- speech becomes a special type of voluntary activity, a conscious attitude towards it is formed;
- speech turns into a special activity that has its own forms: listening, talking,
reasoning and stories;
- the process of phonemic development is completed: the child hears and pronounces sounds correctly;
- there are prerequisites for mastering literacy.

In preschool age, the most intensive development of speech occurs. The child's vocabulary increases from two hundred to several thousand words, the child learns to speak in sentences and masters many difficult grammatical structures... How this actually happens is still not well known, although it is clear that the processes of designation and understanding, and not simple reflex associative learning, play an important role. It should be added that children also learn rules, not specific automatic constructs. This is a period of constant questions, the most frequent of which are first questions like "what is this?", Then "where?" and "who is this?", and by the end of the fourth year of life - the question "why?" Although the questions are usually asked for the sake of finding information, parents are annoyed by the frequency with which children ask about what they know. It seems that children are interested in how an adult will construct his response phrase - maybe they are trying to learn something about the language rather than about the thing that is mentioned in the question. Likewise, children spend a lot of time talking to themselves, "experiencing" different types of word combinations and different ways of thinking about things.

As children learn new words, their pronunciation improves significantly. Approximately two-thirds of children immediately begin to speak an understandable language, but about a third of them go through a phase where they cannot be understood, and about one in 25 children remains tongue-tied before the age of six, that is, before entering school.

Olga Barabanova
Speech development in preschool children

Methodical development «»

MADOU kindergarten number 6, Balakovo, Saratov region

Introduction

Speech development in preschool children is a necessary component of a normal child development.

Thanks to speech person communicates, transfers his accumulated experience to others, gains experience in the process of communicating with other people.

Preschooler speech development It is very important to prepare a child for school, without this preparation, full-fledged education at school is impossible. This must be taken into account as teachers in preschool education and parents in the process of education and development of preschool children.

By the age of one, children begin to pronounce separate words. At two years old, the child can already speak sentences of two, three words. By the age of four, the child is able to speak quite freely. In the sixth year of life, children use almost all parts speeches, can actively engage in word creation, retell, tell from a picture, conveying not only the main thing, but also the details.

Children master and improve their speech by imitating people around them, by forming conditioned reflex associations by their nature of connections between images of objects. Also, children begin to come up with new words and say phrases that an adult has never heard before. Among the important tasks of education and training preschool children one of the main tasks is teaching the native language. This task consists of several tasks: enrichment and activation of the vocabulary, improvement of the grammatical structure speeches, education of sound culture speeches learning conversational speeches, development of connected speech, education of interest in fiction, preparation for literacy training. Knowledge of the native language is not only the ability to correctly construct a sentence, the child must learn to tell, describe objects, events, phenomena. Children learn to hear and understand the speech of an adult, be able to answer questions, express themselves, be able to listen to others children... At development all these components speech development we can say that preschooler prepared for mastering the school curriculum.

Main part

Speech development the baby starts from the breast age... From the first days, the baby exercises his voice apparatus: he screams, cries, makes involuntary sounds. Of course, this is not speech, but it has a huge impact on the subsequent speech baby development... At the same time, the child not only listens to his own sounds, but also listens with pleasure to the voice of an adult. Therefore, it is very important for parents to communicate as much as possible with their baby: tell him about what is happening around, sing songs, read fairy tales, children's poetry.

For the first three months, the child pronounces inarticulate combinations - he hums. Parents need to pay attention to these sounds of the baby, repeat them after him, put these sounds into short words, nod back to the child, smile.

By the age of four months, the sounds that he utters are similar to the element of words, for example, ma, ba, etc. In this age period, the baby does not put any meaning in them, they are involuntary. Parents need to continue talking to the baby, singing to him, showing and naming toys. But by 8 months they become clearer, by 10-11 months the child pronounces the first simple the words: mom, bb, woof-woof, etc. The child understands and is happy to carry out simple assignments. It is important for parents to try to teach the child the first simple words: give, on, etc. When communicating with a child under one year old, while talking or singing, hold the child so that he can see your lips, can touch them. Exploring the source of the sound. Use nursery rhymes, little pestles, lullabies.

At the stage of 2-3 months, the parent can choose the sound often pronounced by the child and sing a song, replacing the words with this sound.

At 4-5 months, you can show your child a toy, calling it several times, and then hide it from in words: "Where is the bunny?", after that show: "Here's a bunny".

At 6-7 months, you need to lay out small children's books in front of the child, let the child look at them. Selects the most attractive ones for him. The parent can read the book to the child several times, tell the child what is drawn in the illustrations in the book. When the child is familiar with the book, ask him to show this or that object.

At 8-9 months, you need to pay special attention to shallow hand development... Physical and mental level development child is determined by the level development of baby movements... Scientists have proven that “motor impulses of the fingers affect the formation of "Speech" zones and have a positive effect on the cerebral cortex of the child. Various actions with hands, finger games stimulate the process of speech and mental child development»

From birth, it is necessary to massage the hands, knead the baby's fingers. Play the following games with your child closer to the year "Find a toy"(Hide 2-3 medium-sized toys in the cereal in front of the child's eyes, and then ask the baby to find, for example, a pussy). You can purchase a small massage ball and, starting from the year, massage your fingers and palms... From year to year, you can include the following games in play activities "Twirl, pencil"(Offer the child to roll the pencil on the table back and forth, "Hide in palm» (Ask the child to hide a piece of foam rubber or a small toy made of non-solid materials in the cam). The game "Breeze"(Put baby on palm a piece of cotton wool and ask to blow it off).

By the age of two in children's speech simple sentences appear

An adult can use play techniques. For example, when looking at a toy fox, bunny, you can play games "The Fox and the Bunny"(An adult takes out a bunny and asks: "Who is this?"... The child answers. Adult asks: "And where is the bunny's tail, paws, eyes, nose, ears?", "Hide and seek with toys"(There are several toys on the table. The adult offers the child to choose one, asks the child question: "Tell me, why did you choose this toy, what do you like about it?" After that, the child turns away, the adult hides the toy in a conspicuous place. "It's time", - says an adult, the child turns and looks for a toy.

To tell children about pets and birds, about some wild animals, using illustrations, children's works. You can use games like "Guess who?"(An adult pronounces various sound combinations, correlating them with animals or birds, the child must determine who it is about.) As a preparatory stage for telling about animals, games like "Tell me a word"(An adult offers children short poems known to children, which end with the word - the name of the animal, but the adult does not say the last word, the child finishes it).

Children of the third year can memorize short children's poems, nursery rhymes. It is necessary to carry out work on sound culture speeches... To do this, you can use games: "Aukanye"(The adult invites the child to pretend that they are lost and call each other "Ay", while folding his hands like a megaphone, "Wind"(An adult invites the child to sing like breeze: in-in-in, then like a strong wind, the child increases the volume of pronunciation. The adult asks the child to increase and decrease the volume of the voice, "Komariki"(The adult invites the child to turn into mosquitoes. Pronounced the sounds: z-z-z, "Whistle" (Sounds: s-s-s).

In the fourth year, storytelling can be included in activities with children. Learn children examine illustrations, closely follow the content of the tale, answer questions about the text. For development of children's interest you can use toys (heroes of fairy tales, masks.

One of the methods children's speech development- examining the toy. (Ball, tumbler, doll)... After examining the toy with the child, ask him to name the color, shape, size. Teach a child to talk about a toy. To attract the child's attention, you can use poems about a toy, surprise moments. (Show the child the toy not immediately, but the box in which it is hidden, ask: “What is this box? What's in it? "). Games can be used "What changed"(An adult seats toys, a child examines, an adult behind a screen changes places of toys and asks a child to tell what has changed)

You can also look at and describe vegetables with your children. Learn children examine the subject, talk about how it looks, tastes. Make riddles to children about vegetables and fruits. To get your child interested in using games "Plant a vegetable garden", "Treating dolls", "Vegetables and fruits are healthy products"(an adult and a child examine vegetables and fruits visually, to the touch, to taste, and highlight their signs)

On this age stage can be viewed with children, simple on the plot of the picture. Learn children examine the picture, answer questions about its content.

V age 4-5 years old, the child is already fluent in speech, can talk with adults on abstract topics, the child begins to construct phrases grammatically correctly, pronounces sounds well enough. The child is able to answer the questions of an adult in expanded phrases... But you should not stop working on children's speech development.

You should continue to talk and talk a lot with the children. Ask children impressions of events, for example, the past day, seen. When walking with children, you should pay attention children on the surrounding nature: trees, birds, sky, etc., on people's clothes, for interesting events. Happening along the route. To discuss this with the child, to be interested in his impressions, coming home to ask what the child remembered, what he liked, what he can tell about. After visiting the park, you can make up with your child stories about the plants he saw, about an animal, for example, about a dog, about a squirrel. Encourage the child to use as many descriptive adjectives as possible by asking the children questions such as "What kind of tail did the squirrel have?", "What was the fur" etc.

In that age is possible for the development of children's speech you can use the following games: "It happens - it does not happen"(An adult tells a story to a child, a child says what this story can actually be and what cannot be, "What, what, what"(An adult names an object, and a child names as many signs as possible corresponding to a given object, "Complete the sentence"(An adult begins a sentence, and a child ends it by choosing words with the opposite meaning, for example,

"Bitter onion and watermelon", "Guess, I'll guess"(An adult invites the child to talk about an object without naming it, and the adult guesses what the child told about).

V age 5-6 years old kids dictionary replenished with new words. This is due to the intensive expansion of ideas about the world around us. By the end of the sixth year of life, vocabulary children contains 3000 - 4000 words. In dictionary children generic concepts appear, for example. Plants are trees, shrubs, herbs, flowers. Continues development dialogical and monological speeches but on this age The most important stage is the mastery of dialogical speech, since the dialogue allows the child to easily come into contact with peers and adults. Children of this age easily master dialogical speech, provided that adults treat them with respect, respect the child. They listen to his opinion, take into account his interests. When adults not only speak themselves, but know how to listen carefully to the child. With the children of this age you need to talk a lot, ask. Some children of this age may still experience difficulties in pronunciation of sounds, for example, sonorous (l, n, hissing. Therefore, the task of adults is to help children. Currently, speech therapists, teachers in preschool institutions... Parents can also participate in this process. Games will help them in this. "Catch the syllable"(An adult names a syllable, a child comes up with a word that begins with this syllable, "We select rhymes", "Kuzovok", "Vice versa" and etc.

For speech development of children at this age games can be used "If I"(coming up with situations, "Rhymes", "Riddles"(The child composes a riddle, describes what he is thinking about, an adult or another child guesses, "Guess the fairy tale"(A child selects and names a number of words from a fairy tale, an adult or another child guesses a fairy tale, "Who is bigger"(A sound is selected, which of the players will come up with more words starting with this sound, "Opposites" (An adult says the word - the child chooses the opposite in meaning).

Child development 6-7 years old is so high that it allows the child to be an interesting conversationalist. Children can build quite complex sentences. Children learn many new activities. What affects the mental, speech child development... Children become more independent, judicious. But nevertheless, adults need to pay special attention to speech child development... The task of parents and teachers is to teach a child to use a variety of synonyms, to consolidate the ability to pronounce sounds correctly. Expand words knowledge

children... Play games with your child "Complete the sentence", "Sweet words" (Who will pick up more affectionate words)... Adults should read as much as possible with the child, memorize, invent stories, fairy tales. An adult can help a child if he finds it difficult to find words. Also a necessary step in speech development and in preparation for school is "Literacy training"... In this section speech development includes teaching the child the ability to hear the sound in a word, to determine the position of the sound in the word (at the beginning, at the end, in the middle, to determine the vowel and consonant: soft, hard, sonorous, dull sounds. Ability to pronounce a word, clearly highlighting sounds, name a sound if an adult asks, for example: "Name the third sound in the word"... It is important to teach the child the ability to divide words into syllables, a sentence into words, a story into sentences. Games will help with this "Where is our home", "Let's build a pyramid"(by the number of sounds in the word, Lost and Found, "Scattered letters"(Sound-letter analysis of words, "What are their names"(The ability to identify the first sound in a word, "Zoo"(Division into syllables, "Help Buratino" (Ability to highlight vowel and consonant sounds).

Mastering speech will help the future first grader to study successfully. The ability to speak out and convey your thoughts is a solid foundation for mastering school knowledge.

Conclusion

Thus, we can conclude that if parents and teachers strive to do so. so that their child is fluent in his native language, can freely communicate with adults and peers. successfully mastered the school curriculum, their task develop the speech of children from birth to school.

Literature:

S. V. Reshchikova "Play activities with children from 1 to 3 years old";

G. Ya. Zatulina "Comprehensive classes in development of speech» ;

O.S. Rudik « Development of children's speech in free activity ".

Anna Loginova
Preschooler speech development

Article Krasnova Nina Efimovna.

Kindergarten teacher number 19 "Cornflower" Yakutsk

Preschooler speech development

Speech development- an urgent task of training in primary school, where the foundations of the future personality of a person are laid, because speech is the basis of all mental and practical activity, a means of human communication.

Because parenting is comprehensive developed personality is impossible without improving such an important tool of cognition and thinking as speech, speech development students at the present time - one of the main tasks of school education, and, first of all, its primary link.

Preschool age is crucial for learning baby: everything that the child learned or could not learn in these early years will significantly affect his future intellectual development and schooling will not be able to compensate for gaps in child development... Therefore, the main task of educators is development cognitive abilities preschoolers.

Formation of the basis for the intellectual abilities of children, cognitive development the child is influenced by the social environment. In the process of communicating with others, he learns the language, and with it the existing system of concepts. As a result, already in preschool At age, the child masters the language so much that he uses it freely as a means of communication.

Speech accompanies and improves the cognitive activity of children, makes work activity more focused and conscious, enriches games, promotes the manifestation of creativity and imagination in visual, musical, literary activities.

To carry out work on cognitive and speech development children use the following means of speech development:

1. Communication between adults and children

2. Cultural linguistic environment.

3. Teaching a native speech and language in the classroom.

4. Fiction.

5. Various types of art.

The teacher helps the child achieve communicative competence by the end preschool age by solving problems development of different sides of speech in all ages groups:

« Development of coherent speech»

« Dictionary development»

“Mastering grammatically correct speeches»

"Mastering sound culture speeches»

"Preparation for teaching literacy"

Tasks of cognitive and speech development of preschoolers is addressed in a complex, taking into account the age characteristics of children and the requirements "Education and training programs in kindergarten".

On the basis of all this, a model of speech child development.

(Annex 1)

Diverse, rich in additions, descriptions and synonyms of speech in children aged 3 to 7 years is an extremely rare phenomenon. Speech development in preschoolers is of prime importance, since this is the time the child is most receptive to comprehending it.

Children learn native language imitating the spoken language of others.

It is a pity that constantly busy parents during this period often forget about this and abandon the formation process. child's speech on its own.

Children spend very little time surrounded by adults (most often watching TV, at a computer, or with toys, rarely hears fairy tales told by mom and dad, and planned activities for speech development of preschoolers is very rare.

So it turns out that by the time the child enters school, the child has a lot of problems. Therefore, solving the problem, speech development in preschoolers Let us consider what problems in this area are encountered most often by parents and teachers.

Typical problems speech development of preschoolers:

1. Monosyllabic speech, which consists only of simple sentences (also called "situational" speech)... Inability to correctly and competently build a common proposal.

2. Scarcity speeches... Poor vocabulary.

3. Speech in which there is an excess of slang words (the result of watching TV,

the use of non-literary expressions and words.

4. Poor conversational speech: inability to ask a question in an accessible and competent way, to build detailed or short answer, if necessary and to the point.

5. Failure to line up monologue: for example, a descriptive or plot story on a specific topic, retell the resulting text in your own words.

6. Lack of logical reasoning in their conclusions and statements.

7. Lack of culture speeches: inability to use intonation, adjust tempo speeches and voice volume, etc.

8. Bad diction.

The main task of the educator is to explain to the child what this or that word means, its meaning.

Classes on development of speech necessarily include memorizing small rhymes and retelling the text read by the teacher.

As a result of these lessons for school, the child will learn to express himself correctly, will have an impressive vocabulary and correctly pronounce all the sounds of the language.

Correct adult speech is very important for child's speech development.

That is why it is useful to extend the speech rules for kindergarten teachers to the parents and the immediate environment of the child.

After all, if, in spite of everything, the baby hears at home "What" and "Down", then all the work on development, done in kindergarten, is gradually coming to naught. This is especially noticeable if the child is absent from kindergarten for a long time, for example, in the summer.

Teacher's speech preschool educational institution has a teaching and educational focus. The main thing is the quality of its linguistic content, which ensures high results of work.

The teacher's speech is a reflection of the inner world, the characteristics of the intellectual and spiritual development of his personality, an important part professional culture, which is a culture for all mankind.

Child- preschooler spends most of the time in the nursery garden: communicates with the teacher, learns a lot from him, including culture speeches... Therefore, the teacher should pay special attention to his speeches.

Since the child perceives the speech of an adult as a model, the teacher must speak correctly, without distorting sounds, clearly articulating each word, without rushing, "Eating" endings.

It is especially necessary to pronounce unfamiliar and long words. Liveliness and richness of intonations also play an important role - they contribute to better assimilation speeches.

In cognitive development the task of the teacher is to consistently increase the stock of knowledge in children, to streamline and systematize them.

The child needs to get clear representation:

About the surrounding objects and their purpose;

About qualities (color, size, shape) items;

About properties (beats, breaks, breaks, pours, etc.) items;

About the material from which the items are made

Even in the old days tongue twisters were invented - a kind of folding speeches with repetition and rearrangement of the same letters or syllables that are difficult to pronounce.

Practice tongue twisters with your child, moderate his haste speeches... He will surely enjoy these funny and short rhymes.

A child's willingness or unwillingness to start school

Determined by the level of his speech development: precisely with the help of speeches he has to learn (and learn) the entire knowledge system. If a six-seven-year-old kid has mastered oral speech before school, then written speech is still to be mastered.

Simple pattern: the better developed the child has oral speech by the time he enters school, the easier it is for him to master reading and writing.

Unfortunately, for various reasons, every year more and more children come to the first grade with defects in the pronunciation of sounds, a meager vocabulary, children who cannot build a simple narrative sentence.

Verification of speech readiness for schooling.

Pronunciation is correct.

Before learning to read and write, the child must learn to pronounce all sounds correctly and clearly. It is unacceptable to have speeches full sound replacements (SOLNISKO instead of SUN, PALTA instead of PART)... Such defects in the pronunciation of sounds are usually reflected in the writing.

The presence of phonemic hearing.

To assess it, invite your child to write down a few words - not in letters, but in circles. There are so many circles as there are sounds in a word. For example, the word "house" should be represented with three circles, the word "mother" - with four.

Check if the child understood the task correctly, and then dictate words to the child so that he writes them down in the form of circles.

Show him pictures of animals (e.g. lion, wolf, cow) and the schemes of their names are written in the form of circles (by the number of sounds in a word)... The child's task is to determine which circles match which word.

Ability to distinguish sounds.

Clear distinction by ear of all sounds speeches is one of the prerequisites for mastering the literacy. The recording of any word presupposes the ability to identify each sound included in its composition and designate it with the corresponding letter. If some sounds seem the same to the child, while writing, he will inevitably find it difficult to choose the letters corresponding to these sounds. (and make mistakes).

For example, if the baby does not distinguish the sounds B and P by ear, he will not know what the first letter is. (B or P) should be written in the word BEAM or in the word STICK.

The study of the auditory differentiation of sounds is carried out using specially selected pictures (the names of the objects depicted on them differ only in one sound being tested).

The state of the vocabulary.

The older child preschool age vocabulary must be at least 2000 words (for some children it exceeds 5000 words).

It should present the main parts speeches: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, compositional and subordinate conjunctions.

To study it, a number of special techniques are used to find out the presence or absence of certain words in the child's "dictionary" (see below).

Formation of grammatical systems.

This is, in fact, the clarification of the question whether the child has mastered the laws of inflection and word formation existing in the language. The grammatical system of inflection is a child with normal developing he usually masters speech by the age of four, and the word-formation system by the age of seven.

These terms are rather arbitrary. Sometimes even a seven year old is talking: "I drove by the meter", "under my coat - a sweater", "hot coffee", "put down a pencil", "run faster", "a wild day", "a cyclist is a person who rides a bicycle", etc. (If the parents themselves speak correctly, this practically does not happen).

Checking the formation of a child's grammatical systems is important because even a very large vocabulary does not solve the problem of the completeness of oral speeches.

It is also important to be able to actively use the existing words, to build sentences and coherent statements out of them, since only under this condition can you express your thoughts clearly enough. And for the correct construction of sentences, the ability to grammatically correctly coordinate words with each other is necessary.

Possession of coherent speech.

Coherent speech is usually understood as such deployed(consisting of several sentences) statements that allow you to clearly and consistently express your thoughts.

Without fluency in coherent speech, the process of schooling is unthinkable (remember at least the usual answers in the lesson, so about her development the child needs to worry already in preschool age.

Stories are usually divided into factual and creative.

The first, as the name suggests, convey real events (facts)- based on their direct perception, or from memory.

The latter are built with the active participation of the creative imagination, due to which they can be supplemented with some details that did not exist in the real situation.

In form, stories can be descriptive and plot.

A descriptive story is a description of real things, plants, animals or things depicted in the picture. There are no characters here, there are no events, but the characteristic features of this subject are simply described. For example: "The puppy is black, shaggy; he has small ears and a short tail."

There is a plot of action in the plot story, its development reaching some high point (culmination and completion of the "incident", or denouement; events here must be transmitted in time sequence, taking into account the cause-and-effect relationships.

Periodically offer the child tasks that check the communication skills speech:

Let him listen and retell a previously unknown story close to the text;

Tells how the day went;

Compose a short fairy tale or story;

Describe a painting depicting nature;

Describe drawings, in which, for example, children play, help adults, relax by the sea;

Describes their family, friend, or pet;

He will tell, for example, how the preparations for the holiday and the holiday itself went, try to express and describe their impressions.

Pure and correct speech is an important component for the formation of a full-fledged personality. After all, a person with wonderful developed speech not afraid of communication, and also understandably for the people around him expresses his own thoughts and desires. Fuzzy speech is often the reason for the development of a large number of complexes in a person, it complicates the process of communication and its self-realization.

It should be noted that correct speech of a preschooler is an the main indicator his readiness to learn at school. If a child has certain speech defects, then in the future this can lead to academic failure, problems in communicating with peers and the formation of self-doubt. Thus, modern parents should start off take care of the development of speech his child from an early age... Speech therapists and defectologists warn parents that speech impairments in a baby will not disappear spontaneously as they grow and develop. If you have identified a delay in speech development or a speech defect in a child, you should immediately seek help from specialists. After all, over time, the data speech problems can worsen and turn into persistent violations.

Communication with parents and joint systematic lessons with them is of particular importance for the development of speech in a child. For classes for the development of speech to be effective, parents must know the main stages of the development of a child's speech.

Stages of speech development of a preschooler

Experts note the following stages of speech development in preschool children:

  1. 3-4 years. In this age range, the baby names the shape, color, size and quality of the object. Uses generalized words: furniture, clothing, tools, vegetables, etc. In the process of examining a picture or object, an adult answers questions in monosyllables. Can make 3-4 sentences of a descriptive character with the parents on the illustration. The kid is actively retelling his favorite fairy tales.
  2. 4-5 years old. In the process of communication, the kid uses adjectives that denote the properties of objects, verbs that characterize labor actions, as well as nouns. Easily navigates the location of objects, time of day, and also perfectly describes the mood of people. During this period, the kid improves communication skills through dialogue, and also actively asks and answers questions. The child already knows how to retell short stories and compose short stories based on the plot picture.
  3. 5-6 years old. Children in this age range use all parts of speech in the correct form and precisely in meaning. In addition, the child retells coherently and consistently literary works small volumes, and also composes small stories on their own. Can communicate with an adult at ease, asking questions about the topic and answering them correctly.
  4. 6-7 years old. This age period is characterized by a rich vocabulary, as well as the use of antonyms and synonyms in the communication process. The child develops a culture of verbal communication. He can independently and expressively convey the content of the work he has heard. In addition, the child easily composes a coherent story of a creative nature from a picture or a series of pictures.

It should be noted that these stages speech development are conditional and do not take into account the individual characteristics of each baby.

If you have fixed certain problems in the formation of speech in your child, then systematic exercises will help correct the situation.

Classes for the development of speech in preschoolers: game

Each parent should be sure to find time for your child and v easy playfully conduct short classes for the development of speech... Teachers recommend in the course of the lesson to pursue the following goals:

  • form and replenish the child's vocabulary, develop his logical thinking;
  • help master the skills of coherent speech and teach how to build sentences;
  • correct the sound side of speech in close relationship with the development of sound analysis of words and the formation of phonemic hearing.

It is best to carry out activities with a child in a playful way.

We offer options for games with a toddler that will help to develop the child's speech more actively:

Games with different words

This selection of entertaining games will help your child develop speech, teach how to compare and analyze, and will also contribute to the development of attention and memory. In addition, in the future, the baby will be able to independently describe and characterize various objects by their external signs.

"Choosing adjectives"

This game is very popular among children, regardless of age category. The essence of the game is that parents show the child a toy or a picture, and he must name the maximum number of features that characterize this object. For example, "fox" is red, cunning, fast, beautiful, etc. It is recommended to make the game more difficult over time. The child must match actual nouns to the original adjective. For example: "red" - tomato, poppy, rose, apple, etc.

"Who's doing what"

This game helps to enrich the vocabulary with verbs. For the lesson, you need to prepare thematic cards. Next, the parent shows the child the card and asks the question: "What can you do with him?" or "What is it for?" It is recommended to complicate the game over time by adding facial expressions and gestures to it. For example. Children should name the type of activity for certain actions of an adult.

"The object and its actions"

The game contributes to the intensive development of the child's speech. Its meaning lies in the fact that the baby is asked to identify objects that perform certain actions. For example: "What and who is flying?" - bird, plane, fly, snowflake, fluff, etc.

Games on the theme: "What it looks like"

This category of games is an effective method of developing speech in children of any age category. At the initial stage, for the lesson, you will need a certain game material: dummies of vegetables, a shell, a pine cone, a piece of cloth, a piece of fur, etc. In the future, only words can be used for the game. The rules of the game are that the child answers the questions, arguing for his own answer. For example: "What does a dry leaf or a piece of fur look like?" Further, parents ask additional questions: "Why?", "What?". There are a lot of variations of this game. Let's consider the most popular ones.

"Letters and numbers"

This game remarkably develops speech, imaginative thinking, imagination and the ability to concentrate attention on the necessary object. For the lesson, you will need images of letters and numbers, which are on separate large sheets. The child is invited to consider first one letter or number, and then name the objects, phenomena that these images look like. In addition, the kid can draw his own associations or come up with a story about the object he saw. Further, the number of children's associations per object should gradually increase.

"Draw a picture"

The meaning of this game is as follows: the child is asked to consider an unfinished geometric figure drawn on an album sheet and asked to finish drawing the necessary elements to the figure at his own discretion. On next lesson you can increase the number of shapes or lines in the drawing.

"Argument"

This game is used in the classroom to develop speech with preschoolers aged 5-7 years. For the lesson, you will need subject cards of a variety of topics. This activity is best done with a small group of children. The presenter selects one subject card and, without showing it to anyone, examines the image. Next, the child asks the participants in the game a number of questions: "What does it look like?", "What color is it?" etc. Each of the children should offer their own answer. After that, the presenter opens an inverted image and invites the players to "defend" their versions with arguments.

This game remarkably develops speech, as well as forms the ability to correctly construct sentences, draw conclusions and teaches the skills to prove your own point of view with the help of specific facts.

Game on the theme: "Who is from where"

This game effectively develops the child's speech skills, teaches to identify the relationship and general patterns between objects. To do this, you need to prepare thematic cards and familiarize the child with them. For example, if you show a baby images of animals, then pay attention to their external characteristics, habitat and ability to adapt to it. Birds use wings, fish use fins, etc.

The lesson for the development of speech is carried out as follows: the child is shown images of the sea and the forest, on the data of the habitat, you need to select and distribute pictures with various animals, arguing for your own actions. Next, show the child a part of an animal: tail, paws, ears, and invite him to identify this animal and its habitat. After the arguments, the child is shown a holistic picture of this animal, and he formulates a conclusion about the correctness of his own arguments.

Game on the theme "Avalanche of words"

"I put in the basket ..."

The adult begins the game with the following phrase: "I put a pear in the basket." The kid repeats this sentence and adds his own version: "I put a pear and a peach in the basket." The next player adds their own variation, repeating the previous phrase.

For older children, it is recommended to add words starting with one letter: "I put pineapple, apricot, avocado in the basket ...". In addition, you can play, keeping the sequence of letters in the alphabet: "I put an orange, eggplant, grapes in the basket ...". For clarity, the child should have a poster with images of the letters of the alphabet.

"Endless story"

This game is aimed not only at memorizing words and their sequence, but and preserving the meaning of the sentence... Any word is chosen for the game and other words are added to it, which form a short story. New words can be put in any part of the sentence. For example: choose the word - flower. One child comes up with the beginning of a story - a flower has grown. Another child continues - a flower has grown in the meadow. The third baby - a beautiful flower has grown in the meadow, etc.

All classes for the development of speech, which are conducted in a playful way, are diverse and creative.

Thanks to games, the child develops a culture of speech, stimulates speech activity and communication skills.

The kid also learns to pronounce words correctly and clearly put stress in them.

In order for classes for the development of the speech of preschoolers to be effective and bring maximum benefit, parents should monitor the child's mood, not suppress his emotions and take into account his speech capabilities. Adults should not think that after a few games the kid will begin to use the correct forms of the word in the process of communication at the morphological, syntactic and grammatical level. This process is gradual and takes time.

Classes for the development of speech of preschoolers: tongue twisters, children's poems, riddles

For development, activation of the speech apparatus child and getting rid of "porridge in the mouth" is recommended in the classroom pronounce tongue twisters... Parents should initially read the tongue twister to the baby slowly and articulate each sound clearly. Next, offer to speak it with you, and then ask to tell the tongue twister yourself. Do not scold your child if he does not succeed. Turn your activity into an exciting game so that your child wants to repeat the tongue twister many times. Stop your choice on simple, short and easy-to-pronounce tongue twisters.

For example: Our bear has big bumps in the bag or the Gray cat is sitting on the window. Over time, you can learn tongue twisters more complicated in pronunciation.

In addition, for the development of speech, read the child's poems and riddles more often to the child, which expand his horizons, help develop thinking, attention, memory.

Classes for the development of speech of preschoolers: breathing, articulation, finger gymnastics

One of the main conditions beautiful and correct speech of a person is unstressed articulation with a smooth, prolonged exhalation. In children with various speech impairments, breathing is arrhythmic and shallow. Speech therapists recommend parents fulfill with the child systematically simple breathing exercises, which will contribute to the formation of prolonged exhalation and, as a consequence, the correct development of speech.

For example, you can run exercise "Snowfall"... To do this, you need to roll small lumps out of cotton wool and put them on the child's palm. Next, invite your baby to blow the cotton off his palm like a snowflake. Then place a ball of cotton wool under your child's nose and ask him to blow up.

Great for developing proper breathing exercise "Storm in a glass"... To do this, prepare a glass of water and a cocktail tube. The child should place one end of the tube in the center of the wider part of the tongue, and the other end in a glass of water. Then the baby starts blowing through the tube, making a real storm. Parents should control this process so that the child's cheeks do not puff out, and the lips are in a motionless state.

It should be noted that the author of breathing exercises is a well-known teacher and vocalist A.N. Strelnikov. Her author's technique not only restores breathing, but also has a positive effect on the functioning of all body systems.

For the development of speech of preschoolers, it is also popular articulatory gymnastics aimed at main muscular organ of speech - language... Gymnastics for the language is simply necessary, since promotes the formation correct sound pronunciation... After all, defects in sound pronunciation violate emotional-mental balance of the child, and also negatively affect the full communication with peers.

Articulation gymnastics performed in front of the mirror so that the child can see the movements of his own tongue. The duration of the lesson should not be longer 10 minutes a day... At the same time, do not offer your child to do a large number of exercises at once. Suitable for one lesson 2-3 exercises... Do not be discouraged if the child fails to repeat the exercise after you. Be calm, consistent and patient with your baby and he will definitely succeed. Spend articulatory gymnastics in a playful way... Positive emotions from the lesson will help the child quickly master new exercises.

Speech therapists and teachers for the development of speech in preschoolers use finger gymnastics promoting active development fine motor skills hands and, respectively, speeches The child has. The essence of this gymnastics is that the child with his parents recites small verses, accompanying their certain finger movements... These exercises are important for the child, as they improve the coordinated work of the speech centers, promote the development of attention, memory and imagination, and also increase the flexibility of the fingers.

Thus, modern speech therapy and pedagogy offer parents a wide range of different activities for the development of speech preschoolers. Play with your child systematically, do not criticize him for incorrect answers and be sure to support him on an emotional level.