Development of general speech skills in preschool children through speech therapy games

The first stage of speech development

This is the most important and most difficult period.
It starts with the baby crying and screaming. This is the first reflexive reaction of a little man to the world around him.

At about two months of age, the baby begins to “goog” and squeal. This will manifest itself when an adult tries to interact with a child.

By three months of life, “booming” appears. Simply put, these are the sounds: “a-a-a”, “gu-gu”, “a-gu”, etc.

By the eighth month, the baby begins to babble. He begins to correlate syllables with objects or actions (“ma” - mother, “ba-ba” - grandmother, “bi-bi” - car). With the help of babbling, the baby begins to feel the rhythm of speech and express emotions, including anger.

Closer to one year, the child begins to pronounce the first words, on average there are about 20 of them, and the baby understands a maximum of 50 words.

For some children, the pre-speech period lasts up to two years; they understand the requests of adults, but communicate only with babble and gestures. This is not a reason to sound the alarm and run to the doctors; usually babies remain silent, and then catch up or overtake those who spoke at the age of about a year. If a child has not spoken by the age of two and does not understand the requests of his parents, he should consult a speech therapist.

Pre-school period

From one and a half to three years, the baby masters intonation, pronounces words better, tries to compose monosyllabic sentences, has a vocabulary of up to 1000 words, and tries to imitate adults.

At the age of 2-2.5 years, the child begins to combine words into short sentences, although without appropriate grammatical design. But with normal speech development during this period, children themselves begin to correctly use grammatical basics.

In the preschool period, the pronunciation of vowels and consonants is actively formed. By the age of two, adjectives appear in the child’s vocabulary, most often in the form of the nominative case, masculine or feminine, but without agreement with nouns. If a child aged 2.5 - 3 years is at the level of only babbling and does not combine words into sentences, this should become an alarming symptom for parents and a reason to contact a speech therapist.

Preschool period

At the age of three to four years, a child knows up to 2000 words, can put together common sentences, and uses adjectives. During this period, difficulties usually arise with the pronunciation of the letters “l” and “r”.

From four to five years old, children are at the peak of curiosity, they ask a lot of questions, their vocabulary is up to 3,000 words. Kids name objects and characterize them, skillfully use intonation, read poetry well, their speech becomes clear, and its speed gradually develops.

At the age of five to six years, a child already confidently pronounces hissing and whistling sounds, uses compound and complex sentences, defines words, and declines them by case.

At the age of six to seven years, the child uses all parts of speech, uses the names of the days of the week and months, his speech is coherent and understandable. T. B. Filicheva, Doctor of Pedagogical Sciences and Professor of the Department of Speech Therapy, notes that if during this period the child does not inflect words into cases (for example, uses phrases like “my mother and I went to the store”), misses prepositions and conjunctions, then we need to send him to a speech therapist.

School stage

During this period of life, the child improves coherent speech and forms written language. At this stage, children acquire language without much effort. In the period up to twelve years, the child actively forms speech and becomes familiar with written language. At this moment, parents are able to influence the development of the child’s speech. After 12 years, and sometimes even earlier, a teenager becomes familiar with profanity, enriches his speech with filler words, uses slang, etc.

Age up to 1 year

The age of up to one year is called the period of pre-speech development. During this period, preparation for mastering speech occurs. Almost the only vocal reactions of a newborn are screaming and crying, thus he reports the discomfort he is experiencing. At this time, training occurs from the speech apparatus: respiratory, vocal and articulatory. At times, the newborn produces separate guttural middles between “a” and “e”.

Starting from the 5th week of life, the child reacts to speech addressed to him: he stops crying, listens to the voices of his relatives. From 8 weeks a real smile appears, the child begins to pronounce individual guttural sounds (“hooking” is the initial humming).

In the third month of life, laughter and true (singing) humming appear. The child, being in a calm state, makes extended vowel sounds.

5-6 months of life - humming gradually turns into babbling; which consists of chains of syllables (ba-ba-ba, ma-ma-ma). Sometimes parents mistake babble for meaningful speech, but these are not words.

9-10 months - very active babbling, consisting of 4-5 gov or more. The child repeats new syllables after the adult, copies intonation, and accompanies babbling with facial expressions and gestures. Sometimes, at 10 months, individual babbling words already appear (mom, dad). At this age, there is already a good understanding of addressed speech, the child reacts to his name, responds with action to some verbal statements (“okay”, “soroka”, “where is the light bulb?”, etc.) and begins to understand the word “impossible”.

11-12 - time of appearance of the first words.

By the age of one year, a child’s vocabulary contains about 10 words that have a specific meaning. The child understands and follows 5-10 simple instructions: “bring this,” “close the door,” “give me a cup,” etc.

Developing a preschooler’s speech: how to help a child talk about everything in the world

Compiled by:

Chakhova Valentina Petrovna, speech therapist teacher

Russia, Tyumen, municipal autonomous institution

preschool education child development center

kindergarten No. 158 in Tyumen,

Abstract: Figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. Meanwhile, mastering speech between the ages of 3 and 7 years is of key importance, because this period is the most sensitive to its acquisition. To help a child learn to speak grammatically correctly, constructing detailed sentences, it is necessary not only to talk to him often and a lot, but also to ask him to talk, ask questions and help him answer them.

Key words: speech, development, vocabulary, verbal-logical thinking, detailed story.

Children learn their native language by imitating the spoken speech of those around them. Unfortunately, busy parents nowadays often forget about this and let the process of developing their child’s speech take its course. The child spends little time in the company of adults (more and more at the computer, in front of the TV or with his toys), rarely listens to stories and fairy tales from the mouths of his mother and father, and systematic developmental activities for mastering speech are generally rare. So it turns out that by the time a child enters school, many problems arise with his speech. As they say, in order to cope with the enemy, you need to “know him by sight,” therefore, setting the task of developing the speech of your preschooler, we will consider what problems parents and teachers most often encounter in this area.

Typical speech development problems of a preschooler:

1. Monosyllabic speech consisting only of simple sentences (so-called “situational” speech). Inability to construct a common sentence grammatically correctly.
2. Poverty of speech. Insufficient vocabulary.
3. Littering speech with slang words, using non-literary words and expressions.
4. Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.
5. Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. (But it is simply necessary to acquire this skill before school!)
6. Lack of logical justification for your statements and conclusions.
7. Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.
8. Poor diction.

When the method of speech development was just being created in Russia, it set an even more interesting and even higher-level task - to educate a child not just in correct expressive speech, but in an individual speech style! Pushkin, Lermontov, Gogol and other writers have an individual style of speech - we will never confuse the authors with each other, feeling their author's style.

Alas, in the modern situation there is no time for this task, because... Usually children do not “mature” to this level. We are already talking about the fact that almost every child has a disorder in speech development! But a huge number of these violations simply could not have happened if the child had been properly treated and communicated in the family and in the kindergarten!

How to develop a child's speech?

Children need to learn to pronounce correctly and not skip sounds, clearly construct words and express thoughts. It is not recommended to correct and force the child to repeat words with problematic sounds if the child cannot pronounce this sound correctly or completely misses it. It is much more effective if you, by example, clearly and correctly, give your child an example of vocal communication. By the way, scientists have proven that the development of fine motor skills and the development of speech are very closely related, so we advise you to widely use games to develop fine motor skills.

If the correct speech of a preschooler has not been formed by the age of five, it is necessary to seek help from a speech therapist, a specialist at a children's clinic. It is not recommended to postpone visiting a speech therapist; the child must be prepared in terms of communication before the start of school. It is known from practice that children who cannot pronounce certain sounds correctly make the same mistakes in spelling. Before the age of six, it is possible to correct all defects.

Correct pronunciation is only part of the story. If children are deprived of preschool education in special institutions, home exercises are necessary. It is necessary to achieve a conscious understanding of words by children's perception, focusing on a refined understanding of all the nuances of their meaning.

In the development of speech in preschool children , it is important that the preschooler learns to listen, understand the meaning and respond by answering questions. Don't put your baby to sleep just by reading. For this, frequent conversations are necessary, teaching him to retell what he has read, and clearly express his thoughts and opinions. It is very good to develop memory, learn small poems and verses from songs. To develop coherent speech, you need to come up with different stories, for example based on comic books. Or get interested in a task such as composing the end of a story, stopping reading at the most exciting point. This effectively develops imagination, activity and logical thinking.

Many parents rely on kindergarten to solve the problem of speech development. It is believed that systematic classes in a group will help the child in this difficult task. Very often these hopes are not justified: in many kindergartens, insufficient attention is not paid to speech development. But even if you are lucky with the kindergarten, and native speech is given a worthy place in the classroom, it makes sense to monitor whether the baby is developing enough diction, vocabulary, the ability to use intonation, build a dialogue, and detailed answers containing justification (evidence). If not, you’ll have to think about how to diversify your preschooler’s speech practice at home.

Let's see what exercises we can do with our child ourselves. To do this, we, of course, need to know when and what stages of speech development a preschooler goes through. Therefore, we accompanied each exercise game with a detailed commentary.

Exercises for developing the speech of a preschooler:

1. Exercise “Conversation based on a picture.”

This exercise is suitable for children 3-6 years old and is aimed at developing coherent speech. Any beautiful picture, preferably with a plot, is suitable for constructing a conversation. It is most convenient to do this exercise while reading a book, putting together a puzzle or some other entertaining game, so that the child does not have the feeling of a “boring lesson”. Try to involve your child in a question-and-answer game. Ask different questions using a variety of question words: What? Where? Where? Where? How? When? For what? Why? etc. To “talk” the child, use introductory phrases (“What do you think (do you think)?”, “Have you ever seen something like this...”) or assumptions (“What if...”, “Maybe there is a I mean...", "What would you do..."). If your child finds it difficult to answer, help him construct a sentence, demonstrate how and what he can talk about. Pay attention to generalizing words and the construction of subordinate clauses, encourage the child when he uses them. This helps children learn to think abstractly without relying on specific material or situations.

The Picture Conversation exercise is aimed at developing so-called “contextual” speech. Initially, the child’s speech is directly related to the action and naming of objects. “Dad, give me”, “Mom let’s go”, “I want a doll (car, etc.)” are the first sentences that we hear from the baby’s lips. This so-called “situational” speech is a completely normal phenomenon under the age of three. However, after three, the child should begin to master abstract speech that is not directly related to the subject or situation.

If this does not happen, then our preschooler begins to suffer from pronounced tongue-tiedness and unclear speech. To construct a coherent story, a meaningful question, he needs new speech means and forms, and he can only learn them from the speech of those around him. To help a child, it is necessary not only to talk to him often and a lot, but also to ask him to talk, ask questions and answer them.

2. Exercise “Big - small”.

This exercise can be performed with a child 2.5 – 5 years old. To conduct the lesson, you can use a book with pictures or baby toys. Look at the pictures with your child and ask him to name what he sees. For example:

- Look who’s that in the picture?

- A girl and a boy.

- Which girl?

- Small.

- Yes, the girl is younger than the boy, and the boy is her older brother. The boy is tall, and the girl is shorter.

- What kind of braid does the girl have?

- Big.

- Yes, the girl’s braid is long. There is even a saying: “A long braid is a girl’s beauty.” Why do you think a long braid was considered more beautiful than a short one?

And so on.

This exercise is aimed at enriching the child’s vocabulary. After all, poor vocabulary is not only ignorance of the names of objects, phenomena and concepts. This problem concerns the entire structure of speech: the presence in it of a rich range of adjectives, verbs, adverbs, conjunctions, and participles. So, for example, if a baby uses the ubiquitous “big” instead of the adjectives “long”, “elder”, “tall”, “wide”, “thick”, “huge”, “roomy”, “great”, you should think about the use of synonyms .

3. Reading (and singing) lullabies and nursery rhymes.

Starting from birth, read traditional nursery rhymes, lullabies, jokes, and fairy tales (especially poetic ones) to your baby every day. It is very useful to read at night. When reading, make sure that the pronunciation is clear and clear, correctly emotionally charged.

Lullabies and nursery rhymes are invaluable material that allows a child to “feel” the language, feel its melody and rhythm, become imbued with tradition, and clear his language of endless slang words. Lullabies and nursery rhymes enrich children's vocabulary due to the fact that they contain a lot of information about objects and the world around them; they teach children to form words with the same root (for example, “cat”, “kitten”, “kitten”), and allow them to memorize words and forms of words and phrases , and a positive emotional coloring makes development more successful. Repeated sound combinations, phrases, and onomatopoeia develop phonemic hearing and help memorize words and expressions.

4. Interview.

This exercise is for children from 4 years old. Invite your child to do an interview like a real journalist. You will be a famous scientist or doctor, and the kid needs to prepare an article about you. You can prepare a list of questions together. Don't forget to prepare detailed answers! You will not only have a great time in the company of your child, but also instill in him social skills, and also develop the baby’s dialogical speech.

A very important technique is used in interviews: the child must ask the question correctly in order to get the answer he needs. He will have to use all his language skills to competently build a dialogue with the interviewee - that is, with you. On the other hand, the child will have to remember your answer so as not to repeat it in questions. The game can be diversified: interview on a variety of topics. This will enrich the child’s vocabulary and teach him to construct questions. You can also change roles - then the child will be able to master (following your model) the behavior of the other side and learn to competently construct detailed answers.

5. “Guess the riddle.”

The game is suitable for children from 3 to 7 years old. Guessing riddles develops children's speech in many ways. In riddles, the most striking signs of objects or phenomena are given in a condensed form. Therefore, solving riddles develops in children the ability to analyze, generalize, and the ability to identify the characteristic features of an object and draw conclusions. Some riddles enrich children's vocabulary due to the polysemy of words and help them see the secondary, figurative meanings of words. And, of course, they teach children imaginative thinking.

To arouse your child's interest in the proof, draw the child's attention to the fact that without proof you can offer a different answer. For example, the well-known riddle “The red maiden sits in a dungeon, her braid goes out onto the street.” We ask what it is. If the child has guessed the answer and shouts “carrot,” we ask why. "Because it's red." Well, strawberries are also red - does that mean this is also the correct answer?

You need to try to draw the child’s attention to the other signs indicated in the riddle. If the kid has figured it out and claims that “sitting in prison” means “growing in the ground,” then you can wonder if this is not a radish - after all, it also grows in the ground and is also red? Now pay the child’s attention to the fact that it is “she” who is sitting in the dungeon, so that masculine objects (onions, garlic, radishes) immediately disappear.

The child must learn that even little things sometimes play a very significant role in proof. Then think about what else is growing in the garden. Why couldn’t the author of the riddle mean beets, since they also seem to be red when you cut them? Let the child express his guesses. Suggest your version: beets are actually not red, but dark brown. Try to come up with your own riddles about vegetables of a different color: for example, “The yellow maiden sits in a dungeon” (turnip). Explain that the beauty of the carrot riddle is that the phrase “red maiden” has a double meaning, i.e. the author may not have in mind the color at all, but the beauty of the object.

The same leading questions can be used if the child has not guessed the answer. In this way, the baby will learn to think and express his thoughts, build reasoning.

6. “What would that mean?” Exercise for children from 5 to 7 years old.

The intonation and emotional coloring of speech have the same meaning as the words we speak, because it is by tone that we often determine the mood of the speaker and the meaning of what he is trying to convey to us. To show children the importance of this aspect of speech, it is best to use proverbs, sayings, and phraseological units of the Russian language. In phraseological units of the folk language, not only the ideas and thoughts themselves are succinctly and accurately expressed, but also their emotional connotation (condemnation, encouragement, joy, sadness, affection, anger, etc.). Tell your child a number of phraseological units or proverbs. Think with him what they could mean.

For example, what does it mean to “knuckle down”, “to hang your nose”, “to give a headache”, “as simple as a steamed turnip”. Familiarity with phraseological units improves oral speech skills, develops thinking and imagination.

7. Sayings and tongue twisters.

Pronouncing sayings and tongue twisters is useful for all children, even if the child’s diction seems fine at first glance. Preschoolers do not yet have sufficiently coordinated and clearly functioning speech apparatus. Some children do not pronounce words clearly, are in a hurry, and swallow endings; others, on the contrary, speak slowly and draw out their words unnecessarily. It must be remembered that diction is developed with the help of special classes; no one has perfect pronunciation by nature. Therefore, use the good old tongue twisters, and your baby will have fewer problems with speech.

So, about all of the above, we can conclude that speech, as a historically established form of communication, develops in preschool childhood in two interrelated directions. Firstly, its practical use is improved in the process of communication between the child and adults and peers. Secondly, speech becomes the basis for the restructuring of thought processes and turns into a tool of thinking. Mental activity is impossible without speech.

The child learns correct pronunciation and correct understanding of speech addressed to him, his vocabulary increases significantly, he masters the correct use of grammatical structures of his native language. From situational speech develops into contextual, coherent, and then explanatory. The child masters speech practically, without realizing either the patterns to which it obeys or his actions with it. And only towards the end of preschool age does he begin to realize that speech consists of individual sentences and words, and the word consists of individual sounds, he comes to the “discovery” that the word and the object designated by it are not the same thing, i.e. a word can be used as a substitute for an object even in its absence, used as a sign of an object. By mastering speech, the child also acquires knowledge about objects, signs, actions and relationships, embodied in the corresponding words. At the same time, he not only acquires knowledge, but also learns to think, since to think means to speak to oneself or out loud, and to speak means to think. The word is the material shell of thought. However, this thesis is true if behind each word the child has an image of the object that this word denotes. If a child hears adults in speech or uses words that do not have images behind them, mental activity does not occur.

After a child masters speech, the world around him seems to double. Thus, the word doubles the world and allows the child to mentally operate with objects even in their absence. This expands the boundaries of his cognitive activity: he can use indirect means of expanding his horizons (a work of art, an adult’s story, an explanation).

At the stages of early and preschool age, the most important tasks of speech development are solved: enriching the vocabulary, nurturing the sound culture of speech, forming a grammatical system, developing coherent speech. It is also necessary to develop a culture of dialogical speech: the ability to speak clearly, expressively, and to the point; listen to the interlocutor, try to understand him, do not interrupt; do not jump from subject to subject, etc. These tasks are the most important and priority in modern preschool education.

Internet resources:

https://www.rebenok.com/info/library/childrengarden/

https://rodnaya-tropinka.ru/razvitie-rechi-detej/

https://ds29.detkin-club.ru/editor/1877/files/9a4e4cde59bead50b2fe657cdd0d68cf.pdf

https://studopedia.ru/3_33601_vospitanie-lyuboznatelnosti-i-poznavatelnih-interesov.html

https://www.referatbank.ru/market/referat/rw/13630/kursovaya-gendernyie-osobennosti-rechi-doshkolnikov-.html

https://nsportal.ru/detskiy-sad/razvitie-rechi/2013/09/13/issledovatelskaya-rabota-razvitie-rechi-detey-srednego

https://doshvozrast.ru/rabrod/rodsodranie10.htm

detsad83.ucoz.ru/razvitie_rechi_u_rebjonka.ppt

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In recent years, the number of complaints from parents about speech underdevelopment of children aged 2-3 years (communication using babbling words, incomprehensible speech) has increased significantly. Such children need timely, qualified help from a neurologist, speech therapist, and psychologist, which will significantly speed up the speech and mental development of children. The planning proposed in the article for the development of general speech skills of young children is designed for 8 months of training. September 3rd week 1. Development of a smooth, long inhalation. Exercise “Autumn Flowers” ​​Slowly draw air through your nose (Oh, how nice it smells!), do not raise your shoulders; determine the color of the flower (repeat 3-5 times). 2. Development of articulatory motor skills: open and close your mouth as much as possible, stretch your lips into a smile, with a straw. 3. Development of fine motor skills: petting animals (soft toys). 4. Development of a sense of rhythm: listen and repeat the sounds of a tambourine, xylophone, metallophone, drum (X - cotton: X - X, XX - X, etc. with gradual complication of elements). 5. Development of speech understanding: remember the name of the toy, body parts. 6. Finger gymnastics: work on the tempo and rhythm of speech. On a large sofa in a row, alternately clap your hands and bang your fists. Tanin's dolls are sitting: Two Bears, Pinocchio. Alternately bend your fingers. And cheerful Cipollino, and a kitten, and a baby elephant. 1, 2, 3, 4, 5 – we help our Tanya straighten her fingers one by one. We count the toys. 4th week 1. Development of a smooth, long exhalation. Exercise “Recognize a Vegetable” There is a dish with vegetables on the table: onion, garlic, cucumber, dill. Children look at vegetables and name them. Then the speech therapist makes cuts on the vegetables and rubs the dill in his hands. Children smell vegetables, remember smells, and recognize the taste of vegetables by licking them with the tip of their tongue. Then the speech therapist blindfolds everyone in turn; the children must recognize the offered vegetable by the smell. First, the speech therapist shows how to take a long, deep breath correctly: smoothly, slowly, without lifting your shoulders. 2. Development of articulatory motor skills: “the tongue sits in the house, comes out of the house, looks left and right, hides in the house again.” 3. Development of fine motor skills: use the index finger of your right hand to make circular movements on your left palm: “Okay, okay, where have you been?” - "By Grandma". Okay, okay, sonorous firecrackers. Clap-clap-clap! 4. Development of phonemic hearing (sounding toys: drum, tambourine, pipe); recognize the sound of the drum among other instruments. 5. Development of speech understanding: name items of clothing for autumn using pictures and without them. 6. Coordination of words with movements, activation of verbs in speech: collect, train, dig, cut, pick. Let's go to the garden. The children walk in a circle, holding hands. We'll reap the harvest. We'll drag carrots. They drag. And we'll dig up some potatoes. They're digging. We'll cut a head of cabbage, Cut it off. Let's pick a little sorrel and tear it up. And let's go back along the path. They walk in a circle, holding hands. 7. Development of a sense of rhythm. October 1st week 1. Development of a smooth, long inhalation. Exercise “Recognize the fruit” The speech therapist brings a dish with an orange, lemon, apple. Children look at fruits, smell them, and remember the aromas. Then he blindfolds everyone in turn and asks them to recognize the fruit by smell. Preliminarily reminds how to take a deep, long breath; makes sure that children do not raise their shoulders. Then he offers to identify the fruit by taste. 2. Articulation gymnastics: “Puff up your cheeks” (thick cheeks - thin cheeks). 3. Hand massage. 4. Speech understanding. Name objects and phenomena: water, earth, sun, grass, flowers, house, cars. Develop your own sensations using different surfaces (dry, wet), bowls with warm and cold water are used. 5. Imitation of movements. Exercise “Washing” Water, water, Wash my face, So that my cheeks shine, So that my eyes glow, So that my mouth laughs, So that my teeth bite.

1. Development of a sense of rhythm. 2nd week 1. Development of a smooth, long exhalation. Exercise “Breeze” Blow on a twig with leaves:

A very hot day. Blow-blow, my little breeze. Breeze-breeze, Blow-blow, our breeze.

1. Articulatory gymnastics: form and develop articulatory praxis of sound [a]. Exercise “Chicks” (story picture “Nest with chicks”) The chicks want to eat, They are waiting for Mom, but they don’t make noise, The mouth is locked. Everyone sits very quietly! Mom is carrying grain. Open your mouth wider!

Children open their mouths wide, performing “silent” articulation. The speech therapist puts a vitamin on the tip of the tongue, the child says: “Am.” 3. Development of hearing on non-speech material. Three identical bottles contain peas, buttons, semolina. Determine by ear what is in each bottle. 4. Speech understanding. Development of a passive and active verbal vocabulary, consisting of names of actions (sleeping, eating, standing, walking, running, jumping, playing, walking, cleaning, cleaning, washing, bathing, dressing, speaking, drawing, lucky, serving). Then the children show these actions in pictures, name and perform them at the request of the speech therapist; determine by imitation who does what (symbolic praxis). 5. Development of motor skills The little dove ghouls have arrived, the children are waving their hands. A ghoul landed on my daughter's head. They put their hands on their heads. Oh! Shu! Let's fly away! They shrug their shoulders. 6. Development of a sense of rhythm. 3rd week 1. Development of a smooth, long exhalation. Playing the pipe. 2. Development of articulatory motor skills. Exercise “The tongue is walking” The tongue is walking (a wide, relaxed tongue on the lower lip); he hid in the house again (the tongue at rest lies behind the lower incisors). 3. Development of fine motor skills (differentiation of kinetic sensations) using various surfaces. On the table is a bowl of warm water, cotton wool (sponge), and a stiff brush. The speech therapist acts with the child’s hand, slapping water, cotton wool (sponge), and a hard brush in turn, accompanied by the words: “Clap! Clap, my little hand.” 1. Understanding speech. Distinguish between the concepts “big and small” using familiar toys. 2. Using the characters from the fairy tale “The Three Bears,” find out by their voice who is speaking. 3. Development of fine motor skills. We will cook compote. Children use the index finger of their right hand to “stir, chop, crumble.” You need a lot of fruit. Here. We will chop apples, we will chop pears. We cook, we cook compote, Let's treat the honest people.

1. Development of a sense of rhythm. Week 4 1. Development of a smooth, long exhalation: blow on a ping-pong ball in a bowl of water; blow a feather, cotton wool, etc. from the palm of your hand. 2. Development of the articulatory apparatus. Exercise “Lapping milk” The cat laps the milk. The cat is calling us to lap. 3. Speech understanding. The concept of "loud - quiet". Playing with sounding toys. 4. Development of fine motor skills: hold your fingers in a fist, bend and straighten them; bend the fingers of one hand into a fist - “birds drink from a barrel”; insert the fingers of the other hand alternately from above into the hole of the “barrel”. 5. Teaching the spatial arrangement of objects that should be in places familiar to children: on the table, under the table, behind the closet, etc. 6. Coordination of speech with movement, work on the tempo and rhythm of speech. One drop at a time, Children are jumping on their tiptoes. Drop two. Very slowly at first, the pace is increased. And then, then, then. Everybody run, run, run. November 1st week 1. Development of deep inhalation and exhalation. Exercise “Blowing snowflakes from a snowy clearing” Blow blue paper snowflakes from a sheet of paper. 2. Development of fine motor skills. Exercise “Fisherman” Catch magnetized fish. 3. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [and].

The lips smiled, the teeth showed. The lips smiled and reached for the ears.

Make sure that children smile without tension, showing their upper and lower teeth. 4. Development of speech understanding (improving vocabulary). On the table is a ball, a cat, a bird. Learn to recognize toys by their description (she has a fluffy tail, soft fur, long mustache; she has wings, a beak, two legs, her body is covered with feathers; it is round, red, plastic). 5. Development of phonemic hearing on non-speech material: recognize a tambourine from a number of sounding toys. 6. Development of a sense of rhythm. 2nd week 1. Development of a smooth, long exhalation. Using paper “snow” lumps, determine whose lump will fly away further. 2. Development of fine motor skills using the “finger pool”. Exercise “Fingers ran” Place your hands on the bottom of the pool; move along the bottom with all your fingers. 3. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [o]. Exercise “Ball” Tennis balls of different sizes are used, which helps to round and move the lips forward and activate lip articulation.

Take the ball with your sponges and “O” quietly stretch it out.

1. Development of phonemic hearing on non-speech material. Actions with paper: stand with your back to the speech therapist, tell what he is doing (crumpling, tearing paper, leafing through a book). 5. Development of speech understanding. Learn to understand questions (where? where? from where? on what?) that help determine the location of objects. (Show and tell where the books are.) 6. Development of a sense of rhythm. 3rd week 1. Development of a smooth, long-lasting air stream. Exercise “Whose locomotive buzzes louder and longer?” Glass bottles used for medicine or perfume are used. The speech therapist blows into a bubble to make a whistle sound, then asks the children to do this one by one, without puffing out their cheeks. 2. Development of articulatory motor skills: form and develop articulatory praxis of sound [e]. Exercise “Teddy Bear” The speech therapist brings in a toy. Children take the “on all fours” position, which helps move the tongue to the anterior sections and relieve tension from the root of the tongue.

“Uh,” sing like Mishka, open your mouth wide. Vanya plays with Mishutka and walks around the room, as Mishutka hums: “Uh-uh-uh-uh.”

1. Development of fine motor skills. Exercise “Finger pool” Remove geometric shapes from the bottom of the pool, grabbing a pinch with two fingers. 4. Development of phonemic hearing. Stand with your back to the speech therapist, tell what he is doing: knocking on a cup with a spoon, snapping scissors. 5. Development of speech understanding: distinguish between singular and plural forms. (Show where the house is drawn - houses, window - windows, doll - dolls, etc.) 6. Learning to distinguish primary colors (red, yellow, green), act according to instructions, highlight a given color, naming it. (The wind tore the roofs off the colorful houses. We need to put them in place.) 7. Developing a sense of rhythm. 4th week 1. Development of smooth nasal inhalation. Exercise “Fragrant boxes” Smell boxes with spruce or pine needles, orange peels, identify the smell. 2. Development of articulatory motor skills: form and develop articulatory praxis of sound [y]. Exercise “Elephant” I’ll look at the baby elephant, I’ll fold my lips into a proboscis, I’ll look at the baby elephant, I’ll fold my lips into a tube.

Children, together with the teacher, repeat the articulatory structure of the sound [u], performing the “Fipe” exercise. 3. Development of fine motor skills. Exercise “Salting water, food, salad, etc.” Rub the grains (buckwheat, rice) with three fingers – thumb, index, middle. 4. Development of phonemic hearing. Stand with your back to the speech therapist, tell him what he is doing: pouring water, snapping scissors. 5. Development of speech understanding. Teach children to quickly navigate naming actions without designating their objects or subjects. First ask: “Show me where the boy rides a bicycle? Where is the girl watering the flowers? Where does the cat sleep? Then exclude the names of the subjects from the questions: “Show me who is skating? Who's sitting? Who's standing? 6. Learning to distinguish primary colors (red, green, yellow), using a set of mittens and socks of the named colors. 7. Development of a sense of rhythm. December 1st week 1. Formation of the prerequisites for a combined type of breathing - nasal inhalation, oral exhalation. Exercise “Bubbles” Use a glass half filled with water and cocktail straws. The speech therapist shows how you can blow bubbles using a straw: inhale through your nose, exhale through your mouth, holding the straw between your lips (with a strong exhalation, water pours out of the glass, with a weak exhalation, bubbles form on the surface of the water). 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [f]. Exercise “Bunny” The lower lip is pressed to the edges of the upper teeth, the upper lip is slightly raised.

The ears are on the top of the head, and the teeth are on the sponge. Exercise “Breeze” Between the lips and teeth there is a narrow gap through which an air stream passes; tactile control is used by the palms of the speech therapist and the child. 3. Development of phonemic hearing on non-speech material: determine the sound of a pipe among sounding toys. 4. Development of fine motor skills using a finger pool and the poetic text “Cook”. Cook, cook cabbage soup Children perform circular movements with a brush in the pool clockwise and counterclockwise. Vova's cabbage soup is good. 5. Development of speech understanding. Teach to understand the question “What?” How does mom cut bread? What did the boy wipe his face with? What do you eat soup with? How does the girl comb her hair? 6. Learning to distinguish the primary colors (red, blue, yellow) of objects: follow the instructions, highlight and name the given color. Exercise “Building a tower” 7. Development of a sense of rhythm. 2nd week 1. Formation of prerequisites for a combined type of breathing. Game “Moths” A cord with a piece of paper and moths of different colors or sizes attached to it is attached at the child’s eye level. The speech therapist reads a poetic text and invites the child to blow on a moth of a certain color or size: In the spring meadow, Moths fly. The red moth flew up... etc. 2. Development of articulatory motor skills: form and develop articulatory sound praxis [c]. Exercise “Wind” A strong wind blew and our little voice began to sing. Press your hand to your neck, connect your little voice!

1. Development of phonemic awareness: identify familiar sounding toys by ear. 4. Development of fine motor skills: imitate movements accompanied by a poetic text. They drank, drank, drank faster. Children perform sliding movements with the edge of their palm along the surface of the table. We are building a house for friends.
2. Development of speech understanding: understand the questions posed to the plot pictures (situations familiar to children): - who performs the action; - scene; - object of action. (For example, “Winter Fun”. Who makes a snow woman? Tell me what the girl is wearing on her head, and what on her arms? What is a snow woman made from?) 6. Consolidating knowledge of primary colors. Choose a pair: a red scarf for a red cap, etc. 7. Development of a sense of rhythm. 3rd week 1. Formation of prerequisites for a combined type of breathing. Exercise “Balloons” Blow on the balloon so that it flies to the doll, bear, or bunny. 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [p]. Exercise “Fish” The fish opens its mouth, but you can’t hear what it’s singing. Children silently open their lips and then close their lips tightly, but without tension. Exercise “Sound [p]” Blow air into your nose, [P] break through your lips! 3. Development of phonemic hearing on non-speech material. Birds singing loud and quiet. When loud singing sounds, children wave their arms (fly), when quiet singing sounds, they crouch. 4. Development of fine motor skills. Exercise “Finger pool” Lower your hand into the “pool”, press your palm to the bottom, alternately bend and straighten your fingers (palm is at the bottom of the “pool”). If a child experiences motor difficulties, the speech therapist helps him by placing his hand on the child's arm. 5. Development of speech understanding. Arrange the pictures in the required sequence, place the toys one after another as the speech therapist calls them: cow, car, cube, etc. 6. Learning to see patterns. Insert the missing links of the desired color into a caterpillar of 12 links, alternating in color: red, green; Red Green; .., ..; Red Green; .., ..; Red Green. 7. Development of a sense of rhythm. January 2nd week 1. Development of speech breathing: blow through a tube of thick paper onto a piece of cotton wool or a feather lying on the table. 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [b]. Exercise “Voice” [B] is easy to say, connect the Voice.

If it is difficult to voice a sound, the speech therapist uses tactile control by placing the child’s hand on his larynx so that he feels how the “house” of the voice, the throat, trembles. Exercise “Lullaby for Lyuba” Bayu-bayushki-bai, Bayu my Lyubonka!

A doll is used, which the children rock and sing a lullaby. 3. Development of phonemic hearing. Exercise “Sounding object” There are two boxes on the table, one contains a bell. The speech therapist takes it out and demonstrates the sound, then puts it in a box; swaps the boxes and invites the children to find the bell by choosing the right box. 4. Pictures “Let’s decorate the Christmas tree”: expanding and activating vocabulary on the topic. Look at the Christmas tree without toys, talk about it; examine the toys, specify their color, the material from which they are made (paper, glass, plastic); Decorate the Christmas tree by hanging toys on the lower, upper, short, and long branches. 5. Development of constructive praxis: lay out a Christmas tree from green triangles, focusing on their size, first according to the model of a speech therapist, then independently (help from a speech therapist in case of difficulty). 6. Consolidating knowledge of colors: make garlands of red, blue, yellow flags. 7. Development of spatial praxis: highlight the prepositions on and under with your voice. (What's under the tree, what's on the tree?) 8. Development of a sense of rhythm. 3rd week 1. Development of speech breathing. Computer speech therapy game “Games for Tigers” (block “Breathing”, module “Dandelions”). The use of computer technology is carried out in accordance with the requirements of SanPiN. The game “Who will blow the most dandelions?” 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [t]. Exercise “Playing with the tongue” Who knocks like that - knock-knock? Tongue, our faithful friend. We squat quietly and play with our tongues. We need to clean the house. Come on, my little tongue, whiten the ceiling. Exercise “Painter” We’ll knock on the door with you: “Toi, toi, toi!” Children tap the tip of their tongue behind their upper teeth. 3. Development of phonemic hearing: recognize a tambourine among the sounding toys. 4. Development of fine motor skills using clothespins of different colors, application templates “Sun”, “Fish”, “Broom”, “Comb”, “Shawl with tassels”, etc.: string clothespins onto templates; remove the clothespins according to the instructions: first the red “rays”, then the green ones, then the yellow ones. 5. Expansion of vocabulary on the topic “Winter”. “What happens in winter?” (It’s snowing, there are no leaves on the trees, people put on warm clothes, children are sledding and skiing.) 6. Development of constructive praxis: build a snowman out of three white circles, first according to the speech therapist’s model, then on your own. 7. Development of a sense of rhythm. 4th week 1. Development of speech breathing. Computer game “Games for Tigers”, block “Breathing”, module “Ships”. The game “Whose boat will sail further?” 2. Development of phonemic hearing on non-speech material: using identical boxes filled with vitamins, salt, beans, determine which box contains beans, salt, vitamins. 3. Development of articulatory motor skills: form and develop articulatory sound praxis [d]. Exercise “Building a house” We want to build a house, We will give work to the tongues. We will take the hammers, we will hammer the nails together, [D] we will easily pronounce. [D] say it easily, use your voice! Children easily hit their upper teeth with the tip of their tongue. Installation: to feel the voice work, you need to connect tactile control - the back of the hand of the speech therapist and the child. 4. Expanding vocabulary on the topic “Winter” using real snow and icicles. Answer the questions: What color is the snow, icicle? (The snow is white, and the icicle is transparent.) What do they feel like? (Cold; the snow is soft, and the icicle is hard.) Watch from the window as the snow and the icicle melt and turn into water. (What lies on the ground? What snow? What hangs under the roof? What icicle?) 5. Development of motor skills: draw icicles with your finger on the foggy glass. 6. Training of constructive skills: make an icicle of different sizes from triangles. 7. Development of a sense of rhythm. February 1st week 1. Development of speech breathing: inflate rubber toys. 2. Development of the articulatory apparatus. Pronounce the sound [m], using tactile control with the back of the hand of the speech therapist and the child. 3. Development of phonemic hearing. Theme: "Poultry". “Who is screaming?” (Hen and chick, etc.) 4. Vocabulary development. Exercise “Bird Yard” Build a fence from bricks. (A rooster flew up onto the fence and shouted: “Ku-ka-re-ku!”) Tell what the rooster has (beak, comb, wings, head, tail, legs). How does he scream? What can he do? (Walk, peck, crow, call, drink.) When a hen and chick appear, describe their appearance, habits, body parts; practice onomatopoeia: “Ko-ko-ko, pi-pi-pi, ku-ka-re-ku.” 5. Development of spatial praxis: a cut-out picture is used (two horizontal cuts of an egg). The game is played after reading the fairy tale “Ryaba Hen”. Questions: What happened? What color is the egg? How can you call him affectionately? Who laid the egg? After the preliminary work has been done, the children put the parts together to make a whole egg. 6. Development of fine motor skills: trace the shape of an egg, placing a transparent plexiglass plate on the drawing, color the egg using primary colors: red, yellow, green. 7. Development of a sense of rhythm. 2nd week 1. Development of speech breathing with a smooth, strong exhaled stream (use the manual by S.A. Vasilyeva “Development of speech breathing”). Exercises “Blow Kolobok off the tree stump”, “Help me escape from the Fox” 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [n]. Exercise “Close the gate” Tactile control of the exhaled air stream through the nose, control over the functioning of the voice. 3. Development of phonemic hearing. Game “The Toy Smiles” The teddy bear heard that the baby knew a lot of words. Mishka asks to learn how to pronounce them. He has difficulty hearing, so he asks him to pronounce words clearly and loudly. Mishka tries to imitate the child in the pronunciation of sounds, but sometimes replaces one sound with another: “cube” - “pubik”, etc. The kid does not agree with the answers and listens more carefully to the bear’s statements. 4. Speech development. Theme "Pets" (cat). Game “Let’s get to know each other” Name the parts of the animal’s body, clarify what it eats, how it makes its voice, where it lives. 5. Consolidating knowledge of flowers: “What bow should we tie for the cat?” (Red, yellow, green.) 6. Determining the size of an object: we learn to fold a pyramid of three to five rings, taking into account their size. 7. Development of a sense of rhythm. 3rd week 1. Development of the air stream. Game “Blow a butterfly off a flower” (using the manual by S.A. Vasilyeva) 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [n]. The “Imitation” technique and tactile control with the back of the hands of an adult and a child are used. 3. Development of auditory attention. Game “Prompt a word” Reading a poem (the child prompts the last word). Our Tanya is crying loudly, Dropped it into the river... (ball). 4. Memorizing a poem about a cat. 5. Development of constructive praxis: build a fence, a gate from bars (a car must freely drive through the constructed gate). 6. Development of fine motor skills: clench your fingers into fists and unclench them (repeat 3-5 times). 7. Development of a sense of rhythm. 4th week 1. Development of the air stream. Game “Blow the bunny and his friends from one cloud to another” (using the manual by S.A. Vasilyeva) 2. Development of the articulatory apparatus: teach switching from the articulation of rounded vowels, recognize sounds by articulation; [a] – lips in a circle, [y] – lips in a tube, the shape of a small circle, [i] – lips are stretched into a narrow strip. 3. Development of phonemic awareness: recognize the sound [a] among the vowels [o], [u], [i]. 4. Speech development. Theme "Pets" (pig). Studying an animal with its young for a week. 5. Consolidating knowledge of primary colors: line up the boats in a row - red, yellow, green. 6. Development of fine motor skills. Game “Fingers Say Hello” The fingers of the right hand greet the fingers of the same name on the left. 7. Development of a sense of rhythm. March 1st week 1. Development of speech breathing with an exhaled air stream. Game “Help the baby elephant drive the ball into the goal” (using the manual by S.A. Vasilyeva) 2. Development of the articulatory apparatus (see previous week). 3. Development of phonemic hearing: recognition of the sound [y] among vowels. 4. Speech development. Theme "Pets" (cow). Clarification and expansion of vocabulary: name the parts of the animal’s body, what it eats, where it lives, name its cubs. 5. Development of visual perception: recognize pets by their contours. 6. Development of fine motor skills: the fingers of one hand greet the thumb. 7. Development of a sense of rhythm. 2nd week 1. Development of speech breathing with a smooth air stream. Game "Who has the most bubbles?" Let's blow soap bubbles. 2. Development of the articulatory apparatus: consolidation of vowels, ability to distinguish by the shape of lips. 3. Development of auditory attention. Game “Sun or Rain” Game conditions: the weather is good - the tambourine is ringing, it is raining - the speech therapist is knocking on the tambourine, you have to hide. 4. Speech development. Theme "Pets" (dog). Game “Let's get to know each other” Answers to questions: Who is this? What body parts does she have? (Tail, ears, back, paws, tail.) What color is the dog’s fur? What does it eat? How does she bark? What can he do? Where does he live? The speech therapist explains that a dog is a pet, lives next to a person, and he takes care of it. 5. Cut-out pictures: composing a whole from three parts (for example, the image of a domestic animal - cat, dog, cow, horse). 6. Development of motor skills: trace the contours of pets through a transparent plastic plate. 7. Development of a sense of rhythm. 3rd week 1. Development of speech breathing. An imitation candle is used - a wooden stick with a feather. Exercise “Who will blow out the candles with one exhalation?” 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [c]. Exercise “The tongue is resting” Our tongue is tanning. He rests easily, calmly and quietly hums: “E-and-and-and.” Exercise “Pump” The lips are smiling, the teeth are appearing... We inhale air through our mouths, we exhale through our teeth... We are now playing pump!

The whistle of air leaving the “pump” resembles the sound [c]. Children should feel the cold air flow using the back of their hand. 3. Development of phonemic hearing. Game "Who is attentive?" The speech therapist sits at a distance of 2-3 m from the children, next to whom the toys are laid out, and gives instructions very quietly, in a whisper: “Take the bear and put it in the car. Take the bear out of the car. Put the doll in the car." Children must hear, understand and follow these commands. 4. Speech development. Game “Help Mom Find the Babies” On the table are pictures of babies, images of adult animals from the speech therapist, who shows a picture of a dog and says: “The dog is crying, she has lost her children. Who are her children? Show and name." Children look for a suitable picture and name the baby dog. If necessary, a speech therapist helps. The game continues until all the mothers have found their babies. 5. Development of fine motor skills: trace the contours of the dog, placing a transparent plastic plate on the drawing, then color it. 6. Development of spatial praxis: make a picture of a dog from three parts, having a sample in front of you. 7. Development of a sense of rhythm. 4th week 1. Development of speech breathing. Sultanas are used. 2. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [x]. Exercise “Warm Breeze” Exhale warm air, warm your hands! Children should tactilely feel the warm exhaled stream. 3. Development of phonemic hearing. Game "Guess who's screaming?" The speech therapist imitates the cry of pets and asks them to guess who will come to visit them. 4. Speech development. Theme: "Pets". Assignment: “Call it affectionately: dog – doggy, tail – tail, etc.” 5. Development of fine motor skills. The task is the same as in week 3. A marker is used. If there is difficulty, a speech therapist helps. 6. Development of spatial praxis: create a whole picture of a pet from three parts. 7. Development of a sense of rhythm. April 1st week 1. Development of speech breathing. Computer speech therapy program “Games for Tigers”, block “Breathing”, module “Mill”, “Whose mill turns faster?” 2. Development of articulatory motor skills: form and develop articulatory praxis of sound [k]. Exercise “We Lost a Cat” Tongue down – ta-ta-ta. We lost our cat. Tongue down - ta-ta-ta. Where can we find a cat? The child repeats the syllable “ta” many times, and the speech therapist presses the tip of his tongue downwards (with a spatula or probe), gradually moving the tongue back. First it turns out “cha”, then “kya” and finally “ka”. 3. Development of phonemic hearing. The children close their eyes, the speech therapist quietly stands away from them and rings the bell. Children should turn to face the place from which the sound is heard and, without opening their eyes, show the direction with their hand. 4. Speech development. Theme: "Pets". Clarify the concept of “one - many”. “Who hid where?” (prepositions under, for, in, on). Using cut-out pictures, teach how to form a whole from three to four parts, using vertical and horizontal cuts. 5. Development of fine motor skills: trace the contours of pets using templates and color them. 6. Development of a sense of rhythm. 2nd week 1. Development of speech breathing. A set of games from the collection of S.A. is used. Vasileva “Pound the ball into the goal.” 2. Development of phonemic hearing. Game "Guess who's coming?" Children look at pictures of a heron and a sparrow. The speech therapist explains (shows) how a heron walks importantly and slowly, and a sparrow jumps quickly. If the speech therapist slowly knocks on the tambourine, the children should walk like a heron; if quickly, the children should jump like sparrows. 3. Development of the articulatory apparatus: form and develop the articulatory praxis of sound [g]. Game “Hammers are knocking” Hammers are knocking - yes, yes, yes, yes, They are building a house for the children - yes, yes, yes, yes. The child repeats the syllable “yes” many times, and the speech therapist presses the tip of his tongue downwards with a spatula or probe, gradually moving the tongue back. First it turns out “dya”, then “gya” and finally “ga”. 4. Speech development. The games “Wild Animals”, “Let’s Get Acquainted” are played similarly to the game from the theme “Pets” (“Help the mother find the baby”, “Guess who it is?”). 5. Development of fine motor skills: disassemble and assemble a matryoshka doll from four objects. 6. Development of a sense of rhythm. 3rd week 1. Development of speech breathing. Game “Blow the bumblebee off the flower” (from the teaching manual by S.A. Vasilyeva). 2. Development of phonemic hearing. Exercise “Does it sound like this?” Two large cards with the image of a bear and a frog are used; a set of pictures that sound similar (pine cone, mouse, chip; cuckoo, reel, cracker). Task: choose pictures whose names sound similar. If children cannot cope, a speech therapist helps them. 3. Development of the articulatory apparatus. Reading a fairy tale about a little kitten who wanted to learn to talk. Exercise “Swing” With a tense tongue, reach for the nose and chin; straight arms and tongue simultaneously stretched up and down. 4. Development of phonemic awareness: select pictures whose names contain the sound [a] (poppy, bough, crayfish, table, etc.); Pronounce vowel sounds exaggeratedly: maaak, suuuk. 5. Speech development. Theme “Spring”: signs of spring, observations of snow; people's clothes. Game “Dress the doll Lala for a walk.” 6. Development of reaction and fine motor skills. The manual is used according to the method of E.A. Strebelova "Gutter". Children catch balls of different sizes and colors rolling from a chute. 7. Development of a sense of rhythm. 4th week 1. Development of speech breathing. Game “Blow away the dragonfly” (from the teaching manual by S.A. Vasilyeva) 2. Development of the articulatory apparatus. Exercise “Football” With a tense tongue, rest alternately on one and the other cheek. 3. Development of phonemic awareness: select pictures whose names contain a sound (poppy seed, soup, crayfish, juice, onion, etc.); Pronounce the vowels in these words exaggeratedly: maaak, suuup. 4. Speech development. The theme is “Children’s games in spring.” Conversations based on plot pictures, observation of plant life. 5. Development of motor skills. Ball game “Hit the target” 6. Consolidating knowledge of primary colors: make a wreath using primary colors. 7. Development of a sense of rhythm. May 2nd week 1. Development of speech breathing, long, smooth inhalation. The lilac flower is used (Oh, what a scent!). 2. Development of the articulatory apparatus. Exercises “Spatula”, “Needle” 3. Development of phonemic hearing: recognize the sound [y] among vowels. 4. Speech development. Theme “Wild Animals” (hare). Name the parts of the animal's body and what it is covered with? Where does he live? What does he like? Scene pictures are used. Explain the concepts: hare - hares, hare - bunny. 5. Development of motor skills. Game “Ears” Extend the index and middle fingers (repeat 3-5 times). 6. Consolidating knowledge of primary colors. Theme: Flowerbed. Flowers red, yellow; leaves are green. 7. Development of a sense of rhythm. 3rd week 1. Development of a smooth, long inhalation. Apple blossoms are used (Oh, what a aroma!). 2. Development of the articulatory apparatus. Exercise “Loud drum” Raise your wide tongue up, pronounce loudly, abruptly, without lowering the tip of your tongue: “D-d-d-d-d.” 3. Development of phonemic hearing. The sound [o] among vowels. 4. Speech development. Topic: “Wild Animals” (fox) (see previous week’s lesson). 5. Development of motor skills. Exercise “Sun Rays” Extend your fingers, then clench them into a fist (repeat 3-5 times). 6. Consolidating knowledge of primary colors. The picture “Colored rugs” is made up of four parts. 7. Development of a sense of rhythm. 4th week 1. Development of a smooth, long inhalation. Dandelion is used (Oh, what a scent!). 2. Development of the articulatory apparatus. Exercise “Horse” The technique of imitation is used. 3. Development of phonemic hearing. The sound [i] among vowels. 4. Speech development. Topic: “Wild Animals” (squirrel) (see week 2 lesson). 5. Development of fine motor skills: sculpt “nuts” for the squirrel from plasticine. 6. Consolidating knowledge of primary colors. Game "Candy wrappers". 7. Development of a sense of rhythm. List of used and recommended literature 1. Galanova T.V. Educational games for children under 3 years old. Yaroslavl, 1996. 2. Grishina A.V. Games and activities for young children. M., 1988. 3. Gromova O.E. Stimulus material for the development of speech in young children. M., 2005. 4. Zhukova O.S. Series “Learning from the cradle”. St. Petersburg, 2001. 5. Zhukova N.S. We learn by playing. M., 1998. 6. Zvorygina E.V. Didactic games and activities with young children. M., 1985. 7. Kozak O.N. Counting tables, teasers, puzzles and other children's fun. St. Petersburg, 1995. 8. Krause E.N. Speech therapy. Speech therapy classes with young children. M., 2006. 9. Repina Z.A., Dorosinskaya A.V. Indirect articulatory gymnastics for preschool children. Ekaterinburg, 2004. 10. Strebelova E.A. Visual material for examining children. M., 2005. 11. Strebelova E.A. Methodological recommendations for the psychological and pedagogical study of children 2-3 years old. M., 1994. 12. Tkachenko T.A. Speech therapy exercises. Speech and auditory attention, phonetic memory, vocabulary activation, diction and articulation training, cognitive activity, speech development. M., 2006. 13. Tsvintarny V.V. We play with our fingers and develop speech. N. Novgorod, 1955.

Ages 3 to 4 years

Children talk a lot and use phrases of 3-4 words in their speech. The order of words in a sentence or their agreement may still be disrupted. At this age, the child names his first name, last name, and gender. Determines color, shape, texture, taste, using definition words. Distinguishes and names toys, pieces of furniture, clothing, dishes, food, and animal body parts. Tells about what he saw in 2-4 sentences. Listens to long tales and stories. Follows a two-part instruction (“Give me a big bear and a red ball”). Normally, children of this age still have deficiencies in the pronunciation of a number of words, especially long and unfamiliar ones.

Stages of speech development

• Preparatory, or passive. It begins when the child is born and ends when he is 1 year old. At this time, the baby reacts to communication, understands where the sound is coming from, and is ready to play.
• Pre-school, or autonomous. Starts when your son or daughter turns one and ends at age 3. The first sounds and words are not yet entirely clear, but the baby is already trying to form phrases. At this time, vocabulary accumulates. The child understands words and uses them.
• Preschool or active. While a child is preparing for school, his speech is actively developing, and the number of people with whom he communicates increases. The baby can already speak coherently, clearly and comprehensively. Speech becomes a means of understanding the world around us.
• School. The most important, responsible and serious period of speech development. By the age of 18, a child learns the basic rules of grammar, punctuation, and spelling. At this time, it is no longer oral speech that develops, but written speech. The student begins to master literary speech. In addition, he develops a certain slang associated with his age and the company in which he is located.

Methodology for developing general speech skills in preschool children

Let's consider the basic methods of developing general speech skills in preschool children.

General speech skills that ensure correct speech sound include:

Development of auditory attention and phonemic hearing.

Auditory attention

– the ability to differentiate by ear the sound of various objects, determine the location and direction of sound.

Phonemic hearing

– the ability to perceive speech sounds (phonemes), thanks to which the distinction is made between words that sound similar (corner - coal)

Teacher's tasks:

¾ To develop the ability to listen carefully and recognize the sound of various objects and the direction of sound.

¾ Distinguish speech sounds in words.

¾ Distinguish some sounds from others that are similar in acoustic and articulatory characteristics.

¾ Catch by ear the subtleties of the sound design of the language.

¾ Use intonation means of expression correctly.

¾ Compare your speech with the speech of others.

¾ Control your own speech using your hearing.

¾ “Hearing games.”

Development of speech breathing.

Speech breathing

– the ability of a person in the process of speech utterance to promptly take a short, deep breath and rationally expend air when exhaling. Improper speech breathing is often the cause of impaired speech fluency, late or incorrect assimilation of certain sounds; weakening the voice volume; continuous use of intonation means.

The teacher’s tasks are to teach how to use speech breathing correctly.

Voice development.

Voice

- a set of sounds of various types that arise as a result of vibrations of the vocal cords. The voice is formed in the peripheral part of the vocal apparatus.

Teacher's tasks:

¾ develop in games and game exercises the basic qualities of the voice - strength and height;

¾ teach children to speak without tension, in a moderate voice.

Developing the tempo and rhythm of speech.

Pace

– speed of speech utterance.
Rhythm
is a uniform alternation of stressed and unstressed syllables of varying duration and strength of pronunciation.

Education of intonation expressiveness.

Intonation

- a complex set of phonetic means expressing a semantic attitude to what is being expressed and
emotional shades of speech.
Exercises :

¾ Pronouncing various phrases with intonations of sadness, joy, annoyance, tenderness, etc.

¾ Using voice to highlight individual words in a sentence.

¾ Conducting a reading competition.

¾ Retelling literary works by person.

Diction education.

Diction

– clear and precise pronunciation of words and phrases with the correct pronunciation of each sound separately.

Ways to work on diction:

¾ Games for onomatopoeia.

¾ Pronunciation of pure sayings.

¾ Pronunciation of tongue twisters.

Age 2 to 3 years

Children's vocabulary is expanding rapidly. The child uses verbs and adjectives more widely and begins to use pronouns and prepositions. Using adjectives, he not only denotes the sizes of objects, but also names their colors, qualities, properties, shape (red, bad, hot, round). Normally, children of this age still have constant errors in gender, number and case of nouns; they do not always use conjunctions and prepositions. The pronunciation of words becomes more accurate, and although many words are pronounced distorted, the child’s speech is quite understandable to others.

Ways to develop speech in a child

• "Mom doesn't understand." If the baby can already name objects, but does not do this, parents can pretend that they do not understand what the child wants from them, forcing him to say: “What can I give you? Teddy bear? A spoon? Kitten? The baby usually easily buys into such a technique and names the item he needs.
• “What will we choose?” In everyday situations, ask your child his wishes. “Will you go for a walk in a yellow or blue blouse?” “Do you want fish or salad for dinner?” Thus, the child will learn to formulate his thoughts and present them in verbal form. In addition, such an exercise will lay the foundation for independence and responsibility.

How to develop oral speech in a child at home?

Features of a child’s speech development depend on his age. A baby can express his mood already in the first week of life, including verbally. Therefore, it is important not to miss this moment and start talking with your son or daughter from the first days. Of course, this does not mean that in six months your baby will be able to quote Pushkin, but there will be a cumulative effect from constant practice.

There are several ways to quickly develop speech in a child. And they all depend on what age the baby is now.

• From birth to 6 months.

All mothers and fathers should have a good habit of talking to the baby all the time and commenting on his actions. For example: “Our Mashenka woke up. Now she and I will get dressed, eat and go for a walk.” For other people, this looks a little strange, but by constantly listening to someone else's speech, the baby gets used to it and begins to repeat sounds and words. The main thing is that you speak the words in the correct intonation, with the correct emphasis, clearly and clearly. There is no need for any “lisping”, otherwise the baby will hear the words in the wrong form.

Parents need to learn short rhymes and songs. By singing them to your baby, the latter will develop speech, a sense of rhythm and hearing. It will be great if reciting rhymes and singing songs occurs during regular procedures: washing, feeding, dressing, walking. Each lesson has its own song. Subsequently, the child will understand from the song what he will do now.

• From six months to a year.

If your baby makes some sounds, be sure to respond to them with words or phrases. Then you will have some kind of dialogue. Use educational games that simultaneously develop speech, fine motor skills and coordination.

Introduce your child to animals. Show him a drawing or picture, tell him the name of the animal, describe it, and then make the sound that the animal makes and ask your son or daughter to repeat it. For example: “This is a cow. She has four legs, horns and a tail. The cow gives milk and says “Moo!” Be sure to show your child the cow from time to time and repeat the sounds it makes.

• From one to 2 years.

Starting from 15 months, the baby’s vocabulary should move from a passive state to an active one. That is, the baby must begin to name things, movements, designation of circumstances. At this moment, it is necessary to continue studying and not stop there.

After a year, it is worth introducing your child to children's educational books, which contain colorful pictures and interesting stories. Read them to your baby and look at the images with him. Tell him objects, colors, characteristics. Try to discuss with him what you saw and read. Read in different voices and intonations as the story requires. This will interest your son or daughter even more. Do this not just once, but regularly, otherwise there will be no benefit.

• From two to three years.

At this age, the baby’s speech develops in three directions:

• The stock of words and concepts increases.
• The child tries to construct complex phrases (“The cat is eating”, “the car is driving”).
• Speech becomes clearer (the sound “r” begins to be pronounced, hissing and whistling sounds disappear).

During this period, the child begins to recognize the world around him, everything becomes interesting to him, he plays “why”. The parents’ task is not to deny him, citing many things to do, but to be patient and answer every question. “Why does the sun shine?”, “Why is the sky blue?”, “Why does the plane fly and not fall?” It is necessary to answer, avoiding complex words and terms. The child must understand what you are explaining to him.