Formation of sound culture of speech in preschool children

The sound culture of speech is established during the period when a child learns to speak. At the age of three to seven years, children master pronunciation, intensively fill their vocabulary, discover the grammatical structure of speech, and learn to speak coherently. For each child, these processes are accompanied by unequal success. If speech disorders are not eliminated in childhood, then in subsequent years it is much more difficult to overcome them.

What refers to the sound culture of speech

Sound culture is part of the more general phenomenon of speech culture. Nurturing the sound culture of speech includes various areas of work:

Development of speech hearing;
Establishing correct sound pronunciation;
Formation of the orthoepic side of speech;
Teaching the means of sound expressiveness of speech;
Practicing diction.

The basis for the formation of a sound culture of speech is good speech hearing, therefore the formation of this aspect of speech culture includes both the development of the articulatory apparatus and the improvement of speech perception.

Incorrectness in the formation of the sound culture of speech can negatively affect the child’s personal characteristics: he becomes less sociable, ashamed of his shortcomings, loses interest in games, and decreases curiosity. On the contrary, a preschooler with a well-developed sound-speech culture is able to clearly and easily express his thoughts and desires; he does not experience difficulties in communicating with peers and adults.

The sound culture of speech should be formed by the age of 5-7, since later at school age defects in this aspect of speech can negatively affect educational activities.

Formation of sound culture of speech of preschool children

Sound pronunciation

The purity of sound pronunciation is guaranteed if the child’s articulatory apparatus is sufficiently mobile and easily switches from one mode to another.

The work of correcting sound pronunciation is divided into several stages.

Preparation stage. The teacher develops the ability to recognize and distinguish speech sounds from each other. Also at this stage, the speech therapist establishes correct articulation with the help of gymnastics. Reference sounds are being practiced.

At the next stage, primary pronunciation skills are developed. During this period, the teacher is engaged in producing sounds. This is done in three possible ways:

By imitation. The speech therapist gives a sample of correct sound articulation, and the preschooler repeats.
The mechanical method involves the use of auxiliary means - speech therapy probes or their substitutes. The necessary structure of the speech organs is imparted with the help of these devices.
The mixed method synthesizes the previous two.

Once the sound is delivered, it needs to be automated in speech. Training exercises involve sequential sound practice. First, they automate at the beginning of a word, before vowels, then at the end (with the exception of voiced consonants), after that - in the middle of a word, and lastly - in lexemes with a combination of consonants.

It is also necessary to teach the child to differentiate the problematic sound from others with similar articulation.

At the last stage of work, communication skills are formed - the preschooler learns to use the practiced sound in various communication situations.

Speech expressiveness

The expressiveness of speech is achieved through intonation means and implies the following components: melody, rhythm, tempo, stress, pause, timbre.

Melodics is a change in the pitch of the voice. Thanks to melody, a person can express all kinds of emotions of a statement, its subtext, as well as his own attitude to what he is talking about.

Rhythm is the alternation of stressed and unstressed speech elements, occurring in a certain sequence, at certain time intervals. The elements of speech here are a syllable or a word.

Tempo is the speed at which a statement is delivered. The pace of speech can be faster or slower. This characteristic may depend on the length of the speech unit. In a longer word, the time spent pronouncing one syllable is less. During a normal conversation, a person pronounces 5-6 syllables per second. Tempo helps to shape the intonation integrity of the utterance. The listener understands that the phrase ends by the slowing down of the tempo, which usually occurs at the end of the utterance. Tempo also allows you to contrast what is important and what is unimportant in a statement. Sections of speech with more significant information are spoken more slowly.

Stress helps to highlight one of the speech elements. This emphasis occurs due to the fact that the utterance is lengthened or the tone changes. Depending on what the speaker wants to mark in his statement, a distinction is made between logical stress (a single word is highlighted) and phrasal stress (a group of words is highlighted).

Pauses are breaks in the sound of speech and are a very significant means of influencing the listener.

Phonetic-phonemic underdevelopment of speech in preschool children

Timbre gives an individual flavor to the voice. It is created due to additional tones of the voice accompanying the main tone. The individuality of this component depends on the structure of the larynx, nasal and oral cavities of a particular person.

Speech expressiveness appears in two forms: expressiveness of everyday speech and expressiveness when pronouncing a previously prepared statement. The latter is deliberate and arbitrary. It is difficult for preschool children to simultaneously answer a question and give expressiveness to their statements. It is the teacher’s task to develop this skill.

Theatrical activities provide great opportunities for developing arbitrary expressiveness of speech. It is advisable to start such work by inviting the child to talk for the doll. The teacher can build a whole dialogue with the preschooler who is voicing the toy. The game form of the lesson will help relieve stress and achieve a positive emotional mood.

Additional logorhythmics classes will help consolidate acquired skills. Logorhythmic exercises contain exercises that vary in speed, movements in time with the music, which helps to develop a sense of rhythm, pitch and strength of the voice.

Speech breathing

To pronounce a phrase, you need to stock up on a sufficient amount of air. Among the most common errors in speech breathing are:

Inability to calculate the amount of air needed to pronounce a phrase
Short exhalation that occurs irregularly, from time to time
Frequent intakes of air.

The most common mistake is clavicular or upper costal breathing during speech production. This type of breathing is easy to recognize by its signs: the shoulder girdle and chest rise strongly, the neck muscles are tense, the breathing is noisy and tense.

Breathing exercises help eliminate such deficiencies. It solves the following problems:

Learn to use lower costal diaphragmatic breathing
Engage your abdominal muscles
Learn to consciously control your breathing rhythm
Learn to correctly correlate inhalation and exhalation.

The tasks should be gradually made more difficult. You need to train speech exhalation first of all on single sounds, then on words, then on a short phrase, when reading poetry and prose. Control of correct speech breathing is carried out using the palm of the hand, which is placed on the diaphragmatic area.

A set of breathing exercises includes static (at rest) and dynamic (in combination with movements of the torso, arms and neck) exercises.

Features of the acquisition of phonetic culture of language by children in senior preschool age

At the age of 5 years, the formation of correct pronunciation is completed. Normally, all children should learn to clearly pronounce all sounds in words and sentences. No substitution on a physiological basis: a sound that is simpler in articulation is used instead of a more complex one - it should not remain, but this does not always happen. Some children have various pronunciation defects associated with impaired structure and mobility of the articulatory apparatus or underdevelopment of phonemic hearing. In general, after 5 years, most children begin to develop a conscious orientation in the sound composition of words. If earlier language was only a means of communication, now it becomes an object of perception and research. The first attempts to consciously isolate a sound from a word, and then determine the exact location of the sound, are a necessary condition for learning to read and write. Extracting sound from a word occurs spontaneously in preschoolers, while complex forms of sound analysis need to be specially taught. By the age of five or six, with proper training, a child can not only master the determination of the position of a sound in a word - the beginning, middle, end of a word - and positional sound analysis, which involves determining the exact place of a sound in a word, but also name the sounds in the order in which they occur in a word.

By the age of 6, children's pronunciation becomes quite normal, and work is done to improve articulation. Children can easily pronounce words of any structure and use polysyllabic words in a sentence. Six-year-old children can clearly distinguish by ear all the sounds of their native language. Including those with similar acoustic characteristics: dull and voiced, hard and soft. The inability to distinguish pairs of sounds by sound and sonority usually indicates a lack of physical hearing. The ability to recognize sounds in a stream of speech, subtract them from a word, and compose a sequence of sounds in a word develops; this is the development of the skills of sound analysis of words. It should be noted that a large role in the development of these skills belongs to adults who work with children in this direction. It could even be argued that without adult input, these much-needed skills may not develop at all. The vocabulary of preschoolers at the age of six or seven years is quite large and can no longer be accurately counted. Six-year-old children begin to understand words with figurative meanings (time is creeping, losing your head). When children begin purposeful preparation for school, the first scientific terms appear in their active vocabulary: Sound, letter, sentence, number. At first it is very difficult to separate the concepts of sound and letter. When you introduce these terms, try to use them correctly yourself and make sure your child does the same.

Methods and techniques for the formation of sound culture of speech

Among the methods of influence used in the formation of the sound culture of a child’s speech, there are practical, visual and verbal. Hands-on methods include games, exercises and simulations.

Games can be educational, active, creative. It would be good if each of these cases included speech support from children to practice certain speech skills. Each game involves the unfolding of an imaginary situation. This could be a plot outline, role distribution or other game actions. In games you can practice all components of the sound culture of speech.

Automation of sound C

Exercises involve multiple repetitions of given actions - both practical and mental. Exercises are of great importance in correcting sound pronunciation. Thus, articulatory gymnastics exercises are aimed at producing sounds.

Verbal methods (memorizing poems and retelling) are effective in developing expressive speech.

Demonstration of correct pronunciation is a leading technique in developing the sound culture of speech. In certain cases, a specific technique of exaggerated pronunciation may be necessary. It is often used when practicing phonemic hearing and sound pronunciation. The teacher pronounces words with emphasized diction or emphasizes the desired sound with intonation.

In younger groups, figurative naming of sounds is often used.

Contents of work on the sound culture of language in the senior group

The Russian language has a complex sound system. Sound units are characterized in terms of sound production (articulatory properties of speech), sound (acoustic properties) and perception (perceptual properties). All these factors are interconnected.

A.N. Gvozdev showed how much work a child does in mastering the phonological means of speech. It takes a child different amounts of time to master individual speech sounds. The correct conditions for raising and educating a child lead to the acquisition of the grammatical and phonological aspects of a word.

Research by linguists, psychologists and teachers shows that it is to the sound side of language that a child turns his attention at an early age.

L.S. Vygotsky, speaking about the child’s mastery of the sign side of language, emphasized that first he masters the external structure of the sign, that is, the sound structure.

D.B. Elkonin wrote about this: “Mastering the sound side of language includes two interrelated processes: the formation in a child of the perception of speech sounds, or, as it is called, phonemic hearing, and the formation of the pronunciation of speech sounds. As can be seen from the above, by the time a preschooler enters school, his oral speech should be formed and should not differ from the speech of an adult. The objectives of teaching speech sound culture are presented in accordance with the main aspects of the concept of “sound culture”. The content of the work is based on data from phonetics, spelling, and the art of expressive reading, while it is necessary to take into account the age-related characteristics of children's speech.

The following tasks can be distinguished:

formation of correct pronunciation of sounds. The formation of correct pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task is as follows: Improving the mobility of the articulatory apparatus - articulatory gymnastics, consistent work on the accurate pronunciation of vowels and simple consonants, and then on complex consonants, more complex children (by the end of the middle group, that is, from the age of five, they should be able to pronounce all the sounds of your native language); strengthening the correct pronunciation of sounds in contextual speech.

development of diction. Diction is a clear, clear pronunciation of words and their combinations. In the older group, the development of articulate pronunciation is indicated as a special learning task for language development. To solve this problem, special teaching methods and techniques are used in senior groups.

work on correct pronunciation of words and verbal (phonetic) stress. At an older age, it is necessary to pay attention to the correct pronunciation of some difficult words (children’s mistakes: “coffee”, “carrots”, “sandals”, “kakava”, “sinitarka”, “trolleybus”, “cola” - hockey, etc. .). Sometimes the child is hampered by the placement of verbal emphasis. Accenting is the study of voice strength from a group of syllables of the same syllable. Our language is characterized by unfixed, mixed stress: the stress can be on any syllable, even above the syllable: Leg, leg, leg, leg, legs. Children need to pay attention to the emphasis on some nouns in the nominative case (children’s mistakes: “watermelon”, “leaf”, “beetroot”, “driver”), in the past tense masculine singular (children’s mistakes: “gave”, “took away” ", "put", "took", "sold"). The attention of children of the seventh year of life can be drawn to the fact that with a change in the place of stress, the meaning of the word sometimes changes: circles - circles, houses - houses. Stress in Russian is a means of highlighting grammatical form. When forming the grammatical structure of children's speech, the teacher must also monitor the correct placement of stress: slash - braid, koni - koni, koni, and so on.

Lesson on the formation of sound culture of speech

The content, structure and frequency of classes on the formation of speech sound culture depend on the age category of preschoolers.

In the younger group, it is recommended to include classes on educating the sound culture of speech 1-2 times a month. Also, several exercises need to be included in the structure of classes aimed at solving other speech problems. This could be focusing on the expressiveness of the voice when reading literary material. The most effective way to practice various sounds at this age is onomatopoeia.

The material is best learned when the teacher associates a sound with some image: sound A - a doll is crying, sound U - the rumble of an airplane, a combination of AU - children are lost in the forest.

In the middle group, sound culture classes are held 3 times a month. On them, children learn to find words that sound similar and practice pronouncing texts with different intonations. In addition, the sounds already delivered are consolidated.

In the older group, elements of expressive speech are practiced using the material of tongue twisters and tongue twisters, and poems are memorized. Children are taught to change the volume of their voice and rate of speech depending on the conditions of communication and the content of the statement.

In the preparatory group, children continue to learn to isolate the sound or syllable being studied in words. A special role is given to the development of the intonation side of speech: melody, rhythm, timbre, tempo. By developing a sense of rhythm, the teacher prepares the child to perceive poetic speech.

Forms, methods and techniques of work on educating the sound culture of speech; article on speech development on the topic

Topic: Forms, methods and techniques of work to educate the sound culture of speech

The concept of sound culture of speech

Each language is characterized by one or another system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness of the pronunciation of many consonants, and the originality of the pronunciation of each consonant sound. The emotionality and generosity of the Russian language are expressed in the richness of intonation.

Sound culture of speech - includes phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Education of sound culture involves:

1. formation of correct sound pronunciation and word pronunciation, which requires the development of speech hearing, speech breathing, and motor skills of the articulatory apparatus;

2. education of spelling-correct speech - the ability to speak according to the norms of literary pronunciation. Orthoepy includes not only pronunciation, but also stress, i.e. a specific phenomenon of oral speech.

3. formation of speech expressiveness - mastery of the means of speech expressiveness presupposes the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noticed that in everyday communication the child has natural expressiveness of speech, but needs to learn voluntary, conscious expressiveness when reading poetry, retelling, and storytelling;

4. development of diction - clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

5. fostering a culture of verbal communication as part of etiquette.

In the sound culture of speech, there are two sections: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions:

1. development of the speech-motor apparatus (articulatory apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;

2. development of speech perception (auditory attention, speech hearing, the main components of which are phonemic hearing).

Forms of work to educate the sound culture of speech

The “Sound Culture” section of speech includes the following: developing in children attention to the sound side of audible speech, auditory memory, improving general speech skills: learning a leisurely pace of speech, correct speech breathing, maintaining the necessary rhythm when speaking, working on the voice, being able to lower and raise your voice. It is also necessary to improve the pronunciation of words that are complex in their structure, in accordance with the rules of orthoepy, observing the correct stress, and strive to clearly pronounce the sounds of the native language.

Work on the sound culture of speech also includes distinguishing by ear similar sounds, often mixed by children: S - Sh; L – R; W – F; Z – F; NW; P – B; T – D, etc., try to pronounce these sounds correctly in words, phrases, phrases, tongue twisters and poems. If such violations are permanent, you need to contact a speech therapist.

The formation of the sound side of speech is carried out in a kindergarten in two forms: in the form of training in class and outside class.

The main role in teaching belongs to special classes that combine pronunciation demonstrations with active exercise for children. Classes are complemented and interact with special exercises outside of class.

The leading form of training is collective frontal forms of work (rather than individual) classes with children. The team is a strong factor of mutual influence for children. In group activities, work productivity increases and fatigue decreases.

It is enough to conduct group-wide classes on teaching sound pronunciation 1-2 times a month. In addition, individual exercises are included in other classes on speech development, as well as in music, gymnastics and outdoor games. The number of classes is determined by the level of children's speech development.

Weekly (1-2 times a week) work in speech classes, taking from 2 to 10 minutes. Once a month, you can conduct a comprehensive lesson entirely devoted to the sound culture of speech. Such classes are especially needed in the second junior group, where the amount of work on sound pronunciation is very large. Most of the time in such a lesson is devoted to working on the pronunciation of one sound or a group of related sounds (in the older group - differentiation of pairs of sounds that are similar in acoustic characteristics: z - zh, s - s', etc.) The rest of the time is devoted to cultivating other qualities of speech (two -three).

Other forms of frontal work that are carried out outside of class are of great importance: dramatization games, round dances, holidays and entertainment. In junior and middle groups, speech gymnastics is effective (1-2 minutes of articulation exercises at the end of morning exercises, 2-3 times a week).

It is also widely practiced to work with subgroups of children at a time convenient for the teacher (didactic games, jokes, etc.). Thus, the calendar plan provides for work on the sound culture of speech almost every day.

All age-related pronunciation errors disappear in children by the age of 5. But this process does not occur on its own, but under the influence of the speech of adults and their pedagogical influence. This influence is beneficial when a child hears normal speech, receives instructions from adults on how to speak, and as a result begins to experience an interest in correct, clear speech.

During classes, during walks, during routine processes, it is necessary to very carefully monitor the children’s speech and ensure that it is clear, precise and intelligible. In the formation of correct sound pronunciation, timely training, based on the age characteristics of children, plays a decisive role.

The greatest effect is achieved by training that began at earlier stages of preschool childhood. The age of children at the start of training is a more important factor than the duration of training itself.

Methods and techniques for developing correct sound pronunciation

What methods are typical for educating the sound culture of speech?

The work is carried out using didactic games, game exercises with the inclusion of speech material: tongue twisters, sayings, nursery rhymes, poems, proverbs, riddles, stories in accordance with the program content in the native language. It is good to use speech with movement in this work. Such exercises activate the process of developing pronunciation skills.

It is advisable to introduce preschoolers to the sounds of speech in a playful way, associating each sound with a specific symbol (“Z” is the song of a mosquito, “R” is the operation of an airplane engine, “Sh” is air coming out of a burst balloon).

Such aids help to effectively prepare children with speech development problems to master writing and reading.

Games developed with symbols in which sounds are automated and differentiated are useful for children. In addition, visual symbols develop memory, attention, and imagination.

Didactic stories that include educational tasks for children are very useful (repeat words with difficult sounds, change the pitch of the voice, etc.). In junior and middle groups, they are often accompanied by a display of pictures on a flannelograph or a demonstration of toys. On the teacher’s table, you can use toys to stage a performance, during which the educational material is repeated (sound combinations, simple sayings, songs).

To develop the expressiveness of speech, classes in retelling and memorizing poems are effective. Individual elements of intonation (prosodemes), speech hearing and breathing are also practiced using the method of exercises: memorizing and repeating familiar tongue twisters, the game exercise “Let’s blow on the fluff”, etc.

Using these methods, the teacher uses a variety of techniques that directly affect the pronunciation side of children’s speech.

The leading technique is the example of correct pronunciation and task completion given by the teacher. If a teacher uses a model at the initial stage of teaching, then he often reinforces this technique with a brief or detailed explanation of the demonstrated qualities of speech or movements of the speech-motor apparatus (“You, children, hear that I don’t just say a word with the sound r, but I specifically highlight this sound, I pronounce it long, drawn out: a-r-r-r-buzz..."). When developing phonemic hearing, sound and word pronunciation, a specific technique is recommended - exaggerated (with emphasized diction) pronunciation or intonation of a sound (a stressed syllable, a part of a word distorted by children).

In younger groups, figurative naming of a sound or sound combination is often used (zzz - a mosquito song; tup-tup-tup - a kid stomps).

The demonstration and explanation of articulation in these groups is often included in the game plot (“The Tale of the Merry Tongue”). An active technique is choral and individual repetitions. They are the ones who provide training for children’s speech-motor apparatus, which is so important in the formation of the sound culture of speech. Quiet pronunciation of sounds (sound combinations) in small subgroups is especially useful, when children can listen to the answers of their comrades.

A technique such as justifying the need to complete the teacher’s assignment improves the quality of answers. It is given either in an emotional and humorous form (“Let’s teach the turkey to sing a funny song!”), or in a businesslike form (“We must firmly, firmly remember how to pronounce the word shofe-e-er, chauffeurs, otherwise speaking is simply illiterate, ugly - who wants to get into a funny situation?”).

Related to this is another technique - individual motivation for the task, an individual instruction before the child’s answer (“It seems to me that Seryozha’s lullaby will work especially well - he knows how to be affectionate and caring”).

In case of erroneous answers, such active techniques based on imitation as joint (conjugate) speech of the child and the teacher, as well as reflected speech (immediate repetition by the child of a sample speech) are possible.

In the process of practicing and consolidating a child’s pronunciation skills, an example of the correct speech of his peers is valuable. This factor should be used not only in classes, but also in freely organized games and exercises, in which both children who have not mastered some skill and those who speak correctly and clearly are involved.

Traditional techniques include evaluating a response or action and correcting it. Teachers should be warned against the annoying, too frequent use of corrections and hints (sound pronunciation, tempo, etc.), as this irritates the child. During classes, such a specific technique can be used - a figurative physical education pause, which, thanks to the combination of children’s movements with the utterance of practiced sounds or sound combinations (game situation), serves at the same time as relaxation and consolidation of educational material (leave from the tables, walk around, sit down and show like chickens clucking).

In the process of working on the sound culture of speech, visual techniques are also appropriate - showing articulatory movements, demonstrating a toy or picture. Games and exercises often involve additional equipment - a “magic” wand to signal the beginning or end of an answer, chips and other handouts that serve to indicate the sound structure of a word

Methods and techniques for developing phonemic hearing Speech hearing is a broad concept. It includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities of speech: timbre (find out by voice who called you?), expressiveness (listen and guess whether the bear was scared or happy?). Developed speech hearing also includes good phonemic hearing, i.e. the ability to differentiate all the sounds (phonemes) of the native language - to distinguish the meaning of words that sound similar (duck - fishing rod, house - smoke). Speech hearing begins to develop early. A child aged two to three weeks has a selective reaction to speech and voice; at 5-6 months he reacts to intonation, and somewhat later - to the rhythm of speech; By about two years, the baby can already hear and distinguish all the sounds of his native language. We can assume that by the age of two, a child has developed phonemic hearing, although at this time there is still a gap between the assimilation of sounds by ear and their pronunciation. Having phonemic awareness is sufficient for practical speech communication, but this is not enough for mastering reading and writing. When mastering literacy, a child must develop a new, higher level of phonemic awareness - sound analysis or phonemic perception: the ability to determine which sounds are heard in a word, determine their order and quantity. This is a very complex skill, it involves the ability to listen attentively to speech, to keep in memory the word heard, the sound named. Work on the formation of speech hearing is carried out in all age groups. A large place is occupied by didactic games for the development of auditory attention, i.e. the ability to hear a sound and relate it to the source and place of presentation. In younger groups, games conducted during speech classes use musical instruments and voiced toys so that children learn to distinguish the strength and nature of sound. Simulating thunder; in the game "Guess what to do?" When the sounds of a tambourine or rattle are loud, children wave flags; when sounds are weak, they lower the flags to their knees. Widespread games are “Where did they call?”, “Guess what they are playing on?”, “What is Parsley doing behind the screen? In older groups, children’s auditory perceptions are developed not only through games similar to those described above, but also by listening to radio broadcasts, tape recordings, etc. Short-term “minutes of silence” should be practiced more often, turning them into “Who can hear more?” exercises. , “What is the room talking about?” As these exercises progress, you can ask individual children to use onomatopoeia to reproduce what they heard (water dripping from a tap, a squirrel wheel whirring, etc.). Another category consists of games for the development of speech hearing itself (for the perception and awareness of speech sounds and words). Games are offered for each age group (lasting 3-7 minutes), which are preferably played with children 1-2 times a week in and outside of class. Already in the younger group, children are asked to listen attentively to the sound of speech, distinguish its various qualities by ear, and “guess” them (the word is spoken in a whisper or loudly, slowly or quickly). So, for example, the game “Guess what I said?” encourages the child to listen attentively to the speech of the teacher and peers. This is facilitated by the game rule, which the teacher says: “I will speak quietly, you listen carefully and guess what I said. Whoever I call will say loudly and clearly that he heard.” The content of the game can be made more rich if you include in it for guessing material that is difficult for children, for example, in the middle group - words with hissing and sonorant sounds, in the older group - polysyllabic words or words that are difficult in orthoepic terms, close to each other in sound (juice -suk), as well as sounds. Middle age is the time to improve auditory perception and phonemic hearing. This is a kind of preparation of the child for the subsequent mastery of sound analysis of words. In a number of games that are played in this age group, the task is of increased complexity - from the words called by the teacher, by ear, select those that have a given sound (for example, z - the song of a mosquito), marking them with a clap of your hands, a chip. Auditory perception facilitates the slow pronunciation of a word or the prolonged pronunciation of a sound in a word. In older groups, naturally, they continue to improve their speech hearing; children learn to identify and identify various components of speech (intonation, pitch and strength of voice, etc.). But the main, most serious task is to bring the child to an awareness of the sound structure of a word and the verbal composition of a sentence. The teacher teaches children to understand the terms “word”, “sound”, “syllable” (or part of a word), to establish the sequence of sounds and syllables in a word. This work is combined with the cultivation of interest and curiosity in words and speech in general. It includes the child’s independent creative work with words, requiring verbal and poetic hearing: coming up with words with a given sound or with a given number of syllables that are similar in sound (gun - fly - drying), finishing or coming up with a rhyming word in poetic lines. In older groups, during exercises and games, children are first introduced to highlighting sentences in speech, as well as words in sentences. They compose sentences, finish words to familiar poetic lines, correctly arrange scattered words into one complete phrase, etc. Then they begin to soundly analyze the word. Exercises and games for this purpose can be arranged approximately in the following sequence: 1. “Let’s remember different words, look for similar words” (in meaning and sound: bird - titmouse - singer - small). 2. “There are sounds in a word, they come one after another. Let’s come up with words with certain sounds.” 3. “A word has parts - syllables, they, like sounds, follow one after another, but sound differently (stress). What parts does the given word consist of?” Often such exercises are of a playful nature (jump rope as many times as there are sounds in the named word; find and put into a “wonderful bag” a toy in the name of which the second sound is u (doll, Pinocchio); “buy in a store” a toy, name which begins with the sound m). Thus, in the process of learning the sound analysis of a word, speech for the first time becomes an object of study for the child, an object of awareness.

Methods and techniques for developing speech breathing

Non-speech breathing is characterized by the fact that the exhalation is equal in duration to the inhalation, they follow rhythmically one after another; in one go, all the air from the lungs is exhaled, inhalation is done through the nose, the glottis is open. When we speak, we inhale during pauses through the mouth and nose, and then exhale gradually in separate bursts, sparingly. Inhalation is performed relatively quickly, it is much shorter than exhalation. The best type of speech breathing is diaphragmatic-lower costal breathing (when inhaling, the diaphragm lowers, the lower ribs move to the sides, but the shoulders do not rise). Correct speech breathing ensures sound and voice formation and good voice sounding. Timely inhalation and long exhalation are necessary for the smooth sound of speech. The teacher’s task is to teach the child to breathe correctly during speech and to eliminate age-related deficiencies in speech breathing. First of all, children need to develop a silent, calm breath without raising their shoulders. The duration of exhalation should correspond to the age of the child: for a two- to three-year-old child, the exhalation ensures the pronunciation of a phrase of 2-3 words, for a child of middle and senior preschool age - a phrase of three to five words. Gradually, children become accustomed to exhaling more forcefully. At the same time, you need to ensure that the child has the correct posture so that tension or fatigue does not occur. To work on speech breathing, some gymnastic exercises are used (“Wood splitter”, “Pump”), as well as game exercises (blowing paper birds, balls, etc.). Of great importance is the correct, detailed explanation by the teacher of the breathing requirements of children, reproducing the pattern of inhalation and exhalation. Thus, the work of educating the sound culture of speech is a whole system carried out from the first days of a child’s stay in kindergarten. Without the special attention of adults, the development of the sound side of children's speech is delayed, and negative speech habits may develop that are very difficult to overcome.

Didactic games

Phonemic awareness and the ability to recognize non-speech sounds can be trained using the Orchestra game. Children stand with their backs to the teacher, who makes sounds using various instruments. At first, it is advisable to give one instrument for recognition. For example, a ratchet. Then simultaneously offer 2 sounds - a rattle and a drum. Gradually increase the number of sounds. Children must say what musical instruments they heard in the orchestra.

Didactic games are suitable for differentiating sounds, in which you need to distribute given sounds into 2 groups. For example, in the game “Colorful Baskets,” the speech therapist pronounces the names of objects and phenomena, and children pick up an orange basket if they hear one sound in a word, and a yellow basket if they hear another. Similar tasks can be implemented by distributing words with the required sounds into different houses, cabinets, pots, etc.