Speech games on vowel sounds for preschool children. "The magical world of sounds." Games, manuals and game exercises for distinguishing speech sounds
Summary: Exercises for speech development in children. Games for developing speech in children. Speech development in children. Development of speech breathing. Exercises to develop breathing. Exercises to develop the respiratory system.
You can start training speech breathing itself only after the child has formed a strong, smooth exhalation. Speech breathing training is learning to smoothly pronounce sounds, syllables, words and phrases while exhaling. We offer the following stages of development of speech breathing:
Singing vowel sounds - A, O, U, I, E;
- prolonged pronunciation of some consonant sounds - S, Z, Ш, Ж, Ф, Х;
- pronouncing syllables on one exhalation;
- pronouncing words on one exhale;
- pronouncing phrases of varying lengths on one exhalation;
- reading poems;
- singing songs;
- expressive story, retelling of texts.
A gradual development is expected, a movement from simple to complex. The games listed below will teach the child to smoothly pronounce sounds and syllables while exhaling, which is the initial stage of the development of speech breathing.
In games for the development of speech imitation, practicing correct speech breathing is one of the goals of the games. The adult constantly makes sure that when pronouncing syllables, words and phrases, the child uses breathing correctly: speaks only while exhaling, does not draw in air while pronouncing a word, and makes meaningful pauses when pronouncing phrases.
Further work on the development of speech breathing - pronouncing long phrases, reading poems, singing children's songs, teaching stories and retelling, working on the smoothness, pace and rhythm of speech - is not considered in this article. Such work is carried out at the next stages of speech therapy work with children.
Games for developing speech breathing
Sing with me!
Goal: development of correct speech breathing - singing the vowel sounds A, O, U, I, E in one exhalation.
Progress of the game: first, the adult invites the children to sing “songs” with him.
Let's sing some songs. Here is the first song: "A-A-A!" Take in more air - inhale the air. The song should be long. During the game, the teacher monitors clear pronunciation and exaggerates the articulation of sounds. First we sing the sounds A, U, gradually the number of “songs” can be increased.
Here's the second song: "U-U-U!" Now “O-O-O!”, “E-I-I!”, “EE-E-E!”
You can arrange a competition between children: the one who sings the longest in one breath wins.
Let's have a competition: we'll all start singing together, the one with the longest song will win.
Sounds around us
Goal: development of correct speech breathing - singing the vowel sounds A, O, U, Y in one exhalation.
Progress of the game: an adult invites children to play this game.
In the world around us we hear a variety of sounds. How does a baby cry? "A-A-A!" How does a little bear sigh when his tooth hurts? "OOO!" The plane in the sky hums: "U-U-U!" And the steamboat on the river is buzzing: “Y-Y-Y”! Repeat after me.
The adult draws the children’s attention to the fact that each sound should be pronounced for a long time, on one exhalation.
Girls sing
Goal: development of correct speech breathing - singing in one exhalation the vowel sounds A, O, U, I, as well as combinations of two vowels - AU, UA, OU, OI, IA, etc.
Equipment: pictures of singing girls - articulation is clearly drawn when pronouncing the vowel sounds A, O, U, I.
Progress of the game: prepare pictures depicting the faces of singing girls. Such pictures are easy to draw, the main condition is that the articulation must be clearly drawn.
2-4 children can participate in the game. First, the adult shows the children pictures of singing girls and asks them to guess which girl sings which sound. Then he hands out one picture at a time and offers to sing the same sound.
After this, a general game is organized: the children line up, holding their pictures in their hands, and the one the adult points to sings.
Now we will sing a common song. Pet will be the one I point at with my wand. Try to keep the songs long.
The next stage of the game is singing combinations of two vowel sounds. The teacher offers to repeat the following songs after him:
Let's sing some songs. Here's the first song: "A-A-A-U-U-U!" Take in more air - the song should turn out to be long. And here is the second song: “U-U-U-A-A-A!”
Gradually the number and variations of “songs” can be increased. The same game is then repeated using images of singing girls. The teacher puts two pictures side by side: the girl sings I, the girl sings A, and asks them to guess what song the girls are singing - IA - and repeat it. This game should first be played individually. Combinations of pairs of vowel sounds can be very different.
Deflate the balloon
Goal: development of correct speech breathing - prolonged pronunciation of the consonant sound F on one exhalation.
Progress of the game: invite the kids to play this game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, while simultaneously bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.
Let's play marbles! Spread your arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon, and it began to deflate... Air comes out of the balloon: F-F-F! The balloon is deflated!
Remind the children to inhale more air while the balloon is inflated, and then gradually exhale it smoothly, making the sound F. Do not suck in air.
Snake
Goal: development of correct speech breathing - prolonged pronunciation of the consonant sound Sh on one exhalation.
Progress of the game: invite the kids to play with snakes. The game is played on the carpet.
Let's play snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: “Sh-Sh-Sh!”
Remind children to take a deep breath and hiss for a long time. During prolonged pronunciation of the sound Ш, you cannot take in air.
Pump
Goal: development of correct speech breathing - prolonged pronunciation of the consonant sound C on one exhalation.
How to play: Invite the kids to play pumps. The game is played on the floor and is accompanied by movements that simulate inflating a wheel using a pump.
How many of you like to ride a bike? What about by car? Everyone loves it. But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!
An adult shows the movements of the pump and explains that you should inhale more air while the pump is running, and then gradually exhale it smoothly, pronouncing the sound C. You cannot take in air while pronouncing the sound. The pump can continue to operate after a pause when the child takes another breath. It is necessary to ensure that children do not overexert themselves while playing.
Funny song
Goal: development of correct speech breathing - pronouncing several identical syllables on one exhalation - LA-LA.
Equipment: doll or matryoshka.
Progress of the game: invite the kids to sing a funny song with the doll.
Today the doll Katya came to visit us. The doll dances and sings a song: "LA-LA-LA! LA-LA-LA!" Let's sing together with Katya!
While singing, make sure that children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhalation - 6-9 syllables in a row. Make sure children are not overtired.
Fun trip
Goal: development of correct speech breathing - pronouncing several identical syllables on one exhalation - BI-BI, TU-TU.
Progress of the game: offer the kids an active game.
How many of you like to travel? Raise your hands who rode in the car. Now raise your hands who rode the train. Let's play cars - the car is driving and beeping "BEE-BEE!" And now let's turn into trains - "TU-TU!"
Show how the car drives - walk around the room, turning the imaginary steering wheel. Imagining a train, rotate your arms bent at the elbows forward and backward.
Make sure that children pronounce two syllables in a row on one exhalation. Gradually, you can learn to pronounce more syllables in one exhalation: BI-BI-BI! TU-TU-TU-TU! Make sure children are not overtired.
The birds are talking
Goal: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO, KU-KU, QUACK-QUACK-QUACK, KU-KA-RE-KU, CHIK-CHIRK.
Progress of the game: invite the kids to play birds.
Let's play birdies. The birds met in a clearing and began to talk. “KO-KO-KO,” says the chicken. "KOO-KOO! KOO-KOO!" - the cuckoo screams. "QACK-QACK-QACK!" - the duck quacks. “KU-KA-RE-KU!” - the cockerel cries. “CHIK-CHIK,” chirps the little sparrow.
Encourage children to repeat the birds' "talk" after you. When pronouncing onomatopoeia, make sure that children pronounce them in one exhalation, without drawing in air.
Favzana Ayupova
When preparing children for school, an important place is given to speech readiness and reading ability. L.A. Wenger’s “Development” program (a new version corresponding to the FGT “Development +”, according to which our preschool educational institution operates, pays great attention to pre-school literacy teaching and mastering primary reading. But before starting to read, the child must learn to hear from which words consist of sounds, learn to conduct a sound analysis, that is, name the sounds in a word in order and be able to characterize them.The games, manuals and game exercises I have proposed will help children distinguish the sounds of speech.
A Tale of Vowel Sounds
We lived in a magical land - there were sounds. They were very friendly and loved to sing their songs. Each sound had its own song. The sound “A” - he sang his song like this: A-A-A-A. (We will denote a wide open mouth with a square). The sound “O” sang its song: “O-O-O”! What shape are our lips? We rounded our lips; we will use a large circle to denote the sound “O”. How did the sound “U” sing your song? We stretched our lips into a tube, we will mark the sound “U” with a small circle. How do they sing their songs with the sounds “E”, “Y” and “I”? Look at each other, what shape are your lips and tell me, what icons can we use to represent these sounds? The sound “E” is an oval, the sound “Y” is a rectangle, and the sound “I” is half an oval (On the back of the symbols there is velvet paper and magnetic tape - they can be attached to both a flannelgraph and a magnetic enamel board).
By pronouncing and singing sounds, we determine that when pronouncing these sounds, air flows through the mouth without obstacles or obstacles. (Nothing bothers us, neither lips, nor teeth, nor tongue).
The teacher (or child) sings the sounds, and the children show the corresponding symbols
The teacher (or child) shows the symbol, and the child sings the “song” of the sound
Exercise "Sound Off". Children break into pairs, show each other the articulation of a vowel sound, and the other guesses which sound the voice was turned off.
The sounds were walking around the world, they were walking, and they wanted to rest. And not far from the place where the sounds were walking there was a beautiful castle. This castle had a mistress, her name was
Princess Glasa
She was bored alone. She decided to invite them to visit. For their vociferous songs she named them
vowel sounds
and gave them red shirts. Since then the sounds wear red shirts and are called
vowels
sounds
Options for game exercises with sound symbols
The sounds scattered throughout the forest. Princess Glasa calls them: “UUUUUU”, “IIIIII” (the children call them and the sounds appear).
The sounds became friends, found a friend and began to sing a duet (showing the symbols of the sounds in pairs, and the children singing): UI, AY, EI, OA, etc.
The princess had a poetic gift. She composed a poem about her guests, vowel sounds:
“Air flows freely through the mouth,
The sound is vowel.
The vowels stretch out in a ringing song,
They may cry and scream
They can cradle a child in a crib,
But they don’t want to whistle and grumble” (V. Berestov)
Let's memorize this poem and recite it with pleasure.
Game "Let's Harvest"
Target:
intonate the first sounds in words and determine by ear whether it is a hard or soft consonant, calling them “big brother” and “little brother”
Progress of the game:
The fruit harvest has ripened in the garden. It is necessary to collect them in 2 baskets: in the large one - the names of the fruits of the “big brother”, and in the small one - the words of the “little brother”. Highlight the first sounds in the words - the names of the fruits - and you can begin harvesting.
Children, pronouncing the words, intone the first sound of the word and determine which “brother” it is and put the fruit in baskets: in a large one with a “big brother” (pear, plum, carrot, onion) and in a small basket with a “little brother” (radish, cherry, peach, turnip).
Wall panel – manual “What are the sounds of speech?”
can be used to reinforce the classification of sounds.
Here you can clearly see their division and generally accepted color designations. The manual can also be used in a lesson on “Development of elements of logical thinking” (such a section is in L. A. Wenger’s “Development” program.) Based on the color designation of sounds, you can create Euler circles. Large circle - gray chips - all sounds, small circles - vowels and consonants, inside the circle of consonant sounds there are even smaller circles (green and blue chips indicating hard - soft consonants and voiced - voiceless consonants with a bell and with a crossed out bell).
Another colorful one
panel "Gnome's House"
attracts children with its brightness and variety of castle shapes
I use it in games "Name the mother (baby) correctly"- where children practice the correct naming of animals and their cubs; also in the isolated pronunciation of sounds in onomatopoeic exercises.
Didactic game
"Find your house"
Target:
differentiate the first sounds in words according to qualitative characteristics: vowels, consonants, soft and hard, and find corresponding houses of a certain color designation for them (in red - with a vowel sound - duck, turkey, grass snake, stork; in blue house - wolf, badger, crocodile, elk ; in the green house - squirrel, zebra, bear, fox).
Children choose an animal, name the first sound, determine whether it is a vowel, a hard consonant or a soft one, use the color designation to find a house for it (with a vowel sound in red, with a hard consonant in blue, with a soft consonant in a green house, and explain own choice)
panel – manual “Hard and soft consonant sounds”
clearly help children navigate paired and single consonant sounds. Object designations for paired sounds of hardness (bricks) and softness (pillow).
We pronounce them in pairs: for example, B –B, V-V, S-S, K –K. And the sounds live alone: in a cloud (always soft - Ch, Y, Shch, under the hammer (only hard Zh, Sh, Ts - they do not have a soft pair)
Speech imitation is the reproduction after the speaker of the sounds, words, and phrases he pronounces. Speech imitation of a small child at first looks like an echo: an adult speaks and the child immediately repeats. Over time, the possibility of time-delayed repetition appears.
To induce speech imitation, you should be in the baby’s field of vision, teach the child to voluntarily pronounce first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are similar in sound.
It is necessary to create such learning conditions in which the child would have a desire to pronounce (repeat) the same sound combinations repeatedly. A child will not repeat words after an unfamiliar adult or if there is no mutual trust between the child and the adult. Therefore, it is very important to establish emotional contact with the baby before starting work, which will provide the necessary motivation for speech activity.
By the end of the year, continuously pronounced syllables-words appear in the baby’s speech. By the age of one year, a child can be able to pronounce about 10 words that are easy to pronounce (including simplified ones: tu-tu, aw-aw, etc. Please note that this is also considered a word). At the initial stages of speech development, the child is first taught to understand the word, then to repeat it randomly when perceiving an object, and finally, with the help of questions, games, and instructions, they ensure that the child uses the word in a meaningful situation.
To successfully stimulate speech imitation, it is important to pay attention to:
In adults -
speech must be correct and clear, without speech disorders;
articulation must be clear, the child must see the movements of the adult’s lips;
speech should not only be emotional, but also well intonated, emphasizing the stressed syllable;
words and phrases offered to the child for repetition must be pronounced repeatedly;
the adult stimulates the child’s active speech with the help of questions;
The adult gives the child only samples of correct speech; the child should not repeat the substitute words he reproduces.
The child has-
The child’s answers are accepted in any form. At the stage of development of speech imitation, one should not demand too much from the child and his speech. The main thing is to ensure that the child begins to speak.
You should not demand precise sound pronunciation from your child. At an early age, the most important thing is the development of the communicative function of speech.
Just as speech is formed gradually, so in the study and formation of sound pronunciation skills the principle “from simple to complex” is implemented. It is important to go through all stages.
Words are onomatopoeia, words are syllables. (Mooo, aw-aw, beep);
Simple short words (mom, dad...), “simplified” words (kisya, duck);
two or three complex words, their pronunciation can be close to correct, the rhythmic and intonation pattern of the words is preserved.
Repetition of short phrases, at first these will be phrases of 2 words (“Mom, give me”, “let’s go for a walk”), later the number of words will increase.
So we see that both the development of speech and the formation of onomatopoeia, the first words and phrases will proceed according to the following scheme:
words-syllables (simplified words) – words – phrase.
Here are examples of games that will help evoke onomatopoeia and consolidate them in the child’s speech, which will contribute to the overall development of speech:
Who's at the door? Place toys or pictures in front of the baby and ask: “Give me the mu-mu!” or “Give aw-aw!” Next time, add an element of surprise or mystery to the game. For example, ask your child: “Who is that knocking on our door?” After opening it and finding a stuffed dog, offer to play hide and seek with it. Then show the baby what circus acts the dog can perform: walking on its hind legs, doing somersaults, jumping to the ceiling, jumping on the baby’s shoulder, etc. Keep in mind that the dog is not silent, but barks loudly and cheerfully: “ Aw-aw!”
The game helps the child learn to imitate an adult and pronounce onomatopoeia.
What is the baby doing? Show your baby how you can indicate actions that are familiar to him using a certain combination of sounds. For example, when feeding a child, say: “Am-am!”, when bathing: “Kup-kup!”, and when putting him to bed: “By-bye!” When playing outdoor games with your baby, do not forget to voice your actions. While dancing, hum: “La-la-la!”, stamp your feet, say: “Top-top-top!”, clap your hands: “Clap-clap!”, Jumping: “Jump-jump!” When playing ball with your child, repeat sound complexes and words: “Opa!”, “Here!”, “Give!” When showing your child how to dig sand or snow with a shovel, do not forget to voice your actions: “Dig-dig!” and encourage your child to do so.
Musical toys (from 1 year old) Demonstrate to your child how to play toy musical instruments and let him play on his own. Show how musical toys sound: pipe: “Doo-doo-doo!”, harmonica: “Tra-ta-ta!”, bell: “Ding-ding!”, drum: “Boom-boom!” After this, pronounce the appropriate onomatopoeia and, without picking up musical instruments, depict how they play the pipe, accordion and bell. Encourage your baby to repeat movements and onomatopoeia after you.
The game teaches the child to actively use onomatopoeia.
What is Lyalya doing? (from 1 year) It is useful to organize a game with a doll, demonstrating to the child familiar actions with it, and, of course, voicing them. Let the doll laugh, cry, play pranks, fall, surprise the baby with its ability to dance. During the game, call her the babbling word “Lala”. Sound out the doll crying: “Wa-wa!” Show your child how to rock a doll by singing a song to her: “Ah-ah!”, and when she falls asleep, say: “Bye-bye!” Together with your child, feed the doll (am-am), teach it to walk (top-top), and when the doll falls, say “Boom!”, “Lala bobo!” Let Lyalya learn to sing (la-la-la), dance (tra-ta-ta), clap her hands (clap-clap), say goodbye (bye-bye).
The game teaches the child to actively use onomatopoeia.
Animal voices (from 1 year old) Show your child a toy cow and say: “Moo-oo!”, then show the cat: “Meow!”, the dog: “Aw-aw!”, the horse: “Igo-go!” etc. You can take turns hiding these little animals in a house made of cubes, behind a screen (large book), curtain or under a table and ask the child to guess who is casting the vote. Let the baby make sound riddles, and you will guess them. Answer correctly first, and then deliberately make a mistake. The kid will be surprised at the wrong answer, but will soon realize that this is a mistake and will have fun. As a result, the game will become even more interesting.
The game teaches the child to actively use onomatopoeia.
What's around you? (from 1 year) You can teach a child to repeat sound complexes using household items. First, let your baby listen to different noises made by surrounding objects, and then associate them in the baby’s mind with speech sounds. Now the key turns in the keyhole: “Chick-chick!”, the door opens and creaks: “Creak!”, the clock on the wall is ticking: “Tick-tock!”, and now it’s striking: “Bom-bom!” The phone (doorbell) rang: “Ding-ding!”, someone says on the phone: “Hello, hello!” The hammer knocks: “Knock-knock!”, a tower of cubes fell: “Bang!”, pebbles fall into the water: “Glug-glug!”, water drips from the tap: “Drip-drip!” And now they turned on the lamp - the switch clicked: “Click!”, Someone was knocking on the door: “Knock-knock!” That's how many sounds you can hear around you if you pay attention.
The game teaches the child to actively use onomatopoeia. This teaches you to listen to non-speech sounds, which is the initial stage in the formation of phonemic hearing.
Favorite toys (from 1 year old) You will need a slide and a ball, a doll and a blanket, a dog and a saucer. Show your child how to use toys several times: roll a ball down a hill; rock the doll in your arms, and then cover it with a blanket, putting it to bed; “feed” the dog by dipping its face into the saucer in front of it. At the same time, pronounce the appropriate onomatopoeia: “Wow!” - the ball rolled down the hill, “Ah!” - sing when rocking the doll, “Bye-bye!” - point to the doll sleeping in the crib, “Aw-aw!” - the dog barks, “Am-am!” - the dog is eating, etc. Now arrange the toys so that the child can clearly see them: put the ball near the slide, sit or put the doll on a blanket, place the saucer near the dog. Draw your baby's attention to toys. The baby will begin to play, reproducing familiar actions. Encourage your child to pronounce known onomatopoeias when performing actions. With this game you will teach your child to independently perform familiar actions with toys and repeat onomatopoeia.
New toys (from 1 year old) Take a doll and a car, as well as new toys that are unfamiliar to the child, for example, a bear and a truck. First, remind her how to rock the doll in your arms, how to put her to sleep, then roll the car. At the same time, pronounce onomatopoeia: while rocking the doll, sing: “A-ah-ah...”, while rolling the car, say: “Beep-beep!” Invite your child to perform familiar actions with new objects. To do this, say: “Rock the doll. Put the doll to sleep”, “Roll the truck”. The baby will perform his usual actions with new toys: rock a doll, roll a truck. Encourage your child to pronounce appropriate onomatopoeia when performing actions.
This game will teach the child to transfer actions learned with one object to another, and will encourage the child to pronounce onomatopoeia in the game.
Top-top! Clap clap! (from 1 year 3 months) Read the rhyme to your child and perform the movements in accordance with the text. Let your baby repeat these movements and onomatopoeia after you.
Vanechka (your child’s name) knows how to clap,
He doesn’t spare his hands.
Clap-clap, clap-clap!
He doesn’t spare his hands.
Vanechka (your child’s name) knows how to stomp,
He doesn't spare his legs.
Top-top, top-top!
He doesn't spare his legs.
What's in the bag? (from 1 year 3 months) Place four toys that are familiar to the child in a bag made of bright fabric. In front of the baby's eyes, take out one of the toys and ask the baby: “What is this?”, then the second, third and fourth toys and ask the same question. Encourage your child to name objects. Words can be simplified - babbling or in the form of onomatopoeia (for example, bee-bee, la-la, aw-aw...). If the child does not say anything, then after a short pause, pronounce the simplified word yourself, and then call the toy: “B-B-machine.”
The game encourages the child to name objects using onomatopoeia and babbling words.
Knock Knock! (from 1 year 3 months) Sit at the table opposite the baby. Show how you can fold your palms over your head to form a roof. When the child repeats the movement, knock on the table and ask: “Knock, knock, who’s sitting in the house?” and answer yourself: “Vanya is sitting in the house and looking out the window!” Place a toy cat on the edge of the table in front of you and fold your arms over it to form a roof. Invite your child to knock on the table and say: “Knock-knock!”, and continue: “Who’s sitting in the house?” and answer: “The kitty is sitting in the house and looking out the window! What is the kitty saying? If the baby can, he will answer: “Meow!” Now remove the cat and put the dog in. The game can continue further. Any animals (cow, horse, chicken, mouse) can be in the “house”.
The game encourages the child to pronounce onomatopoeia.
Who's looking out the window? (from 1 year 3 months) To play you will need a manual in the form of a three-dimensional house with four windows. Through the windows you can see a cow, a dog, a horse and a cat. (A house can be made from a cardboard bag of kefir or milk, pasting on its edges images of windows with animals looking out of them.) Show your child the “House” manual. Turn the house on each side towards the baby and first name the animals sitting by the windows, and then say the appropriate onomatopoeia, for example: “This is a cow. The cow moos: “Moo!”” or “It’s a horse. The horse shouts: “I-go-go!” Show your child how to rotate the house on a smooth table surface (give it movement like a top). When the house stops, the baby will need to name the animal that appears in front of him using onomatopoeia. You can make a second house and “settle” in it a mouse (pee-pee), a frog (kwa-kwa), a crow (kar-kar) and a sparrow (chick-chirp).
Find toys (from 1 year 9 months) Hide toys in different places in the room, and let the child watch you. For example, put the dog on the table, put the rooster on the chair, put the ball on the windowsill, and hide the pyramid under the table. Place toys so that they are visible to the baby, because at this age the child is not yet able to really search. Ask your child to find the dog, bring it and name it. After that, give the task to find the pyramid, then the cockerel and, finally, the ball. Tell! (from 1 year 6 months) You will need several toys that your baby constantly plays with and knows their names. Show your child a familiar toy, arouse interest in it, and then say: “Say: give!” Wait a while and then give the toy to your baby, even if he couldn’t repeat the word “Give!” after you. (Remember: it is important not to cause a negative reaction in your child to the word “tell.” If you are too persistent, this may happen.) Show your child a familiar toy and ask: “What is this?” If the child does not answer, then after a pause of 5-7 seconds, prompt: “Say: Lyalya” or “Say: kitty.” While feeding or playing, try to make your baby want to repeat the words “na” and “give” after you.
The goal of the game is to encourage the child to repeat simplified words.
Dialogue (from 2 years old) Try to encourage your child to enter into dialogue with you. To do this, when asking a question, take long pauses of up to 5-10 seconds, hoping that the baby will answer. For example, the following dialogue is possible: Adult: Please bring the ball. What did you bring? Child: Ball. Adult: Give me the ball. What did you give? Child: Ball. Adult: Catch the ball! What did you catch? Child: Ball. Adult: Well done!
The game develops the ability to pronounce words and phrases.
Speech imitation (onomatopoeia)- this is the reproduction, following the speaker, of the sounds, words, and phrases he has spoken.
At first it looks like an echo: the adult speaks and the child immediately repeats. To prevent a child’s communication with an adult from resembling a game of parrots, it is important to remember that speech must be activated in the child’s practical activities, in play. In this case, emotional contact, positive motivation, and the child’s steady attention are important.
To develop speech imitation, it is necessary to start with the development of imitation in general: “Do as I do.” It is necessary to teach the child to imitate actions with objects (playing ball), teach him to imitate the movements of the arms, legs, and head. To develop imitative abilities, you need to practice daily.
Onomatopoeia is the initial stage of development of speech function, and in a child with normal speech and in a child with speech disorders, they only learn them at different times.
Adults should always remember how their speech sounds:
Speech must be correct, without speech disorders;
Articulation must be clear, the child must see the movements of the adult’s lips;
Speech should not only be emotional, but also well intonated, emphasizing the stressed syllable;
Words and phrases offered to the child for repetition must be said repeatedly;
The adult stimulates the child’s active speech with the help of questions;
The adult gives the child only samples of correct speech; the child should not repeat the substitute words he reproduces.
Stages of development of speech imitation:
Repetition of individual sounds that carry meaning in the game.
Repetition of amorphous words. These are words-onomatopoeia, words-syllables that have a certain meaning.
imitating the sounds of children's musical instruments - ding-ding, bom-bom, doo-doo, etc.;
imitation of traffic noises - tu-tu, beep, etc.,
and other various amorphous words: the child can replace with them words that he is not yet able to pronounce.
Repeating words. At first these are simple short words - mom, dad, kitty, give, na, etc.
Particular attention should be paid to the child’s assimilation of words-actions (verbs), since they play a key role in the development of children’s speech: the more words-names of actions in a child’s speech, the higher the level of his development!
Repeating short phrases. This is the stage of combining several words in one sentence (at the initial stage - 2-3 words). For example: Where is dad? There's a kitty there. Here's a spoon.
Gradually, the number of words in the phrase spoken by the child increases, and the child learns inflection and grammatically correct combinations of words in a sentence.
Clarifying the pronunciation of vowel sounds
- Looking at a picture with a child that shows a girl rocking a doll: “This is Anya, she’s putting the doll to bed and singing A-a-ah! Let's help her. A-a-a!” At the same time, we imitate the motion sickness of the doll. We show the baby how to open his mouth wide when we sing.
- Looking at a picture with a child that depicts a girl with a bad tooth: “This is Olya, her tooth hurts, and she sighs O-o-o! How Olya sighs O-o-o!” When pronouncing, we press our palms to our cheeks and shake our heads.
- We look at the picture with the child or pick up a toy horse: “The foal calls his mother and shouts Eeyore! Let's shout with him E-e-e!” We draw the child's attention to the fact that the lips are stretched in a smile.
- With your child, we look at a picture depicting a steamboat or pick up a toy steamboat: “Look, the steamboat is sailing to the pier and humming Oooh! How the steamer hums Oooh!” We draw the baby’s attention to the fact that the lips are drawn out like a tube.
- We look with the child at a picture depicting a big and a small bear: “The big bear shouts E-E-E! (we pronounce it loudly, spreading our arms wide to the sides). And the little uh-uh! (we say it more quietly, with our hands close together). We ask the child to depict how a big bear screams and how a small one screams. You can ask them to guess which bear is screaming.
Singing vowel fusions
- We look at the picture with the child: a girl got lost in the forest: “Look, a girl got lost in the forest and screams Aw! Aw! Let's shout together with the girl Aw! Aw!” Screaming, we put our palm to our face.
- We look at the picture with the child: the baby is crying: “How does the baby cry? Wow! Wow!
- We look at the picture with the child: the donkey is shouting, we say: “Here is the donkey shouting Eeyore!” Eeyore! How does a donkey scream? Eeyore! Eeyore!
Evoking interjections
- 1.The ball fell into the water:
- Ah! Oh! Oh! - 2.The vase broke:
- Oh! Oh! Oh! - 3. A girl swings on a swing:
Wow! Wow! Wow! - 4. Sasha chops wood:
Eh! Eh! Eh!
Pronunciation of consonants
Game "Kettle Puff"
We show the child a picture of a boiling kettle: “Look, look, this kettle is called Pykh, when it boils it puffs like this! Let's puff along with him."
Game "Pump up the wheel"
We roll the car with the baby and say: “Oh! Look, the car has a flat tire. Let's pump him up! Ssss." We use our hands to depict working with a pump.
Game "The Forest is Noisy"
Tell your child that when the wind shakes the trees, their leaves rustle: “Sh-sh-sh.” Stand up, raise your arms up, swaying them from side to side - “like trees in the wind” - and say: “Sh-sh-sh.”
Game "Guess what it is"
Say the sound Ш or С, and the baby will guess what it is: the forest is rustling (Ш) or the tire is being inflated with a pump (С). Then you can switch: let the child guess, and you guess.
Game "Sawing, sawing"
We show the child a toy or drawn saw: “Look, the saw is sawing and whistling softly.” We make sawing movements with the edge of the palm or a toy saw.
Game "Komarik"
We show a picture of a mosquito and say: “This is the mosquito Zakhar, he flies and sings a song z-z-z.” We squeeze our thumb and index finger and draw circles in the air.
We invite the child to sing the mosquito song. We “catch” the mosquito in our fist and bring it to our ear - listen: “Z-z-z”, then to the child’s ear: “Can you hear the mosquito singing z-z-z.” We invite the child to also catch a mosquito and listen to how it sings in his fist.
Game "Beetle"
Show the child the beetle in the picture, tell him that it is Zhenya the beetle, and he loves to sing the song: “Zh-zh-zh!” Ask your child how Zhenya the beetle buzzes. Compete with the child whose beetle buzzes the longest.
Game “Whose song is this?”
Say one of the onomatopoeias and let the child guess whose song it is: a beetle (g) or a mosquito (z). Then you can switch: let the child guess, and you guess.
Game "Warm Your Hands"
We show the child a picture: “Look, the girl is warming her frozen hands, breathing on them x-x-x! Let's warm our hands too! X-x-x." We show the child how to breathe into his hands.
Game "Hedgehog"
We show the child a toy hedgehog or a picture and say: “This is a hedgehog, look at the thorns he has, he carries apples and mushrooms on them. When he carries the fungus into his hole, he snorts like this. Let's snort like hedgehogs."
Imitating the voices of animals and birds
Animals are the first vocabulary that children learn. The child must be taught not only that a cat is meow, a frog is qua, a goat is me, etc., but also that the mother mouse squeaks pee-pee-pee, and the little mouse squeaks more subtly pee-pee-pee, the big frog calls KWA, and the little frog shouts KWA, etc.
After presenting the sound sample, ask the child to guess who screamed - a big or a small frog. Then you can switch roles.
Be sure to use pictures or animal figures. Learn onomatopoeia in the game. For example: “Let’s treat the cow with hay, and she will tell you Mu - thank you!”
Imitation of household noises
The clock is ticking - TICK - TICK
Water drips - KAP - KAP (for each syllable, the index finger hits the open palm of the other hand)
The baby stomps - TOP - TOP
The hammer knocks KNOCK - KNOCK
Scissors cut CHIC - CHIC
On the swing we swing KACH - KACH
We eat carrots CRUM - CRUM
The car goes BI - BI
The saw cuts VZHIK - VZHIK
Games to develop diction and reinforce sounds
"Chimney sweeper."
Children stand in a circle and say: “Here is a cheerful chimney sweep. He cleans and cleans the pipes. The arms move up and down, and the hands are clenched tightly.” While pronouncing the text, children perform movements: raise their arms up, then bend them at the elbows, clench their hands into a fist and forcefully lower their arms down.
"Swamp".
Children are divided into two groups: “cranes” and “frogs” - they stand in a circle. There is a “swamp” in the middle. “Frogs” sing: “Little frogs are walking along the bank. Midges and midges are collected.” A chorus of “cranes” answers them: “Crane ships are flying under the skies, all gray and white and with long noses. Little frogs, if you want to be alive, then quickly get away from the cranes and into the swamp.” Hearing the singing of the “cranes”, the “frogs” jump on their haunches into the “swamp”. At the end of the singing, the “cranes” jump, flap their “wings”, and catch the “frogs” that did not have time to jump into the “swamp”. Caught frogs leave the game.
Pronunciation of voiceless plosives in combination with vowels
Tu-tu-tu - the locomotive is humming.
Ko-ko-ko - the chicken clucks.
Ku-ku-ku - the cuckoo cries.
Pee-pee-pee - the mouse squeaks.
Ta-ta-ta - the drum sounds. (The syllables are sung using three musical sounds “sol” - “mi” - “do”.)
Pronunciation of voiced plosives in combination with vowels
Du-DUDU - the pipe plays. Ha-ha-ha - the goose cackles. Boo-boo-boo - the black grouse mutters. Beep beep - the car is honking. (The syllables are sung with one sound “sol”.)
Exercises to develop articulation, evoking vowels and consonants
Imitation of the sounds of animals, birds, toys, and environmental objects is used.
“U” - a steamship, a locomotive, a whistle is blowing.
“Ah”!, “oh”!, “ah”!, “oh”! - pronounced with an intonation of surprise, chagrin, admiration, fear.
“Ay” - echo in the forest; “Ua” is the cry of a baby.
“Eeyore” is the cry of a donkey.
“S” is the sound of running water, a stream.
“3” is the squeak of a mosquito.
“F” - the buzzing of a bee, beetle, bumblebee.
“Ш” - the hiss of a goose, the rustle of the forest, the rustling of leaves.
The above and similar onomatopoeias are pronounced to the music, rhythmically (up to 5 sounds in one exhalation).
Imitating Bird Sounds
“Knock-knock-knock” - woodpecker; “chik-chirik” - sparrow; “guli-guli” - dove; “svi-svi” - tit; "kar-kar" - crow.
Onomatopoeia is used to evoke sound or reinforce correct sound pronunciation.
"Ay, ay."
One child hides in the hall behind a chair (behind a model of a tree, etc.) and from time to time says: “Aw.” Another child or all the children are looking for him. The teacher reads poetry to the quiet accompaniment of calm music:
I'll tell you: "Aw!"
Guess where I stand.
Find me, find me!
Here I am, somewhere on the way.
Where am I, where - decide quickly!
Or to the left, or to the right.
Be more careful.
Don't forget to climb everything.
"Chickens and cockerel."
1. The “hens” and the “cockerel” are squatting against one of the walls of the hall, as if on a roost. The “cockerel” leaves the house, waving his wings and arms, stops in the center of the hall (he has found a grain) and loudly calls the “hens”: “Ku-ka-re-ku!” The “hens,” cheerfully waving their “wings,” lightly run on their toes to the “cockerel” and run around it, stopping and showing how they peck the grains. The “cockerel” moves away and calls the hens again.
When the game is repeated, another “cockerel” is selected.
2. “Chickens”:
Like ours at the gate,
The rooster pecks the grains,
The rooster pecks the grains,
He calls the chickens to his place.
The “Rooster” walks around, stops and says:
You are little bastards
You little Ukrainians
I found a nut for you.
I will divide the nut among everyone:
Little by little, little by eight.
Ku-ka-re-ku!
"Geese, you are geese."
Children are divided into two groups: “children” and “geese”. The teacher (or one of the children) acts as a wolf. “Children” and “geese” stand facing each other at some distance, the “wolf” stands at a distance, and there is one “gosling” next to him. Singing a song, the “children” go to the “geese” and move back (four steps each). Then the “geese” repeat the same movement with their own words. To the words: “We saw a wolf,” the “wolf” and the “gosling” run past the “children.” Then again both groups take turns walking towards each other. With the end of the song, the “geese” run after the “wolf” and help out the “gosling”.
Children: Geese, you are geese, gray geese!
Geese: Ga-ha-ha, ha-ha-ha, ha-ha-ha, ha-ha-ha!
Children: Have you been to the forest, who did you see?
Children: We saw a wolf, he was carrying a gosling.
Geese: Ga-ga-ga (four times).
Children: Pinch the wolf, save the gosling!
Geese: Ga-ga-ga (four times).
Outdoor games for children with speech impairments
"Sewing machine".
Children make circular rotations in the hand and elbow with their right hand, while their left hand seems to perform small movements characteristic of working with a needle. Then the movements change: the left hand makes circular movements, the right hand makes needle movements. Hand movements are made under the rhythmic pronunciation: “knock-knock-knock.”
« Let's hide the bear."
The children stand with their backs to the driver, who is hiding the bear. The children are looking for him to the sound of cheerful music. Whoever finds it is the driver.
"Walking on the bridge."
Children take turns walking along a bridge-board placed at a height of 5-10 cm from the floor with a slight slope. Watch your posture and the rhythm of your walking.
« Little legs ran along the path.”
The children are sitting, the teacher invites them to raise their legs. He draws attention to the fact that their legs are small, and repeats several times: “Little legs ran along the path.” Then the teacher says that the bear has big legs and walks slowly: “Big legs walk along the road.” The teacher speaks comic refrains to the music at a fast and slow pace, causing the children to move their legs either quickly and lightly or slowly and heavily.
Articulation gymnastics.
Articulation gymnastics includes:
working with the tongue (bite the tip of the tongue, chew the tongue alternately with the left and right side teeth, click the tongue in different positions, stretch the tongue, roll it into a tube, etc.);
with lips (bite the lower and upper lips with your teeth, stick out the lower lip, giving your face an offended expression, raise the upper lip, opening your upper teeth, giving your face a smiling expression), facial massage from the roots of the hair to the neck with your own fingers.
Articulation exercises for children are interesting and accessible, because... I spend them in a playful way.
Articulation gymnastics.
Bite the tip of your tongue.
Biting your tongue, sticking it forward and retracting it back,biting the entire surface.
Chew your tongue alternately with your left and right side teeth.
Run your tongue between your lips and teeth as if cleaningteeth.
Pierce your upper and lower lips alternately with your tongue.right and left cheeks.
Click your tongue, changing the volume of your mouth so that the pitch of the click changes (for example, a game task: differenthorses clatter their hooves in different ways: big horses clackslow and low, small ponies, clicking fast and high).
Bite the entire length of your lower lip. Also biteupper lip.
Bite the inside of the cheek with your side teeth.
Protrude your lower lip, giving your face an offended lookexpression.
Raise the upper lip, exposing the upper teeth, giving the facesmile expression.
Perform the previous two movements alternately inaccelerating pace.
Carry out a pressing and shifting facial massage fromhair roots up to the neck with your own fingers.
Perform a tapping facial massage with your fingertipsfrom hair roots to neck.
Place the index fingers of both hands on the muscles undereyes and do gymnastics for the face, lifting the facial muscleslike dumbbells. Repeat this movement alternately right and leftside.
Place your index fingersfingerhit the bridge of the nose, hardWrinkle it and feel the movement of the muscles with your fingers.
Wrinkling the bridge of the nose (control with fingers), turning on the musclesunder the eyes (control with your fingers), open your eyes wide.
Place your fingers on the maxillotemporal jointsjoints and massage them while opening your mouth.
Take your right elbow with your left hand, bending your right handhands at right angles to the forearm, and place the chin on the resulting “shelf”. Pull out your chinopen your mouth so that your chin does not move away from the backhands, but the hand has not changed its position (chin forward, noseup).
Connect the previous task with the protruding bottomlips and lifting the upper one (in turn and at the same time).
Perform 16 and 19 sequentially in one movementtasks.
Open your mouth as much as possible, expose your teeth, wrinklethe bridge of the nose, engage the muscles under the eyes, open your eyes wide andmake 4 movements of the tongue back and forth, with the jaw motionlessand lips.
Articulation exercise games
"Monkeys."
The monkeys woke up in the morning, stretched, smiled, yawned,They made faces in the mirror and waved to each other. Picked a bananaThey chewed, and suddenly the monkey Chi-chi took the banana from the monkey Chu-chu. Chi-chi became cheerful (cheerful lips), and Chu-chu became sad (sadlips). Then the monkeys began to crack nuts and hid them behindcheek, then the other. Out of joy, the monkeys began to kiss theirnose, cheeks, chin, forehead and everything around. Then the monkeysbegan to swing on the swing (in a glissando voice) and rocked the oldbaobab (crack your voice).
"Grad" (facial massage).
Hail, ah, hail, why are you so happy?
You jump, laugh, and even fight.
“I’m not happy at all,” the city replies.
“It’s just that a ray of sun pierced the sides of the clouds,
And I fell out, I was flying,
Out of frustration I beat everyone up.
"Night Forest"
The forest at night was full of sounds (a-a-a-a whisper):
Someone howled (v-v-v),
And who meowed (meow, meow, meow-meow),
Someone was grunting (oink-oink-oink-oink),
Someone was stomping (tap-tap-top-tap),
Who was buzzing (w-w-w-w),
Someone poked (ooh-ooh-ooh)
And shouted (Ay-ay-ay-ay),
Well, someone was silent, quietly, in a thin voice (“subtle”pronounce in a voice):
A-a-a-a (whispers).
Games and exercises to develop articulation
"Echo".
Children listen to slow, calm music and walk through the forest and pick berries and mushrooms. One group goes to one end of the hall, the other to the opposite. The music becomes louder and more disturbing. The first group of children loudly says: “AU-AU-AU!” The second one answers her quietly: “AU-AU-AU!” to quiet music. Calling to each other, both groups meet. A march sounds, the children are walking home from the forest.
Games for clearly pronouncing consonants
"Watermelon Train"
Children, standing in a circle, throw the ball to each other, and then to the teacher: imagine “loading watermelons onto the train.” Then, accompanied by circular movements of the hands, they say: “Chu-Chu-Chu\”, depicting a train that moves to the music. When the music stops, the movement ends. Children say “Sh-Sh-Sh\” “Unloading watermelons” begins with the same movements as during “loading”.
"Walking".
This game promotes the development of prosody. Children walk to the music on full feet, toes, heels, and outer arches of the feet. The directions of walking and the nature of the music change. As they walk, the children say: “We checked our posture and brought our shoulder blades together. We walk on our toes, we walk on our heels. We walk like all the guys and like a clumsy bear.”
"Zoo".
Children each choose the role of an animal and sit in a “cage” (hoop). The teacher walks between the “cells” and asks: “What animal lives in this cage?” Children use movements, facial expressions, and onomatopoeia to show who they are portraying.
"Round dance".
Children stand in a circle, one child in the center, dance in a circle and sing: “Valya walked along the path. Valya found the slippers. Valya tried on the slippers, just put them on and limped. I gave Kolya the slippers and went to dance with Kolya.” The child standing in the center shows the movements, then chooses a partner and dances with him. Everyone sings along and claps their hands.
A variety of materials are used in the differentiation process.
"Bending and extension of the body."
Children stand in columns, then walk lightly forward, then back and finish the movement with jumps. The legs are spread, then the children quickly bend over, hit the floor with their palms: “Ah!”, straighten up and clap their hands above their heads: “Wow!” With the last clap above your head, your legs jump together. (The movements reflect the comic nature of the music.)
"Bubble" (for preschoolers and primary schoolchildren).
Children stand in a circle listening to music. Teacher: “Blow a bubble.” Children puff out their cheeks, saying: “Fu-u,” and, holding hands, walk from the center with their backs, forming a large circle. Teacher: “The bubble burst.” Children run to the center of the circle with the sound: “Ш”. Teacher: “Inflate a bubble.” Repeat the first movement again. At the signal: “The bubbles have flown!” -children puff out their cheeks and, holding them in this position, run in a circle, rounding their arms in front of them. Then they stop and, to the music, form a circle, take each other’s hands, and show with their movements a large bubble that bursts. Children relax their arms along their sides. Then everyone sits on chairs and sings the song “Soap Bubbles” (music by Kühn). The lesson ends with walking to calm music.
"Train".
Children imitate the sound of the wheels of a steam locomotive, the operation of levers - arms bent at the elbow joints; then they show how the wheels are checked, how the train went, how it let off steam, blew the whistle, etc.
"Geese."
Children show how geese flap their wings, peck, hiss, cackle, fly, etc.
"Aircraft".
Children, imitating checking gas pumps, say: “Sss”, engine: “Rrr”. The planes took off, landed, the pilots leave (the children sit on the chairs).
Speech finger games
1. The cat was getting ready for the holiday,
He put his trousers over his nose,
His caftan was torn,
He sewed it up with a broom.
2.“Firewood" .
We'll cut the wood now.
One-two, one-two.
There will be firewood for the winter,
One-two, one-two.
3. The cat inflated the balloon,
And the kitten bothered her,
He came up and clapped his paw,
And the cat's ball pops.
4. Here is a frog along the path
Jumps with legs outstretched.
Kva-kva-kva - 2 times.
From a puddle to a mound,
Yes, after a midge, and in a hurry.
Kva-kva-kva - 2 times.
She doesn't want to eat anymore
Jump again into your swamp.
Kva-kva-kva - 2 times
5.Palms-palms
To grandma's window
They knocked: “knock and knock.”
This is a granddaughter, this is a grandson.
"Come on the threshold,
We’ll bake a bun.”
Masha sewed for the monkey
A fur coat, a hat and pants.
6.This finger is grandpa.
This finger is grandma
This finger is daddy
This finger is mommy
This finger is me
That's my whole family.
Mom mom?
What, what, what?
The guests are coming.
So what.
Hello, hello. (Fingers “kiss.”)
7. We don’t write, we don’t read,
And we play the pipe,
Come visit us
We'll dance for you again.
8 Like snow on a hill, snow,
And under the hill there is snow, snow,
And there is snow on the tree, snow,
And under the tree there is snow, snow,
And a bear sleeps under the tree,
Hush, hush, don't make noise
9. (Imaginative game.)
Cautious fox
She went to the stream to drink.
Bent over - and the water
Still and solid.
Horned goat,
The goat is bearded.
I ran behind the fence,
I danced all day.
Legs top top,
Horns clap clap.
Be-e-e-e
