Dear caring adult! If you are reading this article, it means that you do not need to be reminded of how important it is for a future schoolchild to have developed speech. You yourself, most likely, try to speak correctly, without confusing the verbs “put on” and “dress”; You know in what cases a soft sign is placed in verbs ending in “-tsya”, and the word coffee for you still remains masculine. And we are very glad that we can help you in such an important matter as the development of speech in preschoolers - especially since this topic is extremely relevant: almost 60% of first-graders have various speech disorders.
The Federal State Educational Standard for Primary School describes a number of universal educational activities related to speech development. Of course, reading methodological recommendations on the development of a child’s speech and not being a specialist philologist or a preschool teacher (and this is a problem, because you have to develop a variety of aspects in a child, and parents a priori cannot be specialists in everything at once! ), it is difficult to understand all the terms and nuances of the requirements for the development of a preschooler. A wise and caring parent will definitely turn to the appropriate specialists during the development of their child in order to hear an adequate assessment of the level of readiness of their child for the next stage of life. We, in turn, will try to help you take steps independently towards the development of various necessary qualities of your children. Today we are talking - and forgive us for the tautology - about the development of speech in preschoolers.
During the first seven years of life, the baby must learn:
- express your thoughts clearly and comprehensively, control your actions with the help of speech;
- be able to communicate, as they say, “on topic”, speak on your own and maintain a dialogue;
- compose oral stories on various topics, telling and describing what he sees in the picture, and express his thoughts about what he saw.
All life is a favorable period for speech development
The development of speech in preschoolers is a voluminous process: a little person is constantly learning how to express the knowledge he acquires in the process of life, emerging needs and emerging emotions. Accordingly, a person must have all this knowledge and impressions so that the basis for expression becomes as rich as possible. It is impossible to talk about anything, so we must try to provide the child with those very impressions that will awaken emotions and thoughts, and “force” him to talk about them.
This is confirmed by Dr. Pam Skiller, awarded the Outstanding Educator Award from the Texas Children's Education Association and author of the book Head Start. She reveals in her works and research the idea that the development of mental abilities (which includes speech) occurs with the direct help of emotional perception, and early cognitive experiences form the structure of the brain, laying the foundation for future abilities.
The development of speech in preschool children has very successful “favorable periods”: the main period lasts for a person from four to eight months; this is the time of the most rapid development of speech. “The next favorable period is when there is a new increase in the corresponding brain activity, which occurs from eight months to five years. The “further possible period”, indicating the chances of developing speech to some extent in the process of adaptation, adaptation to new life circumstances, is... any age! Which, of course, is good news - and adults have every chance of becoming Demosthenes! In this case, we are interested in immediate age. Well, the first year of a child’s education, since there is no limit to improvement!
According to the observations of primary school teachers, one of the main problems of beginning first-graders is the inability to speak coherently.
With rare exceptions, the speech of a seven-year-old child consists of monosyllabic answers, statements with little description, and undeveloped sentences. And this is even in schools considered “advanced” - lyceums and gymnasiums.
Play in its various manifestations: with dolls and board games, at home and on stage, on a walk, in a car, in nature - wherever possible.
Puppet theater as a means for speech development
And the most interesting game, of course, is in the puppet theater. Let's try to arrange such a theater at home, in kindergarten or at school! We know that the basis for the development of speech in preschoolers is the enrichment of feelings and emotions. The puppet theater influences the child’s speech with words, music, artistic images, characters, design, and the whole truly fabulous, festive atmosphere.
In preparation for participating in a puppet show, children enrich their vocabulary, gain an understanding of the literary language and norms of pronunciation, the culture of speech behavior, become familiar with monologue statements and dialogues, and learn to intonate. Young actors are working on expanding their timbral range, doing breathing and articulation exercises, and memorizing the text. Theater opens up the sound side of speech to children, they learn to highlight key words, control the pace of speech, and pauses in conversation.
It is important that the theater is a puppet theater - the child speaks indirectly, on behalf of the doll, while he himself is behind the screen at the time. The screen helps you loosen up and remove a certain pressure in front of the audience. With the help of a doll, a child will learn to gesture when speaking.
Speech development in preschoolers = socialization
At preschool age, children's social contacts expand. They begin to communicate with different interlocutors: children and adults, acquaintances and strangers. A puppet show can become a kind of communicative model for a child and teach how differently you can greet, say goodbye, thank, make a request, and how to conduct a dialogue on the phone.
By voicing a doll, the child learns intonation in accordance with a certain situation and the state of the interlocutor, and changes intonation depending on the role. By writing and acting out relevant stories with children, we can teach them how to express disagreement in a polite way, how to evaluate the actions of other people, how to get out of difficult situations with the help of speech. Since theater is a collective history, performing puppet shows also contributes to the development of children’s communicative activity in joint activities.
At the same time, the child’s hand movements also develop - after all, puppet theater actors must “revive” their glove or puppet partners in the play, transferring their energy to them. In the modern world of tablets and iPhones, there are much fewer opportunities for children to develop hand movements...
Theater as the basis of rhetoric
The possibilities of the theater are limitless - any didactic and educational task can be put into the plot of the performance, into the mouths of the characters. In the process of acting out stories and fairy tales, the child develops the ability to consistently tell a story, keeping in mind the sequence of events in the plot. When composing their own performances for the puppet theater, children learn the algorithm for creating a plot: beginning, exposition, development, climax, denouement. Any speech or performance can be structured using this algorithm.
One of the ways to create text for a puppet theater performance is to rework famous fairy tales, stories taken as the basis for your performance.
By choosing fairy tales, children learn to understand the themes of the texts, choose to systematize and synthesize material relevant to the topic, edit their own text, put emotions into the text, voicing the image of their hero.
Getting acquainted with the best speech patterns, children study the grammatical structure of speech, learn to speak in detailed sentences, rich images, use epithets, comparisons - to use all the riches of language in their speech. In addition, phonemic hearing also develops, which is very important for competent writing and mastering foreign languages.
You can make a puppet theater with your own hands, or you can use ready-made factory kits, for example, from the Kirov toy factory. They are good because they were created based on the recommendations of teachers and psychologists. The glove puppets included in the kit are suitable for acting out four to seven fairy tales. A book of fairy tales is also included. There are also puppet theaters for very young actors - made of cardboard. A convenient cardboard stage, colorful cardboard decorations, cute cardboard characters - a puppet theater based on Russian fairy tales. And for the little ones you can use a finger theater, where characters are put on their fingers. A wonderful tool for developing fine motor skills!
Competitions where everyone wins
There is an opinion that a child cannot be compared with anyone other than himself. Fair enough, considering that we are all different. But, on the other hand, competitiveness is inherent in a person from childhood. Remember a classroom being built, for example, for an excursion. "We are first!" - “No, we are first!” - there is a struggle to be the first couple in the column. There are practically no exceptions; in any children's group there will be people who strive for leadership, but have no other opportunity to prove themselves.
Give children a chance, directing their energy in a peaceful direction, hold competitions!
For example, competition "Best Speaker". Select an authoritative jury of high school students, an organizing teacher and a speech therapist; from grandmother, father and older sister. And there will be tasks for speech development. Then the lesson on speech development will not look like a lesson and will bring the children, and the organizer himself, pure joy.
Imagery of speech will help form riddles. This is a treasure trove of comparisons and allegories! Here's your first competition: for the best guesser.
The second competition is for the best tongue-twister, you need to pronounce one of the tongue twisters five times with speed. Which one is up to you to decide, because with the help of tongue twisters we also train the clear pronunciation of different sounds.
The third competition is descriptive. Who can select more interesting, unusual and accurate definitions for any word? For example, the word “cat”. Or "autumn". This is how we teach children to speak unconventionally, clearly and accurately.
Let the fourth competition be the competition of young detectives. Assignment: describe the item given to each presenter in such a way that it can be recognized. To do this, you need to say what the object is for, what it looks like, what shape it is, what it looks like, what emotions and thoughts appear when looking at it. And the task of everyone else is to guess what they are talking about.
Another version of this competition: the “detective” leaves the room for a minute, everyone makes a wish for one object. The “detective” must guess it by asking everyone leading questions that can be answered “yes” or “no.”
The fifth creative competition could be writing a short story, all words of which begin with the same letter. First, let's tell you the rules: let the story have 10 sentences, and it develops according to the scheme: beginning, climax, denouement. Of course, here the presenter can help the competitors a little at first.
If you hold these competitions at home, you can team up with people like you who are interested in the development of their children’s speech - neighbors, relatives, friends, and hold a real tournament of young rhetoricians. Of course, with prizes for a variety of victories. It is very important here that everyone wins, that the child has the joy of mastering correct speech, and that the entire process of speech development is accompanied by positive emotions. And indeed, everyone wins - by developing their speech!
“What a man is like is his speech,” said Socrates. So let’s work on developing the speech of our children so that they become wonderful people!
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NOTE FOR TEACHERS - a large selection of various children's theater is sold in the educational toy store "Kindergarten" (detsad-shop.ru). You can purchase ready-made fairy tales and individual characters. There are puppet, finger, table and other children's theater sets.
“And the way it speaks, It’s like a river babbling...”
Every person represents a unique world - with his own feelings, knowledge and ideas. And it is vital for him to be able to convey this knowledge and feelings to other people - those who live, study, work next to him, as well as future generations.
The entire history of civilization is the history of communication between people and human communities. It is important for a person to satisfy his eternal need to transmit and receive information. How to do it?
Nature contributed to this process. We humans are proud that our speech is articulate, unlike animals, who are not given the ability to combine sounds at will, to pronounce words and sentences.
What is speech?
From the moment of birth, the child gradually masters speech. At first he says short, simple words, then phrases and sentences. The child grows - his speech develops. The school curriculum includes special classes on speech development.
Let's give the concept of speech.
Speech is the skill, the ability of a person to speak.
Speech is a certain technology for creating and expressing thoughts through language.
Speech is an action using sounds performed by a person to convey information.
If you ask a psychologist what speech is, he will say that speech, first of all, is one of the highest mental functions of a person, in all the scope of its relationships with important mental functions - thinking, emotions, memory.
Language and speech
Speech is directly related to language. Language is a system of signs that is original in complexity and perfection, conveying information both orally and in writing.
Language and speech are closely related concepts, but they are not the same thing. Language must be used for the purpose of communication - only then does speech arise. A language becomes ineffective after people stop communicating in it.
Speech is language in action, that is, language used to express certain ideas, emotions, feelings.
The basic unit of speech is the word.
Take care of your speech
Life shows how great is the commitment of young children to all sorts of shapeshifters, nursery rhymes, tall tales, and improbable stories. Everyone knows the children's manner of distorting speech, imitating adults, imitating animals, chatting in secret languages, and playing around with speech. But children can, their growing up is accompanied by an increased interest in the sound side of speech.
But pranks with speech in later life are often inappropriate. Take care of your speech! Try not to use junk words in your speech. There is such a good discipline - “rhetoric”. She teaches us speech behavior, teaches us to communicate. Rhetoric is our assistant in the correct choice of verbal means and in solving communicative problems.
Since the education of a comprehensively developed personality is impossible without improving such an important instrument of cognition and thinking as speech, the development of students’ speech is currently one of the main tasks of school education.
Preschool age is crucial for a child's learning: everything that a child learns or fails to learn in these early years will have a significant impact on his future intellectual development, and schooling will not be able to compensate for the gaps in children's development. Therefore, the main task of educators is to develop the cognitive abilities of preschoolers.
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Speech development of a preschooler
The development of speech is an urgent task of teaching in primary school, where the foundations of a person’s future personality are laid, because speech is the basis of all mental and practical activity, a means of human communication.
Since the education of a comprehensively developed personality is impossible without improving such an important instrument of cognition and thinking as speech, the development of students’ speech is currently one of the main tasks of school education, and, first of all, its initial level.
Preschool age is crucial for a child's learning: everything that a child learns or fails to learn in these early years will have a significant impact on his future intellectual development, and schooling will not be able to compensate for the gaps in children's development. Therefore, the main task of educators is to develop the cognitive abilities of preschoolers.
Formation the basics of children's intellectual abilities,The cognitive development of the child is carried out under the influence of the social environment. In the process of communicating with others, he learns the language, and with it the existing system of concepts. As a result, already at preschool age the child masters the language so much that he uses it freely as a means of communication.
Speech accompanies and improves the cognitive activity of children, makes work activity more focused and conscious, enriches games, promotes the manifestation of creativity and imagination in visual, musical, and literary activities.
To carry out work on the cognitive and speech development of children, the following means of speech development are used:
1. Communication between adults and children
2. Cultural language environment.
3. Teaching native speech and language in the classroom.
4. Fiction.
5. Various types of art.
The teacher helps the child achieve communicative competence by the end of preschool age by solving problems for the development of different aspects of speech in all age groups:
"Development of coherent speech"
"Vocabulary Development"
“Mastering grammatically correct speech”
“Mastering the sound culture of speech”
"Preparing for Literacy"
The tasks of cognitive and speech development of preschool children are solved comprehensively, taking into account the age characteristics of children and the requirements of the “Program of education and training in kindergarten”.
Based on all this, a model of children's speech development was developed.
(Annex 1)
Diverse speech, rich in additions, descriptions and synonyms, in children aged 3 to 7 years is an extremely rare phenomenon.Speech development in preschoolersis of primary importance because this is the time when the child is most receptive to its comprehension.
Children master their native language by imitating the spoken language of others.
It is a pity that constantly busy parents during this period often forget about this and leave the process of forming the child’s speech to chance.
Children spend very little time surrounded by adults (most often at the TV, at the computer, or with toys); they rarely hear fairy tales told by mom and dad, but plannedclasses for speech development preschoolers - quite rare.
So it turns out that by the time the child enters school, a lot of problems arise. Therefore, solving the problem,speech development in preschoolers, let’s look at what problems parents and teachers encounter most often in this area.
Typical problems of speech development in preschool children:
- Monosyllabic speech, which consists only of simple sentences (also called “situational” speech). Inability to correctly and competently construct a common sentence.
- Poverty of speech. Poor vocabulary.
- Speech in which there is an excess of slang words (the result of watching TV),
Use of non-literary expressions and words.
- Poor conversational speech: the inability to ask a question clearly and competently, to construct a detailed or short answer, if necessary and appropriate.
- Inability to construct a monologue: for example, a descriptive or narrative story on a specific topic, or to retell the received text in your own words.
- Lack of logical justification in your conclusions and statements.
- Lack of speech culture: inability to use intonation, adjust speech tempo and voice volume, etc.
8. Poor diction.
Annex 1
The main task of the teacher is to explain to the child what a particular word means and its meaning.
Speech development classes necessarily include memorizing short poems and retelling the text read by the teacher.
As a result of these classes, by the time of school the child will learn to express himself competently, will have an impressive vocabulary and correctly pronounce all the sounds of the language.
Correct speech by an adult is very important for the development of a child’s speech.
That is why it is useful to extend speech rules for kindergarten teachers to parents and the child’s immediate environment.
After all, if, in spite of everything, the baby hears “che” and “nizya” at home, then all the development work done in kindergarten is gradually reduced to nothing. This is especially noticeable if the child is absent from kindergarten for a long time, for example, in the summer.
The speech of a teacher at a preschool educational institution has a teaching and educational orientation. The main thing is the quality of its language content, which ensures high work results.
The teacher’s speech is a reflection of the inner world, the characteristics of the intellectual and spiritual development of his personality, an important part of professional culture, which is a universal culture.
A preschool child spends most of his time in kindergarten: he communicates with the teacher, learns a lot from him, including speech culture. Therefore, the teacher should pay special attention to his speech.
Since the child perceives an adult’s speech as a model, the teacher must speak correctly, without distorting sounds, clearly articulating each word, without rushing, without “eating” endings.
You need to pronounce unfamiliar and long words especially clearly. Liveliness and richness of intonation also play an important role - they contribute to better assimilation of speech.
In cognitive development, the teacher’s task is to consistently increase children’s stock of knowledge, organize it, and systematize it.
The child should receive clear ideas:
About surrounding objects and their purpose;
About the qualities (color, size, shape) of objects;
About the properties (beats, breaks, tears, pours, etc.) of objects;
About the material from which objects are made
Even in ancient times, tongue twisters were invented - a type of colloquial speech with repetition and rearrangement of the same letters or syllables that are difficult to pronounce.
Practice tongue twisters with your child, moderate the haste of his speech. He will surely enjoy these funny and short poems.
Appendix 2
Tongue twisters for speech development
The ship was carrying caramel, The parrot says to the parrot: Lenya climbed the ladder, The small car has a mousy color. I met a hedgehog in a thicket: A weaver weaves fabric for Tanya's skirt. Potapka has a pair of slippers on his paws. Cuckoo bought a hood. | Bought cuttlefish Bagel, bagel, Ivashka has a shirt, Mol bought herself a coat, Kondrat's jacket is a little short. Beavers wander into the cheese forests. Malanya chatterbox Natalka had a gurney on a stick. |
Appendix 3
Gymnastics for the tongue
- The tongue is about to go for a walk
(open mouth and show tongue):
He washed his face
(we quickly run our tongue over our lips),
I combed my hair
(we pass the tongue several times between the upper
lower teeth, sticking it out),
Looked back at the passers-by
(circular movements with the tongue on the lips),
Turned right, turned left
(we stick out the tongue to the right and left),
Down fell
(stick the tongue down)
climbed up
(stick it up)
Um, and disappeared in my mouth
(we hide the tongue in our mouth).
- The bear lives in the house (open your mouth wide),
The bear loves honey very much (lick lips),
He will fill his cheeks full (puff out his cheeks),
And chews, chews, chews (pretend chewing).
And how does Mishutka eat honey?
He cleans his teeth with a brush (run the tongue along the top ones,
and then the lower teeth - up and down, left and right).
A cow was grazing in the meadow: “Moo-oo, moo-oo,”
The striped bumblebee flew: "Z-z-z, z-z-z"
The summer breeze blew: "F-f-f, f-f-f"
The bell rang: "Ding-ding-ding"
A grasshopper chirped in the grass: “Tr-rr, tsk-s-s,”
The prickly hedgehog ran by: “Ph, ph, ph,”
The little bird sang: “Til-l, til-l”,
And the angry beetle buzzed: “W-w-w, w-w-w.”
Readiness or unpreparedness of the child to start school
It is determined by the level of his speech development: it is with the help of speech that he will have to assimilate (and assimilate) the entire system of knowledge. If a six- to seven-year-old child mastered spoken language before school, he has yet to master written language.
A simple rule: the better a child’s oral speech is developed by the time he enters school, the easier it is for him to master reading and writing.
Unfortunately, for various reasons, every year more and more children come to the first grade with defects in the pronunciation of sounds, a poor vocabulary, and children who cannot construct a simple narrative sentence.
Testing speech readiness for school.
Correct pronunciation.
Before learning to read and write, the child must learn to pronounce all sounds correctly and clearly. It is unacceptable to have complete sound substitutions in his speech (SOLNYSKO instead of SOLNYSHKO, PALTA instead of PART). Such defects in the pronunciation of sounds are usually reflected in writing.
Presence of phonemic hearing.
To evaluate it, ask your child to write down a few words - not in letters, but in circles. There are as many circles as there are sounds in a word. For example, the word “house” should be depicted with three circles, the word “mother” with four.
Check whether the child understands the task correctly, and then dictate the words to the child so that he writes them in the form of circles.
Show him pictures on which animals are drawn (for example, a lion, a wolf, a cow) and the diagrams of their names are written in the form of circles (according to the number of sounds in a word). The child's task is to determine which circles go with which word.
Ability to distinguish sounds.
A clear distinction by ear of all speech sounds is one of the necessary prerequisites for mastering literacy. Writing any word requires the ability to identify each sound included in its composition and designate it with the corresponding letter. If some sounds seem the same to a child, when writing, he will inevitably have difficulty choosing the letters that correspond to these sounds (and make mistakes).
For example, if a baby does not distinguish between the sounds B and P by ear, he will not know which first letter (B or P) should be written in the word BALKA or in the word PALKA.
The study of auditory differentiation of sounds is carried out using specially selected pictures (the names of the objects depicted on them differ only in one sound being tested).
State of vocabulary.
A child of senior preschool age must have a vocabulary of at least 2,000 words (for some children it exceeds 5,000 words).
It should present the main parts of speech: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, coordinating and subordinating conjunctions.
To study it, a number of special techniques are used to determine the presence or absence of certain words in the child’s “dictionary” (see below).
Formation of grammatical systems.
This is, in essence, clarifying the question of whether the child has mastered the existing patterns of inflection and word formation in the language. A child with normally developing speech usually masters the grammatical system of inflection by the age of four, and the system of word formation by the age of seven.
These terms are quite arbitrary. Sometimes even a seven-year-old child says: “I got there by subway”, “there’s a sweater under my coat”, “hot coffee”, “put down my pencil”, “run faster”, “blizzard day”, “cyclist - a person who rides a bicycle”, etc. etc. (If the parents themselves say it correctly, this practically never happens).
Checking the child’s development of grammatical systems is important because even a very large vocabulary does not solve the problem of the usefulness of oral speech.
It is also important to be able to actively use existing words, to construct sentences and coherent statements from them, since only under this condition can one express one’s thoughts clearly enough. And for the correct construction of sentences, you need the ability to grammatically correctly coordinate words with each other.
Possession of coherent speech.
Coherent speech is usually understood as such extended (consisting of several sentences) statements that allow you to clearly and consistently express your thoughts.
Without fluency in coherent speech, the process of schooling is unthinkable (just think about the usual answers in class), so you need to worry about its development in a child already in preschool age.
Stories are usually divided into factual and creative.
The first, as the name shows, convey real events (facts) - based on their direct perception, or from memory.
The latter are built with the active participation of the creative imagination, thanks to which they can be supplemented with some details that did not exist in the real situation.
In form, stories can be descriptive or plot.
A descriptive story is a description of real or pictured things, plants, animals. There are no characters, there are no events, but the characteristics characteristic of a given subject are simply described. For example: “The puppy is black, shaggy; he has small ears and a short tail...”
In a plot story there is a beginning of action, its development, reaching some high point (culmination), and the completion of the “incident”, or denouement; events here must be transmitted in time sequence, taking into account cause-and-effect relationships.
Periodically offer your child tasks that test fluency in coherent speech:
Let him listen and retell a previously unknown story close to the text;
He will tell you how today went;
Compose a short fairy tale or story;
Describe a picture of nature;
Describe drawings in which, for example, children play, help adults, relax by the sea;
Describe your family, friend or pet;
He will tell you how, for example, the preparation for the holiday and the holiday itself went, and will try to express and describe his impressions.
Appendix 4
Tasks for checking the state of the "dictionary"
Naming objects belonging to various logical groups.
For example, the child must name everything
species of trees, flowers, animals known to him.
Finding generalizing words for a group of homogeneous objects.
Squirrel, hare, wolf - who is it?
Cup, pan, frying pan, glass - what is it?
Blouse, trousers, T-shirt - what is this?
Selection of attributes for a specific subject.
The jacket is new, red, warm;
the snow is white, loose, sparkling.
Selection of possible actions to the subject.
The book is bought, read, considered;
the tree is planted, fertilized, etc.
Selection of objects for a given action.
Prepare lunch, soup; draw a picture, a house; petting a child's head or a kitten.
Selection of synonyms –
words with similar meaning
(kind, affectionate, gentle; huge, huge, large, tall).
Selection of antonyms –
words with opposite meanings
(hot - cold, fast - slow, high - low).
Appendix 5
Game "A Secret Around the World"
The children stand in a chain and whisper the phrase to each other. The last student in the group says it out loud.
Problem speech development in children This is especially acute for primary school teachers. Pronouncing sounds incorrectly, the student writes with errors, and a poor vocabulary interferes with the perception of new material. Already “from the cradle” it is necessary to develop the child, thereby the baby develops as a whole.
The role of parents in the development of children's speech
Children, by imitating those around them, learn spoken language. But, unfortunately, many parents often do not pay the necessary attention to this and let the process of developing the child’s speech skills take its course. This problem is especially relevant now, in the age of technological progress, since the baby spends a lot of time watching TV and at the computer, which replace his parents. Children lack simple human communication. Some parents shift the solution to this issue to kindergarten. But, unfortunately, the staff of a child care institution does not always have a specialist who conducts the necessary classes on speech development with children. Therefore, parents need to work with their children at home. It is not necessary to turn learning into strict school activities; games for children are easy to use on the way to the store or kindergarten, while walking or putting the baby to bed. Closer communication will be beneficial, relationships will become closer and more trusting.
Speech problems of preschoolers
The consequence of insufficient live communication between children and others is problems before entering school:
- the child’s speech is monosyllabic, constructed only from simple sentences;
- vocabulary is very poor;
- use of non-literary expressions, use of slang;
- inability to retell in your own words any plot or story;
- poor diction, inability to change the pace of speech and volume of the voice, and use different intonations.
Exercises and games for children will help develop expressive speech, enrich vocabulary, develop clarity of pronunciation, and literacy.
Games for children 3-4 years old
The main attention is paid to the correct pronunciation of sounds, the development of speech and articulatory apparatus.
Combine exercises on the pronunciation of hissing sounds by topic. For example, based on the picture “Hedgehog and Hedgehogs”, say several exercises: zha-zha - we will look at the hedgehog, zhu-zhu - we will give a leaf to the hedgehog, zhi-zhi - the hedgehogs carry bumps on their back, etc. By pronouncing phrases and words and paying attention to a specific sound, the child will learn to separate the concepts of sound and word.
Game “Whose voice or sound?”
It is advisable to use imitation of musical instruments or animal voices. For example, they give a child a bell and say: “Ding-ding bell.” Similar comparisons: cow “moo-moo”, dog “woof-woof”, chicken “pee-pee”, duckling “quack-quack”.
Guess game
The goal of the game is to be able to find an object based on its characteristics and actions. First, show your baby a few toys. Then describe one: the bunny is gray, he has a small tail, he loves carrots. Let the child try to guess.
Game “Describe the object”
Place some fruits and vegetables in the box. When you take it out, name it: it’s a tomato. The child will describe the path: it is red, round, juicy. Or: watermelon - striped, big, sweet. This way the baby will learn to identify the signs of objects.
Game "Comparison"
The child is offered two dolls, he gives them names and finds the differences. For example, Masha has blue eyes, and Tanya has brown eyes. Similarly: the hair is blond and red, one is in a dress, the other is in trousers. The child will be able to compare objects with different characteristics.
Exercises and games for children 5 years old.
At this age, more attention is paid to the components of the word - sounds. The child learns to determine by ear whether a given sound is present in a word. The baby distinguishes between similar and different words by sound. All this contributes to the development of speech. When performing exercises and games for children, include dialogues in the story, diversify the actions of the characters.
Game "first sound"
Invite your child to choose from several toys and ride in the car only those whose names begin with a certain sound, for example: k - doll, cat, clown. If a child chooses the “wrong” toy (for example, a dog), the car will not move. Explain that in the word “dog” the “k” sound is in the middle of the word, not in the first place.
Game "Who's Lost?"
Teach your child to form words with the same root and find synonyms for words. Encourage your child to think and reason. Imagine this plot situation: a hare is lost in the forest. Call it affectionately: bunny, bunny. Where is he, why is he crying? Lost, lost, wants to eat. What is he like? Sad, hungry, sad. How can I help him? Cure, calm, feed. The child suggests a possible description of the hare.
Game "Let's make up a story"
Together with your child, you can dream up and come up with a story. In the process, the child will understand the sequence of the story, the logical structure of the story. Suppose, for example, that a squirrel went into the forest and met a wolf. What is she like? Nimble, brave. And the wolf? Angry, angry. Then the adult begins to tell the story, and the child continues: the squirrel went out for a walk... and to pick up nuts, she climbed... into a tall tree, and there were nuts... apparently or invisibly, there was... a wolf coming towards her, but she... wasn’t scared, and threw a nut... right at the wolf .
Games and exercises for children 6-7 years old.
During classes on speech development in children preschool age, speech hearing is improved, and the skills of correct and clear speech are consolidated. Tongue twisters and poems are used in classes; this will help develop diction, regulate the strength of the voice, its tempo.
Game "Syllables and Sounds"
When pronouncing words by syllables, learn to determine their number in words, for example: beetle, poppy - words of one syllable; fence, tsap-lya - words of two syllables. Ask your child to name a few words that start with the same sound: “sh” - hat, chess, “zh” - beetle, toad. Learn to distinguish between the hardness and softness of the sounds “r” and “l”: hard “r” - carrots, pears, soft “ry” - radishes, apricots.
Lesson “Sketching observations of a walk”
Prepare paper and colored pencils. After the walk, the child draws what he saw during the walk, commenting and reasoning, taking the first sheet: “The sky is blue outside (paints the top blue), “the sun was shining (draws the sun).” On the second sheet, he continues to draw a changed picture: “A cloud came and covered the sun (draws a cloud),” “it started to rain (draws drops in the form of lines from top to bottom).” Then on the third sheet: “The rain stopped, the sun came out (draws a cloud, and from under it the sun)”, “Puddles appeared on the ground (draws blue oval islands on the brown ground).” Then lay out all three drawings in front of the child, it looks like three frames from a movie. The child’s emotional response will be fixed in the form of visual memory, which will help expand his vocabulary.
Exercises to develop speech breathing
For the development of speech in children and for the child to pronounce the sounds “s-z”, “zh-sh” well. “r”, it is important to learn to take a strong breath. Simple exercises will help with stuttering and missing sounds and words in a child’s conversation.
Exercise "Snowflakes"
Take small pieces of cotton wool or paper napkins and place them in your baby's palm. Show how to blow off “snowflakes” by puffing out your cheeks and taking in more air into your mouth. Let the child repeat 3-4 times.
Exercise "Butterflies".
Hang several bright paper butterflies at face level. Blow on them and they will “fly”. The baby will also blow on them, but no more than seven to ten seconds, as he may feel dizzy.
As a result, thanks to the patient and focused work of adults with children, the child’s speech will become richer, brighter, and he will come to school fully prepared.
The development of coherent speech in preschoolers is one of the most significant aspects of preschool education and upbringing. Based on how well a child masters speech instruments (builds phrases and sentences, correctly selects and uses word forms), teachers form an opinion about the general level of his speech development.
To better understand exactly how speech development occurs in preschool age, and how best to develop speech in a young child, it is necessary to have a general understanding of the main stages of its formation.
Stages of speech formation for a pre-teen child
3-4 years
This period is characterized by a low level of development of coherent speech. The baby answers the questions posed in monosyllables: “yes” or “no”, operates with a narrow set of signs in the description of objects or phenomena, for example, he can indicate the color or shape of an object when answering a question.
At this age, children do not yet have the opportunity to independently retell the plot of their favorite cartoon or story, or describe the proposed picture; it is much easier for them to compose a short story if their parents ask leading questions. The length of such a story will not be more than 3-4 sentences.
4-5 years
The child can retell a short story or fairy tale, and tries to reason and analyze. This is a period of active “whying”, and in order to convey to an adult the essence of the issue that worries him, kids usually try to formulate the question that interests them more clearly.
This is why the most inquisitive children develop coherent speech skills faster and more efficiently. This period is also interesting for the beginning of the active use of dialogues. The preschooler not only answers, but also asks, learns to maintain a conversation, asks relevant questions, and analyzes the answers received.
5-6 years
This age is characterized by a sharp leap in the development of coherent speech in children. They become active participants in the speech process, improve dialogic and monologue speech, and easily retell the content of a favorite fairy tale or a conversation between relatives.
When talking about something, preschoolers try to compose complex sentences, use epithets and phraseological units. It is important to monitor whether the child correctly selects the necessary word forms, puts emphasis, and uses new words.
The method of describing pictures in speech development classes at this age can no longer be the main one. It is necessary to offer other exercises that stimulate the use of logical operations in speech (analysis, generalization), as well as creative tasks, for example, to independently complete a story that has not been fully read, or to compose your own story using personal experience.
6-7 years
The preschooler becomes a full participant in the speech process. He moves from using descriptive constructions in speech to reasoning and analysis, monitors the culture of speech, and actively applies these skills in the process of everyday communication.
We develop the speech of a preschooler. How?
What does the methodology include that helps parents and teachers promote the timely development of coherent speech in children:
- training the respiratory apparatus of a preschooler;
- regular classes using exercises recommended at this stage that help improve coherent speech (, tongue twisters,);
- set of measures for .
Methods for establishing correct speech breathing
It is very important to teach your child correct articulation when he speaks. To do this, you need to ensure that at the beginning of the conversation children exhale smoothly and forcefully through their mouths, while the speaking child must correctly distribute the flow of exhaled air and control the time during which exhalation occurs.
The method for training these skills involves a certain set of exercises, as well as control over the general level of development of the preschooler’s linguistic apparatus. It is also advisable to conduct timely consultations on the speech development of children with specialized specialists - a defectologist and a speech therapist.
Speech development exercises
Developing auditory differentiation
The method of training auditory differentiation presupposes the child’s ability to identify certain sounds by ear in a long stream of speech.
Say the words
- Invite your child to name words starting with a certain letter - A, B, P, T, O, M.
- Now let the preschooler name words ending with other letters, for example: S, T, Zh, V, K.
- Continue experiments with words: think of letters, for example, O, E, U, L, V and ask them to name those words in which these letters are in the middle.
We train the reaction and analyze the composition of the word
Firecracker
Name the letter whose presence in the word the preschooler must analyze. Then, while listing the words, invite him to indicate the presence of a letter in them by clapping his hands. Let's say the letter "C" is hidden. An adult pronounces a series of words: ELEPHANT, THREAD, LIGHT, COW, MELTON, CHAIR. Each time the child hears the desired letter, he must clap his hands. Over time, the speed at which an adult speaks words can be increased.
Make up a word
In this task the child must come up with a new word. It should begin with the letter with which the word suggested by the adult ends.
For example: SOVA-A RBUZ; CIRCLE-G AIR, HOUSE-M EDWED etc.
We are engaged in word formation
Explain to your child how words are formed that denote the qualities of objects and indicate the material they are made from.
For example:
Glass – glass;
Wood – wooden;
Invite your child to experiment on their own, forming definition words from the following materials:
Fluff, water, sand, paper, light, firewood.
Activities with pictures
Any method of speech development requires the mandatory use of visual and didactic material. Sets of pictures depicting procedures and processes familiar to the child (getting up, washing, cleaning, dressing) will be an excellent help for mastering verbs, adverbs, participles and gerunds.
Ask the children to describe what they see in these pictures. A younger child will most likely answer in monosyllables, using only verbs. An older child will build more complex constructions, introducing parts of speech such as adverbs and adjectives. This will help them describe what they see in the picture in more detail.
Games for developing speech skills
These games can be played by the whole family; they will bring more pleasure to children aged 5-6 years.
Let's go travel
When starting the game, the adult tells the children that the whole family is going on a trip. This can be a trip of any theme: to the sea, to the village to visit grandma, on a hike in the mountains, etc.
Then the presenter invites the children to help him pack the luggage he will need on the trip. It is necessary to clarify the task: exactly what letter the luggage items should be named by. For example, an adult suggests naming the things needed for a hike that begin with the letter “K” (kettle, map, karemat). When the items starting with the suggested letter are exhausted, you can offer another letter and continue the game. A great game for curious and observant children!
We build bridges
This technique wonderfully trains the child’s ability to select the right words, determine the lexical meaning of words, and develops ingenuity.
For such a game you will need children's lotto cards or self-made pictures depicting objects that children often encounter in everyday life. The task is for the preschooler to find a connection between the two proposed pictures and explain what allowed him to combine these concepts.
We show the child a picture on which a plate (saucepan, tureen) is drawn and another on which vegetables and fruits are depicted. The child must “build” a bridge between these two pictures, explaining how they can be connected: vegetable soup can be prepared in a saucepan or fruit compote can be cooked. When completing this task, children must illustrate their ideas in words, trying to fully reveal the relationship between objects.
Tongue Twisters
This wonderful and effective technique will help you learn to pronounce difficult sounds, overcome the formation of “porridge” in your mouth and just have fun, all that remains is to memorize tongue twisters.
Tongue twisters can be very diverse, but in order for the child to enjoy these activities, it is better to reinforce the lessons on learning them with bright and colorful pictures illustrating this or that tongue twister.
In this regard, the book “Try, Repeat. Russian tongue twisters”, illustrated by children's artist A. Azemsha. Huge and bright illustrations of this publication will make children's lessons in learning tongue twisters fun and long-awaited.
Speech development and communication
Parents of growing preschoolers should understand that no modern method of speech development can replace the benefits of live human communication. After all, it is everyday communication at home, within the walls of a preschool educational institution or development circles that is the key to the timely formation of speech skills.
A child who spends a lot of time in front of a TV or computer screen sooner or later has problems related to replenishing his vocabulary, the ability to clearly and clearly express his own thoughts, analyze and reason.
It must be remembered that any technique tries to actively use natural childhood curiosity, which perfectly stimulates children's craving for knowledge. That is why the cognitive and speech development of preschool children is one of the constituent elements of child development.
In the process of communicating with children, parents not only enrich their cognitive sphere, but also help them organize their knowledge about the world around them and create special conditions for the productive growth of the personality of a growing person.
Teacher, child development center specialist
Druzhinina Elena
Delayed speech development and methods for solving it: