Speech therapy classes for language development. Basic exercises are shown in this video. Additional activities aimed at speech development

The exercises are intended not only and not so much for specialists, but for general teachers and parents of children who have speech development disorders in the form of unintelligibility of speech, deficiencies in sound pronunciation, etc. They can also be used by specialists working in the field of rehabilitation education for patients who have suffered stroke or traumatic brain injury and resulting in problems with pronunciation of speech.

Speech therapy massage

1. Collar area
2. Facial muscles
3. Lip
4. Language
5. Soft palate

Massage of the collar area, facial muscles, including lips, is performed according to the same rules as a regular cosmetic massage.
The tongue is massaged from its root to its tip with a special probe or another object, for example, a rounded plastic handle of a toothbrush. Almost all types of massage movements are used: stroking, kneading, patting, vibration, etc. Massage of the soft palate and arches is carried out from top to bottom.

An important rule must be observed: if the muscles being massaged are flabby and relaxed, then the massage should be active and intense; if the muscles are tense, then you should start with a relaxing massage, performed with light stroking movements, and only as the muscles relax, try
penetrate deep.

Speech therapy gymnastics

(Performed in front of a mirror; the teacher and the student sit so that both are visible to everyone. The dosage and pace of movements increase gradually as it is mastered.)

1. Pull - stretch.
Instructions: Stretch your lips into a smile so that all teeth are visible, and pull them out into
a tube to make a proboscis.
2. Squeeze - release.
Instructions: Press your lips tightly (“lock your mouth”) and then smoothly open them.
3. Fold into a mouthpiece.
Instructions: You need to do it like I did to get a “horn”.
4. Bite your lower lip with your upper teeth.
Instructions: You need to do it as I do.
5. Bite your upper lip with your lower teeth.
Instructions: the same.
2. Language:
1. Spread over the lower lip and hold, gradually extending the holding time.
Instructions: “You need your tongue to lie like mine.” If the tongue muscles remain tense, lightly tap the tongue with a spatula.
Method of execution: Spread the tongue over the upper lip and hold it without supporting it with the lower lip, gradually extending the holding time.
If the patient is unable to lift the tongue on his own, it can be supported with a special probe. To make it easier to keep your mouth open, you can bite something on the sides, for example, pieces of sugar.
Gradually, the patient should learn to hold his mouth open without assistance.
Make circular movements with your tongue (lick your lips).
2. Move your tongue from one corner of the lips to the other (through the air, not along the lower lip), gradually extending the holding time.
Instructions: “You need to move your tongue from one corner of your mouth to the other so that the tongue slides not over the lip, but through the air.”
Method of execution: If the patient cannot perform the exercise on his own, he should hold the tip of the tongue with a special spatula or with his fingers and move it (passive version of the task).
3. Clicking (tongue sucking).
Performed by imitation.
4. Clicking (imitating the clicking of a horse's hooves).
Performed by imitation.
5. Raise your tongue to the alveoli and vigorously pronounce “D, D, D...”, keeping your mouth open (2 cm wide).
Instructions: “Feel for the bumps behind the upper teeth with your tongue and hit them with the tailbone of your tongue.” For children, this exercise can be referred to as “Hammer” or
"We hammer in nails."
Method of execution: With the mouth open, the tip of the tongue pronounces the alveolar (dental) “D” or “YES, YES, YES...”. To prevent the mouth from closing, you can fix the gap (see exercise 1).
6. Holding your tongue at the alveoli of the upper teeth, blow on it, connecting your voice, so that you get a sound between “3” and “Zh”.
Instructions: “Feel for the bumps behind your upper teeth with your tongue, lift your tongue and blow on your tongue like I did. For children, this exercise can be called “Bee”.
Method of execution: With the mouth open, the tip of the tongue should vibrate from the stream of air falling on it. To prevent the mouth from closing, you can fix the gap (see Exercise 1).
7. Move your tongue across the upper palate - rest it against your teeth and resist attempts to push it back with a special spatula or some other object, for example, a teaspoon.
Instructions: “Put your tongue on your upper teeth and press on them. I will push him back, but you (You) don’t give it up, resist me.”
How to do it: With your mouth open, the tip of your tongue should rest on your upper teeth.
The teacher uses a ball probe, a teaspoon or a finger to push it back into the depths of the mouth.

Correction of sound pronunciation

1. Imitation of non-speech noises comparable to vowel sounds:
Howl of the wind - UUU...
Baby's cry - woah, woah, woah...
Roll call of those lost in the forest: AU, AU, AU...
Squeak of a pig or mouse: And, And, And...

2. Imitation of non-speech noises comparable to consonant sounds (clear,
exaggerated pronunciation):
Mooing cow - MOO, MOO, MOO...
Cat meowing: MEOW, MEOW, MEOW...
Dog barking: AB, AB, AB...
Frog croaking: KVA, KVA, KVA...
Chicken clucking - KO, KO, KO...
Geese cackling - GA, GA, GA...
Singing a song - LA, LA, LA...; PA, PA, PA...; DU, DU, DU...
The sound of a balloon being punctured: SSS...
The sound of a flying mosquito: ZZZZ...
Rustle of leaves: Sh Sh Sh...
The sound of an approaching train - CHOOK, CHOOK, CHOOK...
The hooting of an eagle owl - UV, UV, UV...
Roar of a Wild Beast: RRR...
The rooster crows - CUCK...

If sounds are caused by imitation, then you can begin to automate them in syllables.
To do this, below are syllabic tables in which sounds are systematized according to
method and place of education. If in this way we obtain correctly pronounced
sounds failed, then you should contact a specialist speech therapist who will supply them, and
then automate.

Syllable tables:

The tables are compiled in such a way that the automated sound is in different
phonetic contexts: straight syllables - hard and soft; reverse syllables; syllables with
soft separator sign.

MA ME MYA PA PYA DRINK BA BYA BYA
MO MYO MYO PO PYO PYO BO BYO BYO
MU MU MU PU PU PU BU BU BU
WE MI MY PU PI PI BI BI BI

Reverse

AM YAM YAM AP YAP YAP AB YAB YAB
OM YOM YOM OP - YOP AB - -
UM YUM YUM UP YUP YUP UB YUB YUB
YM IM NAME YP IP IP YB IB IB

Note: Backward syllables with a voiced consonant “B” are pronounced without devoicing.
Dissonant syllables are omitted.

FORELLINGUAL

TA TYA DA DA DA NA NYA
TOT TE TIO DO DYO DYE BUT NOT NYO
TU TU DU DU DU NU NU NU
YOU ARE DI DI DI DI NY NI NY

Reverse

AT YAT – ​​HELL POISON – AN YANG –
OT YOT – OD YOD – OH YON –
UT YUT – UD YUD – UN YUN –
YT IT – YD ID – EUN IN –

POSTERLINGUAL

KA KYA KYA GA GYA GYA HA HYA HYA
KO KYO KYO GO GYO GYO HO HYO HYO
KU KU KU GU GYU GYU HU HY HU
KY KI KY GY GI GYI HY HYI

Reverse

AK YAK – AG YAG – AH YAH –
OK YOK – OG YOK – OH YOKH –
UK YUK – UG YUG – UH YUKH –
YK IK – YG IG – YH IH –

VA-VYA-VYA FA-FYA-FYA SHA ZHA CHA E (Y+E) YE
VO-VYO-VYO FO-FYO-FYO SHO JO CHO YO (Y+O) YO
WU-VU-VIU FU-FU-FU-FU SHU ZHU CHU YU (Y+U) YU
YOU-VI-VI F-FI-FI SHI ZHI CHI I (Y+A) YA

Reverse

AV-YAV AF-YAF ASH AJ ACH HEY –
OV-YOV OF-EF OSH OZH OCH OH –
UV-SE UV-YUF USH UCH UCH UY –
YV-IV YF-IF YSH YZH YCH AI –

WHISTLING

SA XYA XYA FOR ZYA ZYA CA
SO SIO SIO ZO ZO ZYO TSO
SU XU SUE ZU ZY ZU TSU
SY SY SY SY SY ZY SY

Reverse

AS YAS – A3 YAZ – AC
OS YOS – OZ YZ – OTs
US US – US US – UC
YS IS – YZ IZ – YTS

RA RYA RYA LA LA LYA
RO RYO RYO LO LE LIE
RU RYU RYU LU LIU LIU
RY RI RY LY LI LY

Reverse

AR YAR – AL YAL –
OR YOR – OL YOL –
UR YUR – UL YUL –
YR IR – YL IL –

4. WORDS (based on subject and predicative pictures).

MOTHER – MASHA – ROMA –
MOSQUITO
MEAT – SEED – TIME
BENCH
DADDY - FINGER
HEEL
DRUNKARD
BABA – BATH – FISH
BYAKA
SEA – HAMMER –
MILK
HONEY
FIELD – SWAPING –
HELP
DOG
A SPEAR
BORYA - BARREL - IT HURTS
HIT
FLOUR – MUSIC –
MURKA
MUESLI
FLUFF – BULLET – POWDER
BULKA – GRANDMOTHER –
PAPER – BEADS
BUST – BUREAU
WE
MILA – WORLD
Fawn - FEET
FOOD – PIRATE –
LETTER
EPIC - EPIC - IF...
TAG – BINOCULS – ROWAN
SPARROWS
FISH BONES

FORELLINGUAL

TATA
TANYA – SLIPPERS – DANCE
CHOE – AUNT – MOTYA –
PULLING
ARTICLE – MATCHING
DANYA – DASHA – DATE-
– GIFT – GIVE
UNCLE - Woodpecker
JUDGE - TANK
NADYA – OUR – NASTYA –
NINA – PICTURE –
CAR
Nanny - TANYA - VANYA
TOLYA - TOMA - LOAD
SHADOW - BODY
DRESS
HOUSE – BOARDS
TAR
LEGS – BURDEN –
ROOM – MINK
BROUGHT - BROUGHT
LIE - RAVEN
SHOES – STANDARD –
TURK
Tulle – Tulle Duchess
NEED – NOUGA
NURSE
REAR – PUMPKIN –
ROBOTS - CARE
QUIET - DINA'S BOOT - MARADUAL - DISKS
Whiner
NINA

POSTERLINGUAL

KATYA – BOAT – STONE GALYA – GAMMA
PEBBLES - GAS
HA – HA – HA
HALA – HAM
KOLYA – CAT – SPACE YEARS – CITY –
HUNGER COLD – HIKE – INCOME
CHICKENS - CURLS GEESE - LIPS

LABIODENTAL SISSING DIPHTHONGS WITH “Y”

VANYA - VASYA
– COOKING –
WAFER
KNITTING –
LINK
FANYA – TORCH –
SOFA – COUNTER –
LAFA
BALL – SHAWL
- SOUL
HEAT –
TOAD –
STING -
LEATHER
HOUR –
CHAD –
CHILD
EVA –
FIR -
DRIVES
WATER – WILL
– VOBLA SHOCK JO CHO YOLKA –
HEDGEHOG
SHU ZH CHU
JULIA -
YURIK –
CRADLE
YOU – VI –
VYI FILIN – PHYSICIST SHI ZHI CHI YA (Y+A)

WHISTLING

LAD – SUGAR – YOURSELF – GARDEN –
KISA – ROSA – KRASA VASYA CASTLE –
HALLS
HERON – KING –
QUEEN –
GIRL – SPOKE
WITH SHO ZOYA – DAWNING FACE – PORCH –
RING – CLOCK
SU XU TEETH –
BISON CUT
SY SI ENDS –
GIRLS

SONORAS – “r”, “l”

FRAME – JOY –
CANCER – QUALIFICATION
RYABA –
DUMPENA – ROW
PAWS – OKAY –
WEASEL LYALA – STRAP
ROMA – ROSES –
ROST – RIVER ROAD – GREEKS LORA – BOAT –
LOVIT – SCRAP FOREST – LEFT – FIELD
HORN – HANDS –
RUBLE GLASS PUDDLE – BALU LYULKA – LOVES –
LUSYA - DROOLING
FISH – GERMANY –
RIMMA SKI MARKET – FACE FACE – PAINS –
TABLE

Note: You can independently create tables with more complex syllables,
having the same systematization (labial, anterior lingual, posterior lingual, etc.),
For example:

ATA STA PLA AGA GARTH KHALTA ASTRA
ATO STO PLO AGO GORT HALTO ASTRO
ATU STU PLU AGU GURT KHALTU ASTR
ATY STY PLY AGY – KHALTY ASTER

5. SUGGESTIONS (based on plot pictures).
A number of pictures are selected for words from syllabic tables.

The first sounds and words of a little man are quite funny and bring smiles to adults. However, no one will smile if they hear inverted words and incomprehensible phrases from an adult. Communication is an important element of our life. The ability to correctly and competently express one’s thoughts, the ability to clearly formulate answers to questions posed, as well as the ability to pronounce all sounds is something that not only children, but also adults should strive for.

Speech therapy classes for children at home are constant communication with the child in a playful way. Once your child is interested, you can engage with him by playing games for speech development such as

• finger games (games for developing fine motor skills)
• articulatory gymnastics
• games for hearing development, games for sound vibration and logorhythmics (poems with movements)
• poems for speech development and vocabulary replenishment

The most difficult thing is to interest the child. And this is a very serious task. After all, sitting down a little fidget is not so easy. In general, it is not necessary to sit him down; you can work with the child when he is playing in his hut or jumping on the sofa. Classes should be held in a playful way. Then it will be easier for you, and the child will learn the material without hysterics and whims.

Are you looking for speech therapy classes for children 2 - 3 years old?

A few tips before starting homeschooling with your children:

• classes should initially be short (2-3 minutes). Then we gradually increase them. Maximum 15-20 minutes at a time.
• The child should enjoy the activities. Don’t force or insist, as this can completely discourage your child from wanting to do anything.
• It’s better to practice more often, but little by little. Frequently performing the same exercise, the child develops a skill.
• use laughter during classes. Do not scold for incorrect pronunciation or if the child fails to do something. It’s better to find out with your child why his tongue is so naughty and how to fix it. It is better to be an ally and friend to a child than a strict teacher. How to properly praise a child.

I would like to dwell in more detail on each of the types of games that you need to play with your child.

Finger games are one of the types of development. There is a close relationship between the human hand and the speech center of the brain.

Learning texts using “finger” gymnastics stimulates the development of speech, spatial thinking, attention, imagination, and develops reaction speed and emotional expressiveness. The child remembers poetic texts better; his speech becomes more expressive.

You need to exercise every day for 5 minutes, then such exercises will be effective.

Articulation gymnastics is gymnastics for the tongue and lips. The tongue is the main muscle of the speech organs. The tongue must be trained and developed so that it can correctly perform certain specific movements, which are called sound pronunciation. Lips and tongue should be flexible and strong.

To perform articulation gymnastics you need a mirror. The child must see how his tongue works and where it is located. In order to bring the exercises to automaticity, you need to constantly practice. It is important to perform the exercises correctly and carefully monitor the position of the tongue.

You need to exercise every day for 5-7 minutes. Preferably 2 times a day. The result is correct and clear speech.

For correct sound pronunciation, it is also necessary to perform tasks that are aimed at developing the voice, breathing and speech hearing.

• Games for sounds, hearing development and logarithmics

Speech or phonemic hearing is the ability to correctly hear, recognize and differentiate sounds.

Games for hearing development

1. “Ears are rumors”

Target: consolidate the ability to differentiate sounds, develop auditory attention.

The speech therapist shows wooden and metal spoons and crystal glasses. Children name these objects. The teacher offers to listen to how these objects sound. Having installed the screen, he reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.

2. “Who said “Meow?”

Target: improve the ability to distinguish the voices of domestic animals by ear.

Material: tape recorder, audio recording with the sounds of pets' voices.

3. “Who is standing at the traffic light?”

Target: develop auditory attention, recognize and name types of transport.

Material: tape recorder and audio recording with street noise.

The speech therapist plays an audio recording with street sounds. Children listen to sounds and name vehicles stopped at a traffic light (car, truck, tractor, motorcycle, cart, tram).

4. “Where is it ringing?”

Target: develop auditory attention, the ability to navigate in space with eyes closed.

Children stand with their eyes closed. A speech therapist with a bell moves silently around the group and rings. Children, without opening their eyes, point their hand in the direction of the sound source.

5. Finger game “Thunderstorm”

Target: coordinate the movement with the text, taking into account changes in the dynamics and tempo of the sound.

The speech therapist reads the words of the game, and the children perform movements according to the text.

Drops dripped (knock on the table with two index fingers).
It's raining (quietly knock with four fingers of both hands).
It pours like a bucket (tapping loudly with four fingers).
It started hailing (knock their finger bones, knocking out a fraction).
Thunder (drum your fists on the table).
Lightning flashes (draw lightning in the air with your fingers, make the sound sh).
Everyone quickly runs home (clap your hands, hide your hands behind your back).
The sun is shining brightly in the morning (describe a large circle with both hands).

Speech imitation or onomatopoeia

This is the reproduction, following the speaker, of the sounds, words, and phrases he has spoken.

To play, use animal figures or pictures. Mothers and their babies. After all, the mother frog screams KVA, and the little frog screams KVA. Remember the fairy tale about the three bears, papa bear growls loudly, mama bear is quieter, and the cub squeaks.

Games to imitate household noises:

• The clock is ticking - TICK-TOCK
• Water is dripping - Drip-Drip
• The baby is stomping - TOP-TOP
• The hammer knocks KNOCK KNOCK
• Scissors cut CHICK-CHICK
• We swing on the swing KACH-KACH
• We eat carrots CRUM-CRUM
• The car is driving BBC

Speech therapy rhythmics or logorhythmics- a combination of movement, speech and music. The adult reads the verse and shows the movements, the child repeats. Nothing complicated. Children have fun and interesting. Of course, an adult needs to read and learn the necessary poems in advance and learn the movements to them. You also need to select musical accompaniment for the poems in advance. It is advisable to exercise in the afternoon 2-3 times a week.

Game "Walk" (development of general motor skills)
Along a narrow path (walking in place)
Our feet are walking (raising legs high)
By the pebbles, by the pebbles (shuffle from foot to foot at a slow pace)
And into the hole... bang! (sit on the floor on the last word)

• Poems for speech development - tongue twisters and vocabulary replenishment

Tongue twisters are short rhyming phrases. Tongue twisters are the best exercises for practicing clarity and literacy of speech. Tongue twisters increase a child's vocabulary, improve diction, and also develop speech hearing.

In order for a child to speak competently and be able to express his thoughts and feelings, he needs his own vocabulary.

Your child's vocabulary consists of:

• passive vocabulary (those words that the child understands)
• active vocabulary (those words that the child speaks)

Initially, the child’s active vocabulary is small, but over time, the child will transfer those words that were in the passive dictionary to the active one. The larger the passive vocabulary, the better.

To increase your vocabulary, look at pictures together, read books, comment on your actions.

I use various manuals to work with my child; one of the latest successful acquisitions is “Big Album on Speech Development” and “Lessons of a Speech Therapist. Games for speech development."

«»

This book consists of 3 sections, for each section detailed instructions are given on how to practice

• finger gymnastics
  • 1 group. Exercises for the hands (pages 8-29)
  • 2nd group. Finger exercises are conditionally static (pages 30-47)
  • 3rd group. Dynamic finger exercises (pages 48-57)
• articulation gymnastics. Presented using fairy tales with verses, there are additional cards plus there are images of the correct result of the exercise. (pp. 64-110). Also in this section there are games for the development of speech hearing and auditory attention.
• Tongue Twisters. They are grouped according to “difficult” sounds, which helps your child practice specific sounds. (pp. 111-169)

I bought this book here. If you have questions about the book, please ask.

This book has 3 blocks, each for a specific age:

• Developing baby's speech (pages 6-89)
  • development of speech understanding
  • development of general motor skills
  • breathing exercises
  • finger games
  • articulatory gymnastics
  • onomatopoeia
• Developing the speech of a younger preschooler (pp. 92-183). For children 3-6 years old
• Developing the speech of an older preschooler (pp. 186-277).

This book is great for increasing a child's vocabulary, developing logical thinking, attention, memory and imagination.

I have not found the same book (on Ozone appeared), but is available separately books for kids children from 3 to 6 years old And older preschoolers. Which is also very convenient if you need a book for a 4-year-old child. I found this book when my son was already 3 years old. But I wasn’t worried, my daughter is growing up, and we will study the first block with her.

Work with your child only in a good mood, believe in your child, rejoice in his successes, help him overcome failures. Speech therapy classes with your child at home will help you become even closer and closer. Be patient and good luck!

How do you work with your child? What do you use for this? Does your child like to study? Please share in the comments your methods for developing speech in a child and how much time you spend doing certain exercises.

About how to teach a child to say what to do and what not to do.

Exercises for clarity of speech are supported individually for each person and can be:

• static – holding articulatory poses for fifteen seconds;
• dynamic - repeating rhythmic movements six times to develop the speech apparatus;
• strengthening exercises for training individual sounds.

These exercises are intended to eliminate various speech defects, improving diction, eliminating stuttering, developing speech technique.

Speech defects:

• aphonia or dysphonia– phonation disturbance, pathological changes in the vocal apparatus;
• tachylalia– fast pace of speech;
• bradyllalia– slow pace of speech;
• stuttering– disturbance of the rhythm, smoothness and tempo of speech, due to muscle spasms of the speech apparatus;
• dyslalia– phonetic defects;
• rhinolalia– defect in sound pronunciation and voice timbre;
• dysarthria– impaired pronunciation due to malfunction of the nerve endings connecting the central nervous system with the speech apparatus;
• alalia– underdevelopment or complete absence of speech in a child, associated with damage to the speech areas of the brain;
• aphasia– partial or complete loss of speech that occurs after local damage to brain cells.

It is quite difficult to determine these types of speech defects on your own, so if you have the slightest suspicion that one of them is occurring, you should consult a doctor and undergo the appropriate treatment.

Three times a day for four minutes you need to repeat a certain set of exercises. The main thing is correct execution and the desire to learn, otherwise you will have to wait a very long time for a positive result.

If all norms and rules are observed, the effect of the exercises occurs within a month. Classes with a speech therapist give results much faster.

Thus, it follows the slightest If you suspect the presence of defects, contact a speech therapist, because advanced problems are very difficult to eliminate.

Speech technique

Speech technique exercises help a child find his voice, but this requires daily effort and effort.

1. Breathing exercise. Take a comfortable position, inhale through your nose, filling your stomach and chest with air. We also exhale through the nose, repeating the movements 5 – 7 times.
2. Breath holding exercise. Breathing is performed according to the technique of the first exercise. Only with a three second delay.
3. Moo. We take in full lungs of air and exhale we pronounce any children's rhyme, sing vowel sounds, sharply release air with the sound “HAAAA” or pronounce tongue twisters.

In any case, this technique gives results, honing your speech technique over time.

Improving diction

Speech diction is a very important factor, so it should be developed from early childhood.

A five-minute exercise consisting of ten exercises can transform a mooing into articulate speech in a short time, almost effortlessly.

Some tips for doing the exercise:

• lower the lower jaw down and move it left and right, forward and backward. Movements should be careful and smooth;
• We take the starting position, put our hands on our chest. We lean forward, pronouncing drawn-out and prolonged vowel sounds as we exhale. The voice should be of low timbre, this factor is very important;
• smile with your mouth open and move your tongue from one corner of your mouth to the other. The jaw and lips should be motionless, and the tongue should not touch the lips;
• we smile with our mouth open and lick our lips with our tongue, watch for the smoothness of movements and the immobility of the jaw;
• with closed lips, lick the inside of your teeth. First the upper jaw, then the lower jaw. We do the exercise slowly, counting the teeth in order. We also monitor the immobility of the lips and jaw;
• With our mouth open, we try to reach our nose and beard with our tongue, one by one. We make sure that the tongue does not narrow and does not touch the lips and teeth;
• With the mouth open, we reach with the tongue the alveoli located behind the lower teeth and the tubercles of the palate. We monitor the immobility of the jaw and lips.

By doing exercises, a child will improve his diction, and with it he will work out the timbre of his voice, thanks to which in the future he will be able to influence people with the help of his voice, which is due to the increased susceptibility of certain vocal frequencies.

Correcting speech defects

Often, as a result of lisp and incorrect pronunciation of words by adults, the child develops speech defects.

The most susceptible age for the development of such phenomena is children from two to five years old, since during this period children begin to learn to translate their thoughts into words.

Exercises to correct the pronunciation of whistling, hissing sounds, as well as “r” and “l”:

• tube– close our lips, then stretch them out in the form of a tube as far as possible;
• Cup– open your mouth wide and try to give your tongue the shape of a cup, sticking it far forward;
• Drum– open your mouth and try to hit the roof of your mouth with your tongue behind your upper teeth, pronouncing the sound “d”;
• Brush– open your mouth and run your tongue over your teeth from above and below;
• Jam– we smile with our mouth open, licking our upper lip with our outstretched tongue.

The main thing is to correctly establish the type of defect and correctly and in a timely manner perform the prescribed exercises, then the result will not take long to arrive. Even very severe cases undergo visible changes after sessions for half a year.

Eliminating stuttering

Stuttering is a speech defect that is not so easy to work with.

That is why before classes you should do exercises to develop speech breathing and try to create a playful atmosphere in which the child will be relaxed.

Don’t rush to get results, the main thing is not to stop studying, and as a thank you for your efforts, your baby will say goodbye to this illness and develop his speech.

• Fun carousels– walk with your child in a circle and say at each step the words: “We are riding on a merry carousel opa-opa - pa-pa, tati-tati-ta-ta”;
• Happy chickens– jump on your left and right legs in turn and repeat: “Clap – clap, top, top!” Uf-uff, af-af! Tap-tap, tap-tap! Tap-tap, chick-tap!”;
• Conductor– make rhythmic movements with your hands and chant words and syllables together with your baby.

It should be noted that the principle of working with children and adults is the same, the only difference is that game forms are developed for children, but this is not required for adults.

Speech development exercises: video

Watch a short video about the exercise: articulatory gymnastics - Jam

When the baby says the first word, his parents feel joy and excitement. During this period, few people worry that the child reproduces sounds inaccurately or distorts words. But when the baby grows up a little, his relatives have many reasons to worry. A child’s vocabulary may not correspond to “normal” for his age, the baby may not be able to pronounce sounds, and there are always “well-wishers” pointing out speech defects. Instead of indulging in anxiety, we suggest that you engage in speech therapy exercises with your child that will help the baby learn to speak correctly.

First of all, I would like to explain why this article will not contain tables of “normal” speech development of a child. Every child grows up on his own schedule. The characteristics of a child’s conversation are determined not only by the physical structure of his speech organs, but also, to a large extent, by his character, temperament, and family lifestyle. There are kids who are sociable and shy, excitable and phlegmatic. Psychologists divide children into “talkers” and “silent ones.” “Talkers” begin to speak early, they actively explore the world, and ask many questions. For the “silent” people, understanding the world lies in understanding what they see, and they begin to speak later, but with practically no defects.

Yes, children do speech development disorders, due to physiological and psychological reasons, but they cannot be diagnosed using average tables. Such a diagnosis can only be made by a neurologist (for young children) or a speech therapist (for older children). Sometimes, for speech development disorders, a neurologist prescribes drug treatment, but, as a rule, correction of speech disorders comes down to individual sessions with a speech therapist. Also, a speech therapist must compile a list of “home” exercises that the child does with his parents.

If no disorders are diagnosed, parents can work with child speech therapy exercises, or speech gymnastics, independently. Speech therapy exercises help the child develop speech and develop correct pronunciation. It is unlikely that anyone would doubt the importance of speech development in a child. A child who speaks clearly is well understood, is open to communication, is not afraid to ask a question, is actively developing and does not withdraw into himself.

How speech therapy exercises with a child should be structured

Parents who decide to engage in speech therapy exercises with their child may make one of two mistakes: conduct unsystematic classes too rarely to achieve results, or, conversely, load the child with backbreaking work, discouraging interest in classes.

First rule of conduct speech therapy exercises for children: classes should be interesting and take place in a playful way. Depending on the child's age, come up with a fun activity story. A list of exercises may come with a letter from a fairy-tale character, or you can play school with an older child. Let your child practice with his favorite toys, introduce a reward system for completed exercises: for example, hang a large poster behind the wall and for each exercise, draw a bright star on it, and for every five stars, give the child a “prize.”

And the second rule: classes must be systematic. If a child quickly gets bored with an activity and loses interest, reduce the exercise time and come up with a new form of play. But be sure to exercise regularly. How often? It’s good if classes are held twice a day, morning and evening; if this is not possible, study at least once every day. The duration of the lesson depends on the age of the child and his readiness to learn. For the smallest fidgets, 5-minute gymnastics is enough; for older children, 15-minute or longer sessions can be carried out. More .

Before speech therapy exercises install in front child a mirror so that he can see his face and monitor the correctness of the task. Show your child the exercise and let him try to repeat it.

• "Chicks." Open your mouth wide, hold it for five seconds, close it for five seconds, repeat the exercise - like “chicks in a nest.”
• "Tube", or "proboscis". We stretch out our lips with a tube and hold them in this state for several seconds, “like an elephant’s proboscis.”
• "Smile". Smile as widely as possible and hold the smile for several seconds.
• "Paired sounds". We alternate between “pipe” and “smile”, with a “smile” we pronounce the sound “i-i-i-i”, with a “pipe” - “oo-oo-oo-oo”.
• "Needle". Open your mouth, stick your tongue far forward, tense - it should be “sharp as a needle.” Keep it in this state for as long as possible.
• "Spatula". Stick out your relaxed, wide tongue and place it on your lower lip; the tongue should not tremble.
• Alternating “needle” and “scapula”. We hold the tongue with a “needle” for five beats, then with a “spatula” for another five beats. We repeat the exercise.
• "Oladushek". Bring your teeth together and stick your tongue out between them. Hold for a few seconds. Repeat the exercises.
• "Swing". The mouth is open, the tongue moves up and down.
• "Crocodile"- open and close your mouth wide (unlike “chicks”, we do it quickly).
• "Fish". We round our lips and make “exciting” movements with our mouth.
• "Delicious jam"- smile, open your mouth, lick your lower lip with a wide tongue.
• "Painter"- We smile widely, our mouth is slightly open. Using the narrow tip of the tongue we try to “paint” the upper palate.
• “Blow the cotton wool out of the palm of your hand.” We smile, stick out our tongue a little, and place it on our lower lip. The tongue is wide and relaxed. We inhale and exhale, pronouncing a long sound “f-f-f-f” and as if blowing cotton from the palm.
• "Wind". We puff out our cheeks and stick out our narrow, tense tongue between our lips. We blow air so that the stream flows freely along the sides of the tongue.
• "Steamboat". The mouth is slightly open, the lips are in a smile. We bite the tip of the tongue with our teeth and pronounce the long sound “y-y-y-y” (it turns out close to the sound “l”) - “The steamer is humming.”

You can make cards with drawings of “chicks”, “shovel”, “steamboat”, etc. and show them to the child when doing exercises. When the child has already mastered gymnastics, you can only show the child the drawing, and let him show you how to perform the exercises correctly. Be sure to repeat after him - joint activities, as a rule, captivate the child much more than doing gymnastics alone.

Don’t listen to “well-wishers” who sympathize with your baby’s speech defects - better help his speech development. Doing speech therapy exercises with your child can be fun and exciting and will definitely bring great benefits to your child.

The state of speech in children 4–5 years old can vary significantly. Some speak the language simply perfectly, others can only say something incomprehensible, pronouncing only a few words or making many mistakes in speech. In such cases, parents think about how to organize speech therapy classes for preschool children, what games and exercises will help them with speech development. After all, it is important to solve some problems before the child enters first grade.

Speech norms

You can understand how timely a child’s speech develops at this age based on the following guidelines.

• The main quality of speech of a 4–5 year old child is the ability to speak coherently and consistently.
• The child uses words in accordance with their meaning.
• His speech contains adjectives, pronouns, prepositions, including complex ones (due to, from under), adverbs.
• He knows how to control the strength and pace of his voice - speak softer, louder, whisper, slower, faster.
• Normal speech has the correct average tempo.
• A preschooler is able to fairly fully describe an object, toy, or picture.
• When telling a poem, the child actively uses intonation.
• Pronounces almost all sounds. Problems can only arise with [r] and [l], sometimes whistling and hissing ones continue to “sink”.
• The vocabulary at this age is approximately 3–4 thousand words, among which there are more and more adjectives denoting the qualities of objects, colors and shades; collective nouns appear.
• A child can begin to rhyme words, coming up with the most unimaginable constructions for rhyme (“fire” - a spark, “nikova” - no one’s).
• The baby is able to formulate sentences not only simple, but also complex (“I’m putting on a hat because it’s winter”; “I’m 4 years old, and my sister is already 7 years old”).
• Some grammatical errors are acceptable: incorrect agreement of words by gender and number, incorrect endings of verbs.

When there's a problem

Unfortunately, not all children can boast of this level of speech development. It is especially difficult for those whose parents do not pay due attention to this aspect: they communicate little with the child, read little, do not teach poetry with him, citing their endless busyness.

However, a child who by this age does not yet speak or speaks very poorly should definitely cause concern for the parents. In speech therapy, it is believed that this is the maximum permissible age for speech correction, when the time allotted for it is hopelessly running out. It is important to use it as much as possible to help your preschooler talk. After all, speech is not only a means of communication, but also the key to a little person’s successful education at school and his further socialization.

What should cause concern for parents at this age?

• If a child speaks very unintelligibly, changing, skipping or confusing letters and syllables, does not pronounce many sounds, it is difficult for those around him to understand.
• Answers in monosyllables, does not know how to construct a common sentence.
• Has difficulty describing pictures or toys, and cannot finish a sentence started by an adult.
• Has a very meager stock of words frequently used in everyday life.
• Has difficulty selecting and may confuse words, especially if they are similar in sound but have different meanings.
• “Eats” the endings of words, “swallows” syllables.
• Constantly gets confused in numbers, cases, prepositions, conjunctions, not responding to corrections from adults.
• Pronounces sounds inappropriately softly (lisps) or deliberately firmly (as if with an accent).

The reasons for such a delay can be very different: anomalies in the development of the tongue, palate, lips, hearing organs; neurological disorders, mental retardation, birth trauma or pregnancy pathologies, mental disorders, severe fear or psychological trauma, social neglect (lack of attention to the child, lack of communication and care, antisocial family).

Let's go to the speech therapist

A child cannot cope with all these speech difficulties on his own. If you do not address them now, this can result in various types of speech retardation, such as delayed speech, psycho-speech development, and general speech underdevelopment. This, in turn, will lead to problems with learning at school. Therefore, timely assistance from a speech therapist for such disorders is mandatory.

A specialist will help the baby not only correct problems with sound production (lisp, lisp, burr), as many people think. A good speech therapist can do much more. The following aspects are within his competence:

• formation of correct speech;
• development of speech structure and vocabulary;
• development of attention, thinking, memory;
• mastering the basics of grammar.

In addition, classes with a speech therapist (if he is an experienced speech pathologist) can help with the following problems:

• stuttering;
• dysarthria;
• underdevelopment of speech with mental retardation;
• alalia;
• rhinolalia;
• dyslexia;
• dysgraphia, etc.

Select your speech therapist carefully. If he says that it will take a year of lessons 4 times a week to set the sound (the usual norm is 2 times), he does not give the child homework (they must be required), he constantly insists on classes to consolidate the sound (parents should do this on their own ), does not allow you to attend classes and at the same time demands a lot of money for your services - feel free to refuse such a “specialist” and look for another.

How are classes going?

First, the specialist gets to know the parents and the baby, establishes contact with the child, and encourages him to communicate. And this is not always easy: some children are too reserved, others are shy or afraid of strangers, others are hyperactive and do not sit still.

• reveals the child’s ability to perceive information and understand the questions asked (estimates how long the child is looking for an answer);
• assesses vocabulary and gesture capabilities;
• assesses the degree of speech coherence, the number and types of speech errors;
• identifies problems with pronunciation - which groups of sounds are affected, in which parts of words they are pronounced defectively, etc.

Based on the information received, the speech therapist builds an individual plan for working with the child. Most often these are classes 2 times a week lasting from 30 to 45 minutes.

A good speech therapist allows and even welcomes the presence of parents in such classes, always comments on the progress achieved, constantly gives homework to consolidate acquired skills, showing parents what exercises and how to do them at home.

Classes for children 4 years old are conducted in the form of a game and include, if necessary, articulation and breathing exercises, logorhythmic exercises, exercises for producing sounds, the development of fine motor skills, speech breathing and phonemic hearing, and general speech development.

By the age of 5, such classes are no longer carried out only in the form of games - they prepare the child for the fact that he will soon have to sit in lessons at school and complete the teacher’s assignments. Therefore, they also include tasks for the development of intelligence.

Speech therapy games actively use all kinds of manuals (with pictures, coloring books, tasks for tracing a picture along the contour), bright thematic pictures, cards, children's lotto, cubes, pyramids, toys or objects that make sounds, children's musical instruments; weightless paper figurines of birds and butterflies; balls, plasticine, etc.

The most important tool in any speech therapist's arsenal is patience and praise.

At the same time, exercises related to articulation and production of sounds must be practiced in front of a mirror, so that the child can see the movements of the speech therapist, compare them with his own, and can visually control the correct execution.

Working out at home

In difficult cases, sessions with a speech therapist alone will not be enough. Parents will have to work with the child on their own. However, even with a more favorable prognosis, home exercises will only bring benefits. This includes consolidating the skills learned from a speech therapist, and completely at-home games if, for example, it was not possible to find a suitable speech therapist or the problem is not too serious.

Here are a few rules that will help parents properly organize speech therapy classes for children at home.

• Turn every activity into a game. If a child is interested, he learns the necessary skills unobtrusively and quickly.
• Increase the duration of classes gradually: starting from 5 minutes, gradually increasing to 20–35.
• Don't overload your child with information. 2-3 games at a time are quite enough for adequate assimilation of the material.
• Remember to praise. This is the best incentive for a baby.
• Play when the child is alert and in a good mood (after breakfast or lunchtime nap).
• Remember that your baby learns everything by imitating you. Therefore, always show him something by turning him face to face.
• If, when completing a task, you introduce your child to some natural phenomena, structure the work so that they relate to reality (we study snow and frost in winter, leaf fall in autumn).

Buy special literature to help you organize and conduct classes. For example, benefits N.E. Teremkova, T.Yu. Bardysheva, E.N. Monosova. These authors have various benefits for any age.

What are we doing?

When conducting home exercises, it is important to imagine their structure. As already mentioned, we don’t play all types of games on one day, we use 2-3.

Lessons may consist of the following components:

• , including finger gymnastics;
• articulation exercises;
• speech breathing training (read about it in the article “”);
• onomatopoeic games;
• hearing development;
• logorhythmics;
• games for vocabulary replenishment and general speech development.

Articulation exercises are divided into dynamic (when the baby needs to perform some actions with the tongue or lips) and static (the lips or tongue need to hold the position). The latter are much more difficult for children, so adults will have to be patient.

Also among the articulation games there are general ones, which are always useful for all children for the development of the articulatory apparatus, and special ones, which prepare the child’s speech organs for pronouncing specific sounds with which he has a problem. With the help of such exercises, you can significantly strengthen the muscles of the lips, tongue, cheeks, make the tongue mobile and obedient, stretch the short hyoid frenulum (without it, for example, the baby will never pronounce [r] correctly). Read more about such exercises in the article “Articulation gymnastics”.

Make these activities fun by writing funny stories about your tongue's life. Let him pick mushrooms, clean his room, turn into a pancake or a cat's back during a fun journey through a magical land.

Onomatopoeic games teach a child to regulate the strength of his voice, intonation during pronunciation, develop his hearing and generally provide a lot of fun. You can imitate any sounds: nature (howling wind, rustling leaves), the voices of animals, birds, sounds made by various vehicles or household appliances. To prevent the lesson from being boring, you need to play with imitation. For example, dramatize some funny story.

This way the child will practice the ability to express emotions and supplement his speech with facial expressions and gestures. If you add appropriate movements to such games and select suitable music, you will get a lesson on.

Games for hearing development will help your child not only more easily understand the speech of other people, but also notice mistakes, including in his own speech. To do this, you can guess which object is ringing behind your back, then where exactly it is ringing (right, left, above). The development of phonemic hearing contributes to the skill of determining the presence of sound in a word, its location, and breaking words into syllables.

At the same time, you must remember that the more complex and advanced the problem, the slower progress will be felt. But this only makes the praise even more meaningful. The slightest success is important to the baby. Now the main thing is systematic training, patience and faith in progress. It may not be one hundred percent, but improvements will definitely appear. You just need to make an effort for this.