Speech development of 6-7 year old children. Development of coherent speech in older preschoolers. Guess what it sounds like

“Speech development in 6 year old children”

A child is not born with developed speech. It is impossible to unambiguously answer the question of when and how a child masters the ability to speak - to pronounce sounds correctly and clearly, to connect words with each other, changing them in gender, number, case, to construct sentences of varying complexity, to express his thoughts coherently and consistently. Mastering speech is a complex, multifaceted mental process: its appearance and further development depend on many factors. Speech begins to form only when the child’s brain, hearing, and articulatory apparatus reach a certain level of development. But, even with a fairly developed speech apparatus, a formed brain, and good physical hearing, a child without a speech environment will never speak. In order for him to develop speech and subsequently develop it correctly, he needs a speech environment. However, this is still not enough. It is important that the child develops the need to use speech as the main way of communicating with peers and loved ones. Speech includes several components: phonemic (sound culture), lexical, grammatical structure, coherent speech. Let's consider the development of speech in children aged 6-7 years (preparatory group).

SOUND CULTURE OF SPEECH. In children of this age, deficiencies in pronunciation are rare, only in isolated cases. Some children continue to incorrectly pronounce hissing, sonorant, whistling sounds, and less often - hard and soft, voiced and voiceless consonants. A speech therapist works with such children individually. Typically, children 6 years old speak clearly and clearly. Errors occur in the correct placement of verbal stress: “understood”, (instead of understood), “shop” (instead of store), etc. An adult always corrects the child, giving an example of how to pronounce the word. In addition, with children who have deficiencies in the ability to control their voice, change the tempo of speech, as well as in mastering intonation expressiveness, the teacher organizes additional classes to develop speech hearing and attention.

GRAMMARICAL STRUCTURE OF SPEECH. In children 6 years old, it is possible to improve speech, especially its syntactic side, through mastering the methods of word formation of all parts of speech, single forms, exceptions. The child’s speech is enriched with grammatical forms and structures. Children aged 6 years correctly change and coordinate words in a sentence and can create difficult grammatical forms of nouns, adjectives, and verbs. They independently form words denoting a person of a certain profession, baby animals, dishes, and select words with the same root. And most importantly, children are able to think critically about their grammatical errors; they, as a rule, strive for correctness and accuracy of speech. They know that the word coat does not change; what to “dress” - whom, and “to put on” - what; and the word want changes differently, depending on whether we are talking about one person or many: I want - we want, etc. Children 6 years old use complex (conjunctive and non-conjunctive) sentences in their speech. They can be asked questions about the grammatical correctness of statements, since they are already able to analyze. If children do not know all of the above, you should understand the reasons for the delay in speech development, then, depending on the reasons, offer the child the most accessible material (that which is recommended for 5 years and earlier) or seek help from a specialist. It is necessary to pay very close attention to all deficiencies in speech development discovered at the end of preschool childhood, as they will negatively affect learning at school.

LEXICAL SIDE OF SPEECH. By the time children enter school, their vocabulary is saturated with generalizing nouns, adjectives denoting the properties of objects and phenomena, names of actions and their qualities, etc. Children use precise expressive words to convey their emotions, impressions, and ideas. Accordingly, their speech is enriched with synonyms and antonyms, children are able to explain unknown and little-known meanings of polysemantic words, they are able to correctly combine words according to their meaning and consciously use specific generic concepts. For example, children correctly use generalizing words like: plants - trees, flowers, shrubs or fruits - grapes, plums, apples, pears and similar ones, knowing at the same time that the concept of “plant” is broad and includes such concepts as “trees” ", "flowers", "shrub"; and the concept of “fruit” is broader than “grapes”, “plum”, “apple”, etc. Children are also able to identify words in sentences that are similar or opposite in meaning. They are able to understand the different meanings of the same word, correctly evaluate the figurative meaning of words (in sayings, proverbs), and choose the most accurate words and expressions suitable for a given situation. If children 6 years old have not mastered the vocabulary of their native language, then the cause of the underdevelopment can be discovered by seeking help from a specialist (speech therapist, psychologist, speech pathologist).

CONNECTED SPEECH. Children aged 6 years have well-developed dialogical speech: they answer questions, make remarks, and ask questions. At the same time, they freely use interrogative and exclamatory intonations and can express surprise or request; accompany speech with gestures and facial expressions. They are already able to construct short statements. Having mastered monologue speech, children construct their speech meaningfully, grammatically correct, consistently and coherently, accurately and expressively during retellings and independent storytelling. Children can retell a literary work, having certain ideas about its composition and linguistic means of artistic speech. In stories based on pictures, children are able to convey the content, compose an independent story, come up with events preceding and following what is depicted, can describe the landscape, convey the mood of the picture, and compare different pictures. When talking about toys, children use the exact names of their qualities (shape, color, size, size) and functional purposes. They actively use definitions in their stories. Children 6 years old are already able to write stories using a set of toys. Children can also tell what happened to them, convey their impressions, their experiences in a coherent narrative, lively and interesting. If children do not have coherent speech at the age of 6, it is worth using recommendations for its development at earlier stages of the child’s development, if this, of course, is associated with some developmental delay for one reason or another (illness, temperament, insufficient attention to the child’s cognitive life and etc.). In other cases, you should contact specialists of a different profile (psychologist, psychotherapist, doctor, defectologist).

LITERACY TRAINING. By the age of 6, a child is able to master the basics of literacy: become familiar with all the letters of the alphabet and know them; conduct sound analysis of words; analyze sentences (by verbal composition) and compose them from words and letters of the alphabet (3-5 words); read simple texts syllable by syllable and whole word by word. If a child does not master all of the above, he should be given additional training. Children of this age are especially drawn to the graphic side of the language, letter symbols and reading. Therefore, it is very easy for a teacher or parent to simply use this high sensitivity to the graphic representation of words and teach children to read. In preschool childhood, naturally, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, or grammatically correct. Enrichment of vocabulary, development of grammatically correct speech, improvement of the ability to express one’s thoughts through speech, convey the content of a work of art in an interesting and expressive manner will continue during school years and throughout life.

Introduction.

1. Speech development of a child in the first year of life.
2. Speech development of a child in the second year of life.
3. Speech development of a child in the third year of life.
4. Speech development of a child in the fourth year of life.
5. Speech development of a child in the fifth year of life.
6. Speech development of a child in the sixth year of life.
7. Junior school age (6-7 years).
8. Recommendations for parents on developing correct speech in children.
9. Games for the development of sound culture of speech.
10. Games for the formation of grammatical structure of speech.
11. Vocabulary enrichment games.
12. Games for the development of coherent speech.
13. Literacy program.

Introduction

Speech is the leading process of a child’s mental development. The emotionality of the child, his needs, interests, temperament, character - the entire mental make-up of the individual is revealed in speech. The process of speech development in young children is associated with the process of the emergence and formation of their thinking. Science claims that the development of speech and thinking occurs together, since they form a single whole.

With systematic work and under favorable conditions, by the age of three, children’s speech develops so much that they are able to express in words their desires, thoughts, and repeat what they remember. They can recite short poems and sing songs.

A child is born with such inherited qualities of the brain that give him the opportunity to acquire speech and master the language spoken by the people around him. But in order for him to speak, he needs to hear the speech of adults, he needs to talk to him. A child learns language from adults.

The age of up to 7 years is the most favorable time for the development of speech in preschoolers. During this period, children master their native language well and imitate the speech of others.

Unfortunately, always busy parents pay little attention to developmental activities with their children. Therefore, by the age of 7, a child begins to have problems with speech. The child does not know how to construct common sentences. He has a poor vocabulary. Speech is clogged with non-literary words and expressions. The child does not know how to pose a question correctly and give a full, detailed answer, construct a dialogue, come up with a story, etc.

Planned and systematic lessons with children, interaction between parents and teachers will help us solve problems with the development of children's speech.

Today we will learn some games and exercises on this topic that you can do with your child at home.

1. Speech development of a child in the first year of life

Speech development is important in the first year of life. In the second month, the child begins to pronounce individual sounds - “a-a-a”, “a-by-y”, “e-ee”, etc. However, at first the humming can be short-lived, because it always occurs against the backdrop of excitement and joy. This indicates good health and a positive emotional mood of the baby.

By four to five months, a long melodious hum is formed with a wide variety of sounds, sometimes difficult for an adult to reproduce. And at the age of seven months, babbling appears. Baby babble is the pronunciation of syllables while humming - “ba-ba-ba”, “da-da-da”, “ma-ma-ma”. The baby can “talk” for a long time in this way, causing joy to the parents.

At seven to eight months, the child already understands individual elements of adult speech and is able to establish a connection between the word he hears and a specific image. So, to the question “Where is mom?”, he turns his head and looks towards mom (search visual reaction). When asked to play “okay” or wave his hand, the baby responds with appropriate actions - clapping his hands and waving his hand. Also at this age, babbling and elements of imitation of sounds develop intensively. The child often repeats syllables with a variety of intonations.

Usually the baby speaks his first words at ten to eleven months. These words consist of easy-to-pronounce monotonous syllables (ma-ma, pa-pa, dy-dya, ba-ba) or simplified sound imitations (ks-ks), as well as words from the traditional children's language (av-av).

By the age of one year, a child can pronounce ten to twelve words, knows the names of many children's toys, the names of loved ones and several requests - give it, show it, close it. Understands the words “should” and “shouldn’t”.

2. Speech development of a child in the second year of life

In the second year of life, the child acquires balance when walking and becomes more mobile. Fine motor skills also develop: the baby accurately grasps objects, eats well with a spoon, turns the pages of books, and builds a tower from cubes. By the end of the second year of life, he can walk up and down stairs, climb onto a large chair, and kick and hand a ball.

During this period, the child’s ability to imitate the speech of adults increases, understanding of speech and active speech intensively develop. From the first months of the second year of life, the baby increasingly uses meaningful words independently. In most cases, this is associated with a certain situation that causes him joy or surprise (for example, the appearance of his mother, the showing of a well-known toy or object). However, until one and a half years old, the words spoken by a child do not always reflect the real name of the object. He calls different toys or objects, often having nothing in common, with the same word. The child uses simplified or onomatopoeic words. Understanding is sharply ahead of the active side of speech - speaking. A child can already, at the request of an adult, find a familiar toy among objects, and by one year and three months he is able to perform simple actions and simple assignments.

Until one and a half years of age, children do not have phrasal speech. In the appropriate situation, this function is performed by a word-sentence or onomatopoeia (for example, a child asks his mother for a car with the onomatopoeia bi-bi). Such words-sentences or onomatopoeia, depending on the situation, can express different meanings, and they appear in children at one year and two months - one year and six months.

From the second half of the second year of life, the child increasingly begins to use two-word sentences (for example: Mom, give me!, etc.), and at one year and ten months he uses two- and three-word sentences, but the words in them are not yet grammatically connected.

At one and a half years old, a child’s active vocabulary contains approximately 50-70 words, the bulk of them are nouns: names of toys and objects in the immediate environment, names, adverbs here and now, adjectives big and small, less often - verbs, personal pronouns. The number of words a child uses by the end of the second year ranges from 100 to 300 words.

In the second year of life, children quite clearly begin to pronounce vowel sounds such as a, u, o, and; the sounds e, s can be replaced by the consonance ye. Some children replace some consonants with sounds that are simpler in articulation or distorted; hard consonants t, d, s, z - soft. Along with incorrect articulation by sound, simplified pronunciation of words is noted, for example, shortening or naming a syllable, most often the stressed or first one: “ko” or “moko” instead of milk.

3. Speech development of a child in the third year of life

In the third year of life, the child already maintains good balance when standing, walking, and when catching or throwing a ball. The baby can walk while holding an object in one hand. Children of this age distinguish the color, shape, size and mass of an object, and put together a cut picture from two parts. Fine motor skills are improving: the child already uses a fork, spoon, and begins to eat independently.

Normal speech development is characterized by active communication with others using expanded phrases of 3-4 or more words and the use of familiar words in several grammatical forms, for example: give - gives - I won’t give, kitty - kitty - kitty, etc. The child already understands well the speech addressed to him and the content of fairy tales. For children of the third year of life, speech is the main way of understanding the world and forming thinking. In the third year of life, a child’s need to communicate with adults and peers increases. The baby begins to understand simple questions, for example: Where is the cat?, Where did you put the ball? etc. Interest in surrounding objects encourages him to turn to adults with questions like: What is this?, Why?, Where?, When? and so on.

Vocabulary at the end of the third year increases by 3-4 times compared to the previous age. The child knows the names of many objects: toys, dishes, clothes, that is, those objects that are in his immediate environment. In the third year of life, the child begins to increasingly use verbs and adjectives, denoting not only the size of objects, but also their color, shape, quality, for example: red, green, round, long, bad, good, clean, hot, sweet, etc.

By the end of the third year of life, the speech of children is characterized by the appearance of complex sentences: first complex sentences, and later complex sentences. The child begins to perceive fairy tales that are simple in content and small in volume, and can answer some questions about what they read. “Hen Ryaba”, “Turnip”, “Kolobok”, “Teremok”, “Seven Little Wolves” - these works are understandable to children, but when retold they are only able to finish individual words or groups of words after adults. Children almost completely memorize small texts that are read many times, but as a rule, they cannot construct a coherent retelling on their own, although some can easily cope with such a task by the end of the third year. A child at this age stage becomes able to guess simple riddles if the text contains an answer, for example, familiar onomatopoeic words: Moo, who wants milk? Who is this? and etc.

Despite all the achievements in the development of speech, children still do not pronounce many words clearly and correctly, so their speech as a whole is not always understandable to others, for example, complex articulations of consonant sounds: sh, zh, t, shch, s, z, ts, l, p - they are replaced with simpler ones.

4. Speech development of a child in the fourth year of life

In the fourth year of life, children can already express the simplest judgments about objects and phenomena of the reality around them, establish relationships between them, and make conclusions. However, in general and speech development, children may have individual differences: some have a fairly good command of speech at the age of three, while for others it is still far from perfect.

Kids easily make contact even with strangers, since they have a great need to learn about the world around them. Therefore, they constantly ask questions: What is this called?, Why?, What for? etc., but due to instability of attention they may not listen to the answer to the end. The approximate volume of children's vocabulary at this time is 1500-2000 words of various parts of speech. However, children have difficulty conveying the content of a fairy tale or describing an event in which they were participants, because their vocabulary does not contain generalizing words, for example: clothes, vegetables and others; as well as words-names of parts of objects. During this period, children rapidly develop word-formation skills and the ability to change words to compose sentences, which is described in the literature as “children’s word creation” (K.I. Chukovsky “From two to five”). Thus, they often use words that are not in their native language, for example, “kopatka” instead of a spatula, etc. Kids strive to understand the names of objects and actions in their own way.

An indicator of the correct development of children’s speech is the emergence of the child’s ability after three years to evaluate his own and others’ pronunciation. Most children correctly pronounce such difficult sounds as ы, е, х, bring the pronunciation of hard consonants s, з, ц closer to the norm; The consonants sh, zh, ch, l, r often appear in the speech of children.

Each articularly complex sound is acquired by a child in several stages. So, for example, a child does not immediately master the pronunciation of the sound z, but first replaces it with sounds that are easier to articulate: with d’, then with z’, then with z. therefore, at different age periods the word beetle will sound in children’s speech as “duk”, “zyuk”, then “zuk” and, finally, “zhuk”. But even after mastering the correct pronunciation of the sound z, the child will continue to replace it with z for some time in coherent speech until he masters stable pronunciation skills. And having learned to pronounce z correctly in coherent speech, the child will begin to use it instead of the sound z, pronouncing “zhub” instead of zub. In such cases, parents should help the child. The gradual assimilation of the sound system of the language is characteristic of all children without exception and is called “age-related tongue-tiedness” or “age-related dyslalia.”

To make it more convenient for parents to monitor the timeliness of the appearance of various sounds in the child’s speech, we provide a table that gives the approximate time frame for the final assimilation of vowel and consonant sounds by children.

5. Speech development of a child in the fifth year of life

Starting from the age of four, a child’s phrasal speech becomes more complex. On average, a sentence consists of 5-6 words. Prepositions and conjunctions are used in speech.

An increase in the active vocabulary (2500-3000 words by the age of five) allows the child to construct statements more fully and express thoughts more accurately.

But an increase in vocabulary and the development of coherent speech often lead to the fact that children begin to make grammatical errors more often, for example, they incorrectly change verbs (“want” instead of want), and do not agree on words in gender or number.

At this age, there is a great attraction to rhyme. Children enjoy playing with words, making them rhyme and creating their own poems. This desire is natural; playing with words contributes to the development of a child’s speech hearing, and adults should encourage them.

In children of this age, sound pronunciation improves significantly, errors in the pronunciation of soft consonant sounds instead of hard ones completely disappear, and omission of sounds and syllables is rarely observed. However, babies may have difficulty pronouncing words with consonant sounds s, z, sh, r, r', l, l', for example: Lara, plasticine, wiped and others, and especially words rich in both hissing and whistling consonants, for example: boots, Sasha, etc.

Thus, with normal speech development, children by the age of 5 freely use expanded phrasal speech and various constructions of complex sentences. They have a sufficient vocabulary and master the skills of word formation and inflection. By this time, correct sound pronunciation and readiness for sound analysis and synthesis are finally formed.

6. Speech development of a child in the sixth year of life

At this age, the baby uses simple common sentences and uses compound and complex sentences of up to 10 words. Realize the meaning of the addressed speech; there is stability of attention to the speech of others; are able to listen to answers and instructions from adults, understand the meaning of educational and practical tasks; hear, notice and correct mistakes in the speech of their comrades and their own; understand changes in words using prefixes, suffixes and inflections, understand the shades of meaning of single-root and polysemantic words, features of logical-grammatical structures reflecting cause-and-effect, temporal, spatial and other connections and relationships.

Volume up to 3000 words; generalizing concepts appear (dishes, clothing, furniture, etc.); more often they use adjectives - attributes and qualities of objects; possessive adjectives appear (fox tail, etc.), adverbs and pronouns, complex prepositions (from under, because of, etc.) are used more widely; master word formation: form nouns with diminutive suffixes, cognates, relative adjectives (tree - wooden, snow - snowy), etc. Word creativity is clearly evident.

Agree adjectives with nouns in gender, number, case, nouns with numerals; change words according to numbers, genders, persons; use prepositions correctly in speech. But the number of grammatical errors is increasing, such as incorrect formation of the genitive plural of nouns; verbs are incorrectly coordinated with nouns, the structure of sentences is disrupted.

The process of mastering sounds ends; speech is generally clear and distinct; Interest in the sound design of words and in the search for rhymes is growing.

Phonemic hearing is quite well developed: they differentiate words like goat - scythe, flow - flow; establish the presence of a given sound in a word, select the first and last sound in a word, select a word for a given sound; distinguish between speech rate, timbre and volume of voice. But higher forms of analysis and synthesis of words do not develop without special training.

Retell a familiar fairy tale, a short text (read twice), read poems expressively; make up a story based on a picture and a series of plot pictures; they talk in some detail about what they saw or heard; argue, reason, motivate their opinions, convince their comrades.

7. Junior school age (6-7 years)

Vocabulary increases to 3500 words. There are figurative words and expressions, set phrases (at the drop of a hat, in a hurry, etc.). The grammatical rules for changing words and combining them in a sentence are mastered. Language and speech attention, memory, logical thinking and other psychological prerequisites necessary for the further development of the child and his successful learning at school develop.

Children of this age must correctly pronounce and distinguish all phonemes of their native language. The syllabic structure of words is fully assimilated. They independently determine the presence of a sound in a word, select pictures, come up with words with a given sound, identify the stressed vowel, the first and last sounds in the word. Active and passive vocabulary is being replenished. At this age, the child must independently generalize and classify objects according to various criteria.

By the age of 7, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the child’s language truly becomes native.

The transition to detailed statements is due to new communication tasks facing the child during this age period. Full communication with other children is achieved precisely at this time; it becomes an important factor in the development of speech.

This is the stage of speech development in connection with language learning. It begins at the end of preschool age, but its most significant features are clearly manifested when studying the native language at school. Huge changes occur during learning, because when studying at school, the language becomes a subject of special study for the child. During the learning process, the child must master more complex types of speech.

Initially, the speech of a child entering school largely retains the features of the previous period of development.

There is a large discrepancy between the number of words a child understands (passive vocabulary) and the number of words he uses (active vocabulary). In addition, insufficient accuracy of word meanings remains. Subsequently, a significant development of the child’s speech is observed.

Language learning at school has the greatest impact on the development of a child’s awareness and controllability of speech. This is expressed in the fact that the child acquires the ability to independently analyze and generalize speech sounds, without which mastering literacy is impossible. And also the child moves from practical generalizations of grammatical forms of language to conscious generalizations and grammatical concepts.

The development of a child's awareness of language is an important condition for the formation of more complex forms of speech. The child develops developed monologue speech.

A special place here is occupied by written speech, which initially lags behind oral, but then becomes dominant. This is because writing has a number of advantages. By recording the speech process on paper, written speech allows you to make changes to it, return to what was previously expressed, etc. This gives it exceptional importance for the formation of correct, highly developed speech.

From the first manifestations of speech, called humming, at two to three months, it is necessary to do everything possible to maintain the child’s joyful, smiling state, but without overtiring his nervous system. The baby begins to listen to surrounding sounds; melodic sounds make him feel satisfied and smile, and sharp sounds (angry voice, etc.) make him cry. The babble that appears in him should be supported as a healthy basis for future speech. Parents can talk to the child, repeat his babbling sounds (da-da, ba-ba, etc.), thereby evoking joyful feelings in him and the desire to imitate them. Adults' pronunciation should be clear and well articulated.

A little later, by six months, you can use the same method to force the baby to repeat individual words: dad, mom, etc. At this time, a conversation with the child begins. In the future, from seven to ten months, in order to develop understanding of speech, everything that attracts the child’s attention should be called loudly and clearly. For example, when meeting a cat, mom will say: This is a kitty. Kitty, kitty, meow-meow. Damn it, kitty! etc. You can sing songs with clapping to your child, and then teach him to clap himself; play (for example: Give me a pen!, Goodbye!, etc.).

Training fine movements of the fingers has a great influence on the development of a child’s active speech, since the speech center is located in the cerebral cortex in the same area as the motor one. First, the movements of the fingers develop, and when they achieve sufficient accuracy, the development of speech begins. So work on training fingers can begin when the child begins to babble speech, that is, from six to seven months.

During this period, it is useful to do massage (stroke the hands in the direction from the fingertips to the wrist) and exercises (take each child’s finger individually in your fingers, bend and straighten it). You need to do this every day for 2-3 minutes. From the age of ten months, the child should be allowed to sort through large objects first, then smaller ones. For this purpose, for example, wooden painted beads made from table abacus and strung on a thread are good.

At the same time, developing the child’s understanding of speech, you can teach him to carry out some of the simplest instructions, requests, for example: Give me a toy!, Give me a kitty!, Sit down! etc.

When the child utters the first word (at about ten to twelve months), the most important stage of participation of the mother and others in the development of the child’s speech begins.

When talking with a child, it is necessary to slowly, loudly and clearly pronounce each sound with intonation and tempo corresponding to the meaning of the word, clearly highlight the stressed syllable (therefore, you cannot stretch the word into syllables, as this will lose the stress). Each new word must be understandable to the child, that is, while pronouncing it, you must simultaneously draw the child’s attention to the corresponding object or action and name several times what he sees.

This establishes the connection between the name of the object (word) and the object itself. When a child himself pronounces a new word or sentence, you should happily repeat what he said and praise him: he will be more willing to talk, and speech development will go faster.

Games are useful for speech development. For example, an adult takes out various objects and toys from a bag or box, saying, for example: What is this? This is a dog - aw-aw. Let's see the dog. Nice dog (pet it). For the dog. Give me the dog, etc.

The same can be said when looking at pictures of birds and animals.

It is very useful to reproduce the sounds they make so that the child remembers and subsequently pronounces these onomatopoeia himself. In the future, during the second year of the baby’s life, it is necessary to use speech games more often, and dramatize fairy tales using onomatopoeia.

After two years, you can make the games more complex by adding new words to your child’s vocabulary. It is already necessary to wean the child from using “childish”, babbling words; it is advisable for adults to use ordinary ones in a conversation with a child: cat, cow, dog, and so on, replace one-syllable sentences with two- and three-word ones; help him use words instead of gestures. For example, if a baby, wanting to get a ball, points at it with his hand, you must say: Do you want the ball? Say: give me the ball, etc.

At this age, it is already necessary to teach children the correct, clear pronunciation of sounds, syllables and words. Games with movement are good for this. For example:

1) "Car". The child stands still, turns the steering wheel with his hands and says beep;

2) "Drummer". The child marches, hits the drum and says ba-ba-ba.

It is useful to accompany playing with a child, actions when washing, dressing, feeding him with the words of songs and nursery rhymes. Gradually, the baby begins to recognize them, and later pronounce them himself. Children's favorite songs are of a playful nature: “ Finger-boy”, “Water, water”.

Thanks to listening to nursery rhymes, the child’s vocabulary is replenished with new words (for example: cheeks, mouth, eyes, etc.), and the ability to construct sentences develops. Observations of natural phenomena, birds, and animals can also be accompanied by reading poetic texts. This will make children's impressions more vivid and accurate. For example, a child’s joy at the sight of the sun suddenly appearing will become even greater if at this time he hears the words of a song “Bucket sun.” By reading nursery rhymes (“Rabushechka Hen”, “Murysenka Little Hen”, etc.), you can teach kids onomatopoeia to birds and animals.

Staging fairy tales (“Turnip”, “Teremok”, “Kolobok”, etc.) with the help of toys, a tabletop or puppet theater helps children understand their meaning.

It is important for parents to remember that children learn to speak by imitating the people around them, therefore, the more the child communicates with adults and peers, the faster and better his speech will develop.

Adult speech should be:

Clear, unhurried;

Accessible for the baby to understand, that is, not overloaded with difficult to pronounce words and complex sentences;

Competent, that is, not containing babbling words and distortions of sound pronunciation.

The speech of adults is a model for children. In the absence of such a model, the reduction and impoverishment of communication between the child and adults, normal speech and mental development slows down and even stops. Experts identify delayed speech and mental development in such children. Therefore, it is very important to communicate with the child, play with him, read poetry and fairy tales to him.

At the same time, cases of early speech development should not be assessed as a positive phenomenon. So, if a child’s first words appear before one year, from one year and five months to one year and eight months a phrase is formed, and from two years to two years and five months he begins to speak in expanded phrases, at an accelerated pace, as if “choking”, then all this can lead to a neurotic form of stuttering. Such a baby cannot be “overloaded” with verbal communication; on the contrary, it is necessary to reduce the intensity of incoming information as much as possible.

The main role in correcting the speech of a young child belongs to the mother, and the results of the child’s development and the psychological climate in the family will depend on how ready she is for raising him and conducting correctional classes with him.

9. Games for the development of sound culture of speech

This group includes various games and exercises for the development of phonemic awareness, the ability to correctly determine the place of a sound in a word, phrase, sentence, or select words with a given sound. This also includes games and exercises to determine the number of syllables in a word or to develop the ability to choose words with a given number of syllables.

Game “Come up with a word”

The goal is to develop phonemic awareness or the ability to determine the number of syllables in a word.

You need to come up with a word according to the instructions: with a given sound at the beginning, middle, end of the word, with a given number of syllables, according to a pattern, etc. I use this game when I need to organize students to perceive a new topic or simply interest them. For example, the teacher says: “Children, a package has arrived. But to open it, you need to say a word - a password. And today our password word begins with the sound [m] or [m’]. We just need everyone to enter the password correctly.” And children will try their best to come up with the right word. But here it is necessary to take into account one point: if the teacher notices that one of the children, for some reason, cannot find a word, then you need to unobtrusively come to the aid of this child and, preferably, the help comes from the children.

Game “Building a path”

The goal is to develop phonemic hearing.

Children sit in a circle. Someone is given a ball and the task of coming up with any word. The ball is then passed to the next player. He must come up with a word that begins with the last sound of the previous word. And so on until they reach the first player. In this game, at the first stage, the teacher actively helps students pronounce the word correctly (along with it), highlighting very clearly the last sound in the word. At the next stage, the teacher simply makes sure that the children pronounce the word clearly and highlight the last sound. By the end of the second year of study, children develop the skill of clearly pronouncing a word and highlighting the last sound, and the teacher plays the role of an observer-controller who only organizes the game process and helps only in rare cases.

Game “Trap”

The goal is to develop the ability to hear a certain sound in a word.

The teacher invites the children to “open the traps,” i.e. place your elbows on the desk, parallel to each other, straightening your palms, which are the “traps”. He gives a task: if you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. The words are selected by the teacher depending on the topic of the lesson.

Game “Catch the syllable”

The goal is to develop auditory attention and its speed.

The teacher “throws” a syllable to the children, and they must “turn” it into a word.

For example: pa - dad, ma - mom, ku - doll, ar - watermelon, etc.

Game exercise “Divide correctly”

The goal is to develop the ability to divide words into syllables.

The teacher tells the children that now we will divide the word into syllables. To do this, our hands will temporarily turn into “hatchets”. Next, you need to pronounce the word correctly, while clapping your hands and counting how many times you clap, so many syllables in the word.

Game “Settle in the House”

The goal is to develop the ability to determine the syllable structure of a word.

The teacher introduces the “guests” using a riddle or something else and offers to place each guest in a house. At the same time, he draws the children’s attention to the fact that one house has a window with one sash, and the second one has two. To determine which guest has which house, you need to determine how many syllables are in the guest's name. If there is one syllable, then we put the guest in a house with one door. If there are two syllables, then we put the guest in a house with two doors. To complicate the game, you can then invite guests to a housewarming party and distribute them according to the same principle.

10. Games for the formation of grammatical structure of speech

In this block I have collected a variety of games and exercises aimed at developing the grammatical structure of speech, i.e. to master the categories of gender, number, case of nouns and adjectives; type, tense and mood of the verb.

Game exercise “Selecting rhymes.”

The goal is to develop the ability to form the genitive plural forms of nouns.

The teacher reads a comic poem to the children - the beginning of an English folk song translated by S.Ya. Marshak:

I give you my word of honor, yesterday at half past six

I saw two pigs without hats and boots.

Who did the poet see? What form were they in?

Do pigs wear boots? Or maybe they wear stockings? (Socks, slippers, mittens, etc.)

Did the poet tell us the truth in the poem? No, he made it up. You and I can also write funny comic poems about different birds and animals. I'll start, and you continue.

We give our word of honor:

Yesterday at half past five
We saw two forty
Without...(boots) and...(stockings).
And puppies without...(socks).
And tits without...(mittens).

Game “Body”

The goal is to form diminutive names; relate the action to its name.

Children sit in a circle. According to the counting, the one who will start the game is chosen. A basket is given to him. He holds her, and at this time the children say the words:

Here's a box for you,

Put whatever is ok in it.

If you say anything, you will give the deposit.

The child answers: “I’ll put it in the box... and names the right word (lock, knot, box, boot, shoe, stocking, iron, collar, sugar, bag, leaf, petal, bun, cap, comb, etc.) So occurs until all children hold the box. The one who makes a mistake puts the deposit in the basket. After all the children have taken part, the pledges are played out: the basket is covered with a scarf, and one of the children takes out the pledges one by one, first asking: “Whose pledge will I take out, what should I do?” Children, under the guidance of a teacher, assign each pledge a ransom - some task (name a word with a certain sound, tell a tongue twister, divide a word into syllables, etc.)

Game exercise “Whose is all this?”

The goal is an exercise in coordinating words - objects and words - signs in the required number and case.

Children are shown a picture of an animal and asked questions that must be answered in one word. The questions are: whose tail? Whose ear? Whose head? Whose eyes?

Cow - cow, cow, cow, cow.

Hare - hare, hare, hare, hare.

Sheep - sheepish, sheepish, sheepish, sheepish.

Horse – equine, equine, equine, equine.

Cat - feline, feline, feline, feline.

Game “Houses”

The goal is an exercise in determining the type of words - objects.

The teacher explains to the children that in the first house there are words about which one can say “he is mine”, in the second - “she is mine”, in the third - “it is mine”, in the fourth - “they are mine”. It is necessary to “settle” the words (pictures) into houses. The children determine the gender and number of words without naming the terms.

11. Vocabulary enrichment games

This group includes lexical games and exercises that activate the vocabulary, develop attention to words, and form the ability to quickly select the most accurate and appropriate word from your vocabulary. Also in these games and exercises there is an acquaintance with words - objects, words - signs, words - actions and an exercise in their coordination with each other, as well as work on the selection of synonyms and antonyms.

Game “On the contrary”

The goal is an exercise in selecting antonyms (words - enemies).

The teacher says that a donkey came to visit us. He is very good, but here’s the problem: he really likes to do everything the other way around. Mama the donkey was completely exhausted with him. She began to think about how to make him less stubborn. I thought and thought and came up with a game that I called “On the contrary.” The mother donkey and the donkey began to play this game and the donkey became less stubborn. Why? Yes, because all his stubbornness went away during the game and never returned. He decided to teach you this game too. Next, the teacher plays the game “On the contrary” with the children: he throws a ball to the child and names a word, and the child who catches the ball must say the antonym of this word (high - low) and throw the ball to the teacher.

When working with antonym words, you can use D. Ciardi’s poem “The Farewell Game”:

It's your and my turn

Play the game “Verse versa”.

I will say the word “high”, and you will answer… (“low”).

I will say the word “far”, and you will answer... (“close”).

I will say the word “ceiling”, and you will answer (“floor”).

I’ll say the word “lost”, but you’ll say “found”!

I’ll tell you the word “coward”, you will answer… (“brave”).

Now I’ll say “the beginning” - well, answer, ... (“the end”).

Game exercise “Finish the phrase”

The goal is to develop the ability to select words that have opposite meanings (words are enemies).

The teacher names phrases, pausing. The student must say the word that the teacher missed, i.e. finish the sentence.

Sugar is sweet and lemon...

The moon is visible at night, and the sun... .

The fire is hot, and the ice...

The river is wide, and the stream... .

The stone is heavy, and the fluff... .

You can play this out in the following way: the teacher says that our friend Dunno has gone to school after all. There was a dictation in the Russian language lesson - the children wrote different phrases under dictation. But since Dunno is very inattentive, he did not have time to complete these phrases and received a bad grade. The teacher said that if he corrected his mistakes in the dictation, she would correct his bad grade. Let's help him.

Game exercise “Say it differently.”

The goal is an exercise in selecting words that are close in meaning (words - friends).

The teacher says: “One boy is in a bad mood today. What's the boy like today? How can you say the same thing, but in different words? (Sad, upset). The words “sad, sad and upset” are words - buddies.

Why is he like this? Yes, because it’s raining outside, and the boy is going to school.

Which word was repeated twice? (goes)

What does “it's raining” mean? Say it differently.

What does “the boy is coming” mean? Say it differently.

How can you say differently: spring is coming? (spring is coming).

Clean air (fresh air).

Clean water (clear water).

Clean dishes (washed dishes).

The plane landed (landed).

The sun has set (set).

The river runs (flows, flows).

The boy runs (rushes, rushes).

How to say it in one word? Very big (huge, huge). Very small (tiny).

Game “What object?”

The goal is to develop the ability to select as many words as possible for a word - an object - and correctly coordinate them.

What happens?

The goal is to develop the ability to correlate a word - an object with a word - a sign and correctly coordinate them.

This game is similar to the previous one. The difference is that as many words as possible are selected for the word-attribute.

Green – tomato, crocodile, color, fruit, ...

Red – dress, apple, banner,

12. Games to develop coherent speech

Work on the development of coherent speech is inseparable from other tasks of speech development; it is associated with enriching the vocabulary, working on the semantic side of speech, forming the grammatical structure of speech, and nurturing the sound culture of speech. Teaching storytelling can take different forms.

Game exercise “Spread the offer”

The goal is to develop the ability to construct long sentences with words-objects, words-features, words-actions.

Children are invited to continue and complete the sentence started by the teacher, based on the teacher's leading questions. For example, the teacher begins a sentence like this: “The children are going... (Where? Why?).” Or a more complicated version: “Children go to school to... . This option, in addition to enriching grammatical experience, can serve as a kind of test to identify a child’s anxiety in relation to various life situations.

Game “Understand Me”

The goal is to develop the ability to compose a short story based on a picture, using different characteristics of the subject.

The teacher shows the children a beautiful box and says that this box is not simple, but magical. It contains various gifts for children. Only those who know how to keep secrets can receive a gift. What does it mean? (This means don’t tell ahead of time). Then the teacher explains that when he approaches someone, this student must close his eyes and, without looking, pull a picture out of the box, look at it, but not show or tell anyone what is on it. This needs to be kept secret. After all the children have drawn one picture for themselves, the teacher asks the children if they would like to know who got what? The children answer yes. Then the teacher says that you can’t show the gifts, but you can talk about them. But the word “gift” cannot be called either. Then the teacher talks about his gift, showing the children how to do it correctly, and the children guess what the teacher got. After this, the children take turns talking about their gifts and, when the gift is guessed, they open their picture. It is better to play this game while sitting on the carpet in a circle.

Game exercise “If…”

The goal is the development of coherent speech, imagination, higher forms of thinking - synthesis, analysis, forecasting, experimentation.

The teacher invites the children to fantasize on topics such as:

- “If I were a wizard, then...”

- “If I became invisible...”

- “If spring never comes...”

In addition to its developmental purpose, this game also has diagnostic value.

Game exercise “Finish it yourself”

The goal is to develop imagination and coherent speech.

The teacher tells the children the beginning of a fairy tale or story, and the children are given the task of continuing or coming up with an ending.

13. Program “Literacy”

We invite children aged 4-5 and 5-6 years old to the exciting and educational program “Literacy”. This program was developed by speech therapists and is aimed at the comprehensive development of the child’s speech and good preparation for school.

Full speech is an indispensable condition for a child’s successful education at school. Therefore, it is very important to eliminate all shortcomings of sound pronunciation even in preschool age. During the classes, your child gets acquainted with the world of letters and sounds, which are studied in a certain sequence, taking into account the development of the preschooler’s fine motor skills and his pronunciation skills. The child learns to divide words into syllables, to compose words from letters, he develops the skill of sound-letter analysis and synthesis, and develops phonemic hearing. This is a very important condition for successful learning to read and write, and in the future a good prevention of errors in written speech.

Classes are held in a playful way, where children are instilled with a love and interest in their native language. The child gains the ability to correctly select and coordinate words, correctly construct sentences from them, and use prepositions. The tasks and games are specially selected to develop imagination and creativity in composing stories based on pictures or describing objects. During the classes, children get acquainted with fiction and learn to retell according to plan.

Your child is growing and needs communication, so classes are held in a group with an optimal number of children of 5-6 people. In a children's team, a child can most fully reveal all his qualities; here his individuality is formed, responsibility and independence are laid. In group games, he learns to be kind and cooperate with other children.

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

An adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".
- Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.
- What is a name? How do we tell each other apart? By name. State the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).
Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?
- Think about why they call it that: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed.
- Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- Tell me which children’s names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)
- Which words begin with the same sound? Name these sounds.
(The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - from the sound “C”.)
- Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pear, peach, pomegranate, currant), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple) , dogwood), “L” (raspberry, lemon, orange, plum).

"Painting - basket"

Target: find words with three syllables, select words that sound similar.

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words “picture”, “frog”, “rocket”? (Three.)
- Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa ).
- What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?
The child pronounces all the words and says that each of these words has three syllables.

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"What do you see around you?"

Target: clarify children's ideas about the names of objects.

Name the objects that you see around. How do we distinguish one object from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we differentiate them? (By name.)
- What do the words... “ball”, “doll”, “pen” mean?
- I have... a pen in my hand. What are they doing with it? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held with their hands.) What does the word “handle” mean, denoting this object? (They write with it.) What does the word “handle” mean (point to the door handle)? (“They open and close the door with it.”)
-Can you name words that don’t mean anything? Listen to Irina Tokmakova’s poem “Plim”:

A spoon is a spoon. And I came up with a word.
The soup is eaten with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plim, plim, plim.
A rag is a rag. Here he jumps and jumps -
I'll wipe the table with a rag. Plim, plim, plim.
A hat is a hat. And it doesn't mean anything
I got dressed and went. Plim, plim, plim.

Come up with words that don’t mean anything (tram-tatam, tuturu).

"Tell me which one"

Target: name the signs of an object and action; enrich speech with adjectives and verbs; select words that are close in meaning.

When we want to talk about a subject, what is it, what words do we use?
- Listen to M. Shchelovanova’s poem “Morning”:

What is it like this morning? There will be no sun today
It's a bad morning, there won't be any sun today,
Today is a boring morning, Today will be gloomy,
And it looks like it will rain. Gray, cloudy day.
- Why is it a bad morning? - Why won’t there be sun?
Today is a good morning, there will probably be sunshine,
Today is a cheerful morning There will definitely be sun
And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How can I say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is like? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else could be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that describe what a person does, what can be done with this or that object. If a person frowns, how can you say it differently? (Sad, sad, upset, offended.)
- And there are words and expressions that do not express the meaning entirely accurately. I heard other children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that? How should I say it correctly?

"Find the exact word"

Target: teach children to accurately name an object, its qualities and actions.

Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.
- Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).
- Name what things in the room are round, tall, low.
- Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).
- Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

I will say a word highly, I will tell you a word coward,
And you will answer... (low). You will answer... (brave man).
I’ll say the word far away, Now I’ll say the beginning -
And you will answer... (close). Well, answer... (end).

Now you can come up with words that have opposite meanings.

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

For this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , boy in clean clothes, small plate (Fig. 5).
- Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.
- Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...There is no refusal for anyone,
Lunch served for everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka - in a plate,
In the deep, not in the shallow.

What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And in winter among the branches
"Ga-ha-ha!" - the nightingale sang.

Quickly give me the answer: is it true or not?
- Listen to how the other children spoke, think about whether it is possible to say this, and tell me how to say it correctly:
“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”
- Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
- Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
- How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).
- Come up with sentences with the word “strong”.
- I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
- Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

The student was solving a problem and could not solve it. He thought for a long time, but finally solved it! What task did he get? (Difficult, difficult, difficult.) Which of these words is most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), difficult to climb (difficult to decide on something) ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (difficult to educate). What other expressions with this word have you heard?
- Listen to E. Serova’s poem “Give me a word.” You will tell me the right words.

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “What an eccentric,” the brother laughs, “
Words are not enough. Your peas are... (hail).”
To be on a good journey again From whom, my friends,
The verse flowed like a river, Is there no way to escape?
Help him a little, persistently on a clear day
Give me a word. Walking next to us... (shadow).

Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.
By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

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- Name the animals and their young.
- Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

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"One is many"

Target: practice the formation of the plural and the correct use of words in the genitive case; match words with definitions and actions; find the first sound in words, determine the number of syllables, select words that sound similar.

This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)
- This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?
- Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
- What is this? What is there a lot here?
- And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

“Make a description”

Target: teach children to describe an object, naming its characteristics, qualities, actions.

Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .)
Let us give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

Target: teach children to understand the figurative meaning of words and expressions, which change their meaning depending on phrases, and transfer them into a coherent statement.- Finish the phrase:

1. The pillow is soft, and the bench... (hard).
Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep).
Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin).
The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry).
We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale).
In summer we ate fresh cucumbers, and in winter... (salted).
Now the collar is fresh, but tomorrow it will be... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.
- How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?
- Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).”
- Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

Svetlana Viktorovna Molchanova
Speech development in children 5–6 years old

Speech development of a 5-6 year old child

A child of the sixth year of life communicates kindly with peers, knows how to speak out about various actions, express approval or dissatisfaction, and listen to others. children, notice mistakes, supplement. Developing play activity.

Of particular importance for development the child has a role-playing game that requires children the ability to negotiate roles, prepare conditions for the game, communicate appropriately, follow the rules, and coordinate one’s actions with the actions of other participants. During the game, elements of educational activity are gradually formed. The main sources of information that enrich the game are children's television programs, stories from adults, trips and excursions, the content of works of art, visits to the theater, cinema, circus, etc. Expanding a child's horizons helps enrich his vocabulary.

In older preschool age, the child continues to become familiar with the various properties of objects, spatial, temporal and other relationships. Comparing objects by color, shape, size, material, quantity, spatial arrangement of parts and meaning requires a sufficient number of nouns, adjectives, and verbs in the vocabulary. In the story about objects, the child uses words with the opposite meaning (long - short, hard - soft, heavy - light, fluffy - smooth, words denoting color and its shades, volumetric and planar shapes, spatial arrangement of objects and their parts. In the story about an object, the child can describe the history of the creation of the object (quill pen - fountain pen - ballpoint pen)

In addition to the objective environment, the child masters the social world: his ideas about family, family relationships, about kindergarten, pupils and workers, about his hometown, country, public holidays, adult work, people of different professions are expanding.

Characteristic speeches senior preschooler

What does he know and use in speech child 5-6 years old? The child knows his address, hometown and its attractions, the name of the country and capital, knows and names family members, their ages, occupations, relatives, their professions, can name various professions, types of transport, traffic rules, natural phenomena, musical works, children's songs, poems, fairy tales, stories for children, illustrations for works of art, folk crafts, works of art, work in nature, household work, manual labor. Vocabulary and grammatical structure reflect the maturity of cognitive processes and the degree of formation of various types activities: gaming, visual, constructive, musical, theatrical, etc.

What's special about speeches older preschoolers 5-6 years old?

In the sixth year of life, all aspects improve speeches: vocabulary, grammatical structure, speech hearing and sound analysis skills, coherence speeches, intonation expressiveness. Level speech development reflects the features of visual-figurative thinking of a preschooler. The child has enough developed active speech, used during communication expanded phrases, answers questions accurately and clearly, is able to talk about events, which he witnessed. The preschooler not only identifies essential features in objects and phenomena, but also begins to establish cause-and-effect, temporal, conditional, comparative and other relationships. In this regard, speech becomes more complicated structurally. respect: the volume of statements increases, various types of complex sentences are used

In the sixth year, the child fully masters the grammatical structure speeches and uses it quite freely. Grammatical correctness speeches A child’s life largely depends on how often adults pay attention to his mistakes, correct them, and show the correct example. In conversation speeches The preschooler, in accordance with the topic of conversation, uses both short and detailed answers. A sufficient vocabulary allows you to participate in a conversation and maintain a conversation. Over the course of a year, the vocabulary used by a child in communication increases by 1000-1200 words compared to the previous age and reaches 4000 words. Children actively use nouns with general as well as specific meanings, denoting objects, their individual parts and details, qualities and properties; adjectives denoting material, properties, qualities, condition of objects; verbs with various prefixes and suffixes are widely used. Children learn to use speeches words with opposite meanings - antonyms (friend - enemy, high - low, good - bad, speak - remain silent); words that are similar in meaning are synonyms (walk - walk, walk; sad - sad, joyless).Despite the significant expansion of vocabulary, the child is still far from fluently using words: there are shortcomings and sometimes errors in the use of words and in the construction of phrases when retelling fairy tales, stories, and during a conversation. When communicating with peers, children consciously change the strength and pitch of their voices and use different intonations: interrogative, exclamatory, narrative. The child masters the word in the unity of its meaning and sound, learns to use words in strict accordance with the meaning, and pronounce them correctly. Usually, by the age of 5-6 years, a child correctly pronounces all the sounds of his native language and does not make mistakes in stress. At this age, work should continue to consolidate the correct sound pronunciation and accurate pronunciation of polysyllabic words. Sounds that appear in the speeches later than others. This sounds: [c], [h], [w], [sch], [f], [l], [r]. Special exercises and entertaining material will help automate pronunciation skills.

At the age of 5-6 years, the child learns to distinguish sounds by ear, to carry out elementary sound analysis: determine the place of a sound in a word (beginning, middle, end, sequence and number of sounds. Basic sound analysis skills are necessary for mastering reading and writing. It is at this age that children show interest in sounds speech and letters.

Adults need to pay attention to expressiveness child's speech, his ability to use different intonations, breathing, voice. A common flaw is very fast, emotional speech. Special exercises will help normalize speech rhythm and tempo and improve diction. Six year olds' pronunciation children differ little from the speech of adults.

Thus, by the end of the sixth year of life, the child’s speech development reaches a fairly high level. He has correct sound pronunciation, expressive and emotional speech, and has the vocabulary and grammatical forms necessary for free communication with adults and peers. His statements become more meaningful, more precise, and more expressive.

Publications on the topic:

Card index of games for speech development of children 2–3 years old Games for speech development for children 2-3 years old. Game "Tree". Goal: to activate speech, encouraging the use of prepositions in speech. Description: teacher.

Consultation for parents “Speech development of children 6–7 years old” Speech is the leading process of a child’s mental development. The emotionality of the child, his needs, interests, temperament, character - everything is mental.

Consultation for parents on the topic “Speech development in children 3-4 years old” Good evening, dear parents! Thank you for taking the time to come.

Consultation for parents “Speech development of children 2–3 years old” In our modern world, priority is given to gadgets and computer technology. Communication has been replaced by telephone conversations and social networks.

Consultation for parents “Speech development in children 2–3 years old” Consultation for parents: “Speech development in children 2-3 years old” There is a widespread opinion among parents that if a child speaks, then develop it.

Ekaterina Mikhailovna Pashkina

Chief physician of the Central Clinical Hospital of Omsk

Reading time: 6 minutes

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Article last updated: 05/13/2019

Some parents become very upset when they observe slurred speech in their 6-year-old child. Mom and dad sometimes fall into a real panic when their child does not fit into developmental norms, but we should not forget that each baby is an individual. All children are different, one can easily learn a long poem, another will need a lot of patience and time, some have no problems with speech, while another child has difficulty pronouncing some words.

Therefore, there is no need to panic, you first need to clearly identify the problem and devote as much time as possible to it. There are special exercises, many simple games and various techniques for correcting speech deficiencies. You can contact specialists: a speech therapist or speech pathologist, or you can try to fix the problem yourself. Before starting speaking exercises, it is necessary to understand the characteristics of speech development in preschoolers.

Features of pronunciation in children 6 years old

Naturally, any parent wants their child to be fully prepared for school, and the same applies to the correct pronunciation of words. Sometimes it is difficult for a teacher to understand what a student is saying; such a situation can complicate the learning process. Therefore, one of the main stages of preparation for school should be general speech preparation. Parents need to understand that the process of speech development begins from the very first day of a child’s life before the start of school; here, speaking skills are improved until the age of 14-15.

It is necessary to teach a preschooler to pronounce words unconsciously and spontaneously; for this you need to teach your child to feel, observe other speakers, hear and listen. It is also necessary to create conditions for the child so that he can use his feelings and emotions, and be able to express in language what he feels at the moment.

The development of speech is determined by the following abilities:

• control facial muscles;
• understand the meaning of spoken words;
• remember stable phrases.

General speech training includes not only oral speech skills, but also teaching children to perceive and understand spoken words (listening).

However, there are a number of problems that do not allow a 5-6 year old child to clearly pronounce words, as well as understand the meaning of the speaker’s speech.

Speech development problems

Preschoolers have a number of problems that make it difficult to speak clearly:

1. Logoneurosis, i.e. simple stuttering. Experts note the fact that in the modern world there are more and more children suffering from stuttering. According to some speech therapists, the current rhythm of life, a large number of gadgets, overload with new information, and reduced immunity affect the purity of word pronunciation in children 5-6 years old. It is believed that logoneurosis begins to manifest itself at 2-3 years of age, when the baby just begins to construct his first sentences. Parents should know that childhood stuttering cannot be treated at home; it requires the joint work of a neurologist and a speech therapist. What is important is the time of contacting specialists; if within 6 months after the problem is discovered, father and mother turn to a specialist, then the stuttering is eliminated without remission. However, logoneurosis often returns over time.
2. Alalia, i.e. delay in speech development. This problem is noticed in children with dysfunction of certain areas of the brain. Alalia does not mean that the child has a delay in general intellectual and mental development, however, it is necessary to understand that the inability to speak correctly and clearly can affect the learning process and performance in comparison with their peers. Note to parents: if a 3-year-old child is limited to pronouncing more than a dozen words, then it must be shown to a specialist. With this problem, time is of the essence; the longer the mother delays visiting a speech therapist, the more difficult the process of correcting the problem will be.

1. Dyslalia, i.e. lack of sound reproduction, popularly called karting. It is considered an absolute norm when children 3-4 years old cannot pronounce hissing or whistling sounds, as well as “r”, “l”, etc., because at this age, children are just mastering the ability to speak. But for preschoolers, failure to pronounce certain sounds is no longer the norm; most often this deficiency is associated with an insufficiently mobile tongue. Usually the problem is eliminated by a simple operation: cutting the frenulum under the tongue. Although it is now believed that for dyslalia it is enough to use special exercises that develop tongue mobility.
2. Rhinolalia, i.e. nasality. This disadvantage is due to the structural features of the human speech apparatus, or the presence of growths in the nasal passages. If a nasal tone is detected in their child, parents need to contact a speech therapist and otolaryngologist; only with their joint work can such a problem be solved.
3. Dysarthria is a rare congenital pathology in which a person cannot control the facial muscles, as well as the movement of the speech apparatus. The disease requires serious and complex treatment.
4. Agrammatism is a situation when a child can confuse the endings of words, prepositions, and with this problem the preschooler cannot fully express his thoughts. This phenomenon is not a disease; most likely, parental oversight occurs; if a mother or father does not spend enough time communicating with the child, distorts the pronunciation of words in a conversation with the baby (lisps, imitates baby babble), then the development of speech in children is also inhibited. This problem can be eliminated both at home and with the help of classes with a speech therapist.
5. Impaired mental function. This serious problem is complex in nature; a small vocabulary, agrammatism, dyslalia may be observed, and at the same time, such children are unable to compose a coherent story. In this case, in addition to a speech therapist, parents need to contact a psychologist, neurologist and other specialists.

Each problem in delayed speech development in 6-year-old children is individual, however, together with doctors, father and mother can also participate in the formation of the child’s correct speaking. There are many methods and special exercises that parents can use to practice with their child on their own.

Breathing exercises

If a preschooler speaks poorly, then the first thing to start with when developing correct speaking is breathing. Proper breathing will help the child pronounce all words smoothly, unhurriedly, and pronounce any sounds, even complex sounds, with ease. A lot depends on breathing, for example, if a baby doesn’t say a sound during a conversation, it will be quite difficult to understand it. Oddly enough, but, firstly, the baby must be taught how to blow correctly. There are several easy and fun games that will not only be useful for a 6-year-old child, but also have fun.

1. Bubble. Children simply love to blow bubbles, so your baby will enjoy doing these exercises. The goal is to develop the lip muscles and the ability to breathe smoothly and forcefully. To complicate the task, it is necessary not only to inflate the soap bubble, but also to prevent it from going down with an air stream.
2. “We’re blowing hot tea.” Simply brew a cup of tea and ask to cool the drink using your own breath.
3. Bubble. This simplest game is as follows: an adult should ask the child to depict a bubble, saying: “Inflate the bubble big, big,” and then after the phrase “Burst,” the baby should pronounce the sound “C,” imitating the air coming out.
4. Leaves. Parents need to cut out leaves from paper, tie a thread to them and hang them, now they need to show the preschooler how to blow on the leaves so that they begin to sway as if in the wind.
5. Cubes. This exercise will help develop diaphragmatic breathing. This requires joint play between children and parents. Both lie down on their backs, place a cube on their stomachs and try, using breathing (inhalation and exhalation only through the nose), to raise their cube as high as possible.
6. Air football. You need to roll up small balls of cotton wool, build small gates, now you need to use a stream of air to drive small balls into the gate.
7. Butterfly. You can buy a small and light butterfly, tie it to a string, now you need to use an air stream to make the butterflies fly up.
8. Snowflakes. You need to cut out a small snowflake from paper, put it on your palm and show your baby how to properly blow it off your palm. The main thing is to inhale through the nose and exhale through the mouth.
9. Snake. You can interest your child with another game to practice hissing sounds. The game is played on a carpet, its meaning is to pronounce the sound “SH” for a long time. Mom says: “Let's turn into snakes! The snakes have come out of their holes and are basking in the sun! Snakes like to warm themselves, they hiss with pleasure! Sh-Sh-Sh-Sh.” It is necessary to try to get the baby to take more air into the lungs and pronounce the sound longer. When there is hissing, you should not take an additional breath.
10. And, of course, simply inflating balloons will be great for developing breathing in children 5-6 years old.

Articulation gymnastics

• Lips. It is necessary to compress your lips tightly, pull them forward and fix this position. Without opening his lips, the child should smile. Repeat 2-3 more times.
• Cheeks. An excellent exercise for working the facial muscles in children 6 years old. The baby sits on the carpet and inflates his cheeks one by one, moving air from one cheek to another. Then you need to strongly inflate both cheeks. Repeat 5-6 times.
• Hamster. During this role-playing game, you need to take air into your mouth and imitate the movements of your cheeks, like a chewing hamster. Take air into both cheeks and move it up and down without taking additional breaths.
• Pendulum. The following exercise will help you control not only your facial muscles, but also your tongue. The lips are tightly closed. You need to run your tongue first along the top row of teeth, then along the bottom row. You should try to cover all the teeth.
• I have a sweet tooth. Mom says: “Mmm-mm! So much sweetness!” First, the child needs to alternately run the tip of his tongue along the upper and lower lips. Then the baby needs to cover his upper lip with his lower lip, then lick his upper lip. Do the same with the lower lip. Repeat several times.
• Camel. The next fun exercise is aimed at strengthening the jaw muscles. The lips are tightly closed. It is necessary to rotate the lower jaw, imitating the chewing movements of a camel.
• Ladle. You need to open your mouth, smile, sticking out your tongue. Try to make your tongue shape like a boat. The position is fixed. At this time, the mother should count from 1 to 10. It is necessary to strictly ensure that the jaw is motionless and the lips do not go beyond the boundaries of the teeth.
• Watch. It is necessary to open your mouth and move the tip of your tongue from one corner of your mouth to the other. Do this gymnastics for 1-2 minutes.
• Sucker. You need to ask the child to smack loudly; to do this, he needs to suck his upper lip under his lower lip, and then suddenly throw it out, opening his mouth wide. Then do the opposite: suck your lower lip under your upper lip.
• Spatula. You need to open your mouth, lips stretched into a smile. Place the front of your tongue on your lower lip and hold this position. The mother needs to make sure that her lips do not tense, and she should not smile widely so that the child’s lower lip does not curl up. The tongue should also not stick out too much, just cover the lower lip. The sides of the tongue touch the corners of the mouth. It seems that the exercise is quite difficult, but if you strictly follow the instructions, everything will work out.

Working on diction

Correct diction, i.e. a clear and intelligible pronunciation of each of the sounds and words begins to form in the child gradually, this happens simultaneously with the improvement of the speech apparatus itself. Children aged 5-6 years often have problems with diction, but unclear speech can affect future learning.

Poor diction in a 6-year-old can seriously affect the behavior of a preschooler in society: due to slurred speech, the child becomes withdrawn, his behavior may be accompanied by attacks of aggression, because many people simply cannot understand its pronunciation. As a result, his desire to explore the world around him decreases.

That is why it is extremely important for parents to identify problems with diction in their child as early as possible, and consult a specialist in a timely manner, as well as carry out special gymnastics with the child at home. There are several ways to establish correct diction in children 5-6 years old.

Firstly, the most common exercise for producing correct speech is tongue twisters. To begin with, parents need to speak small and simple sentences. Let the child tap his own rhythm. Learning any tongue twisters should be done in a playful way. Yes, learning these phrases is not easy, but there are a number of simple rules and actions, following which you can achieve excellent results in delivering clear diction to your preschooler:

1. at the very beginning, parents need to try to pronounce the tongue twister together with the child;
2. pronunciation should be slow and clear, syllable by syllable;
3. it is necessary to pay attention to the correct pronunciation of all sounds;
4. it is necessary to explain the meaning of this tongue twister, it is easier for children to remember the meaning of which they understand well;
5. as soon as the tongue twister is learned by heart, it must be pronounced without a voice, only the lips, teeth and tongue work;
6. then the words are spoken in a whisper, each time the tempo of speaking becomes higher, the voice becomes louder.

Here are a few simple tongue twisters that are perfect for teaching diction to preschool children:

• Titmouse, titmouse - sister to the sparrow;
• The eccentric hides a suitcase under the sofa;
• Koshchei is not treated to cabbage soup.

In addition to pronunciation of tongue twisters, there are a number of exercises that help to develop clear diction. Here is one of them: gymnastics is performed on a mat, you need to take a breath. And after one of the parents, pronounce the same phrase with different intonations: question, exclamation, narration. All vowel sounds are sung. It’s great if mom or dad knows how to play the piano; using music, singing sounds is much easier.

Exercise "Gorka". It is necessary to pronounce sounds high when climbing a hill, and low when sliding down. For example, nooooo-ooooon, rooooo-ooooor, naaaa-aaaan, etc.

Development of auditory understanding

For a child’s speech to be correct, he must follow the speaker and understand everything that they are trying to convey to him. K. Chukovsky’s poem “Confusion” is perfect for developing children’s understanding of speech; the mother needs to read an excerpt from the work, and then ask a few questions about where the child found the discrepancy in meaning. For example, do pigs meow? No. What sounds do piglets make? Oink-oink.

You can offer your child the following game: he needs to guess not only the animal from the sounds it says, but who it is: an adult or a baby. Mom makes the sound “Meow-meow.” The child guesses that it is a cat. Next, the parent quietly and gently says “Meow.” The kid must guess that there is a cub in front of him.

There is a paired repetition exercise: first, the mother whispers paired words (spoon-leg, knife-rye, hair-voice, seagull-shirt), and the baby must also repeat all the phrases in a whisper.

Other ways to deliver correct speech

In addition to the above exercises, there are several ways to develop clear speaking in preschool children.

1. Learning short poems and short stories. To do this, the mother needs to re-read the work several times, and then make semantic stops so that the child himself pronounces the next phrase.
2. The baby can also be captivated by describing objects or the actions of other people. For example, a mother can stand near the window and ask her to describe everything that the child sees outside the window, tell what people are doing, what this or that person is wearing. This way the baby will learn to construct his speech coherently and learn to independently describe objects.

All the proposed exercises are very easy to carry out, so the preschooler will be able to correctly structure his pronunciation in a playful way. Parents need to remember that the age of 5-6 years is the time when the development of the speech apparatus is completed and consolidated. Of course, many speech problems can be corrected later, but closer to 8-10 years of age, this will require more time and effort. Before the baby has not yet started school, it is great to study with him at home. Correct and intelligible speech is the key to successful learning in the future and easy communication in society. A person who speaks correctly and clearly is always open to new things, quickly gets along with people around him, and is inquisitive. Therefore, if a mother or father discovers deficiencies in their child’s pronunciation, it is necessary to immediately begin correcting this problem. The younger the child is, the easier it is to speak.