Development of speech breathing in a child

Exercises aimed at developing proper speech breathing are present in almost all speech therapy classes.
The reason for this is the great importance of the ability to control the process of inhalation and exhalation during speech. Even from the school course, we remember that sounds are nothing more than the result of the movement of a stream of air exhaled by the lungs. The quality of speech directly depends on how correctly and efficiently you inhale and exhale.

Speech breathing dysfunction leads to incorrect pronunciation of phrases, lack of fluency of speech, and intonation errors. The vagueness of phrases and the occurrence of forced pauses in statements are a consequence of the underdevelopment of the respiratory system.

Among other things, breathing exercises are also an important “weapon” in the fight for good health. The well-known Strelnikov and Buteyko complexes help cope with many diseases affecting the upper respiratory tract.

Rules for conducting breathing exercises

Undoubtedly, classes will be most effective if they are carried out not only during a lesson with a speech therapist, but also periodically repeated at home. Parents need to remember that breathing exercises and games can tire the child and even cause slight dizziness, so it is important to consider some conditions:

It is best to exercise before meals.
The room in which classes are held must be well ventilated. It's even better if you have the opportunity to exercise outdoors.
You cannot use the artillery attack tactics. Classes should not be long. 3-5 minutes at a time is quite enough.
A teacher or one of the parents needs to monitor the correctness of the breathing process. During breathing, the shoulders should not rise, the muscles of the neck, face or abdomen should not tense.

“Formation of correct speech breathing in children through corrective exercises”

author: Tikhanova Irina Pavlovna

teacher-speech therapist MKOU Vladimirovskaya secondary school

“Formation of correct speech breathing in children through corrective exercises”

“Formation of correct speech breathing in children

through corrective exercises."

Breathing is one of the life support functions of humans. The process of physiological breathing is normally carried out rhythmically, the depth of breathing corresponds to the body's needs for oxygen.

There are three types of breathing: upper costal, thoracic, and thoraco-abdominal (also known as diaphragmatic-costal). With any type of breathing, the diaphragm is necessarily involved, however, the proportion of its participation is different. Clavicular breathing is the least physiologically optimal, since the lower lobes of the lungs are not fully involved.

In children, as they develop physically, the most optimal type of breathing is gradually formed - thoraco-abdominal.

For children with speech impairments, as well as somatically weakened children, to develop the thoraco-abdominal type of breathing, training and activation of the physiological role of the diaphragmatic muscle are required with the help of special corrective physical exercises.

It is known that, along with the main biological function of gas exchange, the respiratory organs also perform a voice-forming function.

Speech breathing is a system of voluntary psychomotor reactions closely related to the production of oral speech. The nature of speech breathing is subject to internal speech programming, and therefore to the semantic, lexico-grammatical and intonation content of the utterance.

The physiological breathing of children with speech disorders has its own characteristics. It is, as a rule, superficial, of the upper costal type, its rhythm is not stable enough, and is easily disrupted by physical and emotional stress. The lung volume in such children is significantly lower than the age norm.

If speech breathing in ontogenesis is formed spontaneously in children without developmental disorders as their speech function develops, then in children with speech disorders it develops pathologically.

In the process of speaking, they experience breath holdings, convulsive contractions of the muscles of the diaphragm and chest, and additional breaths.

In addition to the possibility of convulsive activity in the muscles of the respiratory apparatus and impaired speech exhalation, such children have an insufficient volume of inhaled air before the start of speech, as well as a shortened and irrationally used speech exhalation. The pronunciation of individual words occurs in different phases of breathing - both during inhalation and exhalation.

Thus, preschoolers with speech pathology first of all need to develop lung capacity, and in middle and older preschool age to form a thoraco-abdominal type of breathing. Approximation of these indicators to the norm will allow us to move on to the development of speech breathing in the future, since the thoraco-abdominal type of breathing is the basis for the formation of such a complex psychophysiological function as speech breathing.

Children with acute respiratory diseases, rhinitis, and adenoids are not included in the group.

It is advisable for a speech therapist to check the respiratory function of children when they enter preschool, then repeat the procedure in the middle and at the end of the year.

When studying respiratory and vocal functions, the type of physiological breathing is noted (upper clavicular, diaphragmatic, abdominal, mixed), breathing volume (sufficient, insufficient), duration of speech exhalation, voice strength (normal, excessively loud, excessively quiet, dull voice), voice modulation.

Before carrying out breathing exercises in the room, it is necessary to wipe off dust and ventilate it. Breathing exercises are not recommended after meals. It is necessary to ensure that during the exercises the muscles of the arms, neck, and chest do not strain. It is recommended to perform the exercises in loose clothing that does not restrict movement.

Card file of breathing exercises in the middle group.

Exercise “Autumn leaves”.

Development of long, directed, smooth exhalation.

The speech therapist invites the children to a stand on which a cord with dry yellow birch leaves attached to it is stretched. The leaves are at the level of the child's mouth.

Speech therapist. What tree did these leaves fall from?

Children. From a birch tree.

Speech therapist. Right. What are they?

Children. Yellow.

Speech therapist. Let's blow on the leaves to make them spin in the air. Look how I do it.

The speech therapist slowly draws air through his mouth, stretches his lips with a tube and blows on the piece of paper without puffing out his cheeks. Next, the children perform the exercise. The speech therapist makes sure that children do not raise their shoulders when inhaling and do not puff out their cheeks when exhaling. The exercise is repeated no more than 3-5 times, so as not to provoke dizziness in children.

Speech therapist. You've done your exercise. Well done.

Exercise with a breathing simulator.

Development of long, smooth exhalation.

(The exercise machine is a curved plastic tube with an extension at the end. A foam ball is placed on the extension. The child performs the exercise while standing.)

Speech therapist. And now you will be... wizards! If you do everything I say and show correctly, the balls will hang in the air and will not fall while you blow into the tube. Want to try?

Children. Yes.

Speech therapist. Then watch carefully and remember.

Next, the speech therapist shows how the exercise is performed. With one hand he takes the tip of the tube and holds it to his mouth, with the other hand he supports the curved part of the tube below (the ball lies on the bell). The speech therapist inhales through his nose and begins to slowly blow into the tube, without puffing out his cheeks or raising his shoulders. Then he invites the children to stand up, take the exercise equipment correctly and places the balls on the sockets.

Children, at the command of the speech therapist, take a breath, and then, on command, begin to blow. The speech therapist ensures that children do not puff out their cheeks or raise their shoulders during the exercise. The exercise is performed 3-5 times so as not to cause dizziness in children.

Exercise “Recognize a vegetable.”

(Education of correct physiological breathing. Development of deep breaths.)

We've looked at the vegetables, now let's smell them. First, let's smell the cucumber slices. Look how I smell them.

The speech therapist shows how to take a deep breath through the nose: smoothly, slowly, without lifting the shoulders. Children take turns sniffing cucumber slices. Then the speech therapist and children take turns sniffing onions, garlic, dill and memorizing the smells.

Speech therapist. Now let’s see if you remember what vegetables smell like.

The speech therapist blindfolds the children one by one and offers them to smell the vegetables, making sure that they inhale correctly, without raising their shoulders. Children take turns smelling the vegetables and naming them.

Speech therapist. What a great fellow you are! We recognized all the vegetables by smell.

Exercise “Recognize the fruit”

Developing deep breaths.

The speech therapist invites the children to a large table on which there is a dish with an orange, an apple and a peach. The teacher cuts the fruit into pieces and invites the children to smell the fruit and remember its smell. It is imperative to show how to sniff correctly without raising your shoulders.

Speech therapist. We smelled a fragrant apple, a fragrant peach and a fragrant orange. Now I’ll check how you remember the smell of these fruits.

The speech therapist blindfolds the children one by one and offers them to smell the fruit. Children name fruits.

Speech therapist. Well done! You recognized all the fruits.

Breathing exercises. Exercise 1.

Diaphragmatic breathing while lying down. Education of diaphragmatic breathing.

The speech therapist places the children on the carpet on their backs and asks them to place their left hand on their stomach and their right hand on their chest.

Speech therapist. Now, at my command, you will take a deep breath through your nose so that the air enters your tummy and the tummy inflates. And then exhale through your mouth so that your tummy deflates.

The exercise is carried out no more than 3-4 times, so as not to provoke dizziness in children. (In the subgroup, the speech therapist conducts breathing exercises only after they have been practiced with each child in an individual lesson.)

Exercise "Steamboats".

Development of smooth long exhalation.

The speech therapist invites the children to stand facing in a circle and hands them clean plastic bottles of vitamins.

Speech therapist. And now you and I will turn into steamships and learn to hum like them. Place the bubbles on your lower lip, fill your bellies with air and blow into the bubbles until you hear a beep. Blow through pursed lips without puffing out your cheeks.

The speech therapist makes sure that children do not raise their shoulders when inhaling and do not puff out their cheeks when exhaling. If necessary, the speech therapist demonstrates how to perform the exercise correctly.

Speech therapist. You were wonderful steamboats!

Breathing exercises. Exercise 2.

Diaphragmatic breathing while standing. Education of diaphragmatic breathing.

The speech therapist places the children against the wall so that the children touch it with the back of their head, back and heels.

The exercise is carried out no more than 3-4 times, so as not to provoke dizziness in children.

Breathing exercises. Exercise 3.

Development of speech breathing.

The speech therapist invites the children to go out onto the carpet.

Speech therapist. Lie on the carpet on your back, place your left hand on your stomach and your right hand on your chest. At my command, you will inhale and send air into your tummy so that it inflates. On command, together with me, you will exhale air and count to five so that your tummy retracts.

The exercise is performed 3-4 times.

Exercise “Let’s blow on tea.”

Development of physiological breathing, formation of a directed air stream.

The speech therapist invites the children to stand near their chairs and hands them flat images of cups with pieces of cotton wool glued to them.

Speech therapist. I suggest you drink tea, but it's hot. Let's blow on it. At my command, you will inhale and blow on the “steam” without puffing out your cheeks, stretching out your lips like a tube. Like this.

The exercise is repeated 2-3 times.

Exercise “Hot porridge”.

Education of physiological breathing, production of a directed air stream.

The speech therapist gives children flat images of plates with porridge and pieces of cotton wool glued to them - steam.

Speech therapist. Look at the porridge in the bowls. She is hot, steam rises above her. Let's remember the poem about porridge.

This is porridge for Lyubasha,

Steam rose above the porridge.

Where is the porridge?

No. All!

Take a plate of porridge so that the steam is in front of your lips. At my command, you will inhale and blow on the steam, stretching out your lips with a tube. Don't puff out your cheeks.

The speech therapist ensures that the “plate” is no more than 10 cm from the child’s lips. The exercise is repeated 2-3 times.

Exercise "Snowballs".

Development of physiological breathing, production of a directed air stream.

The speech therapist invites the children to go out onto the mat and gives each of them a ball of cotton wool, offering to place it on the palm of their hand, located at the level of the mouth at a distance of no more than 10 cm.

Speech therapist. Inhale and blow on the “snowball” without puffing out your cheeks, stretching out your lips like a tube.

The exercise is performed 3-4 times.

Game "Blizzard".

Development of speech breathing, voice strength.

The speech therapist invites the children to stand in a line.

Speech therapist. Now I’ll tell you a riddle, and you can easily guess it if you remember the picture you looked at yesterday.

Who throws snow in your face

Sweeping onto the porch?

Who howled in the chimney?

Who opened the gate?

Children. Snowstorm.

Speech therapist. Well done! Let's try to depict a blizzard. Stretch out your lips with a tube and sing protractedly: ooo-oo-oo.

Children. Woohoo!

Speech therapist. And now I will show with my hand whether the blizzard is howling louder or quieter. If the hand is raised, then the blizzard gets louder. If the hand lowers, the blizzard becomes quieter.

The exercise is carried out 2-3 times.

Exercise "Birds".

Development of physiological respiration.

The speech therapist gives the children paper tits (at the next lesson - bullfinches).

Speech therapist. Look how beautiful the tits are. Now we will teach them to fly. Place the bird on your palm. Hold your palm in front of your lips. Like this. (Shows.)

At my command, you will take a breath and begin to blow on the titmouse, stretching out your lips like a tube, without puffing out your cheeks.

The exercise is performed 3-4 times.

Game "Captains".

Education of directed long exhalation.

The speech therapist invites the children to a large table on which there is a basin with blue water.

Speech therapist. And now we will imagine that we find ourselves on the bank of a blue river, and we will send blue boats to sail. (Hands out blue paper boats to the children.)

You will be captains. Lower your boats into the water. Each of you will blow on the sail of your boat to make it float. You will blow at my command. Inhale through your nose. Blow on the sail, stretching out your lips with a tube. Don't puff out your cheeks.

The basin with water should be positioned so that the sail of the boat is at the level of the child’s mouth. The exercise is performed 3-4 times so as not to provoke dizziness in children.

Speech therapist. Well done! Great captains! Your boats have set sail. Give yourself a clap.

Breathing exercises. Exercise 4.

Development of speech breathing.

The speech therapist invites the children to stand on the carpet and invites them to take the starting position to perform a breathing exercise. Children stand up straight with their hands down. At the command of the speech therapist, they inhale for three counts, hold their breath, and then count to five as they exhale. The speech therapist makes sure that children do not raise their shoulders when inhaling.

Breathing exercise “Colorful snow”.

Development of breathing, formation of a directed air stream.

The speech therapist invites the children to go out onto the carpet.

Speech therapist. At the New Year's party, there is always fun around the Christmas tree, music is playing, confetti is swirling, colorful “snow” is swirling. Now I will pour confetti on your palms, and you will blow so that this multi-colored snow swirls in the air. Remember, you need to blow with your lips stretched out with a tube, without puffing out your cheeks.

The exercise is performed 2-3 times.

Exercise “Pleasant smell”.

Development of speech breathing.

The speech therapist takes out a spruce twig.

Speech therapist. Do you know how delicious a spruce branch smells? It smells of greenery, forest, freshness. Let's smell it. Stand near the chairs, lower your arms. I will hold a twig to the nose of each of you. At my command, you will take a breath, smell the twig, and then exhale and as you inhale say: “Oh, what a pleasant smell!”

The speech therapist performs the exercise with each of the children.

Game "Pleasant smell".

Development of speech breathing.

The speech therapist takes out a plate with a tangerine, peels the tangerine and breaks it into slices (at the next lesson - an orange.)

Speech therapist. Do you know how delicious tangerine smells? Let's smell it. Stand near the chairs, lower your arms. I will bring a tangerine to the nose of each of you. At my command, you take a breath, smell the tangerine. And then you exhale and say: “Oh, what a pleasant smell!”

A speech therapist approaches each child.

Breathing exercise “Blow on a snowflake.”

Development of physiological breathing, production of a directed air stream.

The speech therapist invites the children onto the carpet and gives them small paper snowflakes.

Speech therapist. Let's resist the blizzard, and to do this let's blow on the snowflakes. Place a snowflake on your palm, raise your palm to your mouth, move it away and blow on the snowflake, stretching out your lips without puffing out your cheeks.

The exercise is performed 3-4 times.

Breathing exercises.

Exercise No. 5 (to establish breathing)

Development of speech breathing.

The speech therapist invites children to stand up straight, lower their arms, take a calm breath, “send air into their tummy,” and count to five and back as they exhale.

The exercise is carried out 2-3 times.

Breathing exercises. Exercise No. 6

Development of speech breathing.

The speech therapist invites the children to stand up straight and lower their arms. Inhale and as you exhale count from one to five and in reverse order, then take in air and count to five again, then take in air again and count from five to one.

Breathing exercises. Exercise "Steamboats".

Production of a directed air stream.

The speech therapist invites the children to stay on the carpet, stand in a circle and hands them plastic bottles.

Speech therapist. And now you and I will turn into steamship captains, but for this we need to learn how to blow the whistle. Place the bottle on your chin. Like this. Inhale and blow into the bottle, stretching out your lips without puffing out your cheeks, so that you can hear a long beep.

The exercise is repeated 3-4 times.

Breathing exercises. Exercise “Colorful boats”.

Formation of a directed air stream.

The speech therapist invites the children to the inflatable pool standing on the table and invites the children to squat around the table.

Speech therapist. Lower the boats into the water. Now we will hold a competition. Let's see whose boat will sail further. You will inhale and blow on the sail of your boat at my command. Remember to stretch your lips out and not puff out your cheeks.

The speech therapist makes sure that the sails of the boats are located at the level of the children’s mouths. The exercise is performed 3-4 times. Then the speech therapist suggests taking the boats out of the water and putting them on the table to dry.

Breathing exercises. Exercise 7.

Development of speech breathing.

The speech therapist invites the children to stand facing her, look carefully and listen to how she does the exercise. The speech therapist takes a breath, holds his breath, and then pronounces as he exhales the proverb “It’s warm in the sun, good in mother’s presence.”

Speech therapist. You saw that I inhaled, then held my breath, and then as I exhaled, I said the proverb. Let's try to do this together.

The exercise is repeated 3 times.

Exercise “Let’s rock the toys.”

Education of correct breathing.

The speech therapist suggests that the children lie down comfortably on the carpet so as not to disturb each other.

Speech therapist. Let's take a little rest. Close your eyes. Relax. Imagine that your body has become light and free, like a cloud.

The children are resting. Light music is playing.

Speech therapist. Now open your eyes. Let's do the "Rock the toy" exercise.

The speech therapist places a small soft toy on each child's stomach.

Speech therapist.
Inhale, send air into the tummy, inflate it so that the toy rises. Exhale to lower the toy. You will do the exercise at my expense. One, two. One, two. One, two. Well done. Place the toys on the carpet. Slowly, while lying down, stretch. Sit down slowly. Stretch while sitting. Now get up. Stretch while standing. Drop your hands. Stretch up. Inhale. Drop your hands. Exhalation. “Formation of correct speech breathing in children through corrective exercises”

Correct speech breathing - how it should be:

Active inhalation is performed exclusively through the nose.
Exhalation should occur through the mouth, long, evenly, without jolts or pauses.

Sometimes children exhale through their nose. Try simply closing the nasal passages with your fingers so that the child understands what is required of him. Explain that the lips should not be pursed or tense when exhaling. They need to be pulled out with a “tube”.

For self-control during classes, ask the child to place his palm between the ribs and stomach (diaphragm). During inhalation, the front wall of the abdomen and chest rise slightly, as if “moving away” from under the palm, and as you exhale, they fall, returning to their original place.

Speech breathing is the basis of correct speech

Summarizing everything said above, we can conclude that speech breathing is breathing that requires correction or control. Otherwise, we would have to control the rhythm of the shift and the length of speech segments, which we do not do, even when we read a poem, each line of which has a repeating meter. Most people do not have problems adjusting their breathing to their speech, since their everyday speech does not involve significant stress. We consider the following to be significant loads:

singing;
speaking large volumes of text;
any public speaking with an oral program;
long dialogues.

As soon as an unprepared person is faced with the need to speak a lot, loudly, expressively, the automatic adjustment of breathing to speech begins to malfunction. It's like getting off the couch and trying to run a cross-country race.

In order to develop speech breathing sufficient for all types of loads and bring it to automaticity, you need to practice, for example, at a speech development school or on your own. The principle is the same as in muscle development: if you constantly load the same muscle group, the body begins to build them. Accordingly, to improve speech breathing performance, the speech and respiratory organs should be loaded daily.

The mechanism of proper breathing

Physiological breathing (during silence) is carried out in the following order:

Short breath.
Exhale quickly through relaxation of the respiratory muscles.
Pause.

The main difference between speech breathing lies in point 2: when exhaling, we can no longer simply relax the muscles and allow the air to escape under the weight of the lower ribs. It is the process of relaxation of the respiratory muscles that must be controlled, because it is only possible to dose the exhaled air in this way. Which muscles are considered respiratory:

diaphragm;
intercostal muscles;
muscles that lift the ribs;
serratus muscles;
quadratus lumborum muscle;
iliocostal muscle.

There are a number of muscles that are indirectly involved in the respiratory process. We will not list them, because the essence of their work is to support the functions of the main respiratory muscles, and with training they will also receive an impetus for development.

Games and exercises for the development of speech breathing in children

Working on the formation of correct exhalation

At first, it is necessary to teach the child proper physiological breathing, to help develop the duration of exhalation and its strength. The following games are suitable for these purposes:

“Smelling the flowers.” Inhale air through your nose, hold your breath for a while, and exhale completely.
"Let's blow out the candles." For some reason, all children love to blow out candles :-) Use this for educational purposes. Inhale deeply through your nose and exhale evenly and forcefully through your mouth. When one candle can be easily extinguished, you can play birthday cake. An excellent opportunity to practice controlling the duration and force of exhalation.
"Dandelions". It's so fun to blow parachutes off dandelions while walking! A great exercise for outdoor activities. Remember the old game “Grandfather or Grandmother” - if all the fluff is blown away from the dandelion, then the bald head of the “grandfather” will remain, and if something remains, then it will be the “grandmother” with a modest hairstyle.
"Ships". Launch paper boats into a bowl of water and show your child how to move them by blowing strongly forward. Whose ship will sail further? The main rule is that one “time” of the game is one exhalation.

There are actually quite a lot of similar games. Parents themselves will quickly remember them or come up with their own. You can collect dry autumn leaves and lay them out on the table and create a real fall of leaves by blowing hard on them. You can play football by exhaling and trying to push a ping-pong ball into the designated goal with a stream of air. You can roll pencils across the table using the power of your breath. The main thing is to monitor the correct inhalation and exhalation and not let the child get overtired!

Breathing training using speech material

Onomatopoeia. On one exhalation, the child must pronounce sounds, following the teacher’s instructions. For example:
the wolf howls - “Uuu-uuu”;
the rain is dripping - “drip-drip-drip”, etc.
Good help in training speech breathing is provided by such exercises in which vocal material is combined with movements:
“clock” - starting position as in the previous exercise, arms up. Inhale through the nose, tilt to the side as you exhale “Boom!” (we imitate the motion of a pendulum);
“chauffeur” - in a standing position, arms extended forward, palms clenched into fists. While pretending to rotate the steering wheel with his hands, as he exhales, the child imitates the sound of the engine “Rrrrr”.
"Who is bigger?" During one exhalation, the child must say an ever-lengthening phrase, for example, “Cat. The cat is running. The cat is running home." Compete with your child to see who can say the most words. Important: make sure that the pace of speech does not speed up and that the exhalation is uniform.
For classes, you can use memorization of children's short poems. The main task is to pronounce the lines while maintaining proper breathing.
Tongue twisters stimulate not only the clarity of pronunciation of sounds, but also the observance of rational exhalation. Be sure to draw the child's attention to the correct, uniform exhalation.

Progress of the game: Offer the kids an active game.

– Which of you likes to travel? Raise your hands who rode in the car. Now raise your hands who rode the train. Let's play cars - the car is driving and beeping "BEE-BEE!"

And now let’s turn into trains -
“TU-TU!”
Show how the car drives - walk around the room, turning the imaginary steering wheel. Imagining a train, rotate your arms bent at the elbows forward and backward.

Make sure that children pronounce two syllables in a row on one exhalation. Gradually, you can learn to pronounce more syllables on one exhalation: BI-BI-BI! TU-TU-TU-TU! Make sure children are not overtired.

Pinwheel

Goal: development of long, smooth exhalation; activation of the labial muscles.

Equipment: spinning toy.

How to play : Before starting the game , prepare a spinning toy. You can make it yourself using paper and a wooden stick.

Show your child the fidget spinner. On the street, demonstrate how it begins to spin when the wind blows. Then offer to blow on it yourself:

- Let's make a wind - let's blow on the turntable. That's how it turned out! Blow even harder and the spinner spins faster.

The game can be played individually or in a group of children. Pinwheel - a game for the development of speech breathing in preschoolers

Roll, pencil!

Goal: development of long, smooth exhalation; activation of the labial muscles.

Equipment: pencils with a smooth or ribbed surface.

Game progress : The child is sitting at the table. Place a pencil on the table at a distance of 20 cm from the child. First, the adult shows how to blow forcefully on a pencil so that it rolls to the opposite end of the table. Then he invites the child to blow on the pencil. The second participant in the game catches the pencil at the opposite end of the table. You can continue the game by sitting opposite each other and rolling each other's pencil from one end of the table to the other.

When organizing a game in a group, you can arrange a competition: two children sit at a table with pencils in front of them. You can only blow on the pencil once. The one whose pencil rolls farthest wins.

The birds are talking

Goal: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO, KU-KU, QUACK-QUACK-QUACK, KU-KA-RE-KU, CHIK-CHIRK.

Speech technique, exercises. Speech breathing - ANNOUNCERS.com

Wind whistle: SSSSSSS...

The sound of the forest:
SHSHHHHHH...
The sound of a mosquito: ZZZZZZZ...

Bee buzzing: ZHZHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH…

The cry and cawing of a crow: KRR! KRR! KRR!...KARR! CARR! CARR!…

Magpie chatter: TRR! TRR! TRR!…

Engine roar: RRRRRRRRRRRRR...

The sound of an electric bell:
RRRRRRRRRRR...
Here you should pay attention to the operation of the diaphragm. Then her voltage is minimal. The air seems to flow out into nature - with the buzz of a beetle or the noise of the forest. When the engine rumbles or an electric bell sounds, the voltage increases. The air is expelled forcefully. When a crow screams and croaks, or a magpie chatters, the diaphragm moves energetically and actively, pushing out the air in jerks.

Voluntary control of exhalation

Imagine that you are standing in the sea up to your chest. Breathing is calm. Hands extended to the sides. Now sharply lower your arms down to your sides, while exhaling air. The sea water raises your hands again - at this time you need to inhale. Lower your arms again, counting out loud: one, two, three. Raise your hands with a sigh and lower them, counting: one, two, three, four, five, six. Then until 9, 12, 15, etc. Then reverse order. It is imperative to coordinate the movement of your hands with the counting. Until you finish counting, don’t give up ahead of time. Try to feel the resistance of the water under your hands. They fall smoothly because... the water holds them, and you can easily manage them: sometimes lower them down more slowly, sometimes faster.

Air intake training

We imagined that we were skiing, with ski poles in our hands. Feet together. Slightly alternately pushing off with sticks, we slide faster and faster. On the count: one! two! (out loud) - pushed off, first with one hand, then with the other, squatting slightly. On the count: three, four - (mentally, not out loud) - inhale, while continuing to push off. Counting: five, six - out loud, seven, eight - mentally. Etc.

And now we continuously, without pauses, count all the numbers out loud, running faster, moving faster, squatting deeper, counting faster. At the same time, do not hold your breath. We automatically take a breath. You should not think about breathing, but listen to how the voice sounds. Speech must be free! If you feel tension in the sound of your voice, then instead of words you can substitute syllables: mmu! mmo! mma! Mme! Mmi! mmm!.. The consonant sound “m” will help relieve tension from the vocal apparatus, because requires less energy to pronounce, while being the most sonorous. And the breath is expelled in jerks on the words of the count.

Breath control exercise

Stand in front of the mirror, straighten your back, do not hunch. Fill your lungs with air in three seconds. Take in the air through your nose so that the stream goes into the middle of the nostrils and does not spread along their walls. In no case should the air be drawn in, but flow in smoothly and evenly. Make sure your inhalation is silent. Hold the air for the next three seconds. Keep your ribs raised and spread apart as you inhale in this position. Finally, over the next three seconds, exhale. The air passing through the nose should not touch its walls. The exhalation should be uniform, smooth, without shocks and silent. The lower ribs relax, and the shoulders and upper chest should not droop. Do all this on the first day. On the second day, hold the air for 4 seconds, on the third day - for 5. Let's arrange it in the form of a table:

First day 3 - 3 - 3 Second day 3 - 4 - 3 Third day 3 - 5 - 3 Fourth day 3 - 5 - 4 Fifth day 3 - 5 - 5 Sixth day 4 - 5 - 5 Seventh day 5 - 5 - 5

At first, do the exercise for no more than one and a half minutes. On the first day, do the exercise ten times. On the second day, repeat the previous exercise twice and move on to the next one. And so on. When these exercises are easy, move on to this scheme:

5 — 5 — 6 5 — 5 — 7 5 — 5 — 8 5 — 5 — 9 5 — 5 — 10 6 — 5 — 10 7 — 5 — 10 8 — 5 — 10 9 — 5 — 10 10 — 5 — 10

After two months, the exercise time can be increased from one and a half to two minutes. With a weak and diseased heart, it is necessary to limit air retention in the lungs.

Exercise "hexameter"

Take one of Homer's works. "Iliad" or "Odyssey". For example:

«He walked along a rocky path up from the bay, through the wooded mountains, to where Athena said, where the divine swineherd lived, caring about the affairs of the lord more than all the household, the slaves of Odysseus. He found the swineherd sitting in the hallway. The courtyard stretched out in front of him wide in a place protected all around. He surrounded the entire hut. In the absence of the owner, the swineherd fenced off the yard for the pigs, having hauled stones, without asking the lady, without asking the elder Laertes. Wild pear trees crowned that high stone fence.”

Read aloud one line of poetry in one breath without pauses:

He took a rocky path up from the bay

Then, also without pauses, in one breath, read two lines - the same one and the next one:

He followed the stone path up from the bay, through the wooded mountains, there, as Athena said,

Then three lines:

He went along a rocky path up from the bay Through the wooded mountains, there, as Athena said, Where the divine swineherd lived, about the affairs of the lord

Add one line at a time until you can breathe. Then reverse the order. With practice, you will be able to read quite a lot in one breath. The purpose of these exercises is to develop the mobility and freedom of the diaphragm so that it can serve the speaker’s speech and maintain support under various speech characteristics.

Try to come up with your own breathing exercises. For example, you can imitate the actions of a woodcutter. Accompany the blow of the ax with a sound similar to “he”! The air with this sound is expelled from the lungs and, due to the movement of the diaphragm, they are instantly filled again. Exhalation and inhalation are short, energetic, free. Just don't overexert yourself! Chop easily, playfully.

Don’t let this activity seem like some kind of eccentricity to you. This is a normal feature of voice training. A good mood and game components help to relax the body, especially the muscles of the phonation pathways. And therefore, it is possible to quickly identify the natural timbre of the voice and develop it most effectively. Less irony, more faith, and you will definitely be able to develop your speech and learn to speak beautifully and freely!

Recommendation for parents on the speech development of preschoolers

It is important to understand that only a qualified preschool specialist can give competent and effective recommendations. As a result of the examination, he will determine whether the child’s speech breathing is impaired and will show exercises for children. It will also choose the direction of development. The specialist may recommend enrolling the child in a group for diverse communication or send him to a preparatory speech therapy kindergarten.

There is a specialized kindergarten

Breathing exercises

Exercises for child speech exist in large quantities. The main thing is to develop a habit in your child and make training fun for him.

Exercises for children's speech development:

Take in more air through your nose, inflating your stomach, and hold your breath. Release the air through your mouth. Every day, gradually increase the time you hold your breath.
Having taken in more air, release it with pauses, in small portions.
Exhale normally and calmly and try not to inhale for longer.
As you exhale, pronounce a low “oo-oo-oo.”
As you exhale, pronounce a high-pitched “pee-pee-pee.”

Games for children from 2 to 4 years old for speech development - tips for parents

Principles of speech development in preschoolers

There is a group of fundamental principles:

comprehensive development (speech, intellectual, motor development);
the principle of real communication;
the principle of development of linguistic intuition;
the principle of the versatility of speech development;
cognitive principle.

Formation of emotionally rich speech, rich in intonations

To create the appearance of emotionally rich speech with rich intonations in a child, first of all you need to communicate a lot with him. Answer his questions in detail, without ignoring the questions, and also teach the child himself to answer in detail.

Note! High-quality children's literature is important. You should definitely read it out loud to your child. It is important to “live the dialogues” and not read with one intonation, i.e. expressiveness is needed.

If, despite his young age, the baby already knows how to read, then role-playing reading with him will be an excellent training. Theatrical activity is an excellent activity in achieving this goal. It is worth practicing a small skit with your child at home, holding an art concert in which both the preschooler and all family members will participate, and showing a performance.