Norms and deviations in the development of phonemic hearing in children, methods of its formation

For correct speech, and subsequently writing and learning, it is very important that the child distinguishes sounds well. The period of intensive development of phonemic hearing in children occurs during preschool age. At 4 years old, maximum at 5–6 years old, it should be fully formed. How to test phonemic awareness and how to develop it, read on.

What is phonemic awareness?

The auditory analyzer, the organ of hearing, which includes the ear, nerves and special centers in the cerebral cortex, is responsible for the ability to hear. It converts sound vibrations into nerve impulses, which are then transmitted to the central parts of the brain and cause certain human reactions. There are two types of hearing: physical and phonemic. The first determines the ability to perceive natural and household noise, as well as music.

Phonemic hearing allows you to hear and distinguish the sounds of human speech. Thanks to him, the child learns not only to understand speech and speak, but also to grasp the meaning of what is said, depending on the nature of the sounds (intonation, stress, endings, etc.). For example, hearing the difference between the similar “bear” and “bowl”, the mournful “oh” and the surprised one, the flowers “carnations” and daddy’s “carnations”.

How to develop phonemic hearing? Consultation on speech therapy on the topic

How to develop phonemic awareness?

What is phonemic hearing and phonemic awareness?

A phoneme is a sound that gives a word a specific meaning. Let's take, for example, a couple of words: catfish - house. The words sound similar, they differ by only one phoneme, but it is precisely because of this difference that similar-sounding words have completely different meanings: catfish - fish, house - building.

Thus, phonemic hearing is understood as an innate ability that allows:

• recognize the presence of a given sound in a word;
• distinguish between words consisting of the same phonemes, for example, bank - boar, cat - current;
• distinguish words that differ in one phoneme (as discussed above): mask-Mashka, dot-daughter, etc.

Phonemic perception refers to the mental actions of isolating phonemes from a word, distinguishing them, determining their position in a word (beginning, middle, end), as well as establishing the sequence of sounds in a word. The highest stage of development of phonemic perception is sound analysis and synthesis, i.e. the ability to determine the sound composition of a word (“parse a word into sounds”, “assemble a word from sounds”). Only by mastering sound analysis can one master reading and writing, since reading is nothing more than synthesis, and writing is analysis.

Phonemic hearing has a decisive influence on the development of a child’s speech as a whole: a lag in the development of phonemic hearing leads to impairments in sound pronunciation, the formation of coherent speech, and speech therapy diagnoses that are now so common as dysgraphia and dyslexia, that is, to impairments in the development of literate writing and reading skills.

How does phonemic hearing develop?

The development of a child’s phonemic hearing occurs gradually in the process of his communication with those around him. Therefore, from birth, try to talk to your child as often as possible, read him poems and fairy tales, sing lullabies and children's songs. The sensitive period for the development of phonemic hearing is the age from 6 months to 2 years. However, he continues to improve throughout preschool age. The final maturation of the areas of the cerebral cortex responsible for phonemic perception is completed by 5–7 years. By the age of 7, a child’s speech becomes closer to that of an adult.

Development of phonemic hearing in the first year of life

Normally, from the third week of life, the child reacts to sharp sounds, and at two months begins to listen to quieter sounds. A three-month-old baby turns his head towards the source of the sound and reacts to it with a smile. You may notice that your baby likes music. From three to four months the baby begins to imitate sounds (humming appears, then babbling); by six months the baby recognizes his name. By the end of the first year of life, the baby distinguishes and pronounces frequently used words.

Development of phonemic hearing in the second year of life

In the second year of life, a child’s phonemic hearing develops very actively. The child can already distinguish all the phonemes of his native language, although his speech itself is far from perfect. By the end of the second year, the baby can by ear identify an incorrectly pronounced sound in the speech of adults or other children and wonder why not a “bug”, but a “bow” flew by.

Development of phonemic hearing in the third and fourth years of life

By the end of the third year of life, the child can distinguish similar phonemes and words that sound similar by ear. When pronouncing, the child tries to maintain the syllabic structure of words, although he does not pronounce all sounds, for example, “ti-ti-ta” instead of “car-ti-na” or “do-do-dil” instead of “kro-ko-dil”. It is very important that during this period the child begins to hear his own speech: he can notice an incorrectly pronounced sound and correct himself.

Development of phonemic hearing in the fifth to sixth years of life

In the fifth year of life, the child learns to determine the sequence and number of sounds in a word (this process is called phonemic analysis), and can assemble a word from sounds (this process is called phonemic synthesis). These skills are essential to mastering reading and writing. Many children at this age themselves begin to show an active interest in words, letters, and games with sounds: they come up with words for a certain sound, name the first and last sounds in a word. Some children ask to be taught how to read and try to write something themselves. A five- to six-year-old child can also clearly distinguish between increasing or decreasing the volume of speech, slowing down or accelerating its tempo.

How to determine the level of development of phonemic hearing

What should alert you:

1. absence of humming and babbling in a baby aged 4–6 months;
2. lack of reaction to one’s name at the age of 6-7 months, to frequently used words – at the age of one year;
3. replacing a sound with one similar to it in one’s own speech and not distinguishing words that sound similar in sound in the speech of others at the age of 4–5 years;
4. a strong lag in the child’s speech development from generally accepted norms of speech development.

Once again, I would like to note that the cause of many speech disorders (incorrect sound pronunciation, delay in the formation of coherent speech) is very often the underdevelopment of phonemic hearing (distinguishing sounds by ear) and phonemic perception (determining the sound composition of a word).

In order to check the child’s readiness for learning to read and write and, accordingly, the level of development of phonemic hearing and perception, the following technique is used: the child is told a tongue twister - not quickly, but at a normal pace, and is asked to repeat it. If a child confuses letters in words and rearranges syllables, he will have to work hard to develop his phonemic awareness.

If you have concerns about your child's lack of phonemic awareness, you should first test your child's physical hearing. If everything is fine with him, you can develop phonemic awareness in the form of games at home. However, remember that in particularly difficult cases of delayed phonemic awareness, you may need the help of a specialist - a speech therapist.

How to develop phonemic hearing

Since phonemic hearing develops gradually, special exercises for its development can also be divided into several stages. Start with the very first stage, if the child copes well, move on to the next one.

Stage 1 – recognition of non-speech sounds

These exercises are aimed mainly at developing physiological hearing and auditory attention.

“Listen to silence”: invite the child to close his eyes and listen to the silence. Of course, there will not be complete silence around you, but there will be different sounds: the ticking of a clock, the slamming of a door, the conversations of neighbors upstairs, a car honking from the street and the screams of children on the playground. When the child opens his eyes, ask him what sounds he heard in the silence. Explain to your child that sound is what we hear. Tell us about the sounds that you heard. You can play this game at home, on the playground, on a busy sidewalk, in the village - you will hear different sounds every time.

“Find a sound”: you will need an object that sounds independently - an alarm clock or, as a last resort, a telephone. Hide it in a secluded place and ask your child to find it. This game is very popular with young children who already crawl or walk confidently. An older child can be blindfolded and ring a bell or tambourine.

“Guess what it sounded”: listen with your child to different everyday sounds: the clink of a spoon on a plate, the sound of water, the creaking of a door, the rustling of a newspaper, the rustling of a bag, a book falling on the floor, the creaking of a door and others. Invite your child to close his eyes and guess what it sounded like. You can play this game with musical instruments: metallophone, tambourine, drum, maracas, flute and so on.

“Noisemakers”: you will need several plastic jars or containers from Kinder surprises. Fill them with cereals: millet, buckwheat, peas, beans. Make two identical containers. Ask your child to match each container by sound.

“Making sounds from everything”: show your baby that with a spoon, pencil or stick you can make sounds from all surrounding objects: walls, tables, cabinets, plates, and so on. Different objects will produce different sounds: loud and quiet, voiced and dull. If you take a metal, wooden and plastic spoon, then different sounds will be obtained from the same object. An older child can be asked to guess what it sounded with their eyes closed.

Stage 2 – distinguishing pitch, strength, timbre of voice

These exercises also train the child's auditory perception.

Guess Who: Your voice sounds a little different over the phone or on a recording than it does in real life. Ask your child to guess who is calling on the phone, or record your loved ones' voices on a tape recorder or computer and ask your child to guess who is speaking.

“Loud - quiet”: agree with your child that he will clap his hands when you say words loudly, and clench his hands into fists when you say words quietly. You can take other actions. Then you can switch roles: the child says the words quietly and loudly, and you perform certain actions.

“Reading with expression”: when reading fairy tales to your child, for example, “Kolobok”, “Three Bears”, “Goby - Tar Barrel” and others, try to speak for the characters in the fairy tale, changing the timbre of your voice: high and low, rude and squeaky, and so on. Let the child first guess who you are speaking for, and then try to speak for the characters in the fairy tale.

“Say it like I do”: an adult pronounces the same sound with different timbre and emotional coloring, and then asks the child to repeat after him: “A-a-a” - the girl cries, the mother rocks the baby, the singer sings, the boy is surprised.

Stage 3 – distinguishing words that are similar in sound composition

From this stage, exercises begin that are aimed specifically at developing phonemic hearing.

“Choose the right one”: prepare pictures with words that sound similar: roof - rat; wheelbarrow - dot;

fishing rod - duck; goat - braid;

com - house; varnish – cancer;

spoons - horns; flour - hand;

shadow - day; tower - arable land and so on.

You name the object, and the child chooses the desired picture. If you are playing with several children, you can add an element of competition: who can quickly cover the desired picture with their palm.

Clap When Right: You will need picture cards (you can use cards from the previous game). You show the child a picture and name the object, replacing the first sound (grisha, drysha, chrysha, roof, mrysha, urysha, and so on). The child's task is to clap his hands when you name the correct option.

“Correct the mistakes”: ask your child to help put order in the sentences - correct the mistakes. A lot of fun is guaranteed for you. Examples taken from the book by A.Kh. Bubnova "Development of speech."

• An onion (that's right, a beetle) flew into our window.
• Grandfather has a pedal (medal) on his chest
• The boy put a barrel (period) at the end of the letter
• Laziness fell on the asphalt (shadow)
• The house is coming out of the chimney (smoke)
• A whale (cat) lives in the ocean
• Whale (cat) sleeping on the fence
• Grandfather brought ice (honey) from the apiary
• Above the kettle there is a ball (steam)
• Loves to eat fur coat salt (moth)
• The sailors entered the cake (port)
• The elephant has a robot instead of a nose (trunk)
• A new day has arrived
• A stove (river) flows in the forest
• The bug is finishing the booth (bun)
• The nuts are carried into the hollow by a bun (squirrel)
• Dad took a vest (ticket) on the tram
• Rams (bananas) grow on a palm tree

Stage 4 – distinguishing syllables

“Let’s clap the words”: tell your child that there are short and long words. Say the words and clap the syllables: ma-ma, bread, mo-lo-ko and so on. Encourage your child to sound out and clap the words with you. Then he himself will be able to divide words into syllables.

“Stop syllables”: agree with your child that you will pronounce the same syllables, and if you make a mistake, he will say “stop” or clap his hands. For example, “bu-bu-bu-mu-bu-bu...”.

Stage 5 – distinguishing sounds (phonemes)

Tell your child that words are made up of sounds. When we speak, we "create" sounds. This means sounds are what we hear and pronounce.

“Catch a sound”: say a sound several times that the child must remember and “catch” (clap your hands or hit the table). Next, slowly and clearly pronounce the sound sequence “A-U-A-A-M-Z-A-T”. Consonant sounds must be pronounced abruptly, without adding the sound “E” (not “TE”, but “T”).

“Guess who”: an adult says to a child: a beetle is buzzing (“zhzhzh”), a tiger is growling (“rrrr”), a strong wind is blowing (“oooo”), a machine gun is scribbling (“ddd”), and so on. Then the adult makes a sound, and the child says who or what can make such sounds: “nnn”, “kkkk”, “eeee” and so on.

“Gather a word”: the adult pronounces “scattered” sounds, and the child pronounces the word: s, o, k - juice; p, s, b, a - fish and so on.

Stage 6 – mastering basic sound analysis

Sound analysis for a preschooler involves the ability to identify sounds in a word, count their number, hear their softness or hardness, as well as the ability to select words that begin or end with a given sound. These skills will be very useful for your child at school.

“Say the first sound”: say the sound several times that the child should remember. Tell your child words in which this sound is the first sound mixed with other words. Have your child clap when he hears a word that starts with the given sound.

“Come up with a word: and now it’s the other way around - the adult pronounces a sound, and the child comes up with a word starting with a given sound.

“Shop”: tell your child that today in the store you will only buy items whose names have certain sounds (at the beginning of words, in the middle or at the end of words), for example the sounds “S, Sh, L, R.” With the sound “Ш” you can buy a jug, hat, shirt, and with the sound “S” you can buy a glass or bowl.

“Whose house?”: tell your child a story about how animals (snake, catfish, cat, fox, wolf, mole, boar, mouse, etc.) got lost. Ask your child to help the animals find their houses: how many sounds are in a word, so many windows in the house. If the child does not write yet, write down the sounds in suitable houses under his dictation.

“Naughty sounds”: ask your child to guess the words from which the sound escaped. For example, the sound “M”: _ylo, _uh, _olok, _butter and so on.

“Zoo”: (distinguishing between softness and hardness of consonants). The adult says that many animals were brought to the zoo. But the zoo is small, there’s no room for everyone. Therefore, only those animals whose names contain the sound “L” can settle in it. Can a donkey enter the zoo? - Why? Comfortable cages are ready for the lion, leopard, and fox. But the elephant, wolf and llama will have to go to another zoo.

“Lost in the forest” (initial skill of isolating percussive sound). The animals got lost in the forest. The child calls them, i.e. pronounces the name with emphasized intonation of the stressed vowel: M-i-i-sha-I, R-y-y-bka-Y, K-o-o-tik-O, etc.

Regularity is your main assistant

Try to play games to develop phonemic awareness regularly, every 1 to 2 days. They won’t take you much time, and you will see the effect after just a few lessons: your baby’s pronunciation will improve, and even if he doesn’t pronounce all the sounds yet, in his speech he will maintain the syllabic structure of the word and will begin to say more words.

Games for developing phonemic awareness are perfect for a car ride, waiting in line, or a long walk in the park.

I wish you success!

Why is it necessary to develop it?

Without understanding the sound features of the speech of others, it will be difficult for a child to learn to speak. With developed phonemic hearing, the baby realizes that he is pronouncing the word incorrectly and tries to independently achieve the correct pronunciation. If the difference between similar sounds is not caught, stable substitutions “beetle - kuk”, “shishka - detective” are formed. The worse the phonemic hearing is developed, the more pronounced the speech problems. In such cases, they say that children feel like they have porridge in their mouth.

If a problem is not solved in preschool age, many new, much more serious ones arise from it. The child has difficulty reading, writing, and learning other languages. He has difficulty merging syllables, isolating individual sounds, he writes endings incorrectly, and much more. Schoolchildren begin to fall seriously behind in their school curriculum.

Games and exercises for developing the perception of non-speech sounds

In classes with preschool children, various musical instruments, all kinds of “sounding” objects and toys are widely used. It is important that the child learns to easily determine what sound he hears.

1. "What's singing?" The child is invited to listen to the sounds of musical instruments - a children's pipe, drum, piano, xylophone. It is necessary to determine the sound of which instrument he heard.
2. "Magic boxes". Pour different fillings into cardboard boxes - peas, cereals, sand, metal buttons or paper clips. Let the child, with his eyes closed, listen to one of the boxes rattle, and then find it among the others by the sound.
3. It can be very interesting to find out what the world around us sounds like. Try with your children to determine by sound what is happening - water is flowing, a cabinet door is opening, a vacuum cleaner is humming, etc.

At what age should you start classes?

The process of developing phonemic hearing in children is individual. It happens that a child begins to perfectly catch sounds and speak at 1.5–2 years. But more often, active formation occurs at the age of 4 years and continues until 5–6 years. At the same time, the most sensitive and significant period of development remains the first years of life.

If up to 2 years of age you talk to your child correctly, without babying, read poems that he understands, and learn simple phrases, then the risk of phonemic hearing disorders decreases significantly. In other words, classes can be conducted from a very early preschool age. There are a lot of exercises and games for the development of phonemic hearing in children 1 year old, 2-3 years old and older. In each case, tasks are selected that correspond to the child’s capabilities.

Important. The optimal time for the development of phonemic hearing is preschool age. Further solving existing problems will become increasingly difficult, and after 9 years it will be almost impossible.

Features of phonemic hearing in preschool children

Phonemic hearing plays a key role in the formation of a child’s correct speech

The child begins to distinguish speech sounds after 1 month of life.

The development of a child’s speech is a complex and long process. In addition to the fact that the baby needs to learn a huge number of words, he is required to clearly and correctly pronounce sounds. By the way, the opinion of some parents is erroneous, claiming that if the baby knows all the letters of the alphabet, then he cannot have problems with speech. The fact is that the human articulatory apparatus, which is responsible for the speech act, must be sufficiently developed to pronounce sounds correctly and clearly. This concept includes:

• strength and accuracy of articulatory movements;
• mobility and flexibility of the lips, lower jaw, tongue;
• coordination of articulatory movements (that is, the rhythm and tempo of pronunciation).

Formation process

The formation of phonemic hearing occurs in several stages

The formation of phonemic hearing in children occurs gradually, and this process begins from the moment of birth.

• First stage. During this period of development of phonemic hearing, the perception of sounds of both speech and non-speech nature (that is, sounds of the surrounding world) occurs.
• The second stage consists of mastering the rhythmic-syllabic structure of speech. Even without understanding the meaning of the words, the baby begins to associate individual words with certain associations (for example, mom says: “yum-yum,” which means you need to go to the kitchen);
• The third stage is the longest in time - the period of sound production. The child begins to imitate adults and tries to articulate certain sounds.

Separately, it should be noted that the development of speech hearing occurs gradually, and there are no clear boundaries when a baby moves from one level of development to another - the acquisition of skills occurs in parallel. However, by the age of 2, children can already fully distinguish all the features of an adult’s speech, except for the perception of hissing and whistling sounds. And by preschool age, children should comprehend these nuances.

All children under 5–6 years of age experience physiological tongue-tiedness: due to the fact that the baby cannot yet control his articulatory apparatus, he pronounces only those sounds that are comfortable for him. Therefore, a child can separately name all the letters of the alphabet, but still replace some sounds in words with others. And in order to help the baby master correct speech as quickly as possible, from the age of 1.5–2 years, you need to regularly develop his phonemic hearing, that is, develop the ability to isolate, distinguish and reproduce speech sounds. If a child of 5–6 years old has a disruption in the formation of the pronunciation system of his native language, then problems arise associated not only with speaking (only parents can understand the baby, since he does not connect the concept with the sound image of the word), but also with the following processes :

• writing (the baby repeats mistakes in speech and in written texts);
• reading (in the child’s mind there is no exact association between a letter and its sound image, therefore, the child either does not know how to read at all, or connects the same combinations of letters into different combinations of sounds).

As a result of these developmental disorders, general problems arise, such as:

• isolation (the child becomes uncommunicative because his peers do not understand his speech);
• nervousness (it is difficult for the baby to find words to express his emotions, this makes him nervous);
• decline in academic performance (lack of basic reading and writing skills will significantly affect the performance of a small schoolchild).

In general, the insufficient development of phonemic hearing is reflected at all levels of the development of a child’s personality.

Development methods

It is possible to develop phonemic awareness only gradually. First, the child learns to recognize sounds that are not similar to each other, then learns about correct and incorrect pronunciation, and begins to find errors in familiar words. Next, the ability to conduct phonemic analysis, isolate sounds in parts of a word (beginning, middle, end), and select a rhyme is formed. At the final stage, already at school, the child can determine the quantitative sound composition of a word. He develops the ability to use test words and understand the rules.

The method of developing phonemic hearing is based on developing the ability to navigate the sound side of a word. Training is carried out in the form of a game and includes the following exercises:

• articulatory gymnastics aimed at improving the mobility of the tongue, lips, etc.;
• breathing exercises that allow you to correctly direct the air stream (for example, exercise “Candle”, “Feather”);
• education of intonation expressiveness of speech;
• developing the ability to control the power of the voice;
• classes on the correct pronunciation of all sounds;
• sound analysis of words (selection of similar and different-sounding words, identification of soft and hard sounds, ringing, murmuring, hissing, etc.);
• games with words (for example, choose a word that begins with a certain sound).

In this case, it is necessary to take into account the individual characteristics of the child, the upbringing environment, structural defects of the speech apparatus (short hyoid ligament, small and narrow tongue, open bite, etc.). Also, when developing phonemic hearing, one should take into account the sequence of distinguishing sounds - first vowels, then noisy and sonorant consonants, hard and soft, labial - lingual, deaf - voiced, hissing - whistling.

Development of phonemic hearing in preschool children.

Stage 3: development of skills in elementary sound analysis and synthesis. At this stage, we learn to identify the first and last sounds in a word; determine the place, quantity, sequence of sounds in a word; determine the number of syllables in words of varying complexity; We develop the ability to distinguish sounds according to their qualitative characteristics (vowel-consonant, dull-voiced, hard-soft).

"Identify the first sound"

“Find the place of the sound in the word”

“Chain of words” (guess which word will come from the first sounds that appear in the names of subject pictures (for example, juice, wasps, sock - dream; key, hoop, ax - cat),

“What are their names?”, under the terms of which the child makes up the name of a girl or boy, focusing on the first sounds in the names of objects: poppy-stork-hat-watermelon = M-a-sh-a.

“Pass the ball - say the word.” (The child names a word with a given sound and passes the ball to another. The next player independently comes up with a word for the same sound and passes the ball further).

“Sound chain”: for example: spring - bus - elephant - nose - owl... To strengthen the ability to divide words into syllables, we play a game

“Football”: Imagine that we came to the stadium. The child is a fan of one of the teams. We clap and shout (chant) the words: no-be-da, well-done, for-be-wai, hurry up, hurry up, hurray.

“Woodpecker telegraphist” - transmit words by telegraph - names of pictures, tapping the number of syllables.

“Find a pair” (children learn to select words by sound: bowl - bear, mustache - wasp, lump - catfish, etc.).

GAMES FOR THE DEVELOPMENT OF PHONEMATIC HEARING. 1. Red - white. Finding sound in words perceived by ear. The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a given sound, children must raise a red circle; if not, they raise a white one. 2. Where is the sound? The teacher calls the word. Children determine the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the chip is placed on the first, last or middle part of the house. You can limit yourself to only one large-format house on the teacher’s table or distribute chips to each child.3. Broken phone. The teacher selects some tongue twister (or just one word), for example, “In a living corner there lived hedgehogs and snakes,” and quietly says it to the child sitting first in the row. At a signal, the child passes it into the ear of his neighbor, who then passes it further along the row. The last child must loudly say out loud the tongue twister given to him over the phone. 4. Who is bigger? The teacher shows the children a picture, for example “Vegetable Garden”. After looking at the picture, he offers to tell you what is growing in the garden. Then the children are given the task of saying which objects have the sound “R” in their names. For each word, a cardboard circle is given, the one with the most circles wins.5. Find the mistake and say the word correctly. In other poems, Dunno confused the sounds in the words. What kind of sound should I use to make it right? Oh! - the housewives are shouting around - T-shirts have climbed into the garden. We'll take the board up the mountain and build a new building. A stormy cheek flows between the mountains from afar. The bear cries and roars, asks the bees to give him ice. We didn’t write any letters—we spent the whole day looking for the cloud. Curious monkeys collect chips from Christmas trees. This is a good place - the stove leaks past. Oksanka’s tears are flowing: her jars are broken. Cold. Snow. Blizzards are blowing. Doors roam in the dark night. A bow flew from the forest and climbed under an old branch. The mouse hid under the hill and was quietly gnawing on the mink. In the morning the bones came to us and brought gifts for everyone. The kitten sewed slippers for himself so that his hats would not freeze in winter. Crayfish lives under water, red varnish grows in the field. Mom gave the night multi-colored handkerchiefs. The barrel is very happy with the little handkerchiefs. 6. What sound is missing in the word? Dunno wrote a letter to the bunny in verse, but in some words he missed sounds. Guess what words he wanted to write? What sound is missing? Where is this sound located (beginning, middle, end of the word)? I wrote a letter to the bunny, but forgot to glue…the arches. Her mother braids her youngest daughter Tosya... with wasps. They gave us toys: they burned ... ears all day. The old guy digs the ground, he lives underground. He lives in the zoo with... he’s like the house is huge. Mom was knitting a ball for the doll, Natasha helped her. A gray ox... hungry, angry, walks through the forest in winter. It's dark for us. We ask dad to turn on the brighter light for us. The chick jumped along the path and pecked at the big cats. The games entered the arena, we all became silent out of fear. 7. What sound is missing in the word? Dunno wrote new poems, but in some words he had an extra sound. What word did Dunno write incorrectly? Which sound was the odd one out? Where is he located? Volodya says to Kolya: “I got a construction job at school.” In our house there are little gray babies sitting on the window. Vladik is sleeping and sees an elephant that he is flying in a rocket. 8. Who will come up with more words? Then the children form a circle. One of the players throws the ball to someone. The person who catches the ball must say the word with the agreed sound. The one who does not come up with a word, or repeats what has already been said, leaves the game. Before school, the child must learn to distinguish all sounds, and first, distant sounds are taken for exercise, for example, “a” - “i”, “m” - “s”, and only later, as training progresses, they move on to close sounds: hissing - whistling, deaf - voiced, "r" - "l", etc. It is important that the child can distinguish correctly pronounced sounds and words from distorted ones.

Examples of exercises

Games for the development of phonemic hearing are numerous and varied, so a separate article is devoted to them. Some examples of exercises:

1. "Confusion". Task: clap your hands when pronouncing the word correctly. The child is shown a picture, for example, of a saucepan. First, the adult loudly and clearly pronounces the correct name (introduces it to the baby). Then he begins to deliberately distort: ​​tastryulya, sastryulya, bastrulya, dastryulya. About halfway through, “pan” is pronounced correctly, and this point is indicated by a clap. Then the picture and word change.
2. "Extra sound." Task: eliminate the extra syllable (word). An adult clearly pronounces: ta-ta-ta-da-ta, sa-za-sa-sa-sa, cat-cat-that-cat.
3. "The sound got lost." Task: Understand what is wrong in the sentence and correct it. Example: in the spring, the lights (flowers) bloomed, oak trees (teeth) grew in the mouth, the puppy lives in a bun (kennel), the mother braided her kidney (daughter’s) braid.
4. "Where is the sound?". Game for schoolchildren. Task: place the chip correctly on the card with the word. For example, an adult calls the sound “U”, and puts a card with the word “Dinner” in front of the child. The correct location of the chip is the first letter.

To develop phonemic awareness and hearing, it is useful for children to read age-appropriate books, speak competently and clearly in their presence, and use different intonations and volume of speech. Special attention should be paid to active cognition of the surrounding world, training visual, auditory, tactile and other analyzers.

Kindergarten No. 1

Andreeva Olga Yurievna

teacher speech therapist

Games and exercises for developing phonemic awareness

hearing in preschoolers

Phonemic hearing

- this is the ability to isolate and distinguish speech sounds; in other words, it is speech hearing. It helps us distinguish between words and word forms that sound similar and correctly understand the meaning of what is said.

If phonemic hearing is impaired, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - some exactly, and some very approximately. “Needle” turns into “haze”, “Misha’s car” into “mice on a car”. The child seems to become a little foreigner. He does not hear the endings of words or paired consonants. It is difficult for him to repeat chains of syllables, even with oppositional sounds (TA-PA-KA, TA-DA), and it is difficult for him to choose pictures that differ in one sound (BEAR-MOUSE, BARREL-KIDNEY).

It is especially important to develop phonemic awareness for children with speech problems. Sometimes the baby simply does not notice that he is pronouncing sounds incorrectly.

It should be noted that most often children confuse sounds that are similar in sound or similar in pronunciation. As a rule, these are whistling and hissing sounds: s-sh, z-zh, s-shch, ts-ch, s-ts, z-s; sonors: r-l; hard and soft: b-b, z-z, s-s, etc.; voiced and unvoiced: d-t, g-k, etc. This leads to incorrect perception of words (initially) and subsequently to incorrect pronunciation.

By the age of five, a child should already be able to determine by ear whether a word has a certain sound, and to select words based on given sounds. But in practice this is not always the case.

Lack of phonemic awareness manifests itself especially clearly in school when teaching writing and reading.

Games for developing auditory attention

Ø “Guess what it sounds like.”

An adult behind a screen rings a tambourine, rustles paper, rings a bell and asks the child to guess what object produced the sound. The sounds should be clear and contrasting so that the baby can guess them while sitting with his back to the adult, if there is no screen.

Ø “ Guess what to do.”

The child is given two flags. If an adult rings a tambourine loudly, the child raises the flags up and waves them; if quietly, he holds his hands on his knees. It is recommended to alternate the loud and quiet sounds of the tambourine no more than 4 times.

Ø “Where did you call?”

The child closes his eyes, and the adult quietly stands to the right, left, behind the baby and rings the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand. After the correct answer, he opens his eyes, and the adult raises and shows the bell. If the child is wrong, he guesses again. The game is repeated 4–5 times.

Games for developing phonemic awareness

Ø “Sound songs”.

An adult invites the child to compose sound songs like: AU - children screaming in the forest. Or IA - as the donkey screams. Or UA - this is how a child cries. How surprised are we? OO! And so on. First, the child determines the first sound in the song, singing it drawn out, then the second.

Ø “Clap - top.”

The adult invites the child to clap his hands (stomp his feet, hit his knees, raise his hand up...) when he hears words with a given sound.

Ø "Parrot"

Ask your child to repeat the syllable sequences after you: ta - yes - yes pa - ba - ba sa - for - for ka - ga - ga da - ta - yes ba - ba - pa for - sa - for ga - ka - ka and t .d.

Ø “Catch the sound”

An adult names a series of sounds, a child, when he hears the agreed sound, claps, stomps, etc.

Ø “Catch the word”

An adult names words, a child, when he hears the agreed sound in a word, claps, stomps, etc.

Ø “Games with sounds”

A lightweight version of the city game. The child must choose a word that begins with the last sound of the previous word.

Ø Game “Where the sound is hidden”

? (defining the place of a sound in a word: beginning, middle, end of a word).

Invite your child to determine where in the word the sound [Ш] is located, for example.

beginning middle end

NOISE MOUSE SHOWER

SCHOOL BAG RESED

Ø “First and last”

The adult says the word and throws the ball to the child. The child names the first and last sound in the word, returning the ball.

— What is the first sound in the word ASTRA? And in the words: STREET, ABC, AUTUMN, ECHO, FROST? ... - What is the last sound in the words: WINDOW, BROOM, KANGAROO, WINTER? Isolating a consonant sound from the beginning and end of words - What is the first sound in the words: TABLE, CABINET, ELEPHANT, POPPY, BALL?

Ø “Catch the word”

The adult tells the child that all the words have crumbled into sounds. I will name the sounds, and you make a word from them: Zh-U-K - beetle, M-U-H-A - fly, etc.

Ø “Scatter the word”

The adult invites the child to divide the words into sounds: porridge - K-A-SH-A, house - D-O-M, paper - B-U-M-A-G-A...

Ø “Replace the sound”

The adult sets the sound with which the first or last sound in the word will need to be replaced. Then he lays out the pictures and pronounces the words, and with their help the child mentally replaces the sound in the original word with the given one and says the resulting word out loud.

For example, you need to replace the first sound in a word with [h] (porridge - cup, nut - seagull, suit - part). As you practice, the game can be played by ear, without using pictures.

Ø “Jokes – minutes”

You read lines from poetry to your child, deliberately replacing the sounds in the words. The child finds a mistake in the poem and corrects it. For example:

Ponytail with patterns, Boots with t

orami.
The cat is
swimming on the ocean, The
cat
is eating sour cream from a saucer. Outside the window is a winter garden,

There are leaves in b

sleep with glasses.

Ø "Baskets"

For this exercise you will need pictures with objects whose names contain hard and soft pairs of consonants. The child must listen to the words, and then divide the pictures into two baskets: with a hard sound and with a soft one.

Ø “Correct Dunno’s mistakes”

Dunno was visiting his grandmother in the village and this is what he saw there. The child must listen carefully and correct mistakes.

Ko s

and jumped over the fence.
Kolova
produces tasty milk
. The horse
is chewing juicy grass.
Kochka
catches the mouse
. The
dog guards the house.
When a speech therapist, educators and parents work together, the greatest success can be achieved in eliminating disorders and preparing the child for school. This integrated approach makes the correction process more effective. Back to section

How to test phonemic awareness?

The easiest way is to consult a specialist. A speech therapist deals with issues of phonemic hearing impairment. The initial consultation is carried out at 3 years. At this age, it becomes clear whether the baby needs any help or whether development occurs according to age. At 5 years old, a child should already be able to clearly understand sounds and speak correctly (with the exception of the sound “r”). If this is not the case, special correction classes are needed.

Parents themselves can check their child’s phonemic hearing using a small test:

1. Invite the child to choose a picture with a picture of a bear (they give two options, with a picture of a bear, and bowls - plates).
2. Ask to stamp your foot when you hear the syllable sa. The adult says at the same pace: wa-ta-za-za-sa-ka-za.
3. Ask your child what is the difference between cancer and varnish?
4. Ask to come up with words for the vowel sounds “A”, “O”, “E”, “I”, “U”.

Third stage

Recognizing words is a lot of work for the brain. The main thing is to understand how to do exercises correctly to develop phonemic awareness. The preschooler is ready to move to the next level as soon as he begins to cope with tasks accurately.

• "Right wrong". Prepare bright pictures depicting different objects. Show it to the baby and name it, but not correctly, but replacing the first letter of the word with another. For example, instead of a cow - a hog, instead of a chair - ftul, instead of a cup - porridge, etc. Having heard the correct word, the child claps his hands or stamps his foot.

• “Choose.” Glue pictures on cardboard with words that sound similar (cat-bear-mouse; onion-beetle-bitch; goat-braid-dew). Mom says the word, and the child chooses the correct picture.

Signs of violation

First of all, undeveloped phonemic hearing is indicated by a lack of understanding of the addressed speech, complete or partial. For example, if a child cannot complete simple tasks, he often asks questions or understands requests incorrectly. The second alarming sign is speech defects. The speech-auditory and speech-motor analyzers are closely related and have a significant influence on each other.

At 4 years old, a child normally speaks in phrases, uses prepositions, and is able to ask questions. By 5–6 years, all sounds except “R” are pronounced correctly, and endings are used correctly. In addition, a preschooler can easily name the first sound in a word and choose other words for it. There are 3 signs of phonemic hearing impairment (at 5 years):

• defects in sound pronunciation (for example, replacing hard sounds with soft ones);
• skipping sounds in words, rearranging them, using unnecessary sounds (fairy tale - sazka, umbrella - zotnik, butter - maslo);
• slight difference between similar sounds in oral speech and in writing s-sh, z-zh, d-t, etc. (zhuk - zuk, doctor - toctor, drying - shushka).

In schoolchildren, phonemic hearing disorders manifest themselves in slow reading and difficulty merging syllables. There are invariably errors in writing, the child hears incorrectly and writes the same way (double consonants, voiceless words at the end, unstressed vowels).

Fourth stage

Learning to distinguish syllables. Here it is important to give a primary concept of what a syllable is. You can start with the fact that words can be short or long. Then, clapping your hands, use intonation to divide the words into parts according to vowel sounds.

• The child first pronounces words together with his mother, then tries to divide them into parts independently. We say and clap: ba-bush-ka, pal-ka, cat-ka, ma-ma, for-the-weight-ka, lo-pat-ka, blood-wat-ka, etc. Once the child has grasped the essence, we ask him to clap the words on his own.

• "Get out". The child’s task is to hear which syllable is the odd one in the row. For example, an adult says: shi-shi-shi-zhi-shi. When you hear a loud “zhi”, you need to clap.

Probable Causes

The development of phonemic hearing is influenced by the upbringing environment, the example of speech in the family, the state of the peripheral nervous system, etc.

Among the most likely causes of the violation are the following:

• pedagogical neglect;
• hearing loss;
• head injuries, hearing and speech pathologies;
• hyperactivity;
• weakening of the body, serious or frequent illnesses, especially at an early age;
• diseases of the thyroid gland and digestive organs;
• neurological disorders.

To identify the exact cause, it is necessary to consult an ENT specialist, neurologist and speech therapist as early as possible. Sometimes, in addition to the development of phonemic hearing, drug or surgical treatment is required: cutting the hypoglossal ligament, taking central nervous system stimulants.

Phonemic hearing is very important for the development of correct speech. It is necessary not to miss the moment and pay due attention to it at the age of 4–6, so that the child learns easily at school and does not face ridicule from his peers. It is better if the method of hearing development is developed individually, taking into account all the characteristics of the baby.

How to develop phonemic hearing in children with ODD. Consultations for parents.

GBDOU d/s No. 15 of a compensating type in the Petrogradsky district of St. Petersburg. Speech therapist teacher: Kuzmenko L.N.
Phonemic hearing is a person’s ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of phonemes of a given language. "Speech therapist's dictionary" ed. IN AND. Seliverstova.

Most parents believe that it is enough to teach their child the letters, and he will begin to read and write correctly. But this is a big misconception!

Practice shows that knowledge of letters does not exclude serious difficulties for schoolchildren when learning to read and write. How much the child worries about the mistakes corrected by the teacher’s red pen! How boring it is to do “Work on mistakes”!

The main cause of errors is impaired phonemic hearing, i.e. ability to distinguish and isolate speech sounds. In order to write correctly, the child needs to imagine that a sentence consists of words, words of sounds, and the sounds in a word are located in a certain sequence. Therefore, it is important to develop phonemic hearing in a child!

Let's get started! Classes should not be boring lessons, but an interesting game. After all, play, being the leading activity of preschool age, allows you to make the learning process accessible and interesting. Our classes will be held in a playful form, but will be educational in nature. In essence, they are “Working on errors”, preventing their occurrence. This kind of “Work on mistakes” is fun to do, and when you come to school, your child will write a dictation without mistakes.

Scientists have proven that even before birth, children hear and react to sounds from the outside world in different ways.

With the birth of a child, these sounds fill his world: the singing of birds and the murmur of water, the sound of the wind and the rustling of leaves. The baby begins to listen to surrounding sounds. But words—speech sounds—are the most significant from his birth. Sounded speech provides the necessary communication and information acquisition for the child.

By listening to words, comparing their sounds and trying to repeat them, the child begins not only to hear, but also to distinguish the sounds of his native language. This ability develops in him gradually. From 2-4 weeks from birth, the baby begins to respond to any sounds. Melodious sounds make him feel satisfied and smile, and sharp sounds (angry voice) make him cry. At 7-10 months the child already responds to the word. Only towards the end of the first year of life does the word first begin to serve as an instrument of communication.

Further, phonemic development occurs rapidly, constantly ahead of the child’s pronunciation capabilities. Already in the third year of life, children can notice incorrect pronunciation among their peers and even try to correct them.

And by the age of 5, a child develops a critical attitude not only to someone else’s speech, but also to his own speech. He is very sensitive to the inaccuracies of his pronunciation, which manifests itself in his refusal to communicate and to collaborate together. In addition, this necessarily affects the mastery of reading and writing.

Correcting pronunciation deficiencies in children involves producing sounds and introducing them into speech while simultaneously developing phonemic hearing. Without a full perception of sounds, without their clear distinction, the formation of pure speech is impossible.

But, if a child pronounces all the sounds correctly, he often does not distinguish some of them by ear, and this, in turn, greatly complicates and sometimes distorts the understanding of speech, and also manifests itself in errors when writing.

It is much easier to prevent a violation than to correct it. This means that work on developing phonemic awareness prepares children to master correct pronunciation and is aimed at preventing grammatical errors.

First of all, find out how the baby perceives and distinguishes sounds. The following simple tasks will help with this: 1. Offer to repeat after you the syllables: sa-sha, sha-sa, sa-tsa, ach-ashch, ra-la, sha-zha. If a child pronounces some sounds incorrectly, discrimination is checked as follows: ask him to perform some action after hearing a given syllable. For example, if among the syllables sa, tsa, cha, the syllable sha is called, the child claps his hands. 2. Let’s check whether the child distinguishes words that are similar in sound but different in meaning.

• Invite him to choose the desired picture among: beetle-bitch, house-catfish, bowl-mouse, goat-braid, puddle-ski.
• Explain the meaning of the words: “What is a puddle and what is a ski?”

3. The following technique will reveal the degree of development of attention and auditory memory.

• Invite your child to repeat similar syllables: ta-da-ta, ka-ga-ga, pa-ba-ba, ma-na-ma.
• Repeat similar words: Masha-Dasha-porridge; shadow-day; day-stump; lac-mac-crayfish; beetle-bow suk-knock.

Difficulties in completing tasks indicate a decrease in phonemic awareness.

Work on the development of phonemic perception begins with the material of non-speech sounds and, gradually, covers all speech sounds. The tasks are offered in strict sequence, conditionally divided into six stages:

1. recognition of non-speech sounds;
2. distinguishing the height, strength, timbre of the voice, based on the same sounds, combinations of words and phrases;
3. distinguishing words that are similar in sound composition;
4. syllable discrimination;
5. distinguishing sounds;
6. analysis of the sound composition of a word.

Let's get started on developing your baby's phonemic awareness!

Stage 1 – recognition of non-speech sounds.

The goal of the first stage is the development of auditory attention and auditory memory, which is especially important for the successful development of phonemic perception in general. The inability to listen attentively to the speech of others is often one of the reasons for incorrect pronunciation, so it is necessary to teach the child to hear sounds and be able to compare them.

Let's look at what games and exercises can be done with children at the first stage of work.

1. Invite your child to listen to the sounds outside the window: “Close your eyes and listen!” What's making noise? What's buzzing? Who's screaming? Who's laughing?"
2. Use the following games:

Game "Sun or Rain?"

Today we will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You go for a walk, and I will ring the tambourine. Let's have fun walking to these sounds. If it starts to rain, I'll start banging on the tambourine. And when you hear the knock, you should run under your umbrella. Listen carefully!

The game “Sun and Rain” is quite simple, however, children really like it and it’s always fun!

Game "Big or Small".

Place two toy hares (bears, dolls) on the table - a large one and a small one. Explain and show how the big hare, who has a lot of strength, plays the drum loudly, and the little one plays quietly. Then cover the toys with a screen and behind it make loud and then quiet beats on the drum. The kid must find out and show which of the hares just played.

Such games should be played with children starting from 2-3 years old. But, even if the kids are older, and you have discovered a decrease in phonemic hearing, you should also start working with these games. Because only gradually increasing the complexity of tasks will achieve maximum efficiency.

Stage 2 – distinguishing the height, strength, timbre of the voice.

At this stage, it is necessary to teach the child to understand the intonation of speech and to master the means by which the emotional shades of speech are expressed.

Game "Far - Close".

The game is aimed at developing the basic qualities of the voice: strength, height.

An adult shows the child a toy kitten and asks him to listen carefully and remember how it meows when it is close (loud), and how it meows when it is far away (quiet).

Then he says “Meow”, changing the strength of his voice, and the baby guesses whether the kitten is meowing close or far away.

Then the baby himself meows at the adult’s signal: “far” - “close”.

A further complication of the game is that the child will distinguish between meows, focusing on the timbre and individual characteristics of the speaker’s voice. The adult explains that the kitten is very afraid of the puppy and meows pitifully, trembling with fear. The child should meow, feigning fear.

Similarly, you can play by distinguishing where the steamer is humming (oooh) - far away (quietly) or close (loudly); what kind of pipe is playing - a large one (“oo-oo-oo” pronounced in a low voice) or a small one (“oo-oo-oo” pronounced in a high voice); who is crying - a boy (“a-a-a” in a low voice) or a girl (“a-a-a” in a high voice).

In addition, at this stage it is important to teach the child to determine the tempo of speech by ear. Games for performing movements at an appropriate pace will help with this.

Game "Guess what to do."

An adult pronounces the phrase: “The mill grinds grain” several times at different tempos. Children, imitating the operation of a mill, should make circular movements with their hands at the same pace at which the adult speaks. You can also play on other phrases: (“Our feet walked along the road”) or even poetry:

A drop once, a drop two, A drop slowly at first - Drip, drip, drip, drip. (slow clapping) The drops began to keep up. Drop drop catch up - Drip, drip, drip, drip (pop more often). Let’s quickly open the umbrella and protect ourselves from the rain (hands above our heads).

Use dramatization.

An adult tells the fairy tale “The Three Bears”, accompanying his speech with illustrations. Pronouncing remarks either very low, then medium in pitch, then in a high voice he asks: “Who is saying this?” The kid guesses the bears.

Ask, for example: “What did Bear say when he saw his chair moved?”

The baby, answering questions, changes the pitch of his voice accordingly. An adult must ensure that, imitating Mishutka, Ursa and the Bear, the child does not speak very high (to the point of squeaking) and very low (to the point of hoarseness in his voice), i.e. to raise and lower his voice within the limits available to him.

You can dramatize this tale with older children.

When playing with a 2-4 year old child, the adult directs the course of the game, taking on the role of the leader. Children 5-7 years old, having learned the rules of the game, can play independently.

Stage 3 – distinguishing words that are similar in syllabic composition.

A child’s mastery of speech is associated with his increased interest in the sound of the word. By the end of the second year of life, the baby becomes a real inventor, composing entire songs consisting of a set of different sounds and words that are similar in sound. He listens to their combination, enjoying the sound. Thus, the child carries out a lot of mental work on the sound side of the word.

Let's take advantage of each child's natural talent for rhyming words.

Game "Don't make a mistake."

An adult shows a picture and loudly and clearly calls the image: “Paper.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, clap your hands." Then he says: “Paper - pumaga - tumaga - pumaka - paper.” The game is interesting to children and they always respond happily to it.

It must be emphasized that you need to start with simple words and sound composition, gradually moving on to more complex ones.

You can use poems to include the missing word, which develops a sense of rhythm and rhyme in children, helps expand their vocabulary, and improves the child’s phonemic awareness.

— In Africa we will find coconut and (pineapple) more than once. — Brooches and hairpins are arguing: who has the sharper ones (needles).

Stage 4 – distinguishing syllables.

A syllable is the minimal unit of speech flow. For games on distinguishing syllables, it is good to use onomatopoeia.

The game “Who is screaming?” An adult puts up pictures and says: “Look at the pictures, listen to who screams and repeat.”

- Another version of the game: pictures for the child. The adult names the syllables, and the baby picks up the corresponding picture.

Stage 5 – distinguishing sounds

In any language there is a certain number of sounds that create the sound appearance of a word. Sound outside speech has no meaning; it acquires it only in the structure of the word, helping to distinguish one word from another (dom, som, com). This sound is called a phoneme (hence “phonemic hearing”). Everyone remembers such characteristics as consonant and vowel sounds. You need to start by distinguishing vowel sounds.

— An adult gives pictures to the child Pictures of a train, a girl, a bird and explains: “The train is buzzing oo-oo-oo; the girl is crying ah-ah-ah; the bird sings and-and-and-and.” Next, he pronounces each sound for a long time, and the child picks up the corresponding picture.

Work on distinguishing consonant sounds is carried out in a similar way.

Game "Bike Ride".

— The adult says: “Now we’re going to go riding bicycles. Let's check if the tires are well inflated. Let's pump it up again: sssss... (Children imitate). Hear the air hissing: shhhh..." - Be careful, if I show a picture of a pump, you should say: “ssss,” and if with a picture of a tire: “shhhh.”

The game “Bug and Mosquito” is played in a similar way (sounds C and F).

Stage 6 – analysis of the sound composition of the word.

The term “phonemic (sound) analysis” defines both elementary and complex forms of sound analysis. Elementary is the selection of sound against the background of a word. Isolating the first and last sound from a word and determining its place (beginning, middle or end of the word) refers to a complex form. The most difficult sound analysis is determining the sequence of sounds in a word. Complex forms arise only during the learning process, and even then, only after the child has mastered the skills of elementary analysis of the sound composition of a word.

1. Children hear and identify the stressed vowel at the beginning of a word best: Name the first sound in the word Beehive, Stork, Ira, Olya.
2. Give the child several identical circles. An adult pronounces one, two, three vowel sounds: a, ay, aui. The child places as many circles on the table as the sounds the adult makes.

Game “We’ll let a set of special words into the yard.”

The adult invites the children to depict a closed gate: palms turned towards the face, connect the middle fingers, raise the thumbs up: “We will “let through” only words with a given sound into the yard.” Kids open the gate if they hear a given sound. If the word does not contain the specified sound, then the gate slams. At the end, you can invite the children to remember all the words that they “missed into the yard.”

Let's start analyzing consonant sounds. In this case, the sequence must be observed: first, they are taught to highlight the last consonant sound in a word.

Select the pictures so that the word ends with a consonant sound and put it in an envelope. The child takes out the pictures one at a time, names them loudly, highlighting the last sound. Then the baby names the sound separately (beetle, onion, cat).

Game “Don’t touch the ball or catch it – try to guess”

The adult invites the child to catch the ball if he hears a given sound at the end of a word, or to hide his hands behind his back if there is no given sound.

Only after the baby learns to easily perform such tasks can one move on to complex forms of sound analysis: this is determining the place of a sound in a word (beginning, middle, end), determining the sequence of sounds in a word, their number.

The experience your children will gain will make their schooling much easier. And you didn’t have to set up some kind of school at home. We played! And in the game, even the complex becomes accessible. The most important thing is to believe in your child and help him understand the world of sounds!

Used literature: Kunichenko O.A. “Development of phonemic hearing”, Tkachenko T.A. “Development of phonemic perception and sound analysis skills”, Boryakova N.Yu., Kositsina M.A. “Correctional and pedagogical work in kindergarten for children with special needs development.” Program for the education and training of preschool children with mental retardation, ed. Boryaeva L.B. and Loginova E.A.