Speech development of children 3-4 years old: why are speech therapy exercises needed?

Speech exercises for a 3 year old child

By the age of three, most children develop a large vocabulary and phrasal speech. But many of them still speak slurred and unclear.

Exercises for the speech development of a 3-year-old child include various activities. Let's look at the main ones.

• Articulation gymnastics. These exercises help to develop coordinated and clear movements of the organs of the articulatory apparatus. You can perform the “Shovel” exercise with your child. Mom says: “We need to dig up the potatoes, get your shovels ready.” At this time, the baby's tongue rests on the lower lip in a calm state. Then: “We’re digging potatoes.” The child should lower and raise the tip of the tongue, covering either the lower or upper lip.
• Tongue twisters and sayings. Pronouncing them improves the child’s diction and enriches his vocabulary.
• Description of the picture. This exercise perfectly develops the baby’s coherent speech. To carry out descriptions, you need to use bright, plot-based pictures. The child must be interested and drawn into dialogue, using, for example, phrases such as “What would you do?”, “What do you think?” If the baby answers in monosyllables or finds it difficult to answer at all, you need to tell him the correct answer.
• “What would that mean?” Such exercises are aimed at improving oral speech skills, developing logical thinking and imagination. The essence of the lesson is for the child to explain the meaning of a particular phrase. These can be simple proverbs, sayings, phraseological units.
• "Big small". This exercise helps to increase the child’s vocabulary and familiarize him with synonyms. It is better to use a book with bright pictures for classes. You can, for example, show your child a kitten and ask: “Is the kitten in the picture big or small?” The child must learn to answer in a complete sentence: “The kitten in the picture is small.”

Practical lessons for better pronunciation

As I already said, at the age of 3-4 years there comes a time when the help of a specialist is needed. In the kindergarten where I take Dominic, classes are held with children (individual and frontal).

We also visited a speech therapist separately from August to October. But Dominic could only stand it for 20 minutes, and sometimes less. After the change of specialist, my son began to be interested in the lessons. Shifts have appeared. I say this to ensure that little brats should not take this as an intrusive procedure. The doctor should play with them! Or rather, the baby should think so.

And now I want to talk about individual and frontal types.

• Individual

When the baby sits only with the teacher, the effectiveness is much better. Attention is paid to him alone. By playing special games aimed at correcting the deviations of a particular person, the doctor achieves results. This also includes exercises for the tongue, humming various songs. Have you noticed singers who sing on stage but speak with a stutter? If you start practicing, the shortcomings can be corrected.

• Frontal

Otherwise called group. Lessons of this type are conducted for children in the same situations. This may be a hearing impairment, an inability to distinguish paired sounds, or other conversational aspects. Usually the group consists of 6 - 8 people, the teacher selects special exercises aimed at expanding vocabulary and eliminating the root cause.

And it is not necessary to send the baby to a specialized kindergarten. There are such circles in almost all state institutions.

Recommended exercises

For a specific child, an individual complex can be assigned, but among the basic tasks for children of the specified age, the following can be noted:

"Pipe". Ask the child to extend the sponge forward with a tube and hold it that way for as long as possible. To make the exercise more difficult, you can ask your child to do something like “doo-doo.”

"The Puppy and the Snake" Ask your child to show how a puppy breathes on a summer day - the tongue is flaccid, wide and spread across the lower lip. And then ask them to show how a snake does this - the tongue becomes mobile and “sharp.”

If certain sounds are defective, add exercises to improve the pronunciation of these particular “problem” sounds:

"Zoo". Show the card with a tiger and ask the baby how a tiger roars - “R-r-r.” Show pictures of those animals whose names contain a sound that is difficult for the baby and ask them to voice the name and show how the animal “talks”: to pronounce the sound “R” - tiger cub, badger, fish, giraffe, to practice the sound “L” - lion, husky, fox, dolphin, fallow deer, deer, lemur, with “W” and “F” - beetle, bumblebee, giraffe, foal, jackal, with “C” - dog, owl, elephant, fox, gopher.

"Pure talk." You can use various rhymes. The main requirement is repetition of the “problem” sound. If the pronunciation of “R” is unclear, for example, you can come up with something like: “Ra-ra-ru, ra-ra-ru, I’ll take a walk around the yard, ru-ru-ra, ru-ru-ra, now it’s time to go home!” " You can compose similar pure sayings yourself for any sound that the child is not very good at pronouncing.

Entertaining textbooks

Dear parents, the services of a speech therapist are, of course, necessary. But it’s always interesting to try and do certain exercises yourself to correct the defects of your favorite creature. Parents are offered literature written in simple language. Here are some interesting notes on each situation separately. I want to introduce you to some of them.

1. Bogomolova A.I. “Pronunciation disorders in children: a manual for speech therapists.” The author's technique is designed to correct incorrectly pronounced sounds. The main method is articulation gymnastics. For each case, a set of measures has been selected here.
2. Zemtsova Olga “Developing speech. 34 years". The material is aimed at helping to increase vocabulary and build sentence connections. Thanks to stickers, the process will become doubly fun.
3. Smirnova L.N., Ovchinnikov S.N. “Speech development at 3–4 years. A manual for educators and parents." The manual was created taking into account the peculiarities of the formation of sound pronunciation in 3 - 4 years. The book features 30 topics designed for vocabulary building and clear recall.

I will also recommend you my favorite books on speech development, articulatory gymnastics and sound automation:

1. Elena Kosinova “Speech therapist lessons. Games for speech development." An excellent selection of exercises for fingers, tales about the tongue, exercises for training the tongue, a huge number of tongue twisters. This book is suitable not only for children who need speech correction, but also for all children from 0 to 6 years old. What also captivated me about this book is that it contains real photos of articulation exercises (very convenient for parents).
2. Volodina V.S. "Album on speech development." This book was recommended to me by a speech therapist, although at that time we had already purchased it. An excellent guide, clear and interesting developmental tasks.
3. Konovalenko V.V., Konovalenko S.V. “Automation of sounds in children. Didactic material for speech therapists." This included 4 albums: automation of whistling sounds S, S', Z, Z', Ts, automation of hissing sounds Ш, Ж, Х, Шch, automation of sonorous sounds L, Л, automation of sonorous sounds Р, Рь. These albums were also purchased on the advice of our speech therapist.
4. Olga Zemtsova, “Literacy. Intellectual development of children." We have ones for ages 2-3 years and for ages 3-4 years. The book contains mathematics, speech development, attention development, and graphic skills development.

Types of speech defects

A child 3-4 years old may have the following disorders:

• dyslalia - incorrect pronunciation of sounds with normal physical hearing and functioning of the articulatory apparatus;
• dysarthria - a violation of the pronunciation aspect of speech due to organic damage to the central nervous system;
• stuttering – difficulties in using speech means when they are formed, caused by convulsions in the articulatory apparatus;
• alalia – unformed speech components due to underdevelopment of the speech centers of the cerebral cortex;
• disturbances in voice formation and speech rate due to the anatomical features of the organs of articulation and disturbances in the functioning of the vocal apparatus.

The listed violations belong to the medical classification. But speech therapists also use a psychological and pedagogical approach to more accurately determine the structure of the defect.

In this version, there are three types of speech disorders:

• Phonetic underdevelopment of speech (FSD) is the incorrect pronunciation of sounds with normal physical and phonemic hearing and the functioning of the articulatory apparatus.
• Phonetic-phonemic speech underdevelopment (FFSD) is a distorted pronunciation or confusion of sounds caused by difficulties in perceiving phonemes by ear.
• General speech underdevelopment (GSD) is a violation of all components of speech. The ONR distinguishes three levels: Level 1 – a child of 3 years – non-speaking or communicates only in individual words, onomatopoeic complexes. Actively uses non-verbal means - facial expressions and gestures. Passive vocabulary is more of an expressive type; has virtually no word formation skills, the syllable structure is distorted.
• Level 2 – simple sentences predominate in children’s speech, disturbances in sound pronunciation and syllable structure; vocabulary also lags behind the norm; the presence of a large number of gross agrammatisms.
• Level 3 – vocabulary is slightly behind the norm, sound pronunciation is impaired; presence of agrammatisms; the sentence is supplemented with conjunctions and pronouns; difficulties in forming independent coherent speech.

Depending on the structure of the defect, the specialist will draw up a plan for corrective work and select appropriate techniques.

Causes of pathologies

You know, talking with a speech therapist, I learned that in recent years the services of a specialist have become more in demand. And the problem is not only in diseases, but also in education. The tiny creature understands phones and computers better than adults, even at 3 years old. Have you noticed? Well, at the age of 5, he generally becomes a child prodigy! With these talents, what is there to talk about...

How do the kids spend their time? Basically, they already have the knowledge of how to turn on the TV and approach their parents’ laptops. This is a new generation that moves with the times. Sadly. So we generally run the risk of losing the gift of sound pronunciation, if we think about it. But for the baby to develop normally, you just need to talk to him. Read, talk about what you observe. Don't walk in silence. Answer questions... After all, this is how we grew up.

The godfather gave the daughter of one of my friends a real phone for her 3rd birthday. Of course, restless people should not lag behind progress. But her mother gives her this phone for special merits. And for a short time. It’s better to let the child’s brain be interested in the designers, that’s how she motivates.

Read more about speech therapy classes for children aged 5 - 7 years.

These are acquired reasons. They can be prevented, what do you think? But there are also congenital ones. This requires painstaking work. Be aware that delays will result from:

• increased or decreased tone
• asphyxia at birth
• oxygen deprivation in the womb
• congenital abnormalities in the formation of the jaw or tongue frenulum

If these symptoms are detected at birth, rush to the neurologist (at the last point the dentist determines the cause)! This can be cured in 90% of cases within a year. Then there will probably be no consequences.

Advice from experts on speech development in children under 3 years of age

Parents often begin to panic when their child does not want to start talking. Regarding difficulty speaking, authoritative pediatrician E. O. Komarovsky says the following:

“Speech difficulties may be caused by the fact that adults do not actively communicate with the child. But when the baby goes to kindergarten, he will make up for lost time, as children quickly try to adapt in society, purely instinctively. But there is a high probability that he will have problems with pronunciation, so it is better to work with the child from an early age.”

R. Levykin, psychologist:

Useful for speech development:

1. Talk to your child as much as possible and encourage him to speak as much as possible. Ask him questions. Ask for his opinion. Comment on your actions.
2. Develop your horizons. Walk more: gardens, playgrounds, parks, museums, zoos, walks in the forest, etc.
3. Develop hand motor skills: plasticine, paints, crafts made from natural materials, construction sets.

From the book by I. A. Ermakova “Talk to me, mom! Educational activities for kids":

Speech therapy massage of the facial muscles helps correct speech development. A light massage of the cheeks, forehead, and lips helps regulate blood circulation, improves muscle elasticity and serves as an effective way to prevent speech disorders. Light circular movements should be performed with the fingertips of both hands so that folds do not form on the skin. The massage should be done slowly and smoothly for 2-5 minutes 2 times a day. The duration of the course is 10-15 sessions. Before starting the massage, you need to cut your long nails, thoroughly wash and warm your hands, and lubricate your fingertips with nourishing or baby cream.

1. Perform light circular movements from the middle of the forehead to the temples.
2. Perform light circular movements from the middle of the forehead to the earlobes.
3. Perform light circular strokes under the eyes from the nose to the temple area.
4. Perform light circular movements from the middle of the forehead to the neck.
5. Perform light circular movements from the wings of the nose to the corners of the lips.
6. Perform light circular movements from the wings of the nose to the earlobes.
7. Perform light circular movements along the contour of first the upper and then the lower lip - from the corners to the middle.
8. Lightly tap your lips with your fingertips.
9. Perform light circular movements from the middle of the upper lip to the chin.

Yu.S. Kosmina, speech therapist of the highest category:

In the family, conditions must be created for the child so that he experiences satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, learns to construct sentences correctly, pronounce sounds clearly, and tell interesting stories.

By expanding the child’s range of ideas about surrounding objects and phenomena, talking with him on various everyday topics that are close and understandable to the child, parents will thereby not only expand his horizons, but also contribute to the mastery of correct speech.

Speech pathologist-defectologist Anna Makovey about methods of speech development in twins:

Twins are a special topic. They have each other and that says it all. A special language, complete mutual understanding and no incentive to master the generally accepted language. It seems to me that the most humane of all the tested means (here is separation/distribution to grandmothers and division of responsibilities for raising each person between father and mother) is the introduction of children into a group of peers. There, children realize the need to master speech and learn to voice their needs (which is vital in kindergarten).

Individual communication with parents also helps to “talk” such children. It's up to your imagination and resourcefulness. One goes with dad to the store for... (something very necessary!!! You can’t handle it alone!), the second stays with mom... boil the kettle, wash the dishes, etc.

Don’t worry if your child doesn’t start talking at 1.5-2.5 years old. You should be afraid if a child at 3 years of age does not want to utter a single sound. This is a reason to contact a specialist who will help you find the answer to the question of why the child cannot speak.

Teach your children, develop their speech, thinking, memory, because a lot depends on the parents. And with such a set of modern techniques, books, educational games, you can decorate not only your baby’s everyday life, but also your own.

Homework for parents on developing general speech skills in children 3-4 years old

As part of the parent club “Speech Therapist School”, a weekly Set of homework assignments was developed to develop general speech skills , which is offered to all parents interested in the speech development of their child for the entire school year.

Tasks must be completed every week, distributed over days, 5-10 minutes a day.

November – 1 week.

1. Breathing exercise – development of long, smooth exhalation.

"Ship"

Take a plastic light boat or walnut shells, or make a paper one. Explain to the child that in order for the boat to float, you need to blow long and smoothly. While performing, read the poem:

The wind blows across the sea and propels the boat; He runs in the waves on swollen sails.

2. Development of articulatory motor skills: open and close your mouth as much as possible, stretch your lips into a smile, stretch them into a tube (you can do it in front of a mirror with a parent).

3. Development of fine motor skills: - ironing soft, plastic, rubber, embossed toys;

- do finger exercises:

The little girl Zinochka (makes her palms into a “basket”) Vegetables in the basket: Here’s a pot-bellied zucchini (bend your fingers, starting with the thumb) Placed it on the side, Pepper and carrot, Placed it deftly, Tomato and cucumber. Our Zina is great! (show thumb)

4. Development of speech understanding: remember the names of toys (doll, bear, horse, locomotive, car and others), parts of the body (head, torso, legs, arms). It is advisable to see toys or pictures.

5. Development of auditory attention: “Guess what it sounds like?”

An adult rings a tambourine, a rattle, a bell, a pipe (in front of the child) and hides behind a screen - asking the child to guess what object produced the sound.

6. Outdoor game “Dress”

The adult pronounces the text and performs the movements, and the children imitate him, pronouncing words and phrases:

This dress is for Natasha - 4 rhythmic turns left and right, hands on the belt Red peas - 4 rhythmic jumps on both legs And the dresses have two pockets - “draw” 2 pockets on the tummy Let’s hide our palms in them. – apply both palms to the tummy.

November, 2nd week.

1. Breathing exercise “Football”.

They explain to the child that with the help of cotton wool he will play football. The “soccer ball” must be blown out between two cups (shells, cubes, etc.)

2. Development of articulatory motor skills.

- “The tongue is sitting in the house, came out of the house, looked left and right, hid in the house again”;

- “smile”, “pipe-say oo-oo-oo”, open and close your mouth.

3. Development of fine motor skills.

Ladushki, ladushki (use the index finger of your right hand to make circular movements on your left palm, then change hands) Where were you? - by Grandma. Okay, okay, sonorous firecrackers. Clap-clap-clap! (claps)

On a large sofa in a row (alternately knock with fists and clap) Tanin's dolls are sitting: Two bears, Pinocchio (alternately bend fingers) And cheerful Cipollino, And a kitten and a baby elephant. 1, 2, 3, 4, 5- (alternately straighten your fingers) Help our Tanya (clap and knock alternately) We count the toys.

3. Development of auditory attention.

Listen and repeat the sounds of a tambourine, rattle, drum, metallophone or any other musical toy.

X- pause - clap, XX pause XX, XX pause X, X pause X, etc.

4. Development of speech understanding: name items of clothing for autumn, first from pictures, then without them.

5. Outdoor game “Slippers”.

These are slippers for Antoshka (they stomp on each foot 2 times) So that his feet don’t freeze in them. (4 jumps on both legs) Stomp-stomp-stomp, (stomp 2 times with each foot) What kind of slippers? Like toys! (left foot on the toe, then on the heel, vice versa).

November, 3rd week.

1. Breathing exercise “Breeze”.

Using a pinwheel, a plume, or a light object, perform a strong, short air stream:

A very hot day. Blow, blow, my little breeze. Breeze-breeze, Blow-blow, our breeze.

2. Articulation gymnastics.

- Puff up your cheeks (fat ones) - pull in your cheeks (skinny ones);

- the tongue is resting - place the relaxed tongue on the lower lip - hold.

3. Development of fine motor skills.

"Fruit Palm"

This finger is an orange (they bend their fingers one by one, starting with the big one). Of course, he is not alone. This finger is a plum, delicious, beautiful. This finger is an apricot, growing high on a branch. This finger is a pear, Asks6 “Come on, eat it!” This finger is a pineapple, a fruit for you and for us. (point with palms around and towards yourself).

4. Development of auditory attention on non-speech material.

In three identical jars - peas, buttons, semolina. Determine by ear what is in each jar.

5. Development of speech understanding.

• Development of a passive and active verbal vocabulary, consisting of names of actions (sleeping, eating, walking, jumping, playing, walking, cleaning, cleaning, washing, bathing, dressing, speaking, drawing, lucky, serving);

When looking at the pictures, the child must name the actions and can show them himself; name the actions performed by the adult.

• Distinguish between the concepts “Big and small” using toys.

6. Outdoor game “Drop”.

Drop, one (children jump on their toes, slowly at first, then speed up) Drop, two. The drops are slow at first, And then, then, then, Everyone runs, runs, runs.

November, 4th week.

1. Breathing exercise “Recognize the vegetable.”

On the table is a dish with vegetables: onions, garlic, dill, cucumber (or others).

Children examine the vegetables, name them, then rub the dill in their hands and make cuts on the vegetables. Children smell vegetables, remember smells, recognize the taste. With eyes closed, the child should recognize the vegetable by smell.

The inhalation is long and deep, the shoulders do not rise.

“Recognize the fruit” - the same thing (orange, lemon, apple).

2. Articulation gymnastics.

• “The cat is lapping up the milk.”

The cat is lapping up the milk (his wide tongue sticks out) The cat is calling us to lap (then his tongue hides in the house).

• Reinforcement: “Fat and thin”, “Tongue resting” on a count of up to 5, “Tube”, “Smile”.

3. Development of fine motor skills.

We will cook compote. (we move the index finger along the palm) You need a lot of fruits. Here. We will chop apples, (“crumb”) We will chop pears. (“they chop”) We cook, we cook compote, (“they stir with a spoon”) Let’s treat the honest people (they spread their arms to the sides).

4. Teaching the spatial arrangement of objects (fixing prepositions on, under, for).

The adult gives instructions, and the child follows them:

- put the bear on the table, under the table, behind the sofa, etc. (you can take different objects).

5. Development of auditory attention with sounding toys.

The concept of “loud-quiet”.

6. Development of speech understanding.

On the table is a ball, a cat, a bird. Learn to recognize toys by their description:

— she has a fluffy tail, soft fur, and a long mustache.

- she has wings, a beak, two legs, and her body is covered with feathers.

— it is round, red, plastic.

7. Outdoor game “Mushrooms”.

In the forest under the pine tree, mushrooms grew, (“spring”) They started a merry dance. The mushrooms nod their red caps - (tilt their heads to the right, left) They really want to please us.

December, 1 week.

1. Breathing exercise - “Whose locomotive hums louder and longer?”

Glass bottles of perfume or medicine are used. The adult stretches out his lips with a straw and blows into the bottle to make a whistle sound, then invites the child to do this (without puffing out his cheeks!).

“Whose lump will fly further?”

Using paper “snow” lumps, determine whose lump will fly away further.

2. Articulation gymnastics.

• Form and develop the correct position of the organs of the speech apparatus during sound (and), develop the vocal apparatus:

The lips smiled, the teeth showed. The lips smiled, they reached out to the ears - and-and-and-and (pull).

• Fastening: fat-skinny, the tongue is resting.

3. Development of fine motor skills “Home”.

Knock-knock-knock, knock-knock-knock! (they hit fist on fist, alternating) Take the hammer, my friend! We will build a new house, (they place their palms next to each other - “walls”) There is a window in that house, (they fold their index fingers into a shelf, the rest are connected with a “roof”) There is another one, higher, There is a pipe at the top of the roof. (little finger to the side - trumpet) The house is ready, we are inviting guests: (inviting hand gesture) “Come quickly!”

4. Development of speech understanding. Learn to understand questions (where? Where? From where? On what?) that help determine the location of an object.

For example: show and tell where the boots are, where the books are, where the TV is, where the toys are, etc.

5. Development of phonemic hearing.

Stand with your back to the adult, tell him what he is doing: knocking on a cup with a spoon, pouring water, snapping scissors, etc.

6. Distinguish between primary colors (red, yellow, blue, green) using toys, socks, mittens or other objects.

7. Outdoor game “Cow”.

“Moooo!” – the cow moos (they walk in a circle, making “horns” from their index fingers) I gore Katya and Vova. (turn their faces in a circle, make two turns left and right) Don't you drink milk? (put their hands on their belts, make an angry face) Run far away!” (run away).

8. Read A. Barto’s poems from the “Toys” series (learn by choice).

9. Read K Chukovsky “The Miracle Tree”, “Jenny”.

December, 2nd week.

1. Breathing exercise “Blowing snowflakes from a snowy clearing.”

Blow off “snowflakes”, small lumps made from cotton wool, from a sheet of paper.

Blow into store-bought reeds, tubes, pipes, or on a small turntable.

2. Articulation gymnastics.

• Exercise “Bear”.

(sound [E])

“uh-uh, like a bear, you sing, open your mouth wide. Vanya plays with Mashenka and walks around the room, as Mishutka hums: “E-uh-uh-uh.”

Exercise "Elephant"

(sound [U])

I’ll look at the baby elephant, I’ll cup my lips like a proboscis, I’ll look at the baby elephant, I’ll cup my lips like a tube: Ooo-oo-oo-oo.

• Reinforcement: “smile”, “tube”, “fat-skinny”, “tongue resting”, “open and close mouth”, “tongue goes out for a walk from the house”.

3. Development of fine motor skills.

Our Antoshka washes the dishes. (rub their palms together) Wash the fork, cup, spoon. (extend the fingers from the fist, starting with the little finger) I washed the saucer and glass, And closed the tap tighter. (perform an imitating movement).

4. Learn to distinguish between primary and additional colors.

5. Development of speech understanding.

• Teach children to quickly navigate naming actions. ask: “Where does the boy ride?” (boy rides downhill), where is the car going? (the car is driving along the road), where does the cat sleep? (the cat sleeps on the rug), etc.

• Teaches you to understand the question What?

- How does mom cut bread? (mom cuts bread with a knife) - what did you wipe your face with? (with a towel) - what do you eat soup with? (with a spoon) - what do you use to comb your hair? (comb).

6. Outdoor game “Bunny”.

Children perform movements and finish words.

Bunny in the grass hop-hop. (4 jumps in a circle, index fingers like ears) The bunny jumped behind a bush. (crouched down) The brave bunny is not afraid, (4 jumps in a circle) The fox cannot catch him. (they run away, the adult catches the children).

7. Read the fairy tale “Teremok”, “Three Bears”, S. Marshak “Cat’s House”.

December, 3rd week.

1. Breathing exercise “Breeze”.

• Place a wide tongue on your lower lip, let it rest, then, without removing your tongue from your lip, blow on something light.

2. Breathing exercise “Bubbles”.

Use a glass half filled with water and a cocktail straw. Inhale through your nose and exhale through your mouth into the tube (with a strong exhalation, water pours out of the glass, with a weak exhalation, bubbles form).

3. Development of the articulatory apparatus: form and develop the articulatory praxis of sound (ph).

Exercise "Bunny".

(the lower lip is pressed to the edges of the upper teeth, the upper lip is slightly raised)

The ears are on the top of the head, And the teeth are on the sponge (ph-f-f....) Warm air comes out (hold your palm).

4. Development of fine motor skills.

"Winter Fun"

What do we like to do in winter? (alternately connect the thumb with the others on both hands) Play snowballs, run on skis, skate on ice, race down the mountain on a sled.

"Who sleeps in winter?"

The bear in the den is fast asleep, (they clench their fingers into fists, starting with the little finger) He sniffles all winter until spring. A chipmunk sleeps in winter, (bend one finger for each animal name), a prickly hedgehog and a badger. Only the bunny can’t sleep - he’s running away from the fox. He flashes among the bushes, He chattered - and he was like that!

5. Development of speech understanding.

Arrange the pictures (or toys) in the required sequence, place them one after another as an adult says: car, cube, doll, pyramid, etc.

6. Outdoor game “It’s me.”

These are the eyes. Here. Here. (child performs imitation movements) These are ears. Here. Here. (shows body parts) This is the nose. This is the mouth. There's a backrest. There's a belly here. These are pens. Clap clap. These are the legs. Top, top Oh, tired. Let's wipe our brow.

December, 4th week.

1. Breathing exercise “Balloon”.

Blow on the balloon so that it flies to the doll, bear, or bunny.

2. Breathing exercise “Blow through a straw.”

Blow through a tube of thick paper onto a piece of cotton wool lying on the table or a feather.

3. Articulation gymnastics.

Reinforcement: “smile”, “pipe”, “fat-skinny”, “tongue resting”, pronounce the sounds (u), (e), (i), (f).

Sound [P]

Blow air into your nose, (put your palm with the cotton wool near your mouth, when pronouncing [P], the cotton wool flies away) (P) break through your teeth!

Sound [B]

[B] say it easily, turn on your little voice.

4. Development of fine motor skills.

“New Year's toys” The holiday is approaching, (alternately clapping and clenching into fists) The Christmas tree is dressing up. We hung up the toys: (alternately connect the thumb with the rest) Beads, balls, crackers. And here the lanterns hang, (alternately clapping and clenching into fists) They delight the children with their sparkle.

"Toys"

Antoshka has toys: (clench and unclench his fists) Here is a funny frog. (bend your finger for each name of the toy) Here is an iron machine. This is a ball. It's made of rubber. A multi-colored nesting doll and a cat with a fluffy tail.

5. Expansion and activation of vocabulary on the topic “New Year tree”.

Look at the tree, tell what it is like; examine the toys, specify their color;

Consolidating prepositions on and under: what's under the tree? What's on the Christmas tree?

6. Outdoor game “Christmas tree toy”.

They bought the blue ball for Lolka. (shows a circle with his hand) Oh, how beautiful! (they shake their heads, feign delight) It now hangs on the tree (they throw back their heads, look up) And it looks like a plum. (squats).

Nazarova Elena Vladimirovna, teacher-speech therapist of the joint venture “Kindergarten “Ladushki” MBOU “Secondary school No. 1”

1. Speech therapist’s homework on the topic “Wild animals of our forests”
2. Thematic planning of speech therapy work in the middle group (ONG)
3. Thematic planning of speech therapy work in the senior group (OHG)
4. Approximate thematic planning of speech therapy work in the preparatory group (ONR, FFNR)
5. Thematic planning of speech therapy work in the junior group (JG)

( 5 liked, average score: 4.20 out of 5)

Loading...

Role of parents

You should not assume that classes with a speech therapist alone will help the child completely solve the problem - parents should take a direct part in this. The child spends most of his time at home, so training should be carried out there.

Speech therapists advise parents to adhere to the following rules.

• Do not scold the baby for mistakes he has made in pronouncing sounds, but correct them.
• Encourage the child for his efforts and success, listen carefully to what he says about classes with a speech therapist, and show sincere interest.
• Ensure that the speech of family members is literate and correct.
• Before showing this or that exercise to a preschooler, you should practice in front of the mirror, check that everything is working out clearly and correctly.
• Ensure that children complete the speech therapist’s homework.
• Strives to ensure that every task is completed to the end, correctly, and diligently.
• Conduct classes daily - they can be small, but mandatory, they should become a good habit.

Specialist speech pathologists advise creating an atmosphere of correct speech for the child: reading him poems, fairy tales, singing songs more often, discussing any natural phenomena with the child, but it is better to keep TV watching to a minimum.

Basic rules for speech therapy classes at home for children aged 3-4 years

Home activities should:

• Be systematic, not case by case.
• Be interesting and exciting, otherwise the child will refuse to take part in them.
• Conducted at a time when the baby is in high spirits.

Ideally, speech therapy classes should be conducted by a specialist with confirmed qualifications. However, even the simplest exercises given above will help you spend quality time with your baby at home, developing and teaching him.

Games for sounds, hearing development and logarithmics

Speech or phonemic awareness is the ability to correctly hear, recognize and discriminate sounds.

Games for hearing development

1. “Ears are rumors”

Goal: consolidate the ability to differentiate sounds, develop auditory attention. Speech therapist shows wooden, metal spoons, crystal glasses

Children name these objects. The teacher offers to listen to how these objects sound. Having installed the screen, he reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.

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

2. “Who said “Meow?”

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

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

The speech therapist plays an audio recording of the sounds of pets. Children must hear and name which pet has the voice.

The game “Who gives what vote” is played in a similar way. An audio recording with the sounds of forest birds is turned on.

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

Goal: to develop auditory attention, recognize and name types of transport. Material: tape recorder and audio recording with street noise

Material: tape recorder and audio recording with street noise.

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

4. “Where is it ringing?”

Goal: to develop auditory attention, the ability to navigate in space with eyes closed. Children stand with their eyes closed

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

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

5. Finger game “Thunderstorm”

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

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

Drops are dripping (they knock on the table with two index fingers). It is raining (they knock quietly with four fingers of both hands). It pours like a bucket (they knock loudly with four fingers). It starts to hail (they knock with their finger bones, knocking out fractions). Thunder rumbles (drum their fists on the table). Lightning flashes (we draw lightning in the air with our fingers, make the sound sh). Everyone quickly runs home (clap their hands, hide their hands behind their backs). In the morning the sun is shining brightly (describe a large circle with both hands).

Speech imitation or onomatopoeia

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

Games for imitating the voices of animals and birds

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

Games to imitate household noises:

• The clock is ticking - tick-tock
• Water is dripping - Drip-Drip
• The baby is stomping – TOP—TOP
• The hammer knocks KNOCK-KNOCK
• Scissors cut CHICK-CHICK
• We swing on the swing KACH-KACH
• We eat carrots CRUM-CRUM
• The car goes BI-BI

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

Results and recommendations

The basis of correct sound pronunciation is the coordinated work of the articulation organs

In order for a preschooler to be able to pronounce simple and complex sounds, it is important to train the flexibility and strength of the tongue and lips. This is facilitated by articulatory gymnastics

Timely lessons with your baby will make pronunciation easier, and he will begin to speak clearly and clearly on his own. If he has problems with sound pronunciation, such exercises will significantly reduce the time for muscle training and correction of defects.

Sluggish sound pronunciation can also be perfectly corrected by gymnastics; the result of the exercises will be correct, clear and beautiful speech. Exercises, selected in order of increasing difficulty, will help to develop important skills in the mobility of the articulatory apparatus, practicing the position of the tongue and lips. During exercise, blood circulation in these organs improves, which contributes to their greater mobility and correct position. You can start working on articulation earlier, but it needs to be done correctly!

Literary aids for mental retardation

When a minor correction is required, you can resort to the above literature. But when the diagnosis is more serious, a special technique is needed. I'm not saying this is a death sentence. No! Remember, dear readers, that it is possible to correct a problem detected early. There are borderline stages when mental formation is delayed.

1. Zasypkina A.N. "Partial educational program for working with children 3-4 years old with mental retardation." This is a practical technique with many games that help relax and train important areas of the brain. Gymnastics for attention, thinking, memory, imagination.
2. Ekzhanova E.A., Strebeleva E.A. “Correctional and pedagogical assistance for preschool children with mild developmental disabilities.” A number of measures have been proposed for the prevention and correction of minor deviations. The manual will be useful for educators, defectologists and parents.
3. Pavlova L.N., Rudenko L.G. "Smart Pictures". The described activities will be useful for general understanding and applicable to solving the problem of problems. The topics “The world around us”, “Professions”, “Seasons” are presented, which help in overcoming the verbal barrier. Thinking, memory, imagination are trained, and horizons are expanded.

These recommendations will help both teachers and relatives of little brats. Success directly depends on how much attention is given to the children.

With this, dear blog readers, let me say goodbye. Remember that in the early stages almost any disease or disorder can be cured. Health to you and your loved ones. Don't forget to subscribe to blog updates.

What activities can be done with your child at home for speech development?

It's no secret that children spend most of their time at home.

Note! Therefore, it is so important to properly organize the baby’s activities aimed at developing children’s speech.

Articulation gymnastics and pronunciation training

Basically, all speech therapy classes for children 3-4 years old begin with small gymnastics for the organs of articulation. Most popular:

• Smile - stretch your lips in a smile, showing your teeth (the same without teeth).
• Dudochka - fold your lips into a tube and stretch them forward.
• Balloon - inflate your cheeks and hold the air for 3-5 seconds.
• Shoulder blade - place your tongue outstretched on the lower lip and fix it.
• Needle - tighten the tongue very much, make it as thin as possible and pull it forward, fix it.
• Jam - lick your upper and lower lips with your tongue.
• Let's brush our teeth - run your tongue over the upper teeth, then over the lower ones.
• Hill - the tongue rests on the lower teeth, while the middle of it tends to the palate, forming a hill. With this training, the child remembers the position of the tongue used to pronounce many sounds.

Games for hearing development

Children of primary preschool age are offered games to distinguish the volume of a sound or recognize an object that makes a sound. For many speech therapy tasks offered to children 3-4 years old, musical instruments such as pipes, drums, and piano are used.

Also at this age it is already possible to teach a child to distinguish sounds by ear. This can be done by offering a game: “Clap your hands when you hear the song of the water (sound “S”): sleep, frame, braid, mom, Sasha, etc.”

Important! It is best to call sounds by special “names”: the sound “S” is the song of the water, the sound “Sh” is the hissing of a snake, etc.

It will be easier for the child to remember and navigate. When pronouncing a word in which the baby must highlight the sound, it should be exaggerated.

Finger gymnastics

This gymnastics is used as an activity for the development of speech for 4 years at home and in preschool educational institutions. By this age, the baby understands simple instructions and is able to follow them, and children's fine motor skills are already sufficiently developed to make small “compositions” from their fingers. Here are some of them:

• Lock - hands are tightly clasped in a lock, with the fingers of both hands intertwined with each other.
• Scratching - alternately depict “paws” with your right and left hands.
• Let's warm up our hands by rubbing our left palm vigorously with our right palm.
• Glasses - make a circle with the thumb and index finger of each hand and bring it to your eyes - put on glasses.

Finger gymnastics develops speech

Poetry learning, reading and storytelling

Children 3-4 years old often learn poetry, retell fairy tales, and learn to read during speech therapy sessions at home. This is facilitated by numerous manuals and workbooks for younger preschoolers, which can be purchased at any children's store or printed from the Internet.

The best authors of children's fiction: Korney Chukovsky, Alexander Pushkin, Agnia Barto, Samuil Marshak. The main task of memorizing short poems and retellings of works is to enrich the child’s vocabulary, expand his fantasy and imagination.

Note! In 2021 Bardysheva T. Yu

and E.N. Monosova published a special manual aimed at the comprehensive speech development of children of primary preschool age. The notebook by Monosova and Bardysheva consists of 120 pages of high-quality exercises and games that help increase the child’s active and passive vocabulary, develop phonemic awareness and coherent speech, and improve the processes of thinking, attention and memory. This manual was created both for professional speech therapists and defectologists, and for parents - it is written in simple and understandable language.

Characteristics of the development of a 3-4 year old child

At 3 years old, the child is open to learning his native language, he happily repeats everything after an adult and is actively engaged in word formation. By the age of 4, the passive vocabulary reaches 2,500 words, most of which are verbs and nouns.

The child’s speech also contains:

• simple adjectives (beautiful, small, big);
• possessive pronouns (my);
• generalization words (animals, vegetables).

A preschooler does not yet have much life experience and produces new words in his own way. This gives rise to curious word forms, for example: “Mom is studying, but I am a lazybones.” A three-year-old child is able to maintain a simple dialogue.

The most difficult sounds to pronounce are “R” and “L”, as well as the whistling “Sh”, “S”, “F”. Often, even after reaching four years of age, the child is not able to pronounce them.

Important! If at 3-4 years old a child does not pronounce all sounds clearly, this is not a reason to run to a speech therapist. The sounds “R”, “L”, “Sh”, “S”, “F” are usually introduced at a later age. However, if by the age of 3 the baby does not speak at all, and there were serious illnesses or injuries during pregnancy/birth/in the first year, consultation with specialists is required. Based on the results of the examinations, a psychologist, speech therapist and neurologist will tell you what speech therapy exercises for children 3-4 years old should be performed.

Speech error correction

When a child is 3-4 years old, correction of speech errors occurs quickly - this is a flexible age for correction and formation of new skills

It is important not to “force” the exercises - first there must be correct placement of the articulation organs, then increase the tempo of the exercise

The production of sounds is based on gymnastics. Static and dynamic tasks for the language are the basis for many sounds, especially such problematic ones as “r”, “l” and others. Before making sounds, the tongue and lips are warmed up, then the child is explained how to hold/direct them in order to get this or that sound.

If at home you cannot develop articulation, move your tongue correctly and make sounds, it is better to immediately contact a speech therapist. Prolonging the problem will lead to longer work on speech. In addition, the cause of the problem may not be hidden in articulation at all, but in the brain structures, which can only be determined by a pediatric specialist.

Tests to determine pathologies

To quickly respond to changes in the baby’s development, you can conduct simple tests.

• By the fourth year, children can already distinguish the simplest geometric shapes. You need to ask the child to draw a circle. Even the similarity of this figure is a good result. However, if the child does not understand what is wanted from him, or his drawing does not even remotely resemble what is required, the test has not been passed.
• If a child does not show interest in new games and does not assemble a small tower from cubes, development is slow.
• By the age of three, the toddler communicates in short phrases (those who at this age already speak in long sentences are not taken into account). The minimum milestone for speech development by 3-4 years is the simplest phrases. If the child does not pronounce them, you should go to a specialist.

Templates of speech therapy characteristics for children of different levels for PMPC

In what cases is it still necessary to contact a speech therapist:

• The baby does not respond to his name and does not understand simple requests.
• Shows no interest in new toys; all his game scenarios follow the pattern.
• He cannot assemble a simple turret or put a large bead on a rope.
• If by the age of three the child does not speak, there were injuries during pregnancy or early development, or there are hereditary diseases.

You should regularly conduct classes with children