Speech therapy classes for children (2-3 years old) at home. Speech therapist classes with children 2-3 years old

When a child of 2-3 years old still does not speak, parents panic. It seems to them that if the neighbor's children speak very well, then their baby is behind in development. However, it is not. Speech therapists say that every child is individual. Non-verbal children can be taught at home. In this article you can familiarize yourself with exercises, tips and tricks that will help interest your child. You will learn why speech therapy classes for children are needed. 2-3 years is the age of interest in everything and curiosity. Therefore, you will not have any problems.

Speech therapy classes at home

First of all, your child needs regular communication. In order for him to be interested in spending time with adults, he needs to interest the baby. Then speech therapy classes for children will be useful. 2-3 years is the age when a child should be able to speak at least some words. If this does not happen, then pay maximum attention to the exercises.

Most often, activities with children are based on imitation. Kids try to copy those around them. These are actions, words, gestures, facial expressions, etc. A 2-3 year old child is restless and does not know how to concentrate, so it is best to work with him when he wants it. First of all, parents need to achieve emotional contact with the child. When this happens, you can safely engage with your baby, play or just communicate.

Specifics of the work of a speech therapist teacher with children of early and primary preschool age

Kamila Isaeva

Specifics of the work of a speech therapist teacher with children of early and primary preschool age

Specifics of work of a speech therapist teacher with children of early and primary preschool age (2-4 years)

Early and junior preschool age is a time of active development of a child’s speech.

Underdevelopment of speech at this age is expressed in a violation of all components of the speech system. Before the age of three, precise differentiation of a speech therapy diagnosis is impossible, so children are admitted to the diagnostic group, as a rule, with a diagnosis of speech development delay (speech development delay)

.
At the time of admission to the group, the child is examined by a speech therapist and specialists from the preschool educational institution . After this, a general picture of the state of speech and health of children is formed. Thus, based on the conclusion of the PMPK, the speech examination of the child, which is reflected in the speech card, and the results of the diagnostics of specialists , the speech therapist plans differential individual and subgroup correctional work .
As you know, there is no specific program for correctional work with children of this age , so in my work use the methodological recommendations of N.V. Nishcheva “Organization of correctional and developmental work in the younger group of kindergarten”; M. G. Borisenko, N. A. Lukina “Complex classes with children of early and younger age (2-3 years)

and M.V. Smirnova “Planning and content of classes with
children 3-4 years old suffering from general speech underdevelopment.”
The work of a speech therapist in a group of early and early preschool age is to overcome speech negativism and develop communication; enriching the active vocabulary; in developing understanding of speech and clarifying the meaning of words; work on grammatical structure and development of coherent speech.

In my activities I pay great attention to the development of auditory perception, speech breathing and fine motor skills.

At a young age, it is important to teach children to perceive speech and distinguish sounds by ear. This ability is fundamental for the further formation of speech - its understanding, correct interpretation and reproduction. In the content of this area of work , I include games proposed by N. A. Lukina and I. I. Nikkinen for the development of auditory perception, attention and memory. In addition, based on the proposed recommendations, I develop my own game-activities for this purpose. Here children learn to understand verbal instructions, correlate pictures with onomatopoeia, differentiate similar-sounding non-speech sounds, etc.

It is important at this age to stimulate the development of speech breathing, since the correct pronunciation of sounds, phrases, intonation of speech, pauses, etc. depends on correct speech exhalation. I solve this problem through special games (for example, those proposed by N.V. Durova in the methodological manual “Phonematics”

): kids like various pillows, leaves, snowflakes, boats, which they can directly play with.

It is at a young age that work begins on preparing the articulatory apparatus for the correct pronunciation of all sounds of the native language. For this purpose, I use gymnastics in poems and pictures by T. A. Kulikovskaya and V. V. Konovalenko. The use of poetic and visual amusing accompaniment stimulates the activity of children, as a result of which the assigned correctional and developmental tasks are solved more effectively.

The development of fine motor skills in children with speech disorders is also one of the areas of my work . As is known, stimulation of fine movements of the hands is an additional stimulating factor in the development of speech, and also plays an important role in the development of all types of children's activities, including self-care. For this purpose, I organize special games and exercises , the content of which is taken from methodological sources, practical literature (Tsvintarny, Konovalenko, Ruzina, etc.)

In classes with children , I prefer to use bright manuals with clearly defined parts, taking into account the age-related characteristics of perception, thinking of children of early and early preschool age , and the characteristics of children with speech disorders. I try to select realistic toys in order to form children’s correct ideas about various objects, taking into account the need to accurately correlate the name of an object with its image in the perception of children with speech impairments.

Our institution practices an integrated approach to organizing the correctional and developmental process. The relationship in work with group teachers, specialists and parents allows us to build work at a good professional level. Based on methodological recommendations and program requirements, I develop thematic planning, which is taken into account when organizing the work of educators and specialists . In addition, I determine the volume and content of daily evening classes with children , which are conducted by teachers. The group has a speech corner equipped with games and aids for the development of all aspects of speech activity (breathing, phonemic perception, etc.)

Together with the physical education instructor and music director, speech material for classes is selected; the instructor uses articulation exercises and exercises to develop speech breathing; the music director takes my recommendations into account when selecting the repertoire for his classes. Close cooperation is also planned with the psychologist of our institution.

The family plays an important and decisive role in correctional . work is being done with parents , which is necessary to effectively solve the problems. Thematic meetings and meetings dedicated to the results of correctional work . Individual and group consultations are organized in accordance with the annual plan. Special articles are prepared for the parent corner ; recommendations are formulated for organizing activities with children at home , and their content is determined.

Classes are one of the main forms of work with children in preschool educational institutions . Here, general correctional and developmental tasks are solved, such as the development of children's vocabulary, coherent speech, and lexical and grammatical categories. the goals of speech therapy work in each specific lesson depending on the level of speech development of the group. Special are also solved - for the development and stimulation of mental processes (attention, thinking, memory in accordance with their age characteristics ); and educational tasks, such as the ability of children to interact with each other, assimilation of accessible moral norms and rules, etc.

I organize all work with children

*individual sessions

*subgroup classes

The principle of selecting children for the formation of subgroups is, firstly, taking into account the age of the pupils - these are subgroup classes with children of the first (2-3 years old)

and the second
(3-4 years) younger group .
Secondly, it is mandatory to take into account the level of speech development of children (for subgroup classes on the correction and development of relevant aspects of speech). Individual lessons are a daily form of working with children according to a pre-drawn calendar plan. During the week, at least 3-4 lessons are conducted with each child (and more often if necessary)

.
The purpose of these classes is the development and correction of speech underdevelopment of each individual child, depending on the state of his speech and speech therapy diagnosis. Thus, with children suffering from rhinolalia, the main emphasis is on the development of articulatory motor skills, correct speech exhalation, fluency of speech, and intonation. For this purpose, techniques of singing sounds, syllables, breathing exercises, exercises for tension and relaxation of the facial and general muscles are used. With children who have motor alalia, this is the development of the impressive side of speech (its perception and understanding)
;
overcoming speech negativism; practicing sounds that are easy to pronounce (A, O, U, I, E, B, P, M, V, F)
; development of the prosodic side of speech.

Thus, correctional work with children of early and early preschool age who have delayed speech development and severe speech impairments contributes to the successful solution of primary tasks, taking into account the age characteristics of children and the degree of their speech pathology, and also has a beneficial effect on the further development of the child.

Warm-up: finger games

Few people believe that fine motor skills develop speech. However, this is scientifically proven. Therefore, try to pay attention to finger games. Here are some examples:

Place your thumb and index finger together. Let the rest be raised and spread out. Show the children this cockerel, saying: “Our Petya the Cockerel, the golden comb, went to the market and bought one boot.”
Close your thumb and index fingers and tap them on the table. At this time, say: “The chicken came and found a grain, did not eat it herself, but took it to the children.”
Close the thumb with the two middle fingers, and simply bend the little finger and index finger slightly, saying: “The mouse is gnawing on the dryers, the cat has come, the mouse has crawled into a hole.”
Bend your phalanges in different directions, saying: “Our fingers are very friendly, everyone needs them. We need to count the brothers, there are five of them on one hand. There are no less of them on the second, they are all good, because my fingers.”

Finger gymnastics is a warm-up that every child needs to get him interested in a further lesson. After all, speech therapy classes for children require perseverance. 2-3 years is the age of fidgets. Therefore, we first interest the baby, and then we begin the exercise.

Speech therapy classes for children (2-3 years old) at home. Consultation on speech development (junior group)

Speech therapy classes for children (2-3 years old) at home.

When a child of 2-3 years old still does not speak, parents panic. It seems to them that if the neighbor's children speak very well, then their baby is behind in development. However, this is not true, each child is individual. Non-verbal children can be taught at home. In this article you can familiarize yourself with exercises, tips and tricks that will help interest your child. You will learn why speech therapy classes for children are needed. 2-3 years is the age of interest in everything and curiosity. Therefore, you will not have any problems.

Speech therapy classes at home

Each child is individual. One starts talking early, the other starts talking late. Of course, all parents worry when their 2-year-old toddler doesn’t want to speak at all, but only points his finger. To prevent such incidents from happening, it is necessary to regularly conduct speech therapy sessions with children. First of all, your child needs regular communication. In order for him to be interested in spending time with adults, he needs to interest the baby. Then speech therapy classes for children will be useful. 2-3 years is the age when a child should be able to speak at least some words. If this does not happen, then pay maximum attention to the exercises. Most often, activities with children are based on imitation. Kids try to copy those around them. These are actions, words, gestures, facial expressions, etc. A 2-3 year old child is restless and does not know how to concentrate, so it is best to work with him when he wants it. First of all, parents need to achieve emotional contact with the child. When this happens, you can safely engage with your baby, play or just communicate.

Warm-up: finger games

Few people believe that fine motor skills develop speech. However, this is scientifically proven. Therefore, try to pay attention to finger games. Here are some examples:

Place your thumb and index finger together. Let the rest be raised and spread out. Show the children this cockerel, saying: “Our Petya the Cockerel, the golden comb, went to the market and bought one boot.”
Close your thumb and index fingers and tap them on the table. At this time, say: “The chicken came and found a grain, did not eat it herself, but took it to the children.”
Close the thumb with the two middle fingers, and simply bend the little finger and index finger slightly, saying: “The mouse is gnawing on the dryers, the cat has come, the mouse has crawled into a hole.”
Bend your phalanges in different directions, saying: “Our fingers are very friendly, everyone needs them. We need to count the brothers, there are five of them on one hand. There are no less of them on the second, they are all good, because my fingers.”

Articulation gymnastics

Before conducting speech therapy classes for children 2-3 years old at home, it is necessary to develop the muscles of the tongue. This is why articulation gymnastics is needed. It is advisable to carry it out together with the baby in front of the mirror:

Let the child imagine that the tongue is a brush. His mouth should be slightly open. The tongue should be drawn across the palate towards the throat and back to the teeth.
Exercise “Tongue on a swing”. At the same time, open your mouth wide. At this time, the tongue lies under the lower teeth. Then lift its tip under the upper teeth. This exercise must be done at least four times.
"Delicious jam." You need to lick your upper lips first with your tongue, then move on to the lower lips. Do the exercise 5 times.
Brush your teeth with your tongue. Open your mouth wide. Run the tongue first over the lower teeth, then over the upper teeth. Do this exercise 4-5 times.

This is how speech therapy classes for children (2-3 years old) are held at home. However, the child will have fun and interest only when you engage with the baby in the game, and not force him.

Onomatopoeia: who sounds? What's knocking?

When you have successfully completed finger and articulation gymnastics, you can begin to study sounds or syllables. To do this, you need to imitate the sounds of animals or objects with your child. Say the following phrases to your baby:

“Our frog is the head of the swamp, sits on the sand and says: “Kva-kva.”
“The cockerel was afraid to fall into the river and kept shouting: “Ku-ka-re-ku.”
“My bell rings ding-ding all day long.”
“The bunny gnaws the carrot appetizingly and creates a little noise: “Crunch-crunch.”
“The rain says: “Drip, drip.” You need to take an umbrella with you.”
“The horse runs merrily and clatters its hooves. This is not a boot, but the sound of a knocking “clack-clack-clack.”
“The pig says: “Oink-oink, I’ll give you some candy.”
“The clock gives us a sign of time and it sounds “tick-tock”.”
“A steam locomotive travels around the world and repeats: “Too-too, I’m going.”
“Anechka got lost in the forest and called out to her friends: “Ay-ay.”

Speech therapy classes for children (2-3 years old) at home are very useful and exciting. In a playful way, you and your baby can achieve great success.

Logorhythmics

Such activities help children not only master speech, but also expand their vocabulary. Speech therapy rhythms develop a child’s motor skills, speech, thinking, memory, and attention. Exercises are given to children from two years old. When your child speaks poorly, let him repeat only what he remembers. If he does not speak at all, then the adult sings, and at this time the child’s hearing develops and his speech reserve is replenished. Speech therapy classes for children 2-3 years old are interesting and exciting. When you start singing and doing the exercise, the child will become interested, and he will involuntarily begin to repeat after you. There are several exciting games:

"For a walk". You need to read aloud a verse to which the baby repeats certain movements:

Our legs (stretches palms to legs)

walk along the path (slaps hands on knees).

Over bumps, and over bumps (moves in slow steps)

all the flowers step over (raises his legs high).

Game "Weather". The child sits on a high chair and listens to slow music. When you say, “It’s raining,” he pats his knees with his palms in rhythm. Hearing the words: “Lightning has appeared,” the baby rings the bell. When you said: “Thunder is thundering,” the child stomps his feet loudly. When the word “silence” is said, the baby becomes silent and sits motionless for a minute.

Do exercises, saying: “First, we raise our handles “one-two-three”, then we lower our handles. We'll stomp our feet, clap our hands, jump, run, and we'll finish our exercises. And we will begin to walk quietly again.”

These are interesting speech therapy classes for children 2-3 years old. Exercises should be carried out only with musical accompaniment. Then the child will really like such activities, and he will please you with his successes.

Games for hearing development

These activities are necessary for the child to develop hearing. Children must identify sounds. This could be the sound of rain, thunder, a dog barking or a cat purring, etc. Speech therapy classes with non-speaking children 2-3 years old should be carried out as usual. Remember, this is not a pathology, but most likely laziness, which needs to be overcome with the help of exciting exercises.

Let your baby listen to 2 sounds, for example, a baby crying and a vacuum cleaner running. Let the little one determine who or what is making the sound. When tasks are already easy for him, you can complicate the exercise. Let your baby listen to 3 different sounds, and then 4. If he is in no hurry to speak, then help him and do not scold the baby.

Poems for speech development

Speech therapist classes for children 2-3 years old can be carried out by parents at home. If you practice with your baby every day, then he will start talking faster than you expect.

Poems are an integral part of speech development. It is important that there is a simple rhyme, then it will be more interesting for the child to practice:

“There was a small fight in the river. Something was not shared between the two cancers.”
“Our dear turtle always hides in her shell out of fear.”
“Topotushki, topotushki, a bunny is jumping at the edge of the forest. He was tired and sat down and ate a carrot.”

Poems for children 2-3 years old are offered very small so that the child can easily remember them. When you see that the baby begins to recite small rhymes in full, then you can complicate the task.

Pure talk

They are also necessary for the development of the baby’s speech. Pure sayings, like poems, should be short and easy to remember:

“Oh-oh-oh – our cat isn’t so bad.”
“Uh-uh-uh - our rooster crowed.”
"Ah-ah-ah - we are standing on our feet."
“Sha-sha-sha – mom’s noodles turned out delicious.”
“Shu-shu-shu - I’ll ask daddy.”
“Shi-shi-shi - how the reeds rustled.”

You can come up with such pure sayings yourself. It all depends on which letters the baby cannot pronounce.

Advice from speech therapists

Nowadays, it is very common to find non-speaking children aged 2-3 years. This does not mean that the child has speech problems. Speech therapists say that there is no need to worry until the age of three. However, speech therapy classes for children still wouldn’t hurt. 2-3 years is an inquisitive age, so kids will be happy to exercise if they are interested.

The first few lessons should last no more than 3 minutes. Then you can gradually increase the time. It is important that the baby likes it. If you see that your child is tired and doesn’t want to study, don’t force him. Postpone the exercises until your baby is in the mood for exercise.

It's better to exercise a little every day. Then the baby develops skills, habits and memory. Don't scold him for incorrect movements and pronunciation. Remember, your baby is just learning. Don't discourage him from studying. After all, if you scold and punish, then nothing good will come of it.

In this article we introduced you to several types of games. They are excellent for speech development. From this we can conclude that the exercises are not difficult. Therefore, speech therapist classes with children 2-3 years old can be carried out by the mother at home. The main thing is to follow the recommendations of experts.

Thanks to the above games, you will well replenish your child’s vocabulary, help you think logically, imagine and fantasize. Children's memory improves, they become more diligent and begin to speak faster: first some sounds, then syllables. Many kids, with the help of such games, immediately spoke not in words, but in sentences. So don’t worry about your baby’s speech. Daily activities will help you and your baby achieve great success.

Articulation gymnastics

Let the child imagine that the tongue is a brush. His mouth should be slightly open. The tongue should be drawn across the palate towards the throat and back to the teeth.
Exercise “Tongue on a swing”. At the same time, open your mouth wide. At this time, the tongue lies under the lower teeth. Then lift its tip under the upper teeth. This exercise must be done at least four times.
"Delicious jam." You need to lick your upper lips first with your tongue, then move on to the lower lips. Do the exercise 5 times.
Brush your teeth with your tongue. Open your mouth wide. Run the tongue first over the lower teeth, then over the upper teeth. Do this exercise 4-5 times.

This is how speech therapy classes for children (2-3 years old) are held at home. However, the child will have fun and interest only when you engage with the baby in the game, and not force him.

Onomatopoeia: who sounds? What's knocking?

“Our frog is the head of the swamp, sits on the sand and says: “Kva-kva.”
“The cockerel was afraid to fall into the river and kept shouting: “Ku-ka-re-ku.”
“My bell rings ding-ding all day long.”
“The bunny gnaws the carrot appetizingly and creates a little noise: “Crunch-crunch.”
“The rain says: “Drip, drip.” You need to take an umbrella with you.”
“The horse runs merrily and clatters its hooves. This is not a boot, but the sound of a knocking “clack-clack-clack.”
“The pig says: “Oink-oink, I’ll give you some candy.”
“The clock gives us a sign of time and it sounds “tick-tock”.”
“A steam locomotive travels around the world and repeats: “Too-too, I’m going.”
“Anechka got lost in the forest and called out to her friends: “Ay-ay.”

Speech therapy classes for children (2-3 years old) at home are very useful and exciting. In a playful way, you and your baby can achieve great success.

Logorhythmics

Speech therapy classes for children 2-3 years old are interesting and exciting. When you start singing and doing the exercise, the child will become interested, and he will involuntarily begin to repeat after you. There are several exciting games:

"For a walk". You need to read aloud a verse to which the baby repeats certain movements:

Our legs (stretches palms to legs)

walk along the path (slaps hands on knees).

Over bumps, and over bumps (moves in slow steps)

all the flowers step over (raises his legs high).

Game "Weather". The child sits on a high chair and listens to slow music. When you say, “It’s raining,” he pats his knees with his palms in rhythm. Hearing the words: “Lightning has appeared,” the baby rings the bell. When you said: “Thunder is thundering,” the child stomps his feet loudly. When the word “silence” is said, the baby becomes silent and sits motionless for a minute.
Do exercises, saying: “First, we raise our handles “one-two-three”, then we lower our handles. We'll stomp our feet, clap our hands, jump, run, and we'll finish our exercises. And we will begin to walk quietly again.”

Speech therapy tasks

Starting with the letter R

One of the most difficult sounds to master is R. Many preschoolers learn to roar loudly by the very end of kindergarten. If the production of the sound P is already behind you, then special exercises will help speed up its automation:

1. “Like a little motor”

We ask the child to pronounce the sound R in the word for a long time, drawlingly (like a motor growls).

2. “Where is R hiding?” (in pictures and words)

Offer to choose pictures with images of objects with a given sound or clap your hands if he hears such a word.

3. “How can you growl?”

Show your child pictures of objects that have the sound r in their names. Offer to read and color the picture.

4. “Sounding tracks”

Together with your child, come up with several chants made up of several syllables:

Ra-ra-ra - they ran away from the yard.

Ro-ro-ro - and they found a bucket.

Ru-ru-ru - we came up with a game.

5. “Substitute a syllable”

The adult offers the child words that end or begin with a syllable with P (ra, ro, ry), the child must choose the correct option and pronounce it correctly.

6. “Look and name”

An adult asks the child to read words with the letter r from the pictures. The word must be said as many times as there are stars next to each picture.

7. “Poems, tongue twisters, riddles”

Learn with your child several poems and riddles in which words with R appear.

Starting with the letter L

The hard sound L is also often difficult for children 5-6 years old. If the baby has already learned to pronounce it alone, in isolation, then it’s time to start working on automation in speech. The following exercises are suitable for this:

1. “Say it nicely”

Offer your child several images of words starting with L. Ask him to pronounce the words beautifully, emphasizing the desired sound with his voice.

2. “Toys for Larisa”

Ask your child to collect gifts for the Larisa doll. Tell her that she only likes things that begin with L. For this exercise, you need to select small objects or pictures in advance; all words should not begin only with L.

3. “One-many”

Invite your child to name words with L in the singular and plural. In the workbook for the sound L (author Kostyuk A.V.) there is a whole table with pictures for this exercise (lesson 20).

4. “Find the Sound”

Invite your child to draw up a diagram of the word and mark the place L on it. If it is still difficult for your child to independently determine the number of sounds, then first you can do several similar exercises from the workbook.

5. “Tongue twisters and nursery rhymes”

Use nursery rhymes, tongue twisters and poems with words that contain L.

Starting with the letter Sh

Difficulties with hissing in children 5-6 years old are also quite common. The following games are suitable for automation:

1. “Who’s hissing?”

Invite your child to choose several pictures of those who can hiss. Ask them to say their “song” clearly, loudly, and for a long time.

2. “Catch the Sound”

Ask your child to clap their hands every time you say Sh or a word with that sound (among others).

3. “Syllables Travel”

Take a card with one of the syllables SHA, SHO, SHU. Offer to come up with words or several that begin with this syllable and end with it (Sha-ry and ka-Sha, sho-rokh and ho-ro-sho).

4. “What are the guys’ names?”

Ask your child to read the children's names, adding the syllable SHA at the end.

4. “We compose speech therapy rhymes”

Come up with short rhythmic chants with the syllables SHA, SHO, SHU, SHI.

Sha-sha-sha - the porridge ran away,

Sho-sho-sho - have a good rest,

Shu-shu-shu - dry mushrooms and berries.

5. “Speak beautifully and correctly”

Ask your child to pronounce words with the Sh sound correctly.

The use of workbooks not only allows you to properly organize speech development classes for children 5-6 years old, but also makes it possible to train graphic skills, attention, thinking, and imagination. To reinforce the material, also use video lessons:

To reinforce the material, also use video lessons:

Games for hearing development

Poems for speech development

Speech therapist classes for children 2-3 years old can be carried out by parents at home. If you practice with your baby every day, then he will start talking faster than you expect.

Poems are an integral part of speech development. It is important that there is a simple rhyme, then it will be more interesting for the child to practice:

“There was a small fight in the river. Something was not shared between the two cancers.”
“Our dear turtle always hides in her shell out of fear.”
“Topotushki, topotushki, a bunny is jumping at the edge of the forest. He was tired and sat down and ate a carrot.”

Poems for children 2-3 years old are offered very small so that the child can easily remember them. When you see that the baby begins to recite small rhymes in full, then you can complicate the task.

How to develop speech up to 3 years. Expert advice

To form a speech, you should adhere to the following recommendations from experts:

Play is very important for proper speech development. With its help, the baby learns about the world around him;
must be read daily;
you need to listen to the baby very carefully;
It’s worth explaining your thoughts to the baby, reasoning with him, talking through plans for the future;
the child needs to be asked questions that will encourage him to think;
You need to discuss with your child how he spent his day in kindergarten;
It’s worth practicing using images;
The baby must always be supported, even if he doesn’t quite succeed.

Speech therapy chants for children 2-3 years old

Speech therapy for children aged 2-3 years is one of the main methods of working with children who have speech problems. During the work, exercises are used that were developed by Novikova-Ivantsova. Children more easily perceive phrases spoken in rhyme. Music has a beneficial effect on the psychological state of the baby. Together, this increases the effectiveness of the exercises.

The work is based on the ontogonistic principle. For those children whose vowel pronunciation is impaired, singing forms the correct acoustic image. The classes work on the ability to control the pitch of the voice. Children develop proper breathing when speaking.

Important! When selecting speech material for singing, it is necessary to take into account the age of the baby.

An example of speech therapy chants for 2-3 years:

ku-ku-ku - the rooster crowed ku-ka-re-ku;
gu-gu-gu - geese are wandering in the meadow.

Pure talk

They are also necessary for the development of the baby’s speech. Pure sayings, like poems, should be short and easy to remember:

“Oh-oh-oh – our cat isn’t so bad.”
“Uh-uh-uh - our rooster crowed.”
"Ah-ah-ah - we are standing on our feet."
“Sha-sha-sha – mom’s noodles turned out delicious.”
“Shu-shu-shu - I’ll ask daddy.”
“Shi-shi-shi - how the reeds rustled.”

You can come up with such pure sayings yourself. It all depends on which letters the baby cannot pronounce.

Advice from speech therapists

What should the speech of a 3-4 year old child be like?

Scientists have calculated that at this age a child’s vocabulary ranges on average from 1,500 to 2,000 words. Such calculations are difficult to make at home, but there are several simpler indicators that can easily be used to determine how well a child’s speech development falls within the normal range.

There is no cause for concern if the child:

actively tries to reproduce all the sounds and words he hears, especially those that are new to him;
engages in word creation;
makes simple sentences naming actions (the ball flies, the fish swims, the dog barks);
tries to compose complex sentences and stories, but at the same time does not speak very clearly and makes many speech errors;
can talk about himself in the third person;
enjoys repeating many words after adults, quoting phrases from cartoons;
does not pronounce all sounds; problems especially often arise with , , and ;
rearranges letters and syllables in words;
At the same time, he himself understands complex sentences, listens carefully to fairy tales, knows his favorites by heart;
knows and knows how to say his first and last name, the names of relatives, friends, and the city in which he lives.

The listed signs apply to both boys and girls, although experts say that girls are ahead of boys in speech development by an average of 4-5 months. There are silent children who do not speak in front of strangers, but this does not always mean a deviation from the norm: a sensitive parent usually knows what his baby is really capable of.