Speech development in children 6-7 years old: problems, tasks and exercises

By the age of 6-7 years, a child masters speech so well that he can easily communicate about a familiar subject with his peers and adults. During this age period, children improve their lexico-grammatical structure of speech: they master more and more complex grammatical categories.

Coherent speech is improved: composing complex common sentences does not cause difficulties, answers are detailed. But if a child has a disorder, his speech development lags behind the norm. Special exercises for the development of speech in children 6-7 years old will help cope with this feature.

Norms of speech development

By this age the child:

distinguishes sounds, selects the desired phoneme in a word;
can pronounce words with complex syllable structure and consonant clusters;
can determine how many syllables are in a word;
uses complex sentences in speech;
uses prepositions in his speech;
masters the skill of coordinating words in a sentence;
masters all methods of word formation;
understands speech addressed to him;
understands the hidden meaning of works of art;
uses more and more words in coherent speech;
without the help of an adult, composes descriptive stories, retells fairy tales and other works;
can provide logical arguments to support a point of view or answer to a question;
uses constructions with the conjunction “A”;
understands logical and grammatical structures.

By the age of 7 years, children with normal speech development master the listed skills in full.

GAMES AND EXERCISES ON SPEECH DEVELOPMENT FOR SENIOR PRESCHOOL CHILDREN (6 - 7 YEARS OLD)

Home / All about early development / Games and exercises for speech development for children 6 - 7 years old

The main task of working with children of senior preschool age to master the phonetic side of speech and correctly pronounce all the sounds of their native language is to further improve their speech hearing and consolidate the skills of clear, correct, expressive speech. Children can already clearly differentiate what a sound, a word, a sentence is. To practice diction, voice strength, and tempo of speech, tongue twisters, pure twisters, riddles, nursery rhymes, and poems are used.

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

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

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

"Find the Sound"

Goal: find words with one and two syllables.

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

“The picture is a basket”

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

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

"We're going, we're flying, we're sailing"

Goal: to teach children to find a given sound at the beginning, middle and end of a word.

The figure shows six pictures depicting transport: helicopter, plane, bus, trolleybus, motor ship, tram (Fig. 4). - Name all the objects in one word. (Transport.) - Tell me, how many syllables are in these words? (All words except the word “tram” have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound “T” occurs at the beginning of the words “trolleybus”, “motor ship”, “tram”, in the middle of the words “helicopter”, “bus”, at the end of the words “helicopter”, “plane”.) - Make up a sentence with any word (“The plane is flying fast”). - Tell me, what flies? (Plane, helicopter.) What's coming? (Bus, trolleybus, tram.) What floats? (Motor ship.) - Guess by the first and last sound what type of transport I have in mind: T-S (trolleybus), A-C (bus), S-T (airplane), V-T (helicopter), M-O ( metro), T-I (taxi).

Older preschoolers learn to select not only words that sound similar, but also entire phrases that rhythmically and intonationally continue a given sentence: “Bunny, bunny, where were you walking?” (Danced in the clearing.) “Where have you been jumping, squirrel?” (I was collecting nuts.) “Hey, little animals, where have you been?” (We brought mushrooms to hedgehogs.) They learn to change the volume of their voice, the pace of speech, depending on the conditions of communication, on the content of the statement. Children are asked to pronounce tongue twisters or couplets invented by themselves, not only clearly and distinctly, but also with varying degrees of volume (whisper, sotto voce, loud) and speed (slow, moderate, fast). These tasks can be performed in parallel and varied (for example, say a phrase loudly and slowly, whisper and quickly). Special tasks encourage children to use interrogative, exclamatory and narrative intonation, and this skill is necessary for them when constructing a coherent statement. Work continues with older preschoolers to enrich, clarify and activate the vocabulary. Much attention is paid to the development of children’s skills to generalize, compare, and contrast. Words denoting the material from which an object is made (“wood”, “metal”, “plastic”) are introduced into the dictionary; riddles and descriptions of objects, their properties, qualities and actions are widely used. Particular attention is paid to working on the semantic side of a word, expanding the stock of synonyms and antonyms, polysemantic words, and developing the ability to use words that most accurately suit the situation.

"What do you see around you?"

Goal: to clarify children’s ideas about the names of objects.

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

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

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

Working with synonyms helps children understand the ability to select different words with similar meanings and develop the ability to use them in their speech. By selecting words that are close in meaning to the phrase (cheerful boy - joyful; the train is coming - moving; Masha and Sasha - children, friends), to a certain situation (at a birthday party they are having fun, rejoicing), to an isolated word (smart - sensible; old - dilapidated), children learn the accuracy of word usage, depending on the context. By composing sentences with words of a synonymous series, denoting an increase in actions (whispers, speaks, screams), children become aware of the nuances of the meanings of verbs.

"Tell me which one"

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

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

What is it like this morning? Today there will be no sun, Today is a bad morning, Today there will be no sun, Today is a boring morning Today it will be gloomy, And it seems there will be rain. Gray, cloudy day. - Why is it a bad morning? - Why won’t there be sun? Today is a good morning, There will probably be sun, Today is a cheerful morning There will definitely be sun And the clouds are moving away. And a cool blue shadow.

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

"Find the exact word"

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

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

I will say the word high, I will say the word coward to you, And you will answer... (low). You will answer... (brave man). I will say the word far away, Now I will say the beginning - And you will answer... (close). Well, answer... (end).

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

Older preschoolers can distinguish words that reflect the nature of the movement (run - rush; came - trudged) or the meaning of adjectives of an evaluative nature (smart - judicious; old - decrepit; timid - cowardly). An important place in the development of vocabulary is occupied by work on antonyms, as a result of which children learn to compare objects and phenomena according to temporal and spatial relationships (by size, color, weight, quality). They select words that are opposite in meaning to phrases (old house - new, old man - young), to isolated words (light - heavy), or finish the sentence started by the teacher: “One loses, the other ... (finds).”

"High Low"

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

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

...No one is refused, Lunch is served to everyone: The dog - in a bowl, In a saucer - pussy, The laying hen - Millet in a skull, And Mashenka - in a plate, In a deep one, not in a shallow one.

- What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong); shallow river (has a small depth); light rain (not heavy); fine sand (medium-sized).

“Is this true or not?”

Goal: find inaccuracies in the poetic text.

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

It's a warm spring now, the grapes are ripe here. A horned horse jumps in the snow in the summer meadow. In late autumn the bear likes to sit in the river. And in winter, among the branches, “Ha-ha-ha!” - the nightingale sang.

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

"Find another word"

Purpose: to accurately identify the situation; select synonyms and antonyms.

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

“Call it in one word”

Goal: find words that accurately assess the situation.

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

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

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

Older preschoolers continue to be taught those grammatical forms that they find difficult to master: agreement of adjectives and nouns (especially in the neuter gender), the formation of difficult verb forms (in the imperative and subjunctive mood). It is necessary to give the child complete orientation in the typical ways of inflection and word formation, to cultivate a sense of language, an attentive attitude to the language, its grammatical structure, a critical attitude towards one’s own and others’ speech, and the desire to speak correctly. Children develop the ability to select a word-forming pair from a number of words (those words that have a common part - “teaches”, “book”, “pen”, “teacher”; “story”, “interesting”, “tell”) or form model word: cheerful - fun; quickly... (fast), loud... (loud). Children find related words in context. For example, with the word “yellow”: “There are (yellow) flowers growing in the garden. The grass begins to... (turn yellow) in the fall. The leaves on the trees... (turn yellow).” Children develop the ability to form nouns with augmentative, diminutive, affectionate suffixes and understand the difference in the semantic shades of the word: birch - birch - birch; book - little book - little book. Distinguishing the semantic shades of verbs (ran - ran - ran up) and adjectives (smart - smartest, bad - inferior, complete - plump) develops the ability to accurately and appropriately use these words in different types of statements.

"Who has whom"

Goal: correlate the names of animals and their cubs, select actions to match the names of animals.

The child looks at the drawings (Fig. 6) - animals with babies: a hen and chick pecking grains (or drinking water), a cat and kitten lapping milk (option - playing with a ball), a dog and puppy gnawing a bone (option - barking), cow and calf they nibble grass (option: moo), the horse and foal chew hay (option: gallop), the duck and duckling swim (quack). - Name the animals and their young. - Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

"One is many"

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

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

Particular attention is paid to the syntactic side of speech - the ability to construct not only simple common, but also complex sentences of various types. To do this, exercises are carried out to distribute and supplement the sentences started by the teacher (“The children went into the forest so that... They ended up where...”). The formation of the syntactic side of children's speech and various syntactic structures is necessary for the development of coherent speech. In retelling literary works (fairy tales or short stories), children learn to coherently, consistently and expressively convey the finished text without the help of an adult, intonationally conveying the dialogue of the characters and the characteristics of the characters. In telling a story based on a picture, the ability to independently compose a descriptive or narrative story based on its content involves indicating the place and time of action, inventing events preceding and following what is depicted. Storytelling through a series of plot pictures develops in children the ability to develop a plot line, come up with a title for the story in accordance with the content, and connect individual sentences and parts of statements into a narrative text. When talking about toys (or a set of toys), children are taught to compose stories and fairy tales, observing the composition and expressive presentation of the text. When choosing appropriate characters to tell, children give their descriptions and characteristics. With children of senior preschool age, learning to tell stories from personal experience continues, and these can be statements of different types - descriptions, narratives, reasoning.

“Make a description”

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

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

"Make up a story"

Goal: to teach children to understand the figurative meaning of words and expressions that change their meaning depending on phrases, and to transfer them into a coherent statement.

- Finish the phrase:

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

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

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

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

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

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

"Tell me more precisely"

Goal: to develop accuracy of word use in coherent narrative stories.

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

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

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

All these exercises, games, activities can be repeated so that children learn that words have meaning and can change. They sound different. If the child completes all the tasks correctly, it means that he has a high level of speech development and is well prepared for school.

Signs of speech development disorder

If a child has any deviation, his speech in basic indicators will lag behind the norm. This can be determined by the following signs:

confuses sounds by ear, has difficulty identifying them in a word;
has difficulty mastering sound-letter analysis;
communicates with others using simple sentences, omits prepositions;
the agreement of words in a sentence is disrupted or there is difficulty in agreeing certain parts of speech;
difficult to understand complex speech structures;
has difficulty understanding hidden meanings in stories and abstract concepts;
the number of words used in speech is limited;
composes a story or retells it with the help of adults;
it is difficult to understand and draw up logical chains;
low need to communicate with others.

If by the age of 6-7 years the listed deviations in speech development are observed, it is necessary to conduct speech therapy classes and perform special exercises for this age category of children.

Possible causes of speech disorders

If a child speaks poorly at the age of 6, the main causes of speech impairment are diagnosed: dyslalia, motor alalia, sensory alalia and dysarthria.

Only a qualified specialist - a pediatric neurologist, psychoneurologist, speech therapist - can make a diagnosis based on the results of the examination. They will also offer recommendations on medication and pedagogical correction of speech defects.

Dislalia

Dyslalia means a violation of sound pronunciation, which is based on a defect in the anatomy of the organs of articulation, reversible disorders of the cerebral cortex (minimal cerebral dysfunction), and social neglect.

Possible defects of the articulation organs:

short frenulum of the tongue;
thick lips;
massive tongue;
too narrow language;
high “Gothic” palate;
low and wide palate;
malocclusion;
distances between teeth;
sparse or small teeth.

Dyslalia at the age of 6 can be diagnosed in children growing up in a bilingual family, imitating the incorrect speech of loved ones, in socially disadvantaged families, as well as in children living in a situation of overprotection.

Dyslalia refers to the replacement, omission or distortion of sound. In order to eliminate dyslalia in six-year-old children, corrective classes with a speech therapist are needed, and possibly correction of the bite by an orthodontist.

Motor alalia

If a 6-year-old child has a very small vocabulary, his first words appeared late, he rearranges and shortens words and syllables, perhaps he has motor alalia.

This is a disease in which children understand the speech of those around them, but cannot construct their own full-fledged statement. Its cause is a violation of the maturation of the speech zones of the brain, their damage as a result of birth trauma, or pathologies of intrauterine development.

Manifestations of motor alalia at 6 years of age:

distortion of words, replacement with others that are similar in meaning;
violation of word agreement by gender, case and number;
slower selection of words in statements;
repetition of the same words and sound combinations.

There are also deviations from the norm in the movements and behavior of such children; they lack dexterity and have poorly developed fine motor skills. Attention, memory, and intellectual activity suffer, and the desire to understand the world is reduced.

See more about motor alalia - causes, symptoms, diagnosis, treatment and prognosis.

Sensory alalia

Manifestations of sensory alalia are similar to those of motor alalia. The main difference in the structure of the defect is that children do not understand speech addressed to them and therefore have difficulty forming their own statements. Their speech develops late; it is replete with irregular words that do not change according to gender, case and number. Children are slow and inactive, and have severe motor impairment.

Diagnosing sensory alalia at the age of 6 is not easy - the baby may not understand speech addressed to him at all, and may not even respond to his own name.

Manifestations of this defect are sometimes wrongly confused with autism, mental retardation, and mental retardation. In general, six-year-old children with sensory alalia are active in terms of speech, but may become irritated and show negativity due to the fact that they cannot fully communicate with others.

Dysarthria

Most often, 6-year-old children who speak poorly suffer from dysarthria. This speech disorder is associated with damage to parts of the brain that occurs during intrauterine development, childbirth, after diseases of the central nervous system, as a result of chromosomal abnormalities.

The speech of a child with erased dysarthria is difficult to understand for others, it is unclear, and sound pronunciation is blurred. The voice is quiet, but can also be sharp, the pace of speech is accelerated or slowed down. Such children do not like to chew solid food, find it difficult to cut with scissors, draw, perform movements to music, or maintain balance.

Tasks for correcting the phonetic aspect of speech

It is the basis for further correctional work and the development of reading and writing skills.

Acquaintance with the concepts of “sound”, “word”, “sentence”. Children are asked what sounds they know, what the word consists of. The speech therapist explains that each word has a specific meaning. Diagrams and cards are used as visual material.
“Find the sound” - the goal of this task is to teach how to isolate the desired sound in a word. They start with simple - isolated pronunciation, then in syllables, and then in words.
“How many windows are there in the house” is a game to determine the number of syllables in a word. Before giving this task, the concept of “syllable” must be formed. It is proposed to divide words into groups according to the number of syllables.
“Assemble a basket” - the speech therapist suggests collecting words that are somewhat similar into a basket. They can start with the same sound or have the same number of syllables. An adult asks why these particular words are collected in one basket.
“What flies, swims, drives.” The speech therapist lays out pictures depicting an airplane, a motor ship, a tram, a trolleybus. The child is asked questions about how to name them in one word; how many syllables they have and other questions regarding sound-letter analysis. Then they ask you to make a sentence with one of these words.

Carrying out correctional work on the formation of the phonetic side is the prevention of the appearance of dysgraphia and dyslexia - disorders of the reading and writing processes.

Preparing a preschooler for reading and writing

Despite the fact that the first grade program is designed for children who come to school not knowing a single letter, parents strive for their children to arrive at school already reading and, preferably, writing. They motivate this by the fact that while the child reaches reading fluency, it will not be easy for him to read and understand tasks in other textbooks: in mathematics, on getting to know the world around him.

Unfortunately, we often see how preschool preparation is carried out by those who do not have the slightest idea about the capabilities of children at 6–7 years old. With such “would-be teachers,” the child begins to master reading without having the skills to analyze words, without being able to determine what sounds a word consists of.

“Homework” that is not designed for the capabilities of a preschooler leads children to feel the incredible difficulty of their upcoming studies. After such classes, they come to school with a negative attitude towards the learning process, which initially should have become a source of joy and new emotions for them.

Preparing to Learn Writing

For learning to write, numerous exercises in copybooks are not as important as special tasks for developing fine motor skills and establishing connections between the eye and hand:

Unfastening and fastening buttons, complex fasteners, lacing;
Collecting constructor models, for example, Lego, according to the proposed model;
Weaving from fabric, thread, paper;
Unscrewing and screwing in children's construction set bolts and screws;
Hatching, coloring drawings;
Laying out like a mosaic;
Writing graphic dictations.

It is desirable that the child is well oriented on the plane of the sheet and can draw a line along the cells up, right, left, down. These skills will come in handy when he begins to master the correct writing of letters and numbers.

Preparing for literacy

You need to start this complex process not with showing letters, but with the ability to hear the sounds of speech. It’s not at all easy to explain to a child what a word is – you can’t touch or see it. You can play word games “Give me a word”, “Finish the line”. When children understand what a word is, they need to be taught to isolate sounds from the word. For this, they also use various games where an adult pronounces words, highlighting some sound. The child’s task is to determine whether this sound is in the word or not.

Gradually making the task more difficult, children are taught to look for these sounds at the beginning, at the end, and in the middle of a word. For sound analysis of a word, you need cards with drawn cells and chips of two colors made of cardboard. You need to start with words that are simple in sound-syllable structure, for example, consisting of three sounds: cat, house, smoke, bow, ball, where these sounds are pronounced clearly and clearly. When pronouncing a word, an adult intonationally emphasizes all sounds in order. The child must name the sound and cover the square with a chip. This work does not tolerate haste and negligence; the intellectual characteristics of the child must be taken into account; the more capable child should be given more complex tasks; the passive child should be offered help without being discouraged from doing the work.

Having consolidated these skills, the adult teaches children to distinguish between vowels and consonants (the pronunciation of some is interfered with by the tongue, lips, teeth, while others are pronounced without interference), soft (lips smile more) and hard, voiced (there is vibration) and dull sounds. Chips for sound analysis of a word are already becoming multi-colored: red (vowels), blue (hard consonants), green (soft consonants). More complex words are already offered for analysis - from 4-5 sounds.

We gradually complicate the tasks, the adult lays out a diagram of the word, and the child must either choose pictures to go with it, or come up with his own word. While playing, you can help with questions that lead to inventing words. We assemble a ladder, come up with a word where the given sound is on the first, second, third, etc. place. We come up with chains, select a word for the last sound, for example, sledge-willow-August-axe-satchel-flowers. And only after a solid mastery of these skills can you begin to get acquainted with letters. To teach syllabic reading it is convenient to use a special manual. These include Chaplygin's cubes and all sorts of objects consisting of a sheet of cardboard with windows through which a strip with vowels and a second with consonants are pulled. The stripes move to form syllables.

This is an important preparatory period that precedes learning to read and write. It is impossible to skip this stage; such exercises help children easily master the skills of reading and error-free writing, which contributes to normal learning according to the school curriculum.

Work on lexico-grammatical structure

At the age of 6-7 years, children experience a strong increase in vocabulary. They use more and more words in their active speech and master all grammatical skills. During this period, children lay the foundation for successful literacy acquisition in school. Work is carried out in the following areas:

clarifying the meaning of words;
introduction of adjectives and verb vocabulary into speech;
ability to select synonyms;
developing the ability to accurately name an object, its purpose and properties;
working with antonym words;
developing the ability to listen carefully to the text;
teaching word formation;
development of coordination skills.

Children are asked questions about the objects around them and asked clarifying questions. They work not only with nouns, but also with verb vocabulary. The task of a speech therapist is to expand the vocabulary and teach how to use words in speech in the correct meaning.

“Tell me which one?” A poem is read to children - it must be illustrated. The guys are asked questions so that the answer to them is adjective words.
"Guess the object." An adult describes an object to children, and they must guess what it is about. This can be a description of not only its appearance, but also its properties. Then the adult and child change places.
“Say the opposite.” Pictures are laid out in front of the children. They are asked to name what is depicted on them and choose the opposite meaning. Then the task becomes more complicated: they show an illustration that contains antonym words (tall tree, low house, etc.). Children must make sentences using antonyms.
"Confusion". A fable is read to the child, showing a suitable illustration. After reading it, the adult asks what is true in this poem and what the author made up or confused.
“Choose the right word.” The adult reads out a short text: “Dad decided to make a kennel. His son brought him boards. “No, they don’t fit - the kennel will break.” His son brought him others. “But they will make a wonderful house for a dog!” The child is asked which boards the boy brought first and which ones dad liked.

For 6-7 year old children, the most difficulties arise when agreeing adjectives and nouns in the neuter gender, forming a verb in the imperative mood. Therefore, when performing the proposed tasks, special attention should be paid to this.

Features of speech of six-year-old children

At this age, the level of children's speech is directly dependent on the speech culture of the adults who surround the preschooler. If the speech of close people is grammatically correct, it often contains vivid epithets, it is rich in content, if adults correct the child’s mistakes in a timely manner, we can say with complete confidence that the child’s speech will have similar qualities.

Lexicon

Children during this period have from three to five thousand words in their active vocabulary. You should not assume that older preschoolers use all this vocabulary in everyday speech; most often, their everyday vocabulary is somewhat more modest. Children do not attach the correct meaning to all words; there are also erroneous interpretations of meanings. Sometimes their speech is clogged with colloquial or slang expressions and phrases.

We must strive to ensure that six-year-old children use words with meaning, use vivid expressions, for example, “in a hurry”, “neither light nor dawn”, know that some words have figurative meanings, for example, “the sun has set”, “ The minutes are passing." The Russian language, despite the fact that it is considered one of the most difficult because of the many rules and exceptions to them, is extremely rich and beautiful. Helping a child master this wealth is the most important task of parents and teachers.

Grammatical structure

Although the speech of a six-year-old child is becoming more and more perfect, there are still errors in it. Children cannot always correctly inflect words by case and number: “no friends”, “many gloves”, “near the houses”. If the word is inflexible, difficulties may also arise with it, for example, “no coat”, “seen in the cinema”. Children's utterances consisting of simple sentences are replaced by complex sentences. For example, “We went for a walk yesterday and saw beautiful water lilies on the lake” or “Give me a car, but not a blue one, but a red one, because it goes faster.”

Teachers working with children and caring parents can already tell which child has the most valuable quality - “a sense of the native language,” when children can spontaneously use new words, change them in accordance with already learned norms and rules, subconsciously focusing on the sound and word form. They enjoy puns when, instead of one meaning of a word, another, similar in sound, is used. Remember the immortal lines about an absent-minded person: “Dearly respected carriage, dear carriage dear! ...Can’t we stop at the tram station?”

Connected speech

This area of children's speech blossoms wildly at the end of preschool childhood. It is not difficult for children to independently retell a work of art, the content of a film, describe an object, a toy, come up with a fairy tale, describe what he feels in different situations. A very useful quality that appears at this age is a sense of foresight, when children can talk about what is about to happen or could happen, but has not happened yet, or come up with a continuation of a story started by adults.

Another achievement is explanatory speech, when it is necessary, for example, to explain to peers the rules of an outdoor game, to agree on roles in a story game or in a tabletop theater performance. This requires special precision of statements and a logical determination of the sequence of actions. For example, when explaining the rules of the game “Third Wheel,” you need to keep in mind the order in which the players are placed, how and under what conditions they change, who is considered the winner, and who is eliminated from the game.

Phonetics of children's speech

The sounds of the native language at this age stage are almost completely pronounced without errors. Children have mastered and clearly pronounce all words, in most cases in accordance with the norms of literary pronunciation. They can speak slowly and quickly (tongue twisters), loudly and quietly, have mastered whispered speech, and widely use intonation.

Occasionally, the following phonetic problems may occur:

Blurred pronunciation of words and phrases, unclear endings. This defect is most often found in those who have recently mastered the pronunciation of all sounds, and in children with a fast speech rate;
Fuzzy differentiation of sounds by ear, when a child confuses pairs of sounds: [s]-[ts], [l]-[r], [z]-[zh], [s]-[sh], [ts]-[ h] and others when pronouncing syllable chains, for example, sa-za-sa, la-ra-la, za-za-zha, sa-sha-sa, cha-cha-tsa and others.
Incorrectly placed emphasis: chauffeur - chauffeur, calls - calls.

At the stage from 6 to 7 years, it is necessary to pay special attention to the formation of phonemic hearing, the ability to do sound analysis: to isolate individual sounds from words, and words from sentences; consistently name sounds in words; determine the place of sound in a word, divide words into syllables. These skills are the basis for learning to read and write; they are more necessary for a child than knowing letters. Without these skills, the child does not read, but mechanically learns syllables and words.

Tasks for the development of coherent speech

During this age period, speech therapy classes pay a lot of attention to coherent speech. The lessons teach:

compose a descriptive story using pictures;
answer with detailed sentences;
use prepositions and conjunctions in speech;
write a story on a given topic.

In addition, tasks for the formation of coherent speech develop imagination and linguistic sense, which is important for further learning at school.

The adult invites the child to compose a fairy tale together.
Call the child a proverb and offer to explain what it is about. Then together they make up a story so that it matches the meaning of the proverb.
The speech therapist offers children a set of words from which they need to compose sentences or a story.

At the beginning of classes, you can use pictures to compose stories. The speech therapist helps with clarifying questions. The development of coherent speech is well influenced by theatrical performances and puppet theater. In such classes you can also practice diction, develop the ability to control voice modulations and intonation expressiveness.

How to develop speech in a child?

A favorable speech environment is one of those factors that has the most direct impact on the formation of speech skills and oratory abilities, as well as on the overall development of the child. Therefore, you need to think about how to properly develop a baby’s speech after his birth, because time flies by quickly, and soon you will realize that the child is beginning to pronounce his first words. Now is the time to start developing his speech skills. The best way to do this is to present knowledge in the form of a fun game.

Developing a child’s coherent speech

Try to play games with your baby that involve communication. It’s good if the child has fun with his peers as often as possible. If the baby goes to kindergarten, find out if collective games are held in the group. If the child does not attend kindergarten, you need to take care of how to develop speech before going to school.

We have already said that communication contributes to the development of speech. Therefore, take your child to some section or circle, taking into account his abilities. While doing what you love in the company of like-minded people, your baby will be able to communicate with them and find friends. Of course, this will affect his speech abilities.

To teach a one-year-old child to speak, talk to him as much as possible. If the baby still doesn’t know and pronounce words well, tell him fairy tales, sing songs, read poetry. With older children you can discuss some news, your day, and other topics.

To teach your child to talk more every year, read more. Books allow you to expand your vocabulary and develop the ability to express your own thoughts. So, be sure to read books with your child if he is still small, or buy beautiful and exciting books for your child to read independently. Do not forget to subsequently discuss what you read - this way the child will learn to express his thoughts as correctly as possible.

If you notice that your child has difficulty pronouncing words or does not pronounce certain sounds, contact a speech pathologist who, with the help of exercises, will help eliminate the speech defect and develop a speech apparatus.

Teach your child to imitate sounds made by animals or inanimate objects (for example, a car, tractor, etc.).

This will improve articulation and develop the speech apparatus.

Classes with your child will help him learn to construct sentences correctly and express his thoughts, pronounce sounds clearly and clearly. In the future, such a person will not experience communication problems. So, do not neglect regular activities with your baby. Moreover, learning with pleasure is easy!

Tasks for the development of HMF (higher mental functions)

Work is being carried out to develop:

thinking;
attention;
memory;
perception.

The normal development of the listed functions is the basis for the child’s successful assimilation of the school curriculum.

Preschoolers in the preparatory group are offered the following tasks:

to train attention switching (do some action after hearing the desired sound);
teach you to listen carefully to instructions;
They offer tasks to find differences in pictures, etc.

To train perception, perform the following exercises:

complete the outlines of objects;
learn to navigate in space with the help of objects and toys;
study the order of the time of day, etc.

To develop thinking, children are offered the following tasks:

comparison of objects;
“Find the extra word”;
“Name a word that means...” (the adult offers to come up with words on a certain topic");
“What does this word mean” (the chosen words should be familiar to the child);
“Choose the right word”, etc.

The following didactic games are used to train memory in classes:

“Repeat the words” - the adult calls the child words (they should be familiar to him), increasing their number, and the child must reproduce them correctly.
A figure is laid out from sticks in front of the child. You need to carefully examine it, and then assemble the same one. You can make the task more difficult by using sticks of different colors.
Memorizing poems, etc.

At the age of 6-7 years, children enjoy challenging tasks. To make it interesting for them to study, it is necessary to create a situation of success.

Recommendations for parents

It is important that not only teachers, but also parents are involved in speech development. At this age, they are already preparing for school, so if the child speaks poorly, you need to seek help from a speech therapist and also follow his recommendations.

Talk to your son or daughter more often, ask how your day was or any event you went to together.
Be sure to read age-appropriate pieces and discuss what you read.
Play board games with your child that are suitable for children aged 6-7 years.
If sound pronunciation is impaired, be sure to do articulation exercises.
Children like to make up words - this game not only has a beneficial effect on the development of speech, but also on the development of the mental function.

The age of 6-7 years is an important period in a child’s life. He is already preparing to enter school, his speech is becoming similar to the speech of an adult. The tasks and exercises offered by a speech therapist are a preventive measure to prevent the occurrence of dysgraphia and dyslexia. Competent speech is an important component of successful literacy learning.

Norm of speech development in the period from 6 to 7 years

Features of speech development at 6-7 years old:

the vocabulary is dominated by nouns;
synonyms and antonyms are used;
words are combined in meaning;
the properties and quality of objects are indicated;
complex sentences include participial and participial phrases;
connecting, adversative and disjunctive conjunctions are used;
speech is emotionally colored and expressive;
statements are meaningful and accurate.

By the beginning of school, the child’s communication and speech abilities are developed, he is ready to build communication with peers and adults, and use his speech as a means of mastering a new activity—learning. At school, children improve their speech skills and master written language.