Methodological recommendations for working with non-speaking children of primary school age

Development of speech understanding.

The need for speech therapy sessions with non-speaking young children.

In a situation where a 2-2.5 year old child does not have active speech, teachers and parents are faced with the question: is it necessary to immediately begin special speech therapy classes or should it wait?

Parents usually compare the child's speech development with the level of speech development of his peers. And, of course, they begin to worry about the fact that the child is lagging behind in speech development. However, at the everyday level, there are ideas that “boys generally start talking later,” or “it happens that he is silent, silent, and then speaks,” etc.

Speech therapists at the clinic often advise you to wait a little. This can be explained by the fact that working with children requires a special approach, but not every specialist has the necessary knowledge, experience, or desire to work with young children. It is much easier to conduct classes with a 4.5-5 year old child, whose behavior is already quite arbitrary.

In our opinion, if there is no active speech in a 2-3 year old child, it is necessary to organize a consultation with competent specialists - a speech therapist, psychologist, psychoneurologist, otolaryngologist, conduct a series of medical examinations, and, if necessary, organize classes with the child. Observations by specialists, medical research data, as well as the dynamics of the child’s development during special classes make it possible to clarify the nature of the disorder, possible causes, and the degree of its complexity.

At an early age, developmental disorders are not yet differentiated by their external manifestations, but impaired speech development to one degree or another accompanies any defect. Organizing observation of the child and corrective classes will help differentiate speech disorders from other disorders (mental retardation, mental retardation, hearing impairment, autism), and make a more accurate diagnosis of speech disorders (general speech underdevelopment or delayed speech development).

At the same time, some children who had similar speech disorders in early and preschool age, with systematic speech therapy sessions, can completely overcome their speech defect and subsequently study successfully in a public school. Another part of children, even during systematic studies, are not able to completely overcome their speech impairment; at school age, problems arise with the acquisition of written speech (dysgraphia, dyslexia). In the first case, we can talk about SRD ( delayed speech development ), in the second case – about GSD ( general speech underdevelopment ).

During special speech therapy sessions with young children, parents usually raise the question of predicting the child’s speech development in the short and long term. How possible is it to make such a forecast? The fact is that in early and preschool age, in children with speech disorders of varying degrees of complexity, the level of general and speech development may look approximately the same. Therefore, assumptions about the further development of a child’s speech can only be made taking into account the dynamics of speech development during speech therapy training.

This article describes the initial stage of speech therapy work - a system of classes aimed at developing a non-speaking child’s understanding of spoken speech. These activities and games were carried out by the author of the article during speech therapy work with children with delayed speech development and general speech underdevelopment, and gave very good results. In addition, the games described below have been successfully used in working with young children with other disorders: mental retardation (mental retardation), mental retardation, emotional-volitional disorders.

The games described below should be played individually or in small groups. Taking into account the psychological characteristics of an early age - involuntary behavior, short attention span, unformed communication with peers, etc. - we recommend introducing children to new material during individual work. And in group classes it is useful to consolidate material already familiar to children and to use children’s new knowledge during common games.

In the process of classes to develop speech understanding, the main task of speech therapy is the accumulation of children’s passive vocabulary: words-objects and words-actions, as well as words denoting certain phenomena and states. For memorization, children are offered only those words that denote familiar objects, actions, phenomena and conditions that they constantly encounter in everyday life, what they can observe, what they can act with, what they feel. When working with non-speaking children, it is not recommended to overload their passive vocabulary with words with an abstract meaning or generalizing words. Here is a dictionary of recommended words for memorizing by topic.

Classification of violations

A correctly made diagnosis plays a very important role, since the correctional technique included in the speech therapist’s work plan is effective for one type of disorder, but may be completely unsuitable for another. If we classify the types of speech disorders in non-speaking children, the following diagnoses should be noted:

• All disorders associated with speech pathology in children are combined into GSD (general speech underdevelopment). The diagnosis is general in nature, so if the child was given it after the examination, it is important to pay attention to its level, since OHP can be from the first to the fourth degree. If the speech therapy report shows ONR type I, this indicates that the child partially or completely lacks speech and (or) understanding of it.
• SSD (systemic speech underdevelopment) is a persistent disorder in children with disabilities (disabilities). Profound SUD is characterized by a disorder of coherent speech, a poor vocabulary and problems in understanding. The diagnosis can be made for children with mental retardation, severe mental retardation, cerebral palsy, etc.
• Alalia. This diagnosis indicates that the child either completely lacks speech itself or understands it. The first condition is typical for the motor type of pathology, the second – for the sensory one. If both reproduction and understanding are impaired, then a diagnosis of sensorimotor alalia is made. Such a conclusion can be given in parallel with childhood autism, but not necessarily. It should also not be confused with echolalia, a disorder in which there is repetition of ready-made speech structures: sentences, phrases, words. It looks like a child is imitating. The main task of this specific speech disorder, as paradoxical as it may sound, is interaction with others. Normally, all children repeat certain words or phrases after adults, this allows them to better remember new material and later use these constructions in their own speech. But in children with echolalia, this process stops at the initial stage. One of the main reasons for this may be damage to the central nervous system.
• Aphasia. This diagnosis can be made even to an adult. It differs from the previous one in that in this case certain speech areas of the cerebral cortex may be affected: the person will have difficulty expressing himself, or may not understand the speech addressed to him. Aphasia is often a consequence of a stroke.
• SRD (delayed speech development) is a lag behind the norms of development and formation of speech with initially intact intelligence. In other words, if a child uses only 5-10 words in his active vocabulary at two years of age, whereas normally these indicators reach 300-400, then, accordingly, the developmental disability is evident. However, only a qualified specialist can make an accurate diagnosis, since all types of disorders are similar to each other. If a baby at 2-3 years old uses only individual syllables or babble, and zero words, then this is not a delay; here the diagnosis will be more serious.

Most often, problems in the development of one mental function entail a lag in the formation of other cognitive components: when speech is delayed, attention, memory, and thinking are impaired. Therefore, at 3-4 years old, a child with mental retardation development will most likely be diagnosed with mental retardation disorder - delayed psycho-speech development. Children with this diagnosis are recommended to study in a correctional institution, since speech therapy work alone will not be enough in their case.

Several diagnoses can be written in the diagnostic chart at once. For example, they can write related ones, such as autism, echolalia, mental retardation, etc. However, you should not be afraid of the medical reports obtained based on the results of the examination. Effective comprehensive correctional work, especially started in the early stages, will bring it to a high-quality level and compensate for deficiencies in psycho-speech development.

For most of the listed violations, defectological assistance is required.

Starting speech in non-speaking children from zero to phrase speech is necessary primarily for those who suffer from alalia. The most difficult thing is to work with children diagnosed with the sensorimotor type of this disorder. In this case, other specialists are also involved, in particular, a defectologist and a psychologist are directly involved in the process of correcting disorders in alaliks. First, the work will be aimed at developing understanding, then only speech motor skills.

Groups of words suggested for memorization.

1. Subject dictionary.

Toys: ball, cube, car, doll, bear, bunny, ball, spinning top, bucket, shovel, pencils, book, etc. Parts of the body, face: legs, arms, belly, back, finger, head, neck, hair, eyes , ears, mouth, lips, teeth, nose, cheeks, eyebrows, forehead. Clothing and footwear: hat, scarf, mittens, jacket, coat, dress, skirt, blouse, shirt, trousers, tights, briefs, T-shirt, socks, slippers, boots, shoes, sandals, etc. Toilet items: soap, toothbrush, toothpaste, sponge, towel, comb, handkerchief, etc. House, apartment: house, door, lock, key, stairs, elevator, window, kitchen, room, bathroom, lamp, floor, ceiling, wall, etc. Furniture: table, chair, sofa, bed, wardrobe, shelf, hanger, etc. Household items: TV, telephone, clock, stove, refrigerator, fork, spoon, plate, cup, blanket, pillow, mirror, etc. Food and dishes : bread, bun, cheese, sausage, sausages, milk, butter, sour cream, cottage cheese, yogurt, cookies, juice, egg; porridge, soup, salad, sandwich, tea, compote, etc. Vegetables and fruits: cabbage, potatoes, carrots, onions, cucumbers, tomatoes; orange, banana, apple, pear, plum, etc. Plants: tree, bush, grass, flowers, berries, etc. Names of animals and birds that the child often sees: dog, cat, bird, dove, sparrow, crow, horse, etc. etc. Individual names of objects in the surrounding life: street, road, traffic light, cars, plane, swing, slide, park, etc. Individual names of phenomena in the surrounding life: water, earth, sun, sky, rain, snow, night, day, etc.

2. Verb dictionary.

The child’s own actions: walks, sits, stands, runs, jumps, sleeps, eats, plays, draws, builds, walks, rolls, washes, bathes, dresses, undresses, combs his hair, carries, falls, screams, speaks, sweeps, wipes and etc. Names of actions that people close to the child perform: reads, writes, draws, cleans, washes, irons, cooks, fries, sweeps, etc. Other actions: the phone rings; the car drives and hums; The plane is flying; leaves are falling, etc.

3. Adjectives, adverbs.

Names of some sensations and states: sweet, salty, sour, wet; cold, warm, hot, painful, tasty.

The name of some concepts: big, small; a lot, a little.

Work to expand the passive vocabulary of non-speaking children 2-3 years old is carried out both by a speech therapist and by the child’s relatives. Therefore, a speech therapist not only works with the child, but also works with parents.

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.

Working with parents.

The main task of working with parents is to explain how to behave towards the child, how to create a rich speech environment for him in the case of a speech disorder. The speech therapist must explain to the parents or other loved ones of the child that the development of the child’s speech requires more careful attention and special work at home; one should not rely only on classes with a speech therapist. Parents must realize that if there is a delay in speech development, a new approach to raising the child at home should be adopted.

1. Creation of a speech environment. This means the following: you need to constantly talk to the child, repeatedly talking through all routine moments (dressing and undressing, washing, bathing, eating, walking, getting ready for bed), and various everyday situations (putting toys in their places, preparing food, clearing the table , washing dishes, sweeping the floor, etc.). The same work should be done while playing with toys and pictures, and while reading books.

At the same time, the adult speaks in simple short sentences of 2-4 words, uses the same phrases several times, pauses, uses different intonations, and different voice strengths. Words are pronounced clearly, with emphasis on the stressed syllable, for which the stressed syllable is slightly stretched.

An adult often turns to the child and asks questions. But you should not demand an immediate answer from the baby. Thus, the adult asks a question, pauses, then answers the question himself. After the child has heard the name of an object many times, taken it, felt and examined it, acted with it, you can ask the child to bring (show, find, give) a familiar object, or perform some action with it. Here are examples of how adults talk through various situations.

Washing. Let's go wash up. Let's open the tap. No, not in that direction, in the other direction. Like this. Where's the soap? Here's the soap. Take soap and wash your hands. Put the soap in the soap dish. Let me help you. Three pens are good. Now let's wash off the soap. Place your hands under the water - like this. Now let's wash our face - like this. Take water into your palms and rub your face. Close the tap. Now let's shake the water off the handles - like this. Where's the towel? Take a towel and dry your face and hands. Well done! Look how clean it has become.

Packing for a walk. (All the necessary things are laid out on the chair) Now you and I will go for a walk. Find where our pants are. Here they are. Let's put on our pants - like this. First on one leg, then on the other leg. Now let's fasten the button. Show me where the button is. Bring a blouse. Oh, what a beautiful, warm blouse. What's this on the blouse? Pocket. Find where the bear is hidden on the blouse. That's right, here it is. Where's the flower? Here. Let's put on a blouse. Etc.

On a walk. Look what the weather is like today. Yes, it's raining. Put on your hood. And I will open my umbrella. Like this. Now you can walk. What's that on the path? This is a puddle. There is water in the puddle. The rain dripped and dripped - and it turned out to be a puddle. Let's go further. Here's a tree. Look what it is under the tree? These are the leaves that have fallen. Here is a yellow leaf. What color is this leaf? Red leaf. Lots of leaves. Show me how many leaves there are. Etc.

Cooking lunch. (When preparing food together, be careful and insure the child) I am preparing soup. Will you help me? Here's a saucepan. Pour some water into the pan and put it on the stove. Let's cook soup. Here are the potatoes. And this is a knife. It's sharp, you can't touch it. I cut the potatoes, look, they turned out to be pieces. And you throw the potato pieces into the saucepan. Be careful, the stove is hot! And what's that? Carrots and onions. Throw it into the pan. Now let's stir things up. How will you stir the soup? (Offer your child a choice of fork, spoon, spatula, ladle, or chopstick.) Now salt the soup. Like this. Etc.

Let's build a house. (Uses a set of wooden or plastic cubes) Look at the cubes we have. Show me where the red cube is. That's right, here it is. Where's the yellow one? Where's the blue cube? Right here. Let's build a house out of cubes. What kind of house will it be - big or small? Show me. Big? Fine. Here I have placed the cubes. Now you bet. Put it here. Etc.

2. Keeping a diary. In addition to creating a speech environment for the child, parents are recommended to keep a diary in which a record of the child’s active vocabulary is kept - all the words that the child uses (in the form in which he pronounces them, as well as a “decoding” of the meaning), and a passive vocabulary - those words whose meaning the child understands. Dates should be written next to the words. If parents are attentive enough, then when keeping a diary it becomes possible to clearly see the dynamics of the development of the child’s speech. It is also useful to describe in the diary the activities and games that are already being carried out with the child, and which are planned to be carried out. This is convenient when different family members are involved with the child.

3. Carrying out tasks of a speech therapist. In addition to the above, the child’s relatives must complete the tasks of the speech therapist. This includes the purchase of necessary educational toys, manuals, books; preparing photographs from the life of the child and family that will be used in classes; consolidation of material covered in class, etc.

Working with a child.

The work of a speech therapist with a child includes a system of special classes. If parents develop an understanding of the baby’s speech during routine moments and everyday situations, then the speech therapist expands the child’s passive vocabulary during special games, using various materials and toys, as well as special techniques. Here are descriptions of some games.

Corrective work for sensory alalia

Speech therapy work with non-speaking children 3-4 years old suffering from alalia is structured depending on the type of this disorder. If a diagnosis of sensory alalia has been established, then the speech understanding disorder will be corrected by working with intact analyzers, that is, through tactile, olfactory, gustatory and visual perception. The auditory system is not ignored, but is included in the work partially and only at later stages.

There are several stages of work to correct and eliminate speech disorders in the sensory type. Conventionally, they can be divided into:

• Stage I – preparatory.
• Stage II – formation of communication skills (from non-speech to speech).
• Stage III – development of interest in surrounding non-speech and speech sounds.

First stage

Before starting correctional work to eliminate speech disorders, it should be understood that, although it is customary to take methodological developments adapted for hard of hearing and deaf children as a basis, nevertheless, lack of hearing and misunderstanding of speech are two completely different concepts and require radically opposite in some cases approach. This must be taken into account when choosing techniques and methods for teaching children with sensory alalia.

These children hear, but the process of analyzing the information received is disrupted: the auditory analyzer can perceive the signal at the moment, but after some time under the same conditions it cannot. In the familiar environment of their home, they can remember individual speech structures used by adults. At the same time, when they find themselves in an unfamiliar environment, or when they come into contact with a new person, they do not understand the same statement. The auditory system of alaliks is extremely unstable; children with this perception disorder have a hard time tolerating sharp sounds (creaks, rustling), high-frequency noises, screaming or loud expressive speech. All this can lead to blocking the acoustic-gnostic process, which will only complicate the correction work. Therefore, during classes with such children it is necessary to use calm, quiet speech so as not to reduce their perception of speech sounds.

Often concomitant disorders in children with sensory or sensorimotor alalia are disturbances in the emotional-volitional sphere and behavior, so at first, classes with the child will most likely be chaotic, spontaneous. Under no circumstances should you try to force an alalik to “sit” in one place for a certain number of minutes. One of the main initial tasks is to establish contact with the child at the level of tactile and visual perception. Only after contact has been established can work begin, otherwise all efforts will go down the drain.

Second phase

Children, through joint play activities with a teacher, learn to use non-verbal communication skills - gestures, facial expressions. Later, semantic intonation is added. This happens when playing partner games with a child, for example:

"Feed the doll." The speech therapist speaks and shows what needs to be done: sits the doll on a chair (at the table), holds a spoon to the toy’s mouth, imitating “feeding,” etc. The child, in turn, performs the same actions, duplicating gestures and facial expressions. Here, motor and visual analyzers are actively involved in the work, the “eye to eye” technique is used, which allows the baby to better understand what the adult wants from him. However, this method is not suitable for children with autism, as they often tend to avoid eye contact with other people.

Games with construction sets or cubes will also be useful. This version of “parallel play” is also suitable for autistic people. Tactile and visual perception and sensation are involved. The teacher builds a tower or other structure together (if this does not cause negative emotions) or next to the child, using facial expressions and gestures. Speech is minimal, simple, monosyllabic, there should not be too many words in use, it is better to rely on those that the child perceives or can often hear.

You can also work with various aids for the development of sensory skills (color, taste, tactile features of objects) and fine motor skills: musical toys, soft and wooden cubes. The goal of the second stage is to directly formulate the need for verbal communication. It can be developed with the help of an artificially created “information hunger.”

Third stage

At this stage, the gradual development of phonemic hearing and perception begins. First with the help of non-speech sounds, then with the inclusion of adult speech. In this case, it is necessary to avoid sharp knocks, clapping of hands, and stomping. The sound is compared to the displayed image. For example, a speech therapist offers a pupil a number of illustrations for the development of subject vocabulary. Next, he parses each picture with one or more sounds corresponding to it (uu - paravoz, yy - bear, mu - cow, etc.). The same thing happens when the symbols of actions are activated: a selection of plot pictures allows you to expand the verbal dictionary (aa - cries, ay - hurts, etc.).

You can use ready-made material “My First Words” by N. A. Shishkina, developed in accordance with the modern psycholinguistic approach, and systematized into blocks for more convenient study of information. This manual is suitable for working with both sensory and motor skills.

Before starting work, it is recommended to establish a routine, clearly define the time for classes and rest. You need to try once again not to overload auditory attention and perception with speech tasks.

This stage will be fundamental in the development of speech understanding, as it will allow:

• intensify the use of words according to their purpose;
• develop the ability to analyze one’s own speech;
• replenish passive vocabulary, which, subject to the effective work of the speech therapist, will eventually turn into active;
• develop phonetic-phonemic perception: distinguish words that sound similar.

1. Hide and seek.

Goal: to clarify and expand children’s passive subject vocabulary on the topic “Toys.” Materials: toys - a bear, a bunny, a car, a ball, a doll, a bucket, etc. Progress of the game: Before starting the game, place the toys in different places in the room - on a chair, under a table, on a shelf, on the floor and in other places. Toys must be clearly visible. Offer the children a game. The doll Masha came to us. She's crying. Do you know why the Masha doll cries? Because all the toys were hidden from her! Let's help Masha find toys. Vanya, find the bear. Well done, Vanechka, you found the bear! Look how happy Masha is. And you, Olya, please find the ball. Can't find it? Look down on the floor. Etc. In this game you can use not only various toys, but also pictures depicting toys. Gradually increase the number of toys and pictures. You can give one child the task of finding and bringing two toys (pictures). In the future, you can use a variety of objects familiar to children.

2.Who has the picture?

Goal: clarification and expansion of children’s passive subject vocabulary on various topics. Materials: subject pictures on different topics according to the number of children. How to play: Before starting the game, choose a topic, then distribute one subject picture to the children. Look how beautiful your pictures are. They are all different. Let's play an interesting game. I will say the word, and you listen carefully. Whoever has such a picture, let him raise his hand. Flower. Masha raised her hand. That's right, Masha, you have a flower in the picture. Show everyone your flower. The next word is bird. Who has the bird? Nobody raises their hand... Where is the bird? Who will find the bird? Here's a bird from Dima! Dima, raise your hand. Etc. In this game you can change the themes by using different words and pictures according to the dictionary above. Pictures should be specific, easily recognizable, and depict objects familiar to the child. Over time, you can increase the number of pictures used in the game (for example, distribute two pictures).

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.

3.Show the picture!

Goal: clarification and expansion of children’s passive subject vocabulary on various topics. Materials: subject pictures on different topics according to the number of children. How to play: The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. Take turns asking the children to find and show the correct picture. Look how many beautiful pictures we have. All pictures are different. Vanya, show me the cube. Right. Lena, find and show the pyramid. Well done! Sasha, show me the plane. Etc. In this game you can select pictures by theme, or you can mix pictures from different themes. Over time, you can increase the number of pictures used in the game.

4.Guess the riddle - show me the answer!

Goal: clarification and expansion of children’s passive subject vocabulary on various topics; teach children to recognize objects by their purpose; development of children's thinking. Materials: subject pictures on various topics. How to play: The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. You can give general instructions for everyone, or you can give instructions individually for each child. And now we will solve riddles. Let's see which of you is the most attentive. Show what people eat the soup with (the picture is a “spoon”). Show what is rolling (the picture is “ball”). Show what you can use to draw with (the picture is a “pencil”). Show what they put on your head (picture “hat”) Find and show what you can eat (pictures “apple”, “candy”, “cheese”) Etc. If children find it difficult to find the right picture, you can give a more detailed description of the desired item. If the children could not find the right picture, you should show them a real object, describe its properties, and play with it.

5. Fun riddles!

Goal: clarification and expansion of children’s passive subject vocabulary on various topics; teach children to recognize toys and objects by description. Materials: various toys and objects. How to play: The game is played on the carpet. Place the children in a circle on the floor. Place several different toys or objects in front of them. You can give general instructions for everyone, or you can give instructions individually for each child. And I know other interesting riddles. I will talk about some toy (object), and you guess what I’m talking about and show it. Let's see which of you is the most attentive. It is round, blue, and rolls (the ball). He is white, fluffy, with long ears and a small tail (bunny). It is long, wooden, and used for drawing (pencil). Etc.

6. Follow commands!

Goal: clarification and expansion of the passive verbal dictionary of children. How to play: The game is played on the carpet. Place children at a sufficient distance so that they do not interfere with each other's movements. Stand in front of the children. Let's play this game: I will give commands, and you carry them out. Listen carefully and make no mistakes! Let's start! Go. Stop. Raise your hands up. Put your hands down. Sit down. Stand up. Jump. Run. Clap. Stomp. Place your hands on your belt. Etc. In this game, you can use simple movements familiar to children, which were practiced in an imitative game, when the teacher named and performed the movement, and the children repeated after him. The teacher monitors the children’s movements and corrects mistakes.

7.What is the little man doing?

Goal: clarification and expansion of the passive verbal dictionary of children. Materials: a set of pictures depicting various actions according to the number of children. How to play: Before starting the game, give the children one picture each. Look, in your pictures there are boys and girls doing something. Let's play an interesting game. I will make plans for actions, and you listen carefully. Let the one who has a suitable picture raise his hand. Who's sitting? Who's standing? Who's lying? Who's riding? Who's eating? Who drinks? Who is jumping? Etc. If kids find it difficult to answer, you can give a hint by expanding the instructions. To do this, add a description of the items that are in the picture. Who eats the apple? Who swings on the swing? Who is sitting on the chair? And so on.

Article:

Activation of speech imitation.
The problem of delayed speech development, among other things. and among non-speaking children, it is becoming increasingly relevant. The child’s speech development must go through all stages of speech: at 2-3 months – humming (sounds “k”, “x”...); at 6-8 months - babbling (pa-pa-pa, ma-ma-ma-ma...); at 1 year - about 10 words (av-av, give, na, mom, dad, ...); by the age of 2, the active vocabulary (this is when the child pronounces these words) is already about 300 words; and at 3 years old it reaches 1,000 words.

What to do if a child has practically no speech by the age of 3-5 (“speaks” about 10 incomprehensible words)?

1. Urgently contact a speech therapist.

2. If there is no specialist, start the work yourself and “talk” to the children.

The crucial point in working with speechless children will be to create the need to imitate the words of an adult. This can manifest itself in any sound complexes. Therefore, it is necessary to create conditions in which the child would have a desire to pronounce (repeat) the same sound combinations repeatedly.

1. At the request of an adult, the child imitates sounds. The cries of birds and animals: “av”, “mu”, “ko-ko”, etc.; the chain of these onomatopoeia lengthens to 3-4 syllables: “av-av-av” (imitates the barking of a dog) or “ko-ko-ko” (imitates the cackling of a chicken."

During this period of speech development, children can name toys, familiar objects, actions performed by them or their loved ones, and also express their desires or reluctances in a sound form accessible to them. During this period, you cannot demand from the child the correct pronunciation of words, the correct sound pronunciation, the main thing is that he speaks, even if the child reproduces at least part of the words by imitation.

Activating children's speech or inducing speech imitation should be closely connected with the child's practical activities, with play, with a visual situation, which should be achieved under various but mandatory conditions: emotionality of contact with the child, a certain level of understanding of speech, stability of attention. The presence of imitative motivation. Much will depend on how interesting the games are, how deeply the positive emotions of non-speaking children are affected, and how inventive the adults are.

To achieve the desired effect in activating imitative speech activity, one must begin with the development of imitation in general: “Do as I do.” It is necessary to teach children to imitate actions with objects (for example, playing ball), teach them to imitate the movements of arms, legs, and heads (“Let’s fly like birds”; “Let’s stand on one leg,” etc.).

2. You can perform breathing and vocal exercises to lengthen speech exhalation.

For this purpose, children are invited to smell flowers, warm their hands, blow a soap bubble, etc.; draw out the sounds “a-a-a-a” (the girl is crying), “o-o-o” (the trumpet is humming), “ay” (the children are lost), “i-i-i” (the mouse is crying), “wa "(Lalya cries), "oh-oh-oh" (bitten by a wasp).

3. Do lip exercises. For example, make a straw; stop the horse (“whoa”); alternately stretch your lips into a tube and then show your teeth.

4. Do exercises for the tongue. For example: licking lips; show how a cat laps milk; give “injections” in each cheek; “brush” your teeth with your tongue; click your tongue.

It is advisable to carry out game techniques that combine breathing exercises, movements and pronouncing individual sounds and syllables.

An adult reads the text. And the children perform the appropriate movements and pronounce individual sounds and syllables.

"Small house, big house"

Adult. The bear has a big house, oh, oh, oh (they spread their arms to the sides)

Children (angrily). Oh, oh, oh (raise your hands up)

Adult. And the hare’s is small, ah, ah, ah (plaintively)

Children (complainingly). Ay, ay, ay... Children squat and exhale. Lower your head and cover your knees with your hands.

Adult. Our bear went home (the children waddle).

Children (angrily). Oh oh oh.

Adult. And a little bunny.

Children (jump on two legs). Ah ah ah.

5. Induce amorphous words in the child, i.e. the child pronounces words, onomatopoeia, as he knows how, as he succeeds.

Sound combinations are selected based on the child’s capabilities. In some children, labial sounds are easier to evoke (“ba-ba”, “mu-mu”), in others - posterior palatal sounds (“ka-ka”, “ha-ga”), in others – anterior palatal sounds (“di-di”, “ ti-ti").

Successful sound complexes must be repeated in a playful way with the child several times (up to 5-6 repetitions). Pronounce these sound combinations: sometimes quietly, sometimes loudly; sometimes slowly, sometimes quickly; sometimes angrily, sometimes tenderly, sometimes affectionately. Inducing speech imitative activity is good to combine with breathing, vocal and articulation exercises. It is better to give articulation exercises only in a playful way.

1) The names of persons close to the child: mother (“ma”), dad (“pa”), woman (“ba”), uncle (“dya”), aunt (“tya”, “t”).

2) Names of close persons or toys, dolls: Olya (“o”, “oya”), Nina (“ni”), Vova (“ova”, “va”).

3) Requests: give, na (“dya”, “nya”), where (“de”), there (“tya”), here (“de”). Expressing a desire to repeat something again: more (“iso”; “sho”).

4) Expressing one’s state with interjections “ay”, “oh” (it hurts), “shhh” (quieter).

5) Imitation of animal cries: dogs - aw-aw, am-am (“af”); cows - mu-mu ("u"), donkey - ia.ia ("a"), cats - meow-meow ("ay", "miyau"), goat - be-be "("pee-pee") .

6) Imitation of screams, squeaks: mosquito - i-i-i, birds - pi-pi-pi or ti-ti-ti (“and”, “ti”), cuckoos - ku-ku-ku (“uku”) ; chickens - ko-ko-ko, ko-ko-ko (“eye”); frogs - kva-kva-kva (“va-va”), tyap-tyap (“yap”).

7) Calling animals and controlling animals: cat - ks-ks-ks or kitty-kis-kis; scatter (“beat”); control of the horse - but (let's go), pru (stopped); call the chickens - tip-tip-tip or chick-chick-chick.

Imitation of musical toys: pipe - doo-doo-doo (“du”); balalaika – la-la-la (“I”); to the bell - bom-bom-bom (“om-oh”).

9) Imitation of traffic noises: car - beep, beep, di-di; to the plane - ooh-ooh (in a low voice); steam locomotive - tu-tu.

10) Imitating the noise produced by an object when falling - bang or bang (“ah”, “wah”); the sounds of footsteps - top-top-top (“op-op”), the sound of a hammer - knock-knock (“toot-too”); drops of water - drip-drip.

11) Emotional exclamations: ah, oh, oh-uh (“uh”).

6. Invite children to name their toys, familiar objects (or object pictures); Distortions and substitutions of sounds are acceptable.

Approximate lexical material

Pussy, bunny, bear, fish, goat, dog, Petya, squirrel, fox, donkey.

Ball or ball: (“agi”), mushroom or fungus (“gt”), ​​house or hut (“omi”), cube (“ku”), car (“sina”), airplane (“ate”), steamship ( hunt").

Note. To activate speech, we recommend using shopping games (children buy toys, objects) “Find out a new toy” 9 children name a toy that suddenly appears that was hidden from him), “arrange the toys as I say, and then name them yourself”, “Who is faster will bring a toy”, “Prompt the right word” (the adult reads the poem, the children prompt the rhyming word. If the child does not understand at the beginning of this type of work), what word needs to be added, you can put an object, a picture for a hint, or draw and color everything yourself hints).

7. Offer to repeat after the adult the names of the subject pictures. You can organize a lotto game. An adult pronounces stressed vowels in words clearly and at length. Children pronounce words as best they can. It is advisable to then practice the pronunciation of the vowels a, o, u, and (under stress).

For example: shaaaapka.

A: Anya, Alik, Katya, tata, ball, sleigh, slippers, hat, stick, poppy, bunny, cancer, boy, finger, cup.

A: Olya, Kolya, Zoya, donkey, house, boots, goat, mouth, cat, nose, spoon, cat, boat.

U: duck, fly, cube, shoes, ears, teeth, lips.

And: Dima, kitty, Inna, mushroom, linden, Zina, Nina.

8. Induce two-word sentences in children by combining the words where, give, on, here, here and pronounced from tasks 6.7.

Where is the ball? (“de me?”) – Here is the ball (“ot ati”).

Where's the car? (“de sina?”) – Here is the car (“ot sina”).

Give me the car (“dya sina”, “dya si”).

Give kisu (“dya ki”, “give ks”, “dya ks”).

An adult must create a situation so that the child uses the words na, give, here, take.

I g r o v o y r i m

Toys whose names children know are hidden. If a child asks an adult a question that includes the word “where” and the name of the toy (in any pronunciation), then the adult gives the toy that the child asked about.

9. Teach your child to express his desires verbally:

let me drink (“dya pi”) I’m thirsty (“atyu pi”)

give me more (“dya isyo”) I want to go for a walk (“atyu guya”)

mom, let’s go (“mama we’re going”) let’s go for a walk (“de gui”)

let's go home ("de amo")

As a result of all the work done at this stage of oral speech formation, children must learn to passively correlate objects and actions with their verbal designations. Passive vocabulary (which the child does not yet speak, but understands) should consist of the names of objects that the child often sees; actions that he himself performs or those performed by persons familiar to him; some of their states (cold, warm, hot).

Children should develop a need to imitate the words of an adult. Verbal imitative activity can manifest itself in any speech-sound expressions, without correction (correction) by an adult.

List of used literature

N.S. Zhukova. Speech therapy. Ekaterinburg ARD LTD 1998

L.P. Golubeva. Speech development in non-speaking children.

L.M. Chudinova. Techniques for activating speech among alaliks. Moscow. VLADOS. 2003

8.Who does what? (use of photographs)

Goal: clarification and expansion of the passive verbal dictionary of children. Materials: To play this game, you need to ask parents to take photographs in which the child performs various actions (see dictionary). How to play: Children love to look at photographs of themselves.
It is useful to use this in speech therapy classes. This game is initially played individually, using photographs of the child. At first, you can use only part of the photos. Gradually, as you master the material, add the rest. Place the photos in front of your child. Look, these are your photos. Here is Vanechka. And here is Vanechka. In every photo you do something interesting. Show me where you are sitting. Where do you eat? Where do you swim? Etc. In the future, you can play this game in a group. To do this, you should use photographs of different children selectively so that one action is not repeated twice in the photographs. Look, these are your photos. What are you doing? Find and show who is sleeping. That's right, Tanya. Who combs his hair? Sasha. Who's running? Olya is running. Etc. In the same way, you can conduct classes using photographs of the child’s loved ones performing various actions (see dictionary). This work is carried out individually. Show me where mom washes the dishes. Show me a photo of dad hammering a nail. Show me where my brother draws. Etc.

Corrective work for motor alalia

Motor alalia is characterized by underdevelopment of expressive speech or its absence; in this case, classes with a specialist will be aimed at starting speech. The preparatory stage of speech therapy work is aimed at evoking speech sounds, using the pitch, strength of the voice, and its rhythmic and intonation components. To do this, they use the method of “singing” vowels when merging sounds into syllables, or in isolation. At the same time, finger exercises, breathing and articulation exercises are used.

Corrective activities carried out at the main stage are based on:

• development and expansion of passive vocabulary;
• activation of new words;
• formation of the grammatical aspect of speech;
• formation of phrasal speech;
• development of coherent speech.

In the future, it will be necessary to correct the sound pronunciation. This work is carried out as part of the formation of a grammatical structure.

Evoking speech in non-speaking children with motor alalia, as well as with sensory alalia, is carried out in several stages from simple to complex, but with one difference: the need for communication in children of this group is not impaired, therefore the method of “information hunger” is not used in this case . On the contrary, a child with motor alalia needs qualitatively new information.

9.A lot or a little?

Goal: to teach children to correlate the words “one”, “many”, “few” with the corresponding number of objects. Materials: in this game you can use small toys - cubes, sticks, balls, etc. Progress of the game: When forming the concepts of “one”, “many”, “few”, it is useful to teach children to use the appropriate gestures: “one” - show the index finger; “a lot” - a wide, circling hand gesture; “little” - a narrow, outward gesture with the hand, or fold your palms into a handful. To do this, the speech therapist constantly uses these gestures and encourages children to use them. The names of concepts should be highlighted in speech. The game is played on the carpet. Lay out the cubes in front of the children: one pile has a lot of cubes, and the other has few. Look, here are the cubes, and here are the cubes too. There are a lot of cubes here (the speech therapist shows the corresponding gesture), but there are few cubes here (the speech therapist shows the corresponding gesture). Show where there are few cubes. How do you show that there are not enough cubes? (the speech therapist encourages the children to show a gesture) Where are there a lot of blocks? How do you show that there are a lot of cubes? (the speech therapist encourages the children to show a gesture) And here is one cube. (the speech therapist shows the appropriate gesture) Take one cube at a time. Show that there is only one cube. (the speech therapist encourages the children to show a gesture) It is useful to repeat this game using different subject material.

10.Where is there a lot and where is there little?

Goal: to teach children to distinguish between the grammatical forms of singular and plural nouns. Materials: subject pictures that depict various objects in quantities of one or many (can be selected from visual material on the development of mathematical concepts). How to play: Place pictures in front of the children. Then give the task. Show me where the butterfly is. Where are the butterflies? Where's the ball? Where are the balls? Where is the flower? Where are the flowers? Etc.

Initiating speech in non-speaking children: modern techniques

Before starting a child’s speech, you need to motivate the preschooler to clearly pronounce words, phrases, and then full-fledged phrases and sentences. To motivate him to communicate and stimulate mental development, you need to improve:

• touch;
• tactile sensitivity;
• sensory

Sound culture of speech in the middle group of kindergarten

To do this, you can use a range of children's educational games using didactic materials.

11.Big or small?

Goal: to teach children to correlate the words “big” and “small” with the size of objects. Materials: in this game you can compare any toys and objects; You can use pictures in further work. Progress of the game: When forming the concepts of “big” and “small”, it is useful to teach children to use expressive gestures: “big” - spread your arms to the sides (or simultaneously up and to the sides), “small” - bring your palms closer to each other (or bring your hands closer to each other). index and thumb towards each other). To do this, the speech therapist constantly uses these gestures and encourages children to use them. The names of concepts should be highlighted in speech. Show the children the big and small balls. Look, here's a ball, and here's a ball too. Are the balls the same? No, the balls are different. This ball is big! (the speech therapist shows the appropriate gesture), and this ball is small (the speech therapist shows the appropriate gesture). What kind of ball is this - show me. (the speech therapist encourages the children to show the gesture) That’s right, small. What is this ball? Show! (the speech therapist encourages the children to show a gesture) It is useful to repeat this game using a variety of subject material.

Analysis of readiness for speech development

When analyzing your child’s readiness to work with the system, you need to consider the following:

• Does the preschooler hear well?
• whether he understands the speech addressed to him;
• does he correlate the word with a specific image (object or picture);
• whether he has physical defects that prevent him from pronouncing words (for example, a shortened frenulum of the tongue or congenital maxillofacial anomalies).

Analysis of a frontal lesson with a speech therapist at a preschool educational institution

Note! If there are no defects, and the parent gives a positive answer to the first three questions, the child is ready to pronounce the first words. You may just need to wait a little while and talk to your son or daughter more.

You can start classes when your baby is ready for them.

12.Where is what?

Goal: to teach children to understand the spatial relationships of two objects, expressed by the prepositions on, under, in, about. Materials: box, several small toys. How to play: Place a box with a lid on the table, and several small toys next to it. Place one toy in the box, another under the box, a third on the box, a fourth near the box. Accompany your actions with appropriate words. The names of prepositions should be highlighted in the sentence. Here's a pencil. I put the pencil in the box. Where is the pencil now? In the box. Here's a picture. I put the picture under the box. Where is the picture now? Under the box. Etc. After explaining and demonstrating actions with objects, invite the children to act according to the instructions. Lena, put the pencil under the box. Sasha, put the cube on the box. Etc. This game can be played in another way. Before the game starts, children are given toys. Then they give tasks. Vanya, here's a bear for you. Place the bear on a chair. Lena, here's a ball for you - hide the ball under the table. Katya, put the book in the closet. Etc. It is useful to repeat such games using different subject material, which allows children to consolidate their understanding of spatial relationships.

Literature

• Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children - M.: Education, 1990.
• Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. – M.: Book-master, 1993.
• Kozak O.N. Games and activities for children from birth to three years old. – St. Petersburg: Union, 1998.

source - Part 1. Journal "Education and training of children with developmental disorders" No. 5, 2004

“PEKS cards as a means of “triggering” the speech of a non-speaking child. Article on correctional pedagogy

“PEKS cards as a means of “triggering” the speech of a non-speaking child.

HAPPINESS IS WHEN YOU ARE UNDERSTOOD! Have you ever wondered what communication is? What role does it play in our lives? How important is it for you and your child? So what is communication? The following picture immediately comes to mind: two people sitting next to each other and talking. However, communication is not just a conversation, but an exchange of information. This is an opportunity to convey to another your thoughts, desires, and express a request. In our usual understanding, the exchange of information occurs through words. But what if the ability to express your feelings and desires using words is not available? If a child doesn’t speak, how can you help him say everything he really wants to express?

The main problem of children with special needs is that they cannot speak and express their needs. If parents can still somehow understand what their child wants, then when communicating with strangers, non-speaking children have difficulties - they often do not understand them, as a result of which the child begins to get nervous, freak out, and show aggression.

The question arises: how to communicate with a nonverbal child?

Such children need special teaching materials, without unnecessary details - cards and visual schedules, with the help of which the child can communicate with other people.

Pex system This is a system that allows a child with speech impairments to communicate by exchanging cards. It is in the exchange of cards, and not just in their use.

The abbreviation PECS stands for Image (Card) Exchange Communication System. The system was developed in America in 1985. Initially created for children with autism spectrum disorders. Andy Bondi and Laurie Frost. And this is a very well-structured system that is taught in American universities. It is official for them. It is used very widely for various people suffering from speech disorders. There is a book, translated into Russian, which can be used to teach this system.

It was originally created for children with ASD. But as it turns out, this system is suitable for absolutely all children who have difficulties with speech and communication.

These materials help achieve success in the development of non-verbal children who have autism, hearing loss, mental retardation, cerebral palsy, etc. and often become a necessary means of communication in their adult lives.

Cards make it much easier for children to understand speech; the level of anxiety in children with racial backgrounds is significantly reduced, and children become more independent. The alternative communication system using PECS cards solves the priority problem of “triggering” the speech of a non-speaking child.

Children with disabilities have difficulty initiating various actions, even their own messages and requests. Because of this, most will prefer to wait for someone to ask, sooner or later, “what do you want?” or uses some alternative communication system. The task of PECS is to teach how to start communication, to voice your opinion, need or desire on your own initiative.

The development of any communication skills significantly increases the likelihood that a child with disabilities will begin to use oral language. If the child is still not proficient in it, then the PECS system will help him learn to use an alternative method of communication in situations where “words are not enough.”

Over the years of using PECS, it has been found that the use of this alternative communication system can significantly improve spoken language over time. Quite often, children with disabilities stop using cards at some point as they develop regular speech - a simpler and more effective way of communication compared to exchanging images. During PECS classes, children work: learn, learn, think. PECS is the voice of the child.

In the purchased version they are presented in a fairly extensive volume. If you want to make PECS cards yourself, you can download ready-made sets of pictures presented on various Internet resources.

In addition, you can make your own unique set by selecting any pictures you like from materials available at home (old printed publications, packaging from children's things, etc.).

So, PECS cards are pictures depicting both objects (even the most ordinary household items: dishes, food, toys, etc.) and actions: brushing teeth, getting dressed for the street, time for studying. In addition, cards can serve as a reminder to prohibit any actions. For example, a ban on picking up something on the street. Cards for expressing wishes are also relevant. A child does not begin to use them right away and, as a rule, only if he already knows how to read, since they are often accompanied by the inscription “I want,” etc. The child, of course, will not immediately have a whole album of PECS cards. You should start with one motivational or two yes/no cards. If the child understands everything and is quick to learn, another card is added - and gradually their volume is increased to the required size. You can make PECS cards on the topics: “a trip to grandma’s, “watching cartoons,” “brushing your teeth,” “daily schedules,” “need cards,” etc.

All activity cards must be available so that the child can use them at any time

A prerequisite for starting a child’s education using the PEX system is to develop in him a desire to receive or do something. In order for a child to take initiative in communication, he must want to communicate. The child must want some object and perform some action.

The method is based on the fact that the reason for communication must precede the actual speech activity. The method begins with identifying potential stimuli (what the child likes and wants).

Basic necessary skills to start mastering PECS: practicing relatively stable eye contact, words or gestures “yes”, “no”, “give”; sustainable study skill; imitation of “do as I do” actions. The child should be able to repeat a series of simple 2-3 actions when the actions are not named.

As a rule, children under five years of age are introduced to this system. In order to successfully master the alternative communication system of image exchange, the following six stages of training are carried out sequentially.

THERE ARE 6 STAGES OF PECS TRAINING AND ALSO A SUBSTAGE RELATED TO THE USE OF ADDITIONAL SKILLS.

The time required to complete each stage depends on the individual child and can take from one introductory lesson to several training sessions.

The main goal of the first stage of PESS training is to teach the child to give a card to his communicative partner in order to get the item he wants. That is, when a child sees a motivational stimulus, he takes a picture, hands it to an adult, and leaves the picture in the teacher’s hand. At this stage of training, two adults are present.

One of the adults, the “communication partner,” sits opposite the child and holds in his hands the object that the child wants to receive. The second adult - the “fairy” - sits behind the child and physically guides the child’s hand to the picture, helps him take the picture and hand it to the “communication partner”. It is important that both adults remain silent. The “communication partner” can bring the desired object closer to the child in order to encourage his initiative, but without words. The second adult (“fairy”) must carefully monitor the child’s movements, and as soon as the child begins to reach for the object, guide his hand to the card, and help him take the card, and hold it out - and all this is also silent. When the child places the card in the hand of the “communication partner”, only then does the “communication partner” pronounce the name of this item and immediately give it to the child. With this action, the “communication partner” voices the child’s request, and in the future, if the child learns to imitate words, he will be able to accompany the request with words.

You can move on to the second stage if the child has learned to submit from 10 to 24 cards, and does this independently and without the physical prompting of the “fairy”. At the second stage, as at the first, there is no choice. That is, there is only one card in front of the child, and only one object. And just like at the first stage, verbal prompts are not used. But, if at the first stage the child was only required to present a card, then at the second stage the child is required to have a more complex reaction. For example, take a card, get up from the table, and approach an adult, put the card in his hand. Or, the child is in the space and not at the table. He saw that the adult was holding the desired object in his hands - the child went to the table, took a card and, together with the card, approached the adult. The “fairy’s” task here is to physically guide the child to the card, or to a partner if the child loses concentration and cannot do it on his own.

The second stage of PESS training never stops. That is, for any newly introduced card you need to work out all the options and make sure that the child can bring this card in any situation.

Stage 3 is called distinguishing cards. It is this stage that will help to understand whether the child distinguishes the images on the card. We get several cards at once, but only one desired item. And the child must choose exactly what he wants. For example: bananas are very tasty, he must give the card and receive a banana in return. The child has learned that the use of cards has an impact on others, and that with the help of cards he can get what he wants - it is time to teach the child to distinguish the symbols that he uses to communicate.

Learning to distinguish cards occurs precisely at the third stage, when primary communication skills have already been established. Ultimately, the child must learn to choose the card of the desired item from all the cards that are in his communication book. During training, it is important to constantly change the cards so that the child is more attentive and does not get used to giving only the left or only the right card.

The main goal of the fourth stage is to complicate the reaction. If previously the child gave only one card to ask for the desired action or object, now the child learns to put several cards into a sentence. That is, attach several cards in the required order to a strip of tape and serve this strip.

The end result expected from the child is the following - the child asks for objects that are or are not in the field of view using a phrase consisting of several words. He opens the book, finds the “I want” symbol, sticks it on a strip, finds an image of an object, sticks it on the strip, tears the strip from the book, approaches the communicative partner, and gives this strip. By the end of this stage, the child should be able to use 20 or more different cards and address different partners.

Thus, the child must learn to ask for objects and actions that are in his field of vision, as well as for absent objects.

In order to teach this skill, it is necessary to check which characteristics of favorite objects stand out to the child. If your child prefers only red candies and is not interested in blue and green candies, then you can start working on the adjective “red.” If the child is not interested in colors, then you can look for other characteristics - sizes, shapes, prepositions or body parts.

At the fifth stage, the main goal is to teach the child to respond to the question “What do you want?” That is, only at the fifth stage, after the child’s initiative has been consolidated, can the child be taught to respond to a question. Why only now? In order to teach the child to listen to his own desires, and not just react and be led by others. Many children with disabilities find it difficult to take initiative and approach others, and if you initially teach the child to only respond to the question “What do you want?” - this can significantly suppress initiative, and, consequently, the further development of social skills and communication.

Well, the last 6th stage is called commenting, when our child independently, spontaneously, together with an adult, comments on the world around him, what is happening to him. You can answer various questions, enter into dialogue, that is, for example: with us we can listen to some kind of music and the child can tell us that he is listening to a violin or drum, we can work as a speech therapist, speech therapist or psychologist. Again, without uttering a word, if the child cannot do it, but at the same time he will tell us about what he sees, what he hears, answer questions, what is it there, what colors are it or how much of it and we have all this will occur at stage 6 of commenting. If by that time the child’s speech has not begun to develop and we understand that it will not exist, or it will be very limited. PECS will be his only type of communication; alternative communication is the type of communication we will work with.