The child does not agree on the feminine and masculine. Speech therapist: How to teach a child to speak and when to start worrying

When does a child need speech therapy?

Sadly, most children today have some form of speech problem. A three-year-old kid refuses to speak in words - he expresses himself with gestures, is naughty when he is not understood. “Without five minutes, a first-grader” will not master the insidious sound “p” in any way, or even is not able to coherently express thoughts at all. And it happens that the child seems to speak perfectly, but, having gone to school, he has difficulty reading and writing. Where do logopedic problems come from? What should a parent remember to minimize them? When and what exactly should you start worrying about, and what “will pass by itself”? Lyubov VORONTSOVA, a speech therapist at the Jewel Parent School, talks about all this.

"Porridge in the mouth": what is it made of?

It was once believed that speech problems "live" exclusively in the mouth. Well, a little lower. It seems logical: a person speaks with his tongue, lips, vocal cords, well, the lungs responsible for breathing ... Only in the second half of the twentieth century, when science advanced in the study of higher nervous activity, it became clear that the initiator of speech is the human brain. It is from that that gives a command to all other organs that generate articulate sounds that add up to words and phrases.

The origins of speech problems are often “laid down” during pregnancy, when the main areas of the brain are formed and develop. Intoxication, taking certain medications, infectious diseases, injuries, unhealthy lifestyle of the expectant mother - all this can have long-term consequences, as well as the general psychological background of pregnancy.

An even greater influence on how the child will subsequently speak is exerted by the moment of birth. There is a mass of research proving a direct link between birth injuries, asphyxia and other complications in childbirth - and speech problems in the future. But even just a quick or, conversely, prolonged delivery, the usual maternity hospital stress that a newborn experiences, and even more so unjustified medical interventions during childbirth - all this can affect when and how the child will speak.

Hence the conclusion: the more naturally the pregnancy and childbirth went, the more healthy the family leads, the more likely it is that at least “perinatal factors” will not affect the development of speech. But, alas, even this does not guarantee that the child will not have speech therapy problems! After all, a child comes into the modern world with all its “filling” that is by no means favorable for mental development.

Speech development can be affected by injuries (especially head injuries), severe infections, unjustified use of medications (including vaccinations), severe stress - all these things are well known. Worse than the other - the environment in which the baby grows, today is often filled with "superfluous" and deprived of the necessary. And this, alas, is also found in families that profess the idea of conscious parenthood. It's just that we, adults, no longer notice many factors of this environment - we are used to them as a given.

The first year of life is the time of emotional contact of the child with the world. And the world in this case is home and parents. Emotional communication, which was not received at this age, will literally “come around” later - problems in the development of speech. And emotions from our world today are “washed out”. Adults and each other often have no time to talk - where else is there to “talk” with a dumb baby! Even breastfeeding is sometimes perceived as just a “physiological” process that can be accompanied by watching a series or working at a computer. But this is also the moment of the most complete emotional contact between mother and baby!

On the other hand, the baby today from birth is surrounded by the most diverse information noise. The world not only “screams”, it also flickers before the eyes of the child - too quickly and too aggressively. A working TV, music at home and on the street, loud sounds of the city.

Closer to the age of one year, the child begins to master the world physically, by touch and “taste”. There comes a time of active handling of objects - and their naming. And here again, active - and emotional! - participation of an adult. However, very often: the child has grown up, has learned to sit and focus on one thing ... the mother breathes a sigh of relief, puts a disc in the video player - no, not with an action movie, of course! - with "good old Soviet cartoons", and leaves to do his own thing. And the baby sits, fascinated looking into the “box” with flashing pictures and incomprehensible sounds, learns to “eat with his eyes”. And for some reason, he does not learn to speak at all!

How is mom different from TV?

Personally, my opinion as a speech therapist (with which many may not agree): the child will not lose anything if during the period of speech formation (and this is up to about five years old!) He does not watch TV at all. Even good cartoons. It is quite possible to grow harmoniously without computer games (including special "developing" ones). The “developing effect” of all these amusements is doubtful, but they can easily “implant” on the psyche the stress that is fatal for the formation of speech!

I believe that everything a child needs at an early preschool age for harmonious development (including speech) can be “found” in the family. Mom differs from TV (and an actor in the theater!) First of all, in that their communication (ideally, of course) is personal, personified, objective, emotional.

In the old days, the child spent the first years of his life in the arms of his mother or next to her. Sometimes - with a grandmother or someone else from the women in the family. They talked to him, sang, played - "nurtured". That is, his world consisted of constantly sounding, emotionally rich and very specific - "about life" - human speech. The child, as he grew up, was allowed to play with what life consists of, and not with specially designed "developing" pieces of plastic, as it is now. He was gradually included in the life of the family, starting to serve himself, more and more to help with the housework. Words were closely "attached" to real objects and phenomena surrounding the child. It would be nice for modern parents to remember this experience! The object and sound environment in which the baby grows is much more important than the correct “early development methods”.

When a child is learning to speak, it is very important not to "overload" him. You should not try to teach a preschooler to pronounce the word "synchrophasotron" at all costs - the time will come, he will master it if necessary! It seems to me doubtful and the desire of parents to teach the child early to read and foreign languages. There are children for whom this is easy, and does not give rise to problems with speech, but ... Everything has its own time, you should not rush things where there is a risk that it will bring harm.

And further. We must always remember that a child learns to speak by imitation. And miraculously "inherits" the specific features of the speech of households! Not only my mother's grazing "r" and my grandmother's "toothless" lisp. Everything matters: intonation, tempo, clarity and loudness of adult speech, literacy in constructing phrases ... It is worth keeping an eye on all this!

Parental "FAQ" to a speech therapist

So, the main "milestones" of gaining speech. A child knows how to give a voice from birth - this is screaming and crying. In the first months, psychomotor reactions are important: a smile, recognition of faces, a “complex of revival”. Even before the age of six months, the child begins to pronounce sounds - “sing” vowels, repeat syllables. Silence should cause alarm in parents!

At 7-10 months, the little man begins to understand the speech of adults and speak the first words. Here - attention! - “frequently asked question”: how to distinguish the very long-awaited First Word of the baby from the “training” chaotic set of sounds - babbling? It may not look like “words” in our adult understanding at all! But this is always a very specific set of sounds, tied to a specific phenomenon, object, action, person. Not necessarily the classic "mom". But if the child, stretching out his hand to the object, insistently calls out “Dyay!”, You yourself will easily understand that this is most likely - “give!”. That is - already a word. Or chasing a pet, admiringly exhaling “koh!”. Or he climbs into his mother's bosom, exclaiming "si!". Well, and so on...

From that time until a year and a half, the "vocabulary" is actively replenished. It is worth being wary if there are no “new words” for a long time.

Finally, a pathetic moment comes: the child has spoken! Here's Parent FAQ #2: What does 'talk' mean? At what point can a child's speech be considered speech? From the point of view of a speech therapist, this is when the first individual words turn into statements. Let it be short! Not just "Give!" indicating the desired item, but “Give me a cup!”. Or - in the designation of actions ("I write!" "Shovel - dig!" "Machine - bibi!").

This usually occurs between 1 year and 8 months to 2+ years. Here is the important point! A huge risk group is children who do not speak until they are three years old. Here you should definitely consult with a speech therapist. And - pay as much attention as possible again to emotional contact. To give an example of verbal communication - and by the way, this is an occasion to think about your own speech. Does the parent speak clearly, intoned, and competently enough? Or does all communication in the family consist of short unfinished phrases? Or maybe mom, on the contrary, talks too much and too fast - and mostly not with the child, but with her friends on the phone? A person who has not spoken should be encouraged to speak, but without violence! Because then you can generally “fix” the reluctance to communicate verbally. It is much more efficient to play games, and not only speech ones, but also with objects. Read poetry, pausing at the end of the lines and encouraging them to “finish”. And remember that speech is really directly related to fine motor skills - it is very good to play finger games, to give the child the opportunity to manipulate small objects.

Unfortunately, during this period, individual sessions with a speech therapist are almost impossible - they are simply ineffective. A child at 3 years old is able to "engage" in just 5-10 minutes. What next? But for such children, classes in creative studios are very beneficial.

From 2 to 3 years - a period of acute, almost landslide development of speech. There are more and more words, sentences - more and more complex and meaningful. By the age of three, a normally developing child has a vocabulary of about a thousand words. He uses almost all parts of speech, common sentences.

At the age of 3-4, most of the "thinking" parents of little talkers and why-and-such begin to worry that the child does not pronounce some sounds. And right! In fact, the fact that a child after 4 does not pronounce any individual sounds is a variant of the norm. But! Often the parent himself cannot assess how temporary these problems are, whether they can “dissolve themselves” or something needs to be done about it.

In general, by the age of 5-5.5, the child should “stand up” all the sounds of the native language. With the exception of one, the most difficult - the notorious "p". He "has the right" to "get up" by the age of 6. But it’s still not worth delaying a visit to a speech therapist! Because, even if everything goes according to plan and the child’s sounds are set “on time”, the speech therapist can suggest how to make this process as soft and natural as possible. By the way, some problems can be corrected precisely by “homework”. It is only important not to engage in amateur performances on someone’s advice and “smart” speech therapy books (especially intellectual grandmothers love this!): if there are problems, it is much more difficult to “retrain” an artisanally trained child than work from scratch.

Let's summarize what has been said. At the age of 4 to 5 years, it is worth showing the child to a speech therapist in any case! But it should be especially alert if it is after five:

Pronounces some sounds incorrectly;

Rearranges syllables in words;

Incorrectly constructs phrases grammatically (omits prepositions, confuses cases, plural/singular, gender of parts of speech);

He cannot consistently and logically convey the meaning of the statement (“And these ran, and that bang-bang ... uuu ... And he has such a green thing .... And he went .. vzhzhzh! ..”, well, etc.)

Speech is indistinct, blurred, the child has "porridge in the mouth"

If a child stutters - this is a separate case, at any age you need to see a speech therapist! At the age of three, a child may still have "physiological" repetitions of syllables, they may go away on their own, but they may not. Perhaps here the parent will have to work on relieving stress factors, that is, this problem is not purely speech therapy.

If for some reason the parents did not take the child to a speech therapist at the age of 4-5, it is necessary to test it before school! In fact, in our time - ideally! - every child, even seemingly speaking well, needs speech preparation before school. Many speech problems, as we have said, are too well "hidden", and become apparent only when the child begins to learn to read and write. This is generally a very large and serious topic, and I would like to return to it in a separate conversation.

Recorded by Olga ILYINA

Girl, say "yba". - Herring!" Do you remember the wonderful film “Due to Family Circumstances”, where a speech therapist comes to the girl Svetochka, who himself hardly pronounces half of the alphabet? Laughter is laughter, but a speech defect in a child's speech is a serious matter and it is better to deal with it at an early age.

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Photo gallery: Child's speech defect

The development of a child's speech is not a quick process and, let's say, not a linear one. The vast majority of children successfully master the language (or even 2-3), which they constantly hear, regardless of their linguistic abilities. It is only important not to forget to control this process and know in what cases urgent intervention of a speech therapist is necessary, and when it is better to just wait.

GIVE THE CHILD TIME

Language skills are fully formed in a child only by the age of 5-6 years. Therefore, the most difficult sounds of the Russian language (whistling and hissing, as well as "l" and "r") may not be given to him immediately. Speech therapists call this state of affairs the term "children's tongue-tied tongue" and consider it the norm. Of course, this does not mean at all that you should be inactive and wait until the child learns everything on his own: play with him, affectionately point out mistakes. And if you suddenly notice any suspicious symptoms of a speech defect earlier, before reaching the “control age”, consult a doctor without delay.

COMMON PROBLEMS IN CHILDREN 5-6 YEARS OLD

The child lisps or burrs

Incorrect pronunciation of hissing and whistling sounds (s, z, w, u, g), as well as slotted (p, l) after the age of 5-6 years is a very common phenomenon, which is called functional dyslalia. As a rule, it does not go away on its own - a consultation with a speech therapist is necessary.

The child speaks little and does not expand his vocabulary

They say about such a child that he, like a dog, understands everything, but cannot say. Silent children or children stuck at the stage of “baby talk” (“mother”, “byaka”, “kaka”, etc.), as a rule, suffer from the so-called alalia. If your child, after two years, continues to use a dozen primitive words, does not change words by case, and confuses gender and number, you should urgently contact a speech therapist.

Child pronounces words incorrectly

At the age of 2-3 years, funny children's words (“chopper” instead of “hat”, “nannies” instead of “berries”, etc.) cause emotion. If a child continues to distort words at the age of 5-6, this is a reason to suspect he has dyspraxia, that is, an underdevelopment of phonemic hearing. The sooner you contact a specialist, the better.

The child is unable to remember the letters

It is not necessary to be able to read fluently at this age, but normally a child should quickly memorize letters and make short words out of them. If your studies are not producing any results, your child may have dyslexia (a common problem in elementary school). If you let things take their course, this shortcoming will remain with him for the rest of his life.

The child writes incorrectly, even knowing all the rules

In a writing lesson, a child often skips and confuses letters, forgets to complete a sentence, “does not hear” dictated words. If the kid diligently studies, but still writes poorly, this means that he suffers from dysgraphia or dysorphography. These are also types of speech defect of the child's speech. In this case, only a speech therapist (or logo pathologist) can help.

You should also be concerned if:

♦ you had a difficult pregnancy or childbirth;

♦ the child had an illness or injury at the age of 1-2 years;

♦ at the age of two years, the baby has not yet begun to speak;

♦ the child speaks so unintelligibly that only parents and close relatives understand him;

♦ the child does not pronounce words or pronounces only their separate syllables (for example, stressed);

♦ the child is nasal.

WE GO TO THE SPEECH THERAPIST

To choose a good specialist for your baby, you should pay attention to the following few signs.

5 Signs of a good speech therapist:

♦ ability to communicate with children;

♦ competent and correct speech;

♦ interesting lessons organized in a playful way;

♦ willingness to tell parents about all their methods, about the purpose of each exercise;

♦ an individual approach to the child (for example, refusal to help before reaching the “set age” should alert you).

How long will it take?

Speech therapists do not make such predictions. Each case is different and each child is unique. For one, the sound “r” can be corrected in 1-2 lessons, and for another, even half a year will not be enough. Success also depends on diligence and perseverance - both yours and your child's.

OTHER OPTIONS

Not always parental concern about speech defects means that the child really has speech therapy problems. There are few options here, but they are possible.

The child is under stress

Sometimes the peak of the formation of a child's speech (1.5 years) coincides with some difficult event in his life, for example, with an illness, an operation, or simply the beginning of an epic called "kindergarten". In this case, it is very likely that the child will give out some kind of linguistic reaction to stress: he will begin to stutter or distort words, avoid conversations, etc. In this case, it is necessary, firstly, to check how psychologically the environment in the kindergarten or at home is comfortable for the baby, and secondly, to surround the child with special warmth and attention: often play calm games with him, read or talk about something new.

Does not speak? Check the frenulum of the tongue!

A very common case when the normal formation of speech is interfered with by nature, which is too short (or absent altogether) by the frenulum of the tongue. In fact, the language is simply deprived of the mobility it needs, so some (or even all) sounds the child simply cannot physically pronounce. There are many examples when parents considered their children almost deaf-mute, and then, when at the age of 5-6 years they nevertheless brought them to the doctor (where, of course, they immediately cut the bridle), children, as by magic, they began to speak everything that they had accumulated over the long years of silence ... You can examine this important detail of the speech apparatus yourself. Ask the child to touch the tip of the tongue to the base of the upper teeth, and then, without tearing it off, open the mouth wide. If the mouth opens, it means that everything is in order with the bridle. If not, then the frenulum is most likely shortened or absent. As a rule, doctors suggest cutting it. But sometimes, if the bridle is thin enough and of medium length, you can try to stretch it with the help of exercises.

HOME SPEECH THERAPY

If you want to teach your child to speak clearly and correctly, try playing with him.

Expanding vocabulary

To make the child learn new words faster, do not memorize them with him, but just talk in a natural setting. Read verses, discuss what is happening. Turn an ordinary walk into a short trip: ask your child what type of transport you will use, what you will take with you, etc.

We develop speech

You can start developing speech from infancy: for example, if a baby makes a sound, you pick it up and repeat after it several times. After several such repetitions, the child will understand that this is a game, and will begin to repeat simple sounds and songs after you (like “ma-ma-ma”, “ba-ba-ba”). In the future, the tasks will become more complicated: it will already be possible for the child to be asked to finish the line of the familiar verse: “They dropped the bear ...” - “... on the floor”, etc.

What to do with the letter "r" ...

Do not forget that the correct pronunciation of the sound "r" is formed only by 4-5 years! Do not torment the child with this problem, do not make him complex. You can sing special songs with your child (“ra-ra-ra”, “quack-quack-quack”, etc.), but only in the order of the game. Real exercises are best done under the guidance of a speech therapist in the event that your child does not begin to pronounce all sounds correctly by 5-6 years.

Weapon against the silent

Some children, thanks to the special "understanding" of adults, come to the conclusion that it is not necessary to speak at all: the desired result can be achieved in other ways: by shouting, gestures, facial expressions, and only by an expressive look. Answer him with the same weapon: instead of talking, try to communicate information to him with gestures and signs. And for all his attempts to “talk” without words with you, shrug your shoulders in bewilderment, they say, I don’t understand. You will not believe how quickly the baby realizes that he needs speech.

WHAT HELPS AND WHAT Hinders

Helps:

1. The child lives in a family with older brothers and sisters

2. Parents talk a lot and correctly with the child

3. Parents control the pronunciation of sounds and correct the baby

4. Parents read aloud to their child at bedtime and discuss what they read.

5. The child has the opportunity to play with peers

Interferes with:

1. Parents have little contact with the child

2. Parents lisp with the baby

3. Neuropathic and nervous diseases (both in children and parents)

4. Lack of movement

5. Lack of positive emotions

EXERCISES FOR STRETCHING THE FRENULE OF THE TONGUE

(performed in front of a mirror)

1. CUP. Open your mouth wide, make your tongue “shovel”, lift it for 10 seconds and pull it to the upper teeth (without touching them)

2. FUNGUS. Open your mouth, firmly press your tongue against the palate and, without tearing it off, strongly pull down the lower jaw

3. NEEDLE. Open your mouth and stretch the narrow tongue as far as possible for 15 seconds

LINGUISTS IN SHORT PANTS

Experts have noticed that if at a “tender” age a child is engaged in word-creativity (forms unusual words that, although they correspond to the rules of the language, are not used in it), then, most likely, in the future it will be easy for him to master literacy and learn others. languages. After all, only a person with a subtle linguistic instinct can come up with such masterpieces as “shell an egg” or “turn off the fan”.

30.06.2009, 10:01

Daughter is 4 years old.

Pasha's mom

30.06.2009, 11:06

30.06.2009, 11:34

This is our problem ... We call all the boys "girl", "girls". I correct it every time ... the language has already dried up: 001:.
But that would be nothing, but she generally confuses masculine and feminine.
"My dad", "little doll", etc. - constantly:(.
What it is? How to fix it?
Daughter is 4 years old.
We had the same thing and it all went away on its own. And if a girl has a short haircut and in pants, she can also be called a boy, she still doesn’t distinguish between kids at all where the boy is and where the girl is. I think you shouldn’t worry too much about this :)

mother of Dashutka

30.06.2009, 13:44

This is agrammatism in speech (one of the disorders of speech development), the child does not understand the difference between masculine and feminine in general, and not only "does not distinguish between boys and girls." But don't worry, you're still young! The speech pathologist will quickly fix this, I think. If left to chance, problems at school may come out.

30.06.2009, 14:18

AMELINAMELI

30.06.2009, 18:14

Go to a speech therapist - they will teach you how to fix it.

30.06.2009, 18:18

Basically, there is still time. The main thing is that by the 1st grade she clearly distinguishes.
Now focus more often - why the boy is a girl, discuss the signs, sort the pictures ...
Play ball games: Red .... (she finishes); Red.....; Red......
Training is the most important thing.

30.06.2009, 22:24

Don’t worry too much, our son is still confusing, although he is already 4.5 g, especially when the girl has short hair and pants. he, and what is she: look at the flower, how beautiful HE is; and what a dog - SHE is very shaggy, well, and in that spirit, I'm really not an expert, the speech therapist explains much better.

Go to a speech therapist - they will teach you how to fix it.

Thank you. The speech therapist had - she says that she has not yet sat through the lesson.
I myself was present, and it's true ... The speech therapist does not listen, she only chirps ...

They said to come at least in half a year ...

30.06.2009, 22:25

So our grandmother says so, she works with deaf-mute children.

Parents often complain about the clumsy pronunciation of children or the fact that the child rearranges syllables in words. Instead of “TV” - “tevelizor”, instead of “glass” - “rolled up” and “protects” instead of “exists”. “Your child has a phonemic hearing disorder,” I tell them, but many disagree, because he hears what he is told. Yes, he hears, but does not distinguish, phonemic hearing is part of physiological hearing, which is formed as the child grows up. We will talk about what phonemic hearing is, how it is formed, and what to do for its development in this article.

What is phonemic awareness

The physical hearing of a person, that is, the ability to perceive and distinguish the sounds of the surrounding world, is divided into three types: non-speech hearing, phonemic and musical hearing.

Phonemic hearing is the ability of a person to recognize and distinguish between phonemes in a stream of speech. The ability to compare, analyze, synthesize and correlate sounds with their standards.

A child is endowed with physical hearing from birth, phonemic hearing is formed in the process of education. In the norm of development, it should be formed by the age of 5, provided that the child is in a favorable speech environment. Very young children still cannot distinguish sounds similar to each other, but if adults speak the correct language with him, do not lisp, correct him, read books and learn poetry, then success is guaranteed.

If phonemic hearing is impaired for one reason or another, a child after 4-5 years of age retains incorrect sound pronunciation and a violation of the syllabic structure of the word. Later, this problem goes with the child to the school bench, reflected in written speech, and is called dysgraphia. Dysgraphia is expressed in persistent errors when writing words and sentences, for example, rearranging syllables in a word, replacing one sound with another. Therefore, it is very important, when a problem is detected, to begin work on the development of phonemic hearing at preschool age.

Read also:

How to check it? Ask the child to repeat a chain of syllables with similar phonemes: ta-ta-da, da-ta-da, da-da-ta; ha-ha-ka, ka-ha-ka, ha-ha-ha; nya-nya-na, na-nya-na, nya-na-nya; sa-sha-sa, sha-sa-sha, sha-sha-sa. Or similar words: com-house-tom, barrel-kidney, roof-rat, spoon-horns. If a child repeats the same sound instead of different ones, it means that he has a violation of phonemic hearing. For example, instead of yes-ta-da, he says “ta-ta-ta”, or he repeats the words barrel-kidney as “kidney-kidney”.

Causes of phonemic hearing impairment

The causes of such violations are of two types, mechanical and functional.

Mechanical are caused by natal and postnatal hazards, which include infectious diseases, injuries, including birth trauma, as a result of which the speech areas of the brain are damaged, and defects in the speech apparatus are also observed. The latter include features of the structure of the tongue: too large and inactive tongue, small narrow tongue, short frenulum, weakened in front of the tongue. As well as jaw defects:

prognathia - a phenomenon when the upper jaw hangs significantly over the lower.

progeny is the reverse phenomenon, the lower jaw is pushed forward, the lower teeth overlap the upper ones.

open lateral bite - when the teeth are closed on both sides, a significant gap remains between the teeth.

Open direct bite - when the teeth are closed, the lateral teeth of the antagonists are in contact with each other, and the front teeth form a gap.

irregular structure of the teeth.

The special structure of the palate: narrow, too high, flat.

disproportionate lips: drooping lower lip, narrow, inactive upper lip.

Functional reasons associated with the costs of education or its absence, which include:

long lisping with the baby.

imitating parents who have speech problems.

bilingualism in the family.

prolonged sucking of the nipple, resulting in insufficient mobility of the tongue, lips, jaw.

pedagogical neglect.

How phonemic awareness is formed

With normal development, reactions to sounds are already noted in the newborn. This is expressed in a start, blinking, a change in breathing. Soon, the sounds begin to cause the child to delay some movements, to stop crying. Already at 3-4 months, the child begins to distinguish speech and non-speech sounds, as well as homogeneous sounds of different loudness. In the first six months of life, intonation carries the main auditory load, the baby learns to distinguish the voices of loved ones. By the age of 1, the child begins to respond correctly to the sounds uttered by an adult, for example, when pronouncing the word “clock”, the child turns his head towards them, as well as when pronouncing the sounds “tic-tac”. The child already responds to the word, and not to intonation, so the stage of pre-phonemic development ends. In the second year of life, the child begins to distinguish all the sounds of speech.

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At the first stage, he differentiates vowels and consonants. But within these groups, he does not distinguish one consonant from another, while the strongest vowel "A" begins to oppose all others. Then the baby begins to distinguish between such vowels as "I-O", "I-U", "E-O", "E-U". Later than the rest, low-frequency "U-O", high-frequency vowels "I-E" begin to be distinguished. The most difficult to assimilate is the sound "Y".

At the second stage, consonant sounds are differentiated, the presence or absence of such is determined. Gradually, the child learns to distinguish between hard and soft sounds, sonorous and noisy, whistling and hissing, deaf and sonorous.

At the third stage, the child distinguishes phonemes within the group, differentiates sonorous, whistling and hissing consonants. Further, it delimits sonorants from non-articulated noisy ones, labials from lingual ones, inflated ones from plosives, anterior ones from back-lingual ones, whistling from hissing ones. Later than others, there is a differentiation of smooth consonants and the middle language "Y". By two to the beginning of the third year of life, the baby perceives and differentiates all the sounds of his native language. According to many studies, it was during this period that phonemic hearing was finally formed.

The fourth stage from 3 to 5 years is characterized by the development and improvement of phonemic hearing and preparation for sound analysis.

The fifth stage from 5 to 7 years old is the acquisition of the skill of fine differentiation of phonemes and the ability for sound analysis. That is, the child must catch what sound the given word begins with, what it ends with. Is there a given sound in this word and where is it located: at the beginning, end or in the middle of the word.

Thus, phonemic hearing is formed, developed and improved throughout preschool childhood.