Classes with children on the development of speech. Speech development technique: effective exercises, recommendations

The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his ability to know reality, the more fully his future relationships with children and adults, his behavior, and, consequently, his personality as a whole. Conversely, a child's unclear speech will make his relationships with people very difficult and often leaves a heavy imprint on his character.

At the age of 5, children with speech deficiencies feel them painfully, become shy, withdrawn, and some even irritable. In such children, one can observe the manifestation of aggression towards peers, and sometimes towards adults.

Our task is to educate a full-fledged personality. To do this, it is necessary to create conditions for free communication of the child with the team. To do everything to ensure that children master their native language as early as possible, speak correctly and beautifully.

In the family, the child is understood perfectly, and he does not experience any particular inconvenience if his speech is imperfect. The circle of connections of the child with the outside world is gradually expanding, and it is very important that both peers and adults understand it. Therefore, the sooner you teach your child to speak correctly, the freer he will feel in a team.

The question of the purity of speech acquires special significance with the arrival of the child in school. In school, speech impediments can cause student failure. From the first day of being at school, the child has to make extensive use of speech: answer in the presence of the whole class, ask questions, read aloud, and speech defects are detected immediately.

Of particular importance is the correct pure pronunciation of sounds and words during the period of teaching the child to read and write, since written speech is formed on the basis of oral speech.

A close relationship has been established between the purity of the sound of children's speech and spelling literacy. Younger students write mostly the way they speak. Among the underachieving primary school students, there is a large percentage of children who are tongue-tied.

What should be paid attention to in the organization of homework? How to help a child?

Deficiencies in pronunciation can be the result of violations in the structure of the articulatory apparatus: deviations in the development of teeth, incorrect positioning of the upper teeth in relation to the lower ones, etc. In order to prevent speech defects, it is very important to monitor the condition and development of the dentoalveolar system, Time to seek advice from a dentist, eliminate defects, treat teeth.

Particular attention should be paid to hearing. Hearing plays an important role in the child's mastery of speech, in the correct and timely assimilation of sounds. Hearing speech, individual words, sounds, the child begins to pronounce them himself. Even with a slight hearing loss, he loses the ability to perceive speech normally. Therefore, it is very important for parents to pay attention to the development of the baby's hearing. It is necessary to protect the child's hearing from constant strong sound effects (radio, TV turned on at full volume), and in case of diseases of the hearing organs, treat them in a timely manner, and not with home remedies, but in medical institutions.

Adults should help the child master the correct pronunciation, but speech development should not be forced. It is harmful to load the baby with complex speech material, force him to repeat words he does not understand, memorize poems that are complex in form, content and volume, learn correctly, pronounce sounds that, due to the unpreparedness of the articulatory apparatus, are not yet available to him (for example, at 2-3 years old, learn correctly, pronounce hissing sound p), read works of art intended for school-age children.

The child learns speech by imitation. Therefore, it is very important that you adults watch your pronunciation, speak slowly, clearly pronounce all sounds and words.

Often the reason for the incorrect pronunciation of sounds is the child's imitation of the defective speech of adults, older brothers, sisters, comrades, with whom the baby often communicates.

Parents should also pay attention to the fact that in communicating with a child, especially at an early and younger preschool age, one should not “fake” a child’s speech, pronounce words distortedly, use truncated words or onomatopoeia instead of generally accepted words. (“bibika”, “lyalya”, etc.), lisp. This will only slow down the assimilation of sounds, delay the timely mastery of the dictionary. The frequent use of words with diminutive or affectionate suffixes, as well as words that are inaccessible to his understanding or complex in sound-syllabic terms, does not contribute to the development of the child's speech. If your child pronounces any sounds, words, phrases incorrectly, you should not mimic him, laugh or, conversely, praise him. It is also impossible to demand the correct pronunciation of sounds during that period of the baby's life when this process is not completed.

Some shortcomings in the speech of children may be eliminated only with the help of specialists, teachers, speech therapists. But a number of shortcomings are easy to eliminate, and accessible to parents. In the family, they usually correct the child when he pronounces this or that sound or word incorrectly, but they do this not always correctly. Correction of speech errors must be approached very carefully. You can not scold the child for his bad speech and demand that he immediately and correctly repeat a difficult word for him. Often this leads to the fact that the child refuses to speak at all, closes in on himself. You need to correct mistakes in a tactful, friendly tone. You should not repeat the word incorrectly pronounced by the child. It is better to give an example of his pronunciation.

Studying with a child at home, reading a book to him, looking at illustrations, parents often offer him to answer questions about the content of the text, retell the content of the tale (story), answer what is shown in the picture. Children cope with these tasks, but make speech errors. In this case, the child should not be interrupted, he should be given the opportunity to complete the statement, and then point out errors, give a model.

Very often children ask us different questions. Sometimes it is difficult to find the correct answer to them. But it is impossible to evade the questions of the child. In this case, you can promise to give an answer when the child eats (walks, completes some task, etc.), while the adult prepares for the story during this time. Then the kid will receive the correct information, see an interesting interlocutor in the face of an adult, and in the future will strive to communicate with him.

In the family, it is necessary to create such conditions for the child so that he feels satisfaction from communicating with adults, older brothers and sisters, receives from them not only new knowledge, but also enriches his vocabulary, learns to build sentences correctly, correctly and clearly pronounce sounds and words, it is interesting to tell.

Games and poems, exercises that you can use at home, serve to develop the correct pronunciation, help to reflect on the sound, semantic, grammatical content of the word, develop the small muscles of the fingers, which helps to prepare the child's hand for writing.

Exercises for the development of the articulatory apparatus

"Spatula". The mouth is open, a wide relaxation tongue lies on the lower lip.

One, two, three, four, five,

We go, we go for a walk

Take all spatulas

Let's go to the sandbox.

I have a spatula

Wide and smooth.

"Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

Do you like to drink tea?

Then don't yawn!

Open your mouth

Get the cup.

"Arrow". The mouth is open. Narrow tense tongue pushed forward.

open your mouth wide

And pull your tongue forward.

One, two, three, four, five -

We will execute the arrow.

Dynamic tongue exercises

"Horse". Suck the tongue to the sky, click the tongue. Click slowly and strongly, pull the hyoid ligament.

Tsok-tsok-tsok!

We all said

How the horses galloped.

Here the horses galloped

Tongue, click with us

Hey, where's the smile?

Teeth and sticky.

"Harmonic". The mouth is open. Stick your tongue to the sky. Without lifting the tongue from the palate, strongly pull down the lower jaw.

Antoshka has an accordion.

Let's play a little.

"Painter". The mouth is open. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.

We carefully paint: back and forth,

I smile, but the language does not understand

How will he paint the hard sky in time?

Let's paint the ceiling!

The house painter was in a hurry

And dragged the brush away.

"Delicious jam" The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.

Oh what a meal!

Very tasty jam!

Put your tongue wide

And lift up the edges.

Lick the upper lip

I love jam very much.

To everyone's surprise

Delicious jam.

Who loves jam

Makes a move -

Lick your lip

Show tongue.

Lip exercises

"Fence". The teeth are closed. Upper and lower teeth are exposed. Lips stretched into a smile.

Smile and you

Show me your strong teeth.

We will paint the boards

And let's put it like this.

Ducks walk behind the fence

And scream quack-quack!

We opened our mouth wider

Teeth showed

Lips stretched out

Drowned in a smile.

"Tube". Protrude lips forward barrel.

Chi-chi-chi like trumpeters

Let's all pull lips

Let's show the tubes.

"Proboscis". Pull closed lips forward.

Look, who is this? This is an elephant with a proboscis.

Exercises for finger gymnastics

"House". Fingers spread downwards rest on the table.

"Bunny". The index and middle fingers are separated, the ring and little fingers are half-bent and tilted towards the thumb.

The index and middle fingers are raised up - these are the ears; the remaining fingers are gathered into a fist - the torso.

Complexes of finger gymnastics (in games and exercises)

"Buildinghouse". The hands are clenched into fists, the thumb is raised up - this is a hammer. Throughout the poem, the hammer hammers in the nails (movement from top to bottom with the thumb - first straight, then bent).

An adult reads poetry:

All day long here and there.

There is a loud knock.

Hammers are knocking

We are building a house for rabbits.

Hammers are knocking

We are building a house for squirrels.

This house is for squirrels

This house is for bunnies.

Chukomina N.V.

Educator AU DO "Kindergarten Berezka

Uvatsky municipal district "Tyumen region, with. Uvat.

Games for the development of conversational speech

The basis for such games is ordinary speech. The child gets a useful experience of free and grammatically correct colloquial speech. Games are useful for stimulating positive emotions if the child is fenced off, withdrawn, offended.

"Skillful rhymes". It is useful to refer to such a game when offended by a peer, brother or sister.

Make peace, make peace, make peace and don't fight anymore, and if you fight, you'll be left without a friend.

* Hey, hand, shake, shake, just don't fight anymore.

* Relax arm, relax and don't pinch anymore.

* Oh, the hand is stuck! I let go of my hand, I grab it by the torso. You call a good one, I release my hand.

Game rhymes that help to survive the feeling of resentment.

Away with resentment - you are forgotten anyway,

Run to the yard, climb over the fence,

Get on your horse, ride from me!

Development of the child's grammatical abilities

These games help develop grammatical abilities in children without cramming the letters of the alphabet, without dull reading of syllables from a book.

"Memorize Letters" Purpose: to help the child remember the letters of the alphabet, relying on auditory, visual, muscle memory.

* An adult circles the letter along the contour, naming it, and the child strokes the letter with a pencil or paints over it.

* The adult draws the contours of the intended letter in the air, the child tries to guess and name it. In a similar way, an adult draws a letter on the back of a child.

* The letter is molded from plasticine, constructed from matches, counting sticks, seeds.

* An adult with a child in turn name the similarity of a letter with objects from the outside world.

"Hide and seek with letters". Purpose: to train ingenuity, imagination, the ability to recognize familiar letters in graphic contours.

An uncomplicated pattern is drawn on a sheet of paper, on sand, on asphalt. It is necessary, having carefully looked at it, to see the outlines of letters in its lines and show them in a pattern along the contour in turn.

fairy tale games

At home, all family members can participate in such games.

"Guess the name of the story" All participants alternately throw the ball to each other and name the first word or syllable of the conceived fairy tale. The one who caught the ball guesses and pronounces the full name.

Sivka… Zayushkina… Skate… Ugly… Frost… Princess… Geese… Boy… Red… Tiny… Inch… Flower… Scarlet… Golden… Bremen… Doctor…

"What's extra?"

One of the players names several words that are found in the conceived fairy tale, and one does not apply to this fairy tale. Other players guess the fairy tale and name an extra word.

Fox, hare, hut, palace, dog, rooster (fairy tale "The Fox and the Hare").

Grandfather, grandmother, granddaughter, turnip, cucumber (tale "Turnip").

Mashenka, ducks, Vanyusha, Baba Yaga, geese - swans (fairy tale "Geese - swans").

Emelya, old man, pike, sons, swan, Marya - princess (fairy tale "At the command of a pike").

An old man, a fish, an old woman, a washing machine, a trough ("The Tale of the Fisherman and the Fish").

"Fairy tale fluff". This game unites all participants, develops a sense of humor in both adults and children, gives a boost of joy, helps to defuse tension, switch from monotonous business.

A small fairy tale is taken as the content basis of the game, a game modification is invented. It is more interesting to play fairy tales in which actions are repeated repeatedly: "Turnip", "Teremok", "Fox and Hare". Roles are distributed between the participants, each character is assigned a duty phrase, which he pronounces every time in the course of the tale after the name of his character.

For example: the fairy tale "Turnip".

An approximate set of duty phrases for the characters of the fairy tale:

Turnip - "Wow!"

Grandfather - "I'll show you!"

Grandmother - "To you ..."

Granddaughter - "Cool."

Bug - "I'll sing now."

The cat is "Bubble Gum".

Mouse - "Come out, vile coward!".

Grandfather (...) planted a turnip (...). A turnip has grown (...) big - very big.

The grandfather (...) began to pull the turnip (...): he pulls - he pulls - he cannot pull it out.

The grandfather (...) called the grandmother (...). Grandmother (...) for grandfather (...), grandfather (...) for turnip (...) - they pull - they pull - they cannot pull it out.

The grandmother (...) called her granddaughter (...). Granddaughter (...) for grandmother (...), grandmother (...) for grandfather (...), grandfather (...) for turnip (...) - they pull - they pull - they cannot pull it out.

The granddaughter (...) called the bug (...). A bug (...) for a granddaughter (...), a granddaughter (...) for a grandmother (...), a grandmother (...) for a grandfather (...), a grandfather (...) for a turnip (...) - they pull, they pull, they cannot pull. The bug (...) called the cat (...). Cat(...) for Bug(...), Bug(...) for granddaughter(...), granddaughter(...) for grandmother(...), grandmother(...) for grandfather(...), grandfather(...) for turnip(...)- they pull, they pull, they can't pull.

The cat (...) clicked the mouse (...). Mouse(...) for the cat(...), cat(...) for the Bug(...), Bug(...) for the granddaughter(...), granddaughter(...) for the grandmother(...), grandmother(...) for the grandfather(...), grandfather (...) by the turnip (...) - pull - pull - pulled the turnip (...)!

Cheerful ABCs

This group of games helps children learn a lot of new words from the life, replenish vocabulary, knowledge about the language.

Ball game "Say the other way around".

Winter summer. Heat - cold. True False. The rich man is the poor man. Bitter - sweet. Useful - harmful ...

"Magic Wand Fairy Vocabulary"

The game requires a "magic" wand. One end of the wand reduces and the other increases.

An adult player calls a word, then touches one of the children with a stick. The child calls the given word either diminutive or augmentative, depending on the end of the stick that was touched to the child.

House - house - house. Bridge - bridge - bridge. Rain - rain - rain. Cat - cat - cat ...

Everyone knows what an important function in the life of the human body is performed by breathing. In addition to its main physiological function, the implementation of gas exchange, breathing also provides such a function as speech breathing. Speech breathing (diaphragmatic) is the basis of sounding speech, the source of the formation of sounds, voices.

The mechanism of this type of breathing is inherent in us by nature from the very beginning. This is the oldest type of breathing inherent in all warm-blooded and 90% of the total need for breathing is carried out due to it.

The main muscle that powers this type of breathing is diaphragm. It separates the abdominal and thoracic cavities. When you inhale, the diaphragm relaxes and, descending, puts pressure on the abdominal organs, which in turn are pressed against the abdominal wall, causing it to bulge and round. On exhalation, the diaphragm contracts, compresses the lungs, and the abdominal wall retracts. In this case, the upper part of the chest remains motionless. Outwardly, it looks like belly breathing.

When correcting speech disorders, it becomes necessary to specially organize and develop speech breathing, breathing exercises are of particular importance. Appropriate gymnastics is aimed at developing in children the skills of proper rational breathing, arbitrary control of the process of air flow movement.

Exercises for the formation of diaphragmatic exhalation

The child is in the supine position. The child's hand lies on the upper abdomen (diaphragmatic region). The child's attention is drawn to the fact that his stomach "breathes well." You can put a toy on your stomach to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.

Blow out the candle

Children hold strips of paper about 10 cm from their lips. Children are invited to slowly and quietly blow on the "candle" so that the flame of the "candle" is deflected. The speech therapist notes those children who blew on the “candle” the longest.

busted tire

Starting position: children spread their hands in front of them, depicting a circle - a “tire”. On exhalation, the children pronounce the sound “sh-sh-sh” slowly. At the same time, the arms are slowly crossed, so that the right hand rests on the left shoulder and vice versa. The chest at the moment of exhalation is easily compressed. Occupying the starting position, the children involuntarily take a breath.

Inflate a tire

Children are offered to pump up a “burst tire”. Children “squeeze” their hands into fists in front of their chest, taking an imaginary handle of the “pump”. A slow forward bend is accompanied by an exhalation to the sound “ssss”. When straightening, inhalation is made involuntarily.

Balloon

Performing the exercise is similar to the exercise "Break-la tire", but during the exhalation, the children pronounce the sound "ffff".

beetle buzzing

Starting position: raise your arms to the sides and take them back a little, like wings. Exhaling, the children say “zhzhzh”, lowering their hands down. Occupying the starting position, the children involuntarily take a breath.

Crow

Starting position: raise your arms through the sides up. Slowly lowering their hands and crouching, the children pronounce a long “K-a-a-a-r”. The speech therapist praises those "crows" that slowly descended from the tree to the ground. Occupying the starting position, the children involuntarily take a breath.

sawing firewood

Starting position: stand opposite each other in pairs, hold hands and imitate sawing firewood: hands on yourself - inhale, hands away from you - exhale.

Woodcutter

Starting position: stand straight, legs slightly narrower than shoulders; as you exhale, fold your arms with an ax-com and lift up. Sharply, as if under the weight of an ax, lower the outstretched arms as you exhale, tilt the body, allowing the hands to “cut through” the space between the legs. Say "uh". Repeat 6-8 times.

Komarik

Starting position: sit down, clasping the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn the torso to the side; on the exhale, show how the koma-rik rings - “z-z-z”; quickly return to the starting position. A new breath - and turn in the other direction.

MADOU Sladkovsky kindergarten "Fairy Tale"

How to develop a child's speech at 3 years old: expert advice

Speech development at 3 years old. Development norms, methods of conducting speech games and exercises, a collection of games, options for classes with a 3-year-old child.

The development of a child’s speech at 3 years old is a whole system of properly built speech developmental communication between an adult and a child, in which grammar and vocabulary, sounds, words, sentences, phrases, dialogues and even large monologues of the child, his verbal creativity and experimentation with language units are closely intertwined , etiquette and knowledge of the world and much more!

This article will become for you a detailed and simple guide to the development of your child's speech at 3 years old. You will learn from the article:

Section 1. Myths about the development of speech of children 3 years old and typical mistakes,
Section 2 Features of speech development at 3 years old,
Section 3 The main tasks of the development of speech of a child of 3 years,
Section 4 How to properly engage in the development of speech at 3 years old: games, exercises, notes, ideas. Catalog of site articles with practical materials on the development of the speech of a three-year-old child.

And first, we need to get rid of the myths about the development of a child’s speech at 3 years old, which are very numerous in articles on the Internet written by non-specialists in this field. After all, myths greatly interfere with parents to effectively, with interest for the child and for the adult, lively and joyfully develop the speech of the kids at home and educate them in love for their native culture. So, at the beginning of the article, I want to warn you about typical mistakes in the development of a child's speech at this age.

Section 1. Myths about the development of a child's speech at 3 years old and typical mistakes:

know to do the right thing

1.1. First myth. The development of speech at 3 years is classes at the desk

This is the most harmful myth about the development of a child's speech at 3 years old! It is believed that in order to develop a child's speech, you need to seat him at the table and study with him using workbooks - almost like at school. That is, the development of the speech of a child of 3 years old in this point of view is tongue twisters, tongue twisters, retellings and various disparate tasks in books and workbooks.

Let's look at this myth with an example for comparison. Suppose an adult set the task of teaching his three-year-old child to ask the question “Whose (whose, whose) is this?” and answer it with the phrase “this is my bear (my nesting doll, my pyramids, etc.). So, our situation - a mother or a teacher wants to teach a child to correctly coordinate words in gender and number and accurately use the words "my", "mine", "mine", "mine".

How wrong to deal with a child of 3 years of speech development - a typical mistake

Wrong option. An adult sits a 3-year-old child at a table with a workbook and tells him: “Look at the picture in the book. I will ask questions and you will answer them. There are toys in the picture in the book. To the left of each of them is written “Whose bear? My teddy bear. Whose ship? My ship" and so on. An adult shows a picture of a toy unfamiliar to a child and asks him: “Whose bear?”. Apparently, the authors of the manual imply that the baby will gladly answer “My bear” and continue such answers about other toys, repeating this phrase many times (usually 5-7 times) with constant joy and desire to answer further.

What happens in life with such an incorrect “development of speech” from the point of view of the approach to the child? We get the child's unwillingness to study and a complete lack of interest in speech tasks and in the native language in general. It is not clear to the child why he should answer “my bear” to a picture with someone else's bear? Why would an adult ask such strange questions? This dialogue is artificially created; it cannot happen in real life. Children feel this and therefore reject such exercises. And they do it right! After all, the teaching of speech in this case takes place outside of life, outside of the natural motivation of speech, outside of the child's understanding of why he needs it in life at all. A child is a natural being, he feels everything artificial.

How to be? How to connect the development of the speech of a child of 3 years and his life experience together? The options are many! I will give below as an example three speech games for children 3 years old. And you will see how the same exercise and the same dialogue can be carried out naturally for the child and in a playful way for him.

How to deal with speech development with a child: options for speech games and tasks

Before conducting a speech exercise with a child, we - adults - need to think about in what life situation the baby may need it. And then from the same boring dialogue from the textbook (Whose? - mine, mine, mine, mine) a real GAME is born - developing, educational, exciting for an adult and a child.

Make sure that you have toys of different kinds in your set, for example:

masculine - my ball, my dump truck, my bear;
feminine - my skipping rope, my pyramid;
the middle gender is my wheel (from a typewriter), my bucket, my sun;
plural - my nesting dolls, my cubes.

Correct option 1. Game for the development of speech and memory "Mine is yours."

Step 1. An adult invites the child to play a new game "Mine - yours" and lays out toys (six - eight pieces), distributing toys equally: one toy for the child, and the other for himself. Now the child has three toys, and the adult also has three toys, but of different names. A child and an adult need to remember where whose toy is.

Step 2. Then all the toys are put into an opaque box or into a beautiful "wonderful bag" with patterns made of dense fabric. And the game begins!

Step 3. The host of the game - an adult - takes out the first toy from the bag and asks about it: "Whose kitten is this?". And the child quickly replies: “This is my kitten,” if this is his toy. If the baby does not answer, hesitates, then the toy remains with the host. The task of the child is to have time to get all his toys, not to miss them. If an adult plays the game recklessly, at a pace, then the child's eyes burn, he is interested, he is all in the attention! He asks to play again, and next time, perhaps, he will be the host of the game as an adult!

Important practical advice for success: In this game, as in other speech games, we never count scores or compare children to each other! We compare the child only with the former self. For example: “Yesterday you managed to name 2 toys, and today you named everything, didn’t miss a single one and got 3 toys! How attentive you have become!

Dialogue in this case is perceived as natural verbal communication, and not forced answers to questions in a book. And besides, in this version of verbal communication, the baby’s speech, the child’s attention, and his memory develop. After all, then we will be able to take into this game not 6, but 8 toys and even more. And gradually increase the amount of memory.

Correct option 2. A fairy tale story for the development of children's speech "How a hare and a fox shared toys."

We play with toys - for example, with a fox and a hare.

First, we consider toys - which of them belong to the fox, and which to the hare. And then we tell a fairy tale about how a hare and a fox were walking on the street, and their mothers called them home. But the trouble is - the toys are mixed up and confused! We need to find them and arrange them correctly.

We collect toys and then we start sharing them. To do this, we take one toy and ask the hare and the fox (the child holds the toys in his hands and he is responsible for them) - “Whose boat is this?”. And the toy answers in the voice of a child: “This is my boat! Give it to me, please." “Is this matryoshka also yours?”

In this fairy-tale story, the same phrase is understandable to the child, it follows from the fairy-tale game situation, it is natural for him.

Useful tips from my gaming piggy bank:

if the kid did not join the game, then for the first time let him take out the thing and ask himself the question “whose (whose, whose) is this”, and you will be responsible for the fox and for the hare. And in the next game, you will switch roles.
some children begin to insist in games of this type that "there was no such toy." In this case, the problem is solved very simply. At the beginning of the game, you take pictures of a hare and a fox with their toys on your mobile phone. And in the future, using this photo, we can always check the correctness of the answers.

Correct option 3. Game for the development of speech and sensory development of the child "Guess by touch."

We give the child 3-5 toys of the names we need, he strokes them, remembers, names them. Then we mix them with other toys in the box.

The child feels the toy in the bag without taking it out and guesses what it is. If this is his toy, he should call it like this: “This is my bear!”. If the kid correctly named the toy, he gets it. If he called only “bear”, then we ask again: “Whose bear is this?”. If the kid could not guess, then we take out the toy, examine it again and put it back in the box with toys for the game. Perhaps next time your baby will already guess it.

Important: in this game we give the child both his toys and not his toys to make it more difficult for him to recognize his objects.

As you can see, any speech exercise can be turned into a game that is exciting for a child and an adult!

1. 2 The second myth. The development of speech at 3 years old is scattered rhymes, tongue twisters, pictures, songs

Unfortunately, in the modern Internet and books for parents, the development of a child’s speech at 3 years old is most often presented not as an integral system, but as scattered collections of tongue twisters, tongue twisters, dramatizations, pictures and other techniques out of the correct sequence and out of connection with each other. From this "heap of tricks" it is almost impossible for an ordinary parent to understand the essence and main directions of speech development and the priorities of their communication with the baby. And I know this from the letters of mothers - readers of the site.

However, the development of speech is an integral system with its own laws and rules, which are very simple, but which you need to know and follow.

Here are some examples:

Example 1: Before retelling a fairy tale with a child, you need to conduct vocabulary and grammatical speech games with the child with phrases that he will meet in the text of the fairy tale. Then he will easily use them when retelling! Without such preparation and playful playing of phrases, the retelling will be beyond the power of the baby.

Example 2: it is useless to “train” a child in pronouncing a sound that is difficult for him in a tongue twister, while he pronounces this sound incorrectly. A clear sequence is needed: first, the child learns to distinguish this sound from other similar ones, articulatory gymnastics is carried out. The kid begins to speak correctly this sound, first in isolation, then in syllables and simple words, then in phrases. And only after that in difficult tongue twisters. Otherwise, we will fix the wrong pronunciation of the sound in the tongue twister. And that doesn't make sense.

You can do a lot of development of speech, and not have a result. And you can do everything competently, reasonably, and get an excellent result with much less effort!

All the basic laws and rules of the methodology for the speech development of preschool children are observed in all developments of the site "Native Path" - and in the game scenarios of our elective program "A happy child plays from the cradle" for children from 3 to 7 years old, and in courses for children under 3 years old "Learning to speak", "Developing the language and communication abilities of children", and in the articles of the site. Just use it and know that these are proven recommendations.

1. 3. The third myth. The development of speech at the age of 3 should be dealt with only by a speech therapist - defectologist

Also a false statement. Let me explain the difference in simple terms:

there is a "development of speech" of children,
and there is "correction of speech disorders in children."

These concepts are similar, but they should not be confused. A speech therapist deals with correction, that is, correcting speech disorders in a child.

And our task is to engage in the development of the speech of a child of 3 years old so that these speech disorders do not exist, and the work of a speech therapist with a child simply would not be required for the baby!

And if a speech therapist should correct speech disorders, then a kindergarten teacher (this is his professional duty), and parents in the family, and teachers in the children's center or family club can successfully develop the baby's speech and his language abilities, prevent speech disorders.

The goal of developing a child's speech- to teach the baby to accurately, concisely, expressively, clearly express his thoughts and feelings in oral speech, help the child master the richness of his native language, develop his linguistic instinct and language abilities. This is the basis for the subsequent easy development of both written speech and other languages.

Helping a child learn to speak “correctly” (that is, without errors) and “beautifully, well” (that is, expressively, accurately, figuratively, vividly) is the task of both parents and educators and all adults with whom the baby communicates. And it is in our power.

1. 4. The fourth myth. The development of a child's speech at 3 years old occurs only at a clearly defined time.

scheduled during special classes and exercises

This is also a myth.

It's important to know: From the first days of the appearance of the methodology for the development of the speech of preschool children, it has an unshakable rule for adults: in classes or in special speech games and exercises, we take out only those tasks of speech development that the child cannot master himself in everyday life.

Therefore, our main focus in the development of a baby’s speech is developing verbal communication with him in everyday life, and not just little “scheduled classes” once a week. It is in this communication that we can:

consolidate the results of special speech games,
develop a culture of speech communication,
to teach a child to express his thoughts beautifully, accurately, succinctly, understandably for others,
understand the child's difficulties in mastering their native language and help him, taking into account its characteristics,
create and enrich the child's motivation to master their native language, develop interest in their native language, in language games.

A cartoon can NOT develop a child's speech on its own for one simple reason. - while watching the story, the baby is fascinated by frames that are very bright and quickly change on the screen. The kid does not seem to hear words and speech phrases in the cartoon, because. he is carried away by a flashing beautiful picture.

Any cartoon can develop speech in only one way: if an adult watches a cartoon with a child, and after it organizes games with the baby according to his story.

Example:

Wrong option: an adult gives a child to listen to a cartoon with a song. Different prepositions are given in the song - "at", "about", "for", "under", "above". The child has already learned the song by heart and easily sings along with it. The adult believes that the child has mastered the correct use of prepositions in his speech in this song.

Why is it wrong? In the song, the child simply “mechanically” remembered the words. If you hide the toy and ask him to name where it is, then he may have difficulty finding words or confuse “right” and “left”, “between” and “for”. This is called "learned helplessness" - it seems that the child has information, but he cannot apply it in life. And why does he need "dead information" then?

Correct option: an adult watches a cartoon with a child, and after watching, organizes games with prepositions, fixing the material from the cartoon. For example, he plays hide-and-seek and the child is looking for a hidden object: no behind the box, no box, no under the box. Here it is in the box!

SO: it is only his active activity that really develops the child, when he himself sculpts, builds, plays, experiments, talks, invents, and not passively sitting at the screen. To learn how to swim, you need to start swimming in the water, theoretically you can’t teach it. Also with speech. The speech of the child develops only in live communication with the people around the child.

Read more about TV and cartoons for children, about research data on this topic in the articles:

So, the myths have already been dispelled and we will no longer interfere with the development of children's speech with joy and interest. And now it's time to set the task of developing the child's speech at 3 years old.

Section 2. The development of a child's speech at 3 years old: age characteristics and norms

2.1. Why is it important to know the age norms for the development of a child's speech at 3 years old?

To determine how best to develop a child's speech, first of all, we need to know the age characteristics of children's speech at three years old.

Otherwise, we can set either tasks that are too easy for him, which means that the child will remain at the same level of speech development and there will simply be no “developing effect” from our efforts.

Or we can set tasks that are too difficult for the child and become disappointed in the baby, in the speech game, and in ourselves too.

Consider the features of the development of a child's speech at the age of 3 along the lines.

2. 2. Features of developmentthe sound side of a child's speech at 3 years old

From 3 to 4 years old, the child intensively masters the sound system of his native language. – he begins to pronounce sounds more correctly and clearly. His speech is more understandable than the speech of a two-year-old baby. And by the age of 4, the baby pronounces almost all the sounds of the native language correctly, with the exception of the most difficult ones.

At the age of 3 and throughout the fourth year of life, a child, in the normal course of his development, may incorrectly pronounce or not pronounce sounds at all: hissing (w, w, h, u) and sonorant (r, l). But the child usually already owns whistling sounds by the end of the year - that is, by 4 years. At this age, the child can already correctly pronounce the whistling sounds s, s, z, z, ts in words with an open syllable: owl, fox, goat and other similar ones.

A child at 3 years old still speaks very indistinctly, often softens consonants in words. For example: children can say "lamp" instead of lamp, "barefoot" instead of big. His articulatory apparatus is still not very well developed. And this is also the age feature of the child. For example, children of 3 years old often skip sounds or even whole syllables: "neg" (snow), "zey" (snake), "siped" (bicycle), "atabil" (car) Or replace them with other sounds: "saplya" instead of a heron, "ambassador" instead of "went." Children can also rearrange the sounds in a word, for example, “first” (first).

This is an age-related feature that does not require adult intervention. These phenomena will gradually disappear.

In words of 2-3 open syllables, as a rule, a child of 3 years correctly names the word (car, tree, Pinocchio). But in more complex words (car, penguin, scissors), he can get confused with the syllabic structure of the word, rearrange or skip syllables or sounds. And as a result, in the child’s speech, “knuckles” are obtained instead of scissors.

A three-year-old child can consciously say a phrase with an intonation of request, grief or joy, exclamation or question).

At the age of 3, the child begins to feel rhymes very well. and starts experimenting with them. This is very good! He can mutter different chains of rhymes, for example, taram - baram-param-mountain.

2. 3. Peculiarities of pchild's vocabulary development at 3 years old

(lexical side of the child's speech)

In the dictionary of a child of 3 years, nouns and verbs predominate (names of objects and phenomena, as well as actions). But the vocabulary of adjectives is gradually enriched, adverbs and pronouns (mine, yours, ours, yours, etc.). Numerals also appear in the baby's speech (for example: one tomato, many pears, three apples).

If earlier the baby spoke high-quality adjectives (cold, yellow, fluffy, etc.), then after 3 years he uses in speech and possessive adjectives , for example, a baby may ask: “Is this uncle's book?”, “Is this a fox hole?”.

Child can combine pictures of objects into groups according to their purpose. It is very important that it is at this age that the child begins to use the generalizing words “dishes”, “shoes”, “clothes”, “furniture”, “transport”, “hats”, “birds”, “fish”, “animal” in speech. " other.

Child at 3 and 4 years of age can name not only the object itself, but also its parts(if adults talk with him about objects, consider them with the baby). For example: a pan has a lid, bottom, walls, handles. A tree has roots, trunk, branches, leaves.

Baby already can distinguish similar objects and correctly, accurately name them in everyday life in communication with adults: distinguishes between such rows of objects: beret - hat - baseball cap - panama, glass - mug - glass - cup, birch - spruce - poplar - pine, sofa - armchair - chair - stool and others like that.

If a child of 3 years old is engaged in the development of speech, then in the fourth year he can name not only the subject and its parts, but also What material is the object made of?

nesting doll made of wood, it is wooden;
iron handle - it is iron,
rubber ball, it's rubber,
jar of glass, it is glass,
clay whistle, it is clay.

2. 4. Peculiarities of pdevelopment of the grammatical structure of speech at 3 years

Usually children of 3 years old speak in short phrases of 3-4 words, gradually by the age of 4 the phrase becomes longer and more detailed.

Three-year-old children master such grammatical phenomena as:

plural nouns(Examples: kitten - kittens, duckling - ducklings, matryoshka - nesting dolls, etc.),
genitive plural nouns(For example: a lot of ducklings, chickens, puppies, bullfinches),
accusative nouns(see what?)
diminutive suffixes(Examples: cloud - cloud, grass - grass, boot - boot, mom - mommy, mommy, mommy),
present and past tenses of verbs(An example of a fairy tale about two brothers - rabbits, the child inserts the words about Shustrik into the text of the tale: Myamlik is still washing, but Shustrik has already washed. Myamlik is still dressing, and Shustrik is already dressed. Myamlik is still eating, and Shustrik has already eaten),
imperative mood of verbs(An example of an order to a toy: bend over, jump, grab, spin, sit down, stand up, lie down)
ability to build complex sentences with conjunctions(when, because, where, therefore, and others).

At this age, the child has many grammatical errors in matching words in gender, number and case. And this is normal, because the child is just learning his native language. For example, a baby may say that he has “a lot of pencils” or “mom, put out the light for me”, “I have a lot of friends in the kindergarten” or “a lot of ribbons”.

3 years is also the age of the child's word creation, the age of the child's genius giftedness in the field of language, which K. I. Chukovsky called the child's "linguistic giftedness". Moreover, such giftedness is observed in every child, but on one condition - if adults support it. And the linguistic abilities of children are manifested primarily in their linguistic creativity, the creation of new words according to an already known model. Examples of children's word creation of children of 3 years old, collected by readers of the site "Native Path", are shown in the illustrations for this article.

2. 5. Features of the development of coherent speech of a child at 3 years old

The development of speech at the age of 3 also includes another line - this is the child's mastery of dialogic speech and the prerequisites for future monologue speech.

A child at the age of 3 can already answer the questions of an adult in a rather detailed way - with a phrase of 3-4 or more words. But it is not always clear what kind of idea he wants to convey. It can be especially difficult to understand a baby if the child needs to be told something very emotional or tell about an event in which the adult listener did not take part. And this is normal for this age - such difficulties are observed in most three-year-old children.

M Alysh still cannot retell the tale coherently, they need the help of adults. But the baby can already clearly convey his thoughts and feelings to an adult, with the help of an adult's prompts, retell a fairy tale or a simple story, describe a toy or a picture.

The kid will be happy to participate in dialogues - dramatizations or invent new adventures with your toys. He can already establish cause-and-effect relationships and draw a conclusion.

The speech of the child is situational - that is, it is understandable only to an adult who is next to the child. If we recorded such a speech and gave it to an unfamiliar adult to listen to, he would not understand much. After all, children at the age of 3 often interrupt phrases, do not finish or skip words in phrases, and are distracted from their original idea.

Section 3. The main tasks of the development of a child's speech at 3 years old

The development of speech at 3 years includes several main areas:

development sound culture child speech,
development lexical side child speech,
development grammatical side child speech,
development coherent speech child.

All these tasks of developing the speech of a 3-year-old child are closely connected into a single system, which is similar in structure to a nesting doll. Words are built from sounds, phrases and sentences are built from words, and texts are built from them (see the diagram below).

Each of the tasks of the speech development of a 3-year-old baby is solved in a playful form that is exciting for the baby in a sequence of speech games with the baby. The child does not study “at a desk”, but communicates with toys, plays hide and seek, gets acquainted with the Merry tongue and his house and learns about his new adventures, helps fairy-tale heroes and composes interesting stories. And he doesn’t even know that speech is developing at this time!

3. 1. Tasks for the development of the sound side of a child's speech at 3 years old

The development of the sound side of a child's speech is a priority task, the leading line in the development of speech at 3 years old. It includes:

A) the formation of diction and the development of the articulatory apparatus of the child.

The formation of a clear correct diction and clarification of the correct pronunciation of sounds begins with the simplest sounds - these are vowels and consonants (m, b, p, t, d, n, k, g, x, f, c, s, s, c). And of course, it is very important to carry out with the baby - the basic complex and the complex aimed at preparing the child's articulation apparatus for pronunciation

B) familiarizing the child with the concept of "sound", "word" (this is the very first acquaintance, purely practical, without explanation of terms).

C) development of intonational expressiveness of speech , speech breathing, speech tempo, the ability to control the pitch of the voice, which give speech expressiveness, emotionality, beauty and individuality. Development of the ability to speak slowly, change the pace and volume of speech.

D) the development of the child's ability to hear individual sounds in words, listen to the sound of the words.

THIS IS IMPORTANT TO KNOW:

Often asked: why do exercises with the sound M, A or U with a 3-year-old child if the baby already pronounces it perfectly?

Answer: exercises with these sounds that are easy for a child are the basis for the formation of the correct articulation of more complex sounds. Such exercises prepare the child's articulatory apparatus for the correct pronunciation of hissing and sonorous speech sounds.

3. 2. Tasks for the development of a child's vocabulary at 3 years old

The main thing in the development of a child’s vocabulary at 3 years old is not the number of words, but their quality, as well as the child’s ability to exactly use the word in the context of the situation to feel the nuances of the semantic meaning of the word. In this regard, the now widespread presentations “for the development of speech”, in which the baby simply memorizes and repeats a series of words after the speaker, do nothing for the development of the child’s vocabulary and his language abilities, since this is a “dead dictionary”.

Also useless are tests for parents, compiled not by specialists, but by copywriters, in which it is proposed to estimate the volume of the dictionary in numbers. It always remains a mystery to me how an ordinary mother will count these words in her child's speech, if there are already hundreds and thousands of them?

Everything is much easier! It is important to understand specific tasks and track if your baby can do it.

In the development of the dictionary, we help a child of 3 years to master the following speech skills:

use actively in speech adjectives, verbs, adverbs, pronouns,
correctly name objects and their parts (for example, the dress has a hem, sleeves, cuffs, collar, pocket, buttons, frill),
be able to find similarities and differences, accurately name objects in everyday speech. For example, a glass - a glass - a cup - these are completely different items of utensils! And it is important to learn from their example to compare, to find common and different, to accurately name them. We also teach the child to name the difference between a saucer - a small plate - a deep plate. Or a stool - a sofa - an armchair - a chair. Until the child can name how a chair and an armchair are similar and how they differ, it is too early to introduce him to how an isosceles triangle differs from an equilateral one!
name as many attributes of an object as possible - color, shape, size, nature of the surface (smooth, fluffy or rough, hard or soft), temperature (cold, warm, hot). An example of an exercise is to pick up words and name what an apple is,
name as many actions of the subject as possible (Example: a rocket flies. What else can fly? An airplane, a butterfly, a fly, snow, a bird, etc.)
name the material from which the object is made (clay, paper, fabric, rubber), properties and qualities of objects surrounding the child (Tears, beats, breaks. A glass is made of glass, so they need to be used carefully, it beats),
identify parts of the day (morning afternoon Evening Night),
determine the sequence of actions (what comes first, what comes next)
learn to use generalizing words accurately (“toys”, “clothes” (a beret and a hat are headgear and do not apply to clothes), “shoes”, “furniture”, “dishes”),
name appointment furniture, clothing, dishes, furniture, vegetables, fruits, food products, professions.
name, purpose, details of objects transport, names and body parts of birds, animals, plants,
name the characteristic features of the season, describe the state of the weather
select a few words - actions to an object or situation. For example: game exercise "Who will name more actions." What can you do in the store? In the park? In the yard? In the kitchen? In the auditorium? Away? In the garden?

3. 3. Tasks for the development of the grammatical side of a child's speech at 3 years old

Each grammatical task in the development of a child's speech is not solved at the table, but in a game or fairy tale that is exciting for the child. How to do it:

At the age of 3, we teach the baby:

use correctly in speech prepositions in, on, for, under, around,
without errors to say the plural in the nominative and genitive case e (Example: duckling - ducklings - ducklings are gone, chicken - chickens - who is gone? Chickens),
coordinate words in sentences and phrases (For example, a green saucer, but a green hat, green cucumber, green peas). The most common mistakes are "green dresses" and other similar ones.
use different ways of forming new words by analogy and. For example: sugar needs a sugar bowl. And for bread? (bread box). For napkins? (napkin holder) For crackers (biscuit bowl) For sweets? (candy box).
form the imperative mood of the verb correctly: run, take, lie down, sit down, ride, dance, catch, stop,
to catch the nuances of using prefixes in speech: for example, went out - came in - came - left - moved.
form onomatopoeic verbs. For example: sparrow chirp-chirp - what does it do? Tweeting! And the quack-quack duck - what does it do? Quacks. And the kwa-kva frog - what does it do? croaks
select pairs of verbs according to tenses and form (perfect - imperfect). Example: got up - gets up: “The rabbit has already got up, but what else is Winnie the Pooh doing? Rises. The rabbit has already had breakfast, but what else is Winnie the Pooh doing? Breakfast!”
develop the baby's word creation and his linguistic instinct. For example: the bear was called Ushastik because he has big ears. The dog was called Fluffy because it is fluffy. What is the name of a red dog? Black? (Blackie, Coal, etc.) White? (Snowball, Squirrel and other child options).

3. 4. Tasks for the development of coherent speech of a child at 3 years old

The main task is the development of dialogic speech in the baby. As well as the formation of the prerequisites for monologue speech (preparation for description, storytelling, retelling in the future).

At the age of 3, children begin to tell a fairy tale to a toy with the help of adult prompts (questions, the beginning of phrases) for a toy, retell a fairy tale with the help of an adult, compose a short story of 3-5 sentences based on a series of pictures with a clear plot, lay out pictures in a logical sequence (which first , which then).

A child at 3 years old cannot yet build a sentence, much less link them into a text. Therefore, the links between sentences are set by an adult. He says the beginning of the phrase, and the baby continues it. For example: “Once a bear cub ... There he met ... And they became ...”

We teach the baby to conduct a dialogue, including in the game to conduct a role-playing dialogue (in the role of a seller, doctor, buyer, driver and other roles), use polite words “thank you”, “please, hello”, “good night” and others.

At this age, we immediately form the child's ability to build sentences in a logical sequence in accordance with what kind of text we will have - description, narration or reasoning. A kid at 3 years old can come up with a text of about 3-5 sentences. Such a small amount of text is normal, this is the age norm of speech development. But here I will not dwell on this problem, because. it requires additional detailed explanations for an adult. And for children, everything is very, very simple. They simply continue the beginnings of phrases composed for them by an adult.

3. 5. What to do with the list of tasks for the development of the speech of a child of 3 years, given above

Analyze and communicate with the baby, observe:

A) what speech skills from the list your baby is good at, and

B) what speech skills from the list your baby does not yet own. So, he needs your help in the form of speech games and interesting communication with him in game speech exercises.

So, you already know what you need to do in the development of a child's speech at 3 years old. And now it remains to get the tools to complete the tasks - speech games, exercises, notes and ideas.

Section 4. How to properly engage in the development of speech with a child at 3 years old: games, exercises, notes, ideas.

4. 1. Scenarios and notes of speech games and activities with a child of 3 years

The development of speech at 3 years old is exciting games, game exercises, fairy tales.

The kid is NOT given an educational task (“we will learn to speak such and such words correctly”), he just communicates, plays, learns the world and in these interesting things for him, imperceptibly for the child himself and naturally for him, his speech develops.

Detailed scenarios of speech classes with pictures, presentations and games for children You will find in the heading "Development of the child's speech at 3-4 years":

4. 2. Speech games and game exercises for the development of a child's speech at 3 years old

Games and exercises for the development of auditory perception and speech hearing

Game 1. Close or far

An adult behind a screen or behind a door says onomatopoeia (“qua-qua”, “bow-wow”, “ding-ding”) now loudly, now quietly. The child listens to the volume of the voice and guesses from it whether the frog is croaking far or close (a dog barks, a bell rings, etc.). If the voice sounds quiet, then the frog is “croaking away” and vice versa.

This is how different sound imitations are played.

In the future, the child will be able to lead in this game and ask questions to an adult.

Game 2. Guess what I'm doing

You make a noise behind an ajar door or behind a screen, and the child guesses what kind of noise it is.

Job options - examples

you leaf through a magazine,
move a chair across the floor
put the cube on the floor
poured water into a glass.

Game 3. Three bears

You will need three pictures or three figurines for the fairy tale: father is a bear, mother is a bear and a little bear cub.

An adult behind a screen holds one of the three pictures and says on behalf of the bear: “Hello, Vanechka (the name of the child is used”). The child guesses by the height of his voice who came to visit him - Mikhail Potapovich, Nastasya Petrovna or Mishutka. Mikhail Potapovich's voice is very low, Nastasya Petrovna's voice is medium in pitch, Mishutka's voice is high. The child checks the correct guessing on the picture.

By analogy with the plot of this speech game, you can play with other toys, among which there will be dad, mom and their baby (example: cockerel, hen and chick).

Games and exercises for the development of speech breathing in a child at 3 years old

Children 3 years old often have difficulties in exhaling correctly - they do not have enough exhalation for a phrase. Therefore, it is very important to develop children's speech breathing and teach them to control their breathing so that there is enough air for a phrase.

Important in speech and the right breath. It should be calm and short. When breathing, the muscles of the face and neck should not strain.

In summer, while walking, you can pick dandelion fluffs and blow on them. Whose fluff will fly farther?

In winter, you can blow on a fleece-snowflake.

Important: when the child blows, his cheeks should not puff out. In order for the fluff to fly far, it is important to blow on it evenly, smoothly, calmly.

Game 2

A small fleece (fleece should be like snow flakes in size) is attached to the thread. The fleece is at the level of the child's face. The kid blows on it and tries to keep it in the air as long as possible. "Snowflake" flies in the air.

Game 3

Place a basin of water on the floor and launch paper boats into it. We invite the child to ride on a boat.

In order for the boat to move along the sea calmly, slowly, we blow on it, stretching our lips forward with a tube, but without puffing out our cheeks.

But then a strong wind began. The child is already blowing in a different way: p-p-p.

Important: The sound p is pronounced several times (2-3 times) on one exhalation.

Then you can attach pictures and city names to the pelvis. And the task of the child as a captain will be with the help of the wind (his breath) to lead the ship to the desired city.

It will be good if, after “arriving at the port”, you “walk around the city with your child”, that is, you stage a walk (“as if” you got off the ship, took a walk and set sail again).

Game 4. Captains

In this game, a very important skill is formed - the ability to direct an air stream in the middle of the tongue during speech exhalation.

Materials for the game exercise: You will need to go to the pharmacy and buy a marigold or eucalyptus tincture in a small glass jar. Perhaps you can find the jar you need at home. Its approximate dimensions: height 7 cm, neck diameter 1.5 cm.

According to the rules of hygiene, each player must have his own personal jar. We open the jar, pour the tincture into another vessel. Carefully wash the bottle, sign.

You and your child may not get the desired sound in this exercise right away, so it is better to do it after previous games. But what a joy it will be when you can give a real horn with the help of a simple “musical horn from a bottle”.

Try to blow into your bubble so that you get a beep. Yes, you will have a real rather loud sound of the ship's horn. For this, 4 conditions must be met:

slightly stick out the tip of the tongue so that it touches the edge of the neck of the vial,
the bubble touches your chin,
a stream of air goes in the middle of the tongue (it is very important to be able to do this, because it is precisely such a stream that will be needed to pronounce a number of sounds of the Russian language),
the air stream is long and even.

If the beep does not work, then one of these four conditions is not met. First, practice yourself in front of a mirror, then show your child.

How to play: You invite the kid to become the captain of the ship. And the captain always gives the signal to sail. This needs to be learned. Show how you give a horn with a bubble. Blow. Offer your child their bottle and show them how to blow into it. It is better to do this in front of a large mirror.

If the child does not succeed immediately, then support him and say that he does not immediately become a captain, everything will definitely work out. You just have to try.

Important: we honk the horn for only a few seconds so that the child does not get dizzy.

Game 5. Big bubble

This game is good not only for the development of the baby's speech breathing, but also in cases where you need to quickly calm a three-year-old child or a group of children.

Take the child by both hands and offer to inflate a very large bubble with him, raising his hands up as high as possible and at the same time spreading them slightly to the sides.

Blow up, bubble!
Blow up, big one!
Stay like this!
Don't crash!

"Fffff" - the bubble burst. The child pronounces the sound “f” on one exhalation, synchronously lowering his hands down and squatting down.

Important:

- During the game, you need to make sure that the children do not puff out their cheeks during exhalation. If the child has this error, then tell him: “The bubble is deflating, the air is slowly leaving it. He can't pout now" and show the correct way out in front of the mirror without puffing out your cheeks.

- It is important that the children exhale slowly and draw the sound "f" as long as possible. Who will take longer to deflate the bubble?

Word games and exercises for the development of the speech of a child of 3 years

Traditionally, games and word selection exercises are held with children 3 years old. Examples of such games:

Who will name more actions. For example, what can a kitten (puppy, bird) do? The puppy barks, wags its tail, jumps, gnaws a bone, caresses, whines, runs, plays with a ball, sleeps)
Who can name more signs? What chicken? (yellow as the sun, tiny, timid or bold, fluffy, beautiful, pretty, round as a ball, nice, cute, cheerful, tiny, etc.).
What can be done with...?(with a flower, with a doll, with a plate, with a ball and other objects).
Where can it be done?(Where can I walk? Where can I play? Where can I listen?).
Add a word(I learned the table ... (set), dishes on the table ... (arrange), crumbs ... (sweep), spoons ... (lay out).
Say the opposite(high - low, warm - cold, close - open, praise - scold, rejoice - be upset, speak, be silent)
Finish in rhyme. A phrase from an unfamiliar poem is read to the child, and the child tries to guess which word is missing in it.

Examples of poems for developing a sense of rhyme in children of 3 years old:

Poems for the selection of rhymes by children of 3 years old should be with a clear, understandable rhyme, which is suggested by the meaning of the text. Start with verses that the baby has already heard. And then develop a sense of rhythm and rhyme with unfamiliar lines. If it is difficult for the child, then help him, for example, by suggesting the beginning of a word or by gesturing the meaning of the word. Let him try to guess the word by your gestures. If the kid could not guess the rhyme, say it yourself.

Impossible to imagine!
It's hard to believe!
Cow chews hay
Does it give...? (The child chooses the word: milk).

Sleeping alarm clock. Sleeping call.
Waking up...? (puppy).
Wakes up and barks
Pleasant dreams to us ... (wishes).

Instead of a ponytail, a hook
Instead of a nose ... (piglet)!
Piglet full of holes,
And the hook ... (fidgety)?

Owl - owl,
Big head).
He sits on a song,
Head ... (twirls).

Lexical exercises are carried out with a child aged 3 years in the form of a game. For example, an exercise in naming the signs of an object can be carried out in the game "Ladder". A detailed description of the game can be found in the article.

Lexical games for the development of speech of children 3 years old for children's parties You will find in the article, using the New Year theme as an example, in this article I showed how easy it is to change any speech game and make it interesting for a child.

With a complete list of games for the development of a child's vocabulary of 3 years old and his language sense, sense of language You can meet on the course

Grammar exercises and games for the development of the speech of a child of 3 years

Game 1. Who says what

The child is invited to listen to the audio recording and guess whose voice it is. And answer the question of an adult, naming the word by analogy with the model. Words - exceptions to the rule at the age of 3 years are not given to the child (we will offer them in exercises with the child when he grows up, in a year)

Sample: kva-kva frog - She croaks.
the duck says quack-quack - what is she doing? (quacks)
dog woof-woof - what does she do (barks, barks)
sparrow chirp chirp - what is he doing? (chirps)
meow-meow kitten - what is he doing? (meows)

Game 2

The leader of the game plays the role of invisible. The Invisible One has a magic hat that makes him invisible (fold such a hat from a regular newspaper or use any hat you have at home). The invisible person stands behind the screen (behind the closet door, behind the door) and begins to do something. Players guess what he is doing by asking the host questions: “Are you sleeping? You run? You are walking? You play? You are yawning? Do you drink compote? As soon as the player guessed it, he himself becomes Invisible.

In the game, we reinforce the child's ability to form the second person singular form of verbs.

More grammar games for a child of 3 years old can be found in the articles of the site: You will also find games for 3-year-old children on the Mercibo portal, created by speech therapists specifically for teaching the mother tongue to preschool children. The games are released both on discs, and on flash media, and in the online version.

The system of speech games and game activities for children 3-4 years old

If you want to learn how to develop your child's speech with interest and joy at home, then come to our In the group for parents of children from 3 years and older:

You will learn how to conduct interesting speech games with your baby, improvise, understand the needs and interests of your baby,
you will be able to track the level of speech development of your child, his achievements and problems,
get ready-made creative speech tasks and exercises, tasks for the development of thinking, attention, memory, and imagination of a child in a holistic, well-thought-out system created by a specialist specifically for family preschool education.
chat in forums with other families interested in the development of the speech of their children,
get my monthly help and answers to all your questions.

If your child does not speak at 3 years of age or has great difficulty in speech, it is recommended to show it to a speech therapist. You can contact a speech therapist in your district children's clinic or for an online consultation with speech therapists who work with children at Native Path. A speech therapist will help you decide on the most effective actions to develop your baby's speech, taking into account the individual characteristics of your child and the characteristics of his speech.

Video "Speech development of children 3-4 years old"

And at the end of the article - a useful video for parents on the development of a child's speech at 3 years old in a family. Consults parents of children 3-4 years old speech therapist Anna Myasik on the channel “Family. TV". The emphasis in the video is on the development of the child's speech in everyday communication with him in the family, on the creation of a developing speech environment at home.

Speech development at 3 years old is very interesting for both adults and children! It is very important to start developing the baby’s speech as early as possible, since speech is the basis of success in any human activity and in any profession, it is the basis for the development of the baby’s thinking, his language abilities, and verbal creativity. I wish you new ideas, creative inspiration, and exciting communication with your kids in speech games!

If this article helped you and was useful, I will be grateful for the comments.

Get NEW FREE AUDIO COURSE WITH GAME APP

GAMES FOR CHILDREN FROM ONE TO THREE YEARS

In order to learn to think and speak, one must be able to look and see, listen and hear, that is, process and comprehend information received from the outside world. Without well-developed attention and memory, imitative activity is impossible, and it is precisely this that underlies the teaching of speech.

A baby from one to three years old needs activities with educational toys, so that he learns to distinguish objects by size, color, shape. It is important to constantly involve the child in communication, giving the simplest speech samples to repeat: interjections (ah, oh), onomatopoeia (beep, meow) simplified words (boom, lala).

As soon as the first onomatopoeia and simplified words appear, it is necessary to carry out voice development games (singing of individual vowel sounds or onomatopoeia in a voice of different strength and height).

After all, if a child has a weak exhalation, then his voice will be quiet, and many sounds will not be able to be pronounced.

In a non-speaking baby, the movements of the lips and tongue are not developed enough, in such cases it is necessary to do speech therapy massage and passive articulation gymnastics, as well as hand massage and passive and then active finger gymnastics.

The brain of a child is a very mobile system. The speech zones of the cerebral cortex that are not used in time can eventually “switch” to perform other functions. And this means that after three years it will be extremely difficult or even impossible to teach a baby.

GAMES FOR SPEECH DEVELOPMENT

Speech is made up of active and passive vocabulary. It is necessary to lay the foundation for speech - to accumulate a large enough passive vocabulary in order to make it possible to move to an active dictionary (independent speech). Therefore, first of all, it is necessary to teach the child to understand speech.

You need to learn to speak not only in special classes, but also in everyday life, during everyday communication. To do this, the baby is asked questions that at first the adult has to answer himself. So, the mother makes the bed for the baby and says: “Where will Vanya go now? To the crib. Sleep". If at first the baby said “Bye-bye”, then after a while he will begin to answer this question “Pat” (“Sleep”). Thus, onomatopoeia and babbling words will be gradually forced out of speech.

You need to talk with a small child only about those objects that attract his attention at this moment, or about the actions that he performs. For example, when bathing a baby, it makes no sense to talk about toys, it is better to pay attention to a washcloth, soap and a towel.

The kid, carried away by the game, will begin to repeat the proposed sound complexes and simplified words after you. And no matter what quality these first words will be, it is important that they finally sound. Praise the child and rejoice with him.

GAMES TO DEVELOP SPEECH UNDERSTANDING

Cube and brick (from 1 year old)

Take two cubes (with a side of at least 4 cm) and two bricks (with sides of at least 1 x 4 x 5 cm) of the same color.

Show the kid the cubes, name them and demonstrate how you can build a house (put one cube on top of another). Similarly, teach your child to lay out a path from bricks (put one brick after another).

During the game, constantly repeat the names of the building material, saying: “This is a cube. Let's put a cube on a cube", "This is a brick. Let's put brick by brick."

Now put a cube and a brick in front of the child and ask: “Where is the cube?”, “Where is the brick?” And then ask: “Give me a cube (or brick)!”

...

? The game helps the child develop the ability to distinguish objects by name and shape, teaches the child to perform the simplest buildings according to the model given by adults.

Assignments (from 1 year)

Take 5-8 toys that the baby constantly plays with.

Ask the child to give you toys (objects) whose names the baby knows well, or put the toys (objects) in their place; open or close the door to the room, etc.

Calling the names of loved ones, ask the child to bring them a toy or bring an adult here.

...

? With the help of the game, the child will develop an understanding of speech (without showing) - the names of several objects, actions, the names of others, the execution of individual assignments.

It is forbidden! (from 1 year old)

Seeing the undesirable actions of the child, contact him and, calling the baby by name, strictly say: “No!” At the same time, you do not need to name the action itself or the objects taken by the child (for example, you do not need to say: “Do not touch!” or “Put the cup!”), And also take them from the hands of the baby.

...

? The game develops in the child an understanding of the word “no”, the ability to obey the prohibition of an adult.

Familiar things (from 1 year 3 months)

Use toys that the baby constantly plays with; household items. During games, feeding and hygienic care of the child, name the objects and toys used by the baby (car, ball, towel, soap, watch, etc.).

Place four objects (toys) in front of the child and ask them to show each of them. At the same time, ask the child questions: “Where ...?”

Arrange the same objects in front of the baby in a different order and again give the task to show each of the named objects.

...

? The game helps to expand the stock of words understood by the child, denoting household items, toys.

My clothes (from 1 year 3 months)

When getting ready for a walk, dressing after sleep, name the baby's clothing items (shirt, shorts, tights, T-shirt, etc.).

Lay out 4 pieces of clothing in front of the child and ask them to show each of them. At the same time, ask the baby questions: “Where ...?”

Arrange these items in front of the baby in a different order and again give the task to show each of the named items.

...

? The task of the game is to expand the child's stock of understood words on the topic "Clothes".

Show your nose (from 1 year 3 months)

When communicating and playing with a child, often show and name parts of the face of the baby himself, as well as toys: dolls, dogs, teddy bear.

Ask the child to show with his index finger where his nose, eyes, mouth, ears are. Then give the task to the kid to show the same parts of the face on the doll, on the animal toy.

...

Lyalya doll (from 1 year 3 months)

You will need a doll, a doll bed, a plate, a spoon, a trolley (a stroller for a doll).

Show your child different options for playing actions: put the doll to sleep, feed from a spoon, ride in a cart (carriage). Comment on all your actions.

Offer the child: “Feed the doll”, “Put the doll in the crib”, “Ride the doll in the cart”.

...

? The game will help the child to expand the vocabulary of understood words denoting different actions.

Wipe Lala's nose (from 1 year 6 months)

Take the doll and handkerchief. Pointing to the doll, tell the child: “Lyalya has a dirty nose. Here is the handkerchief. Wipe Lyalya's nose.

The kid will apply the handkerchief to the nose of the doll himself.

...

? With the help of this game, the child will learn to display in his game actions often observed in life, expand the vocabulary of understood words.

Fees for a walk (from 1 year 6 months)

Lay out your child's street clothes on a high chair before going for a walk. Say: “Now we will go for a walk. Where is our hat? Here she is. How fluffy it is - touch it with your hands! Let's put a hat on our heads. Like this! Take a look in the mirror. What a beautiful hat - blue-blue! And these are the ribbons at the cap. We will now tie ribbons to keep the ears warm. Like this! Warmly? Warmly!"

...

? The game will demonstrate to an adult how to pronounce their actions when communicating with a baby, and expand the vocabulary they can understand.

Exhibition of toys (from 1 year 6 months)

Make a shelf for the child, located at the level of his eyes, and arrange toys on it. Name the toys on the shelf one by one.

Allow the child to take these toys and play with them, but then ask them to put all the toys back. During the day, bring the baby to the shelf several times, show and name the toys placed on it. At the end of the day, name the toys on the shelf again and ask the child to show them himself.

The next day, replace the toys or, if the baby has not yet remembered the names, leave the old ones, but add a new one.

...

? The game will help to expand the child's passive vocabulary.

Lunch for animals (from 1 year 6 months)

Organize a feeding game with animal toys, a toy table and dishes. Tell the child that the animals are hungry. Offer to feed them lunch. At the same time, have a dialogue with yourself:

- Here the cat is running - top-top-top! (Move the toy cat.) What does she say?

- Meow meow! I want to eat!

- Sit down, kitty, at the table! (Sit the cat at the toy table.)

- Who's walking around? The bear is walking - top-top, top-top! What he says?

- Eee! I want to eat!

- Sit down, bear, at the table! (Sit the bear at the toy table.)

You can put a dog, a bunny, a monkey at the table and give everyone a plate and a spoon, having previously discussed that “soup is poured into the plate”.

...

? The game develops the child's understanding of the speech addressed to him.

Who's doing what? (from 1 year 9 months)

Take plot pictures, for example: a boy is eating, a girl is sleeping, children are playing with a ball.

Show your child these simple pictures and tell him who is in them and what he is doing.

Then lay out the pictures on the table and invite the baby to show the one on which the boy eats. Then let the kid choose the picture in which the girl is sleeping and the one where the children are playing. Using the same pictures, you can ask the baby questions: “Who is this?” and "What does it do?"

To the question "Who?" the baby will give you pictures. And to the question "What does he do?" - Demonstrate familiar actions. If speech capabilities allow, then the child will answer questions.

...

? With this activity, the child will learn to understand simple questions.

Body parts (from 1 year 9 months)

When communicating and playing with a child, show and name parts of the body.

Ask the child to show on himself where the different parts of the body are: eyes, forehead, nose, hair, back, stomach, arms and legs.

Ask to show the same body parts on the doll. Let the child show them in the picture.

...

? The game will help the child remember the words denoting parts of the face, will contribute to the development of fine motor skills of the fingers.

Magic bag (from 2 years old)

You will need a bag of bright fabric and small toys. Show the child the bag and say that it is not simple, but magical: now different toys will appear from it. Take out a toy from the bag, for example, a fox, name it, and then pass it on to the baby.

Taking out the next toy from the bag, for example, a cube, name it too. So, one by one, take out 3-4 toys from the magic bag, name them and give them to the child for examination.

When the baby has examined all the toys, ask him to put the toys in the bag. At the same time, call one after another, and let the child put them in turn in a magic bag.

...

? The game develops a child's understanding of speech, expands his passive vocabulary.

Who is it? (from 2 years old)

Take pictures of boy, girl, man, woman. Lay them out in front of the baby and call each one: “This is aunt”, “This is uncle”, “This is a boy”, “This is a girl”.

Ask to show the boy first, then the girl, etc. When the baby shows the picture correctly, give it to him. At the end of the game, all four pictures should be with the baby.

You can continue the game by asking the child to return the pictures to you: first the boy, then the girl, then the aunt and uncle. After receiving the pictures, arrange them in two rows on the table, and then say: “I will hide the girl!” and turn the picture upside down; "Hide the boy!" and flip the next picture, and so on.

Ask the baby to remember: “Where did the boy hide?”, “Where is aunt?” etc. Having given an answer, the baby can turn the pictures upside down by himself. If he made a mistake, name the picture correctly yourself. If the child chooses the picture correctly, praise.

Similarly, play games with pictures that depict domestic (cat, dog, cow, horse) or wild (bear, fox, wolf, hare) animals.

...

? The game develops the child's understanding of the speech addressed to him and improves fine motor skills of the fingers.

What is he doing? (from 2 years old)

Take plot pictures: a cat is sleeping, a cat is eating from a bowl, a cat is playing with a ball. Lay them out in front of the baby and ask them to show where the cat sleeps, where it plays, and where it eats.

You can invite the child to show pictures with the boy: the boy runs, jumps, swims, eats with a spoon from a plate, drinks from a cup, drives a car, draws, plays with a balloon, washes, cries, etc. (for one game - no more than five pictures).

...

? The game develops a child's understanding of speech, expands his passive vocabulary through verbs.

Listen and do (from 2 years old)

In everyday communication, in games, name and show a variety of actions. So, show how you can spin in place, jump, raise and lower your arms, squat, etc.

Then ask the baby to follow your commands. Commands can be as follows: “Sit-get-up-jump”; "Stand up - put your hands up - put your hands down - sit down"; "Jump-circle-crouch"; "Stomp your foot - clap your hands - run to me."

...

? The game will help to consolidate the words denoting actions in the child's passive vocabulary.

Show and hide (from 2 years old)

Take two cubes, two balls, two nesting dolls, two cars. Lay out the toys on the table and ask the child to choose the ones you name and then hide them in the box. For example, say: “Hide the blocks in the box,” and when the child completes the task, comment: “There are no blocks. Where are the cubes? It's in the box there."

Do the same with the rest of the toys.

...

? The game will help develop a child's understanding of the grammatical forms of words: the genitive plural of nouns, the meaning of the preposition "in", the interrogative word "where".

Naughty toys (from 2 years old)

Use any soft toy, such as a cat, to play with. Take a toy and tell your child that the cat has been naughty today:

Jumping, jumping, playing

Where, she doesn't know.

Put the cat on the child’s shoulder (while holding it) and ask: “Where is the kitty?”, And then answer yourself: “On the shoulder.” Then put the toy on the child's head and ask again: “Where is the kitty? On the head." The cat can be put on the child's lap, on the palm.

Similarly, a cat hides under various pieces of furniture, and you comment on her actions: “Pussy under table, under chair, under bed”, etc.

The next time the cat will hide behind any objects: behind closet, behind armchair, behind back, behind a door, behind curtain.

And finally, the pussy got tired of being naughty and lay down to rest. Here she lies at dads, at mothers, at grandmothers and at the baby himself on his knees and sings a song: “Mur-mur-meow! Moore-mur-meow!"

Next time play with a bird hanging from a string that “flies” around the room and sits on various objects, toys and people.

...

? With the help of this game, the child will begin to understand the meaning of prepositions.

THE FIRST IMITATIONS AND WORDS

Who is at the door? (from 1 year old)

Lay out toys or pictures in front of the baby and ask: “Give me moo!” or “Give av-av!”

Next time, add an element of surprise or mystery to the game. For example, ask a child, “Who is that knocking on our door?” Having opened it and found a plush dog, offer to play hide and seek with it.

Then show the baby what kind of circus numbers the dog can show: walk on its hind legs, do somersaults, jump to the ceiling, jump on the baby’s shoulder, etc. Keep in mind that the dog is not silent, but barks loudly and fervently: “ Aw-aw!”

...

? The game helps the baby learn to imitate an adult and pronounce onomatopoeia.

What is the baby doing? (from 1 year old)

Show your baby how to indicate actions that are familiar to him with the help of a certain combination of sounds.

For example, when feeding a child, say: “Am-am!”, When bathing: “Kup-kup!”, And putting to bed: “Bye-bye!” When playing outdoor games with your baby, do not forget to voice your actions. While dancing, hum: “La-la-la!”, stamping your feet, say: “Top-top-top!”, clapping your hands: “Clap-clap!”, jumping: “Jump-hop!”

Playing with the child in the ball, repeat the sound complexes and the words: “Oops!”, “On!”, “Give!” When showing your baby how to dig sand or snow with a shovel, do not forget to voice your actions: “Cop-cop!” and encourage your child to do so.

...

Musical toys (from 1 year old)

Show your child how to play musical instruments and let them play by themselves.

Show how musical toys sound: a pipe: “Doo-doo-doo!”, an accordion: “Tra-ta-ta!”, a bell: “Ding-ding!”, a drum: “Boom-boom!”

After that, pronounce the appropriate onomatopoeia and, without taking musical instruments in your hands, depict how they play the pipe, harmonica and bell (see the description of finger games). Encourage your baby to repeat movements and onomatopoeia after you.