Speech therapist how to start classes with a child. Principles of development of correct speech. Speech therapy exercises for hissing sounds

Do you want to find a good speech therapist for children aged 6 in Moscow or Moscow Region? This is not difficult. There are 13 of them in our database

Private speech therapists for a child of 6 years. Classes with speech pathologists-defectologists for children 6 years old in Moscow

Speech therapists for a child of 6 years

Private speech pathologist for a child of 6 years. Individual lessons with a speech therapist for children from the age of six with home visits.
Preparing children from 4 years old for schooling.
Developing classes, teaching reading, counting, preparing a hand for writing, developing logical and analytical thinking.
Classes with elementary school students are aimed at correcting the material not learned at school, eliminating gaps in the development of logical thinking, speech, forming interest and understanding the importance of the learning process.
I also organize and conduct work on speech correction in children with pronunciation disorders (dysarthria, dyslalia).
The program is compiled individually for each child.
  

• Lesson cost: Speech therapy + preparation for school - 1500 rubles / 60 minutes. At a speech therapist at home, sound pronunciation correction - 1000 rubles / 30 minutes.
  Primary school + speech therapy - 1500 rubles / 60 minutes.
• Items: Primary School,
• Cities: Moscow, Reutov
• Nearest metro stations: Novokosino, Vykhino
• Home visit: available
• Status: Private teacher
• Education: Graduated from Moscow State Pedagogical Institute. N.K. Krupskaya, 1996, faculty of methodology and pedagogy of elementary education, additional specialization teacher - speech therapist.

Private speech therapist for children 6 years old. Private lessons with a speech pathologist for a 6-year-old child in Moscow.
Speech therapy: violations of sound pronunciation (dyslalia), general underdevelopment of speech, correction of oral and written speech of primary school students (dysgraphia, dyslexia).
Speech therapy classes with children from 5 years old, schoolchildren
Speech therapy classes for adults (recovery of speech after stroke, TBI)
Preparing for school - reading, writing, math
Primary school (grades 1-4) Russian language, reading, mathematics
Russian language and literature
Teacher - speech therapist in kindergarten and school.

• Lesson cost: 1300 rub. / 60 min
• Items: Speech therapy, Primary school, Preparation for school, Russian language
• City: Moscow
• Nearest metro station: Sokolniki
• Home visit: available
• Status: Private teacher
• Education: SFGA, faculty of correctional pedagogy and psychology, specialty teacher - speech therapist (2011). Advanced training: 2016 - 2017 CERTIFICATE (postgraduate training of speech therapists working in...

Services of a speech therapist for a child of 6 years. Individual lessons with a speech therapist for children from 6 years old.
I work with preschoolers (children from 5 to 7 years old). I do home visits. I am engaged in the correction of sound pronunciation, the formation of a lexical and grammatical structure, the development of coherent speech. In addition to sound pronunciation, I pay special attention to the development of mental functions: memory, attention, thinking. With the help of various aids, games, classes are built in such a way that the child's attention switches from one type of activity to another. I try to teach the child to overcome difficulties and be inquisitive. I believe that joint work with parents, which also includes doing homework, helps to achieve the desired result faster...

Private speech pathologist for children 6 years old. Individual lessons with a speech therapist for a child of 6 years.
I offer the services of a speech pathologist: individual lessons with children from 3 years of age. I work with speech disorders such as:
Delayed speech development (tempo delay of speech)
Motor alalia (alalic components)
General underdevelopment of speech I, II, III level
Phonetic-phonemic underdevelopment of speech (FFNR)
dysarthria; Dyslalia (Violation of sound pronunciation);
Stuttering; Dyslexia, dysgraphia (violation of writing).
I will prepare the child for school. In the curriculum:
Literacy education. Speech development (vocabulary, grammar, connected speech). The development of graphic-motor skills and optical-spatial representations as the basis for the prevention of possible violations of reading and writing...

• Lesson cost: 2000 rub. / 60 min
• Items: Speech therapy, Preparation for school
• City: Moscow
• Nearest metro stations: Sokol, Polezhaevskaya
• Home visit: No
• Status: Private teacher
• Education: Moscow State Pedagogical University (MPGU), Faculty of defectology, specialty: teacher - speech therapist

Experienced speech therapist for a child of six years. Private lessons with a speech pathologist for children from 6 years old in Moscow.
Programs of a secondary school in the Russian language for grades 5-9, eliminating gaps in learning, taking into account the individual characteristics of the child. Speech therapy classes with preschoolers and schoolchildren (correction of the phonetic side of speech, work on phonemic hearing, expressive reading, prevention of dysgraphia and dyslexia). Work on fine motor skills - preparing the hand for writing, developing thinking, attention, memory, independence. Eliminate gaps in learning for any program of grades 1 - 4, help with homework.
Work experience in a secondary school, in a correctional school for deaf and hard of hearing children...

• Lesson cost: 1300 rub. / 60 min
• Items: Russian language, Speech therapy, Preparation for school, Elementary school
• City: Moscow
• Nearest metro stations: Kantemirovskaya, Tsaritsyno
• Home visit: available
• Status: Private teacher
• Education: Moscow State Pedagogical University (MGPU), faculty of defectology, specialization in deaf pedagogy. Diploma specialty - primary school teacher, Russian language and literature ...

  I give the first lesson for free.
Services of a speech pathologist-defectologist for children 6 years old. Individual lessons with a speech therapist for a child of 6 years.
Speech therapy: children from 5 years old and adults with impaired sound pronunciation.
Russian language: 1 - 7 classes, assistance in mastering the school curriculum;
Primary school: VPR, academic performance in Russian, reading, mathematics;
Preparing for school - teaching reading, writing, setting the hand. Logics.
I conduct classes with children from 5 years old and adults: staging sounds (dyslalia), improving diction, poor audibility of sounds in the flow of speech, inability to parse words into sounds (phonemic hearing impairment), preparation for school (correct learning to read and write), troubleshooting when reading and writing in younger students (dyslexia, dysgraphia) ...

• Lesson cost: 1000 rub. / 60 min
• Items: speech therapy
• City: Moscow
• Nearest metro stations: Otradnoe, Bibirevo
• Home visit: available
• Status: Private teacher
• Education: Moscow State Pedagogical University, Faculty of Defectology, 2006

  I conduct the first lesson for free (free lesson is possible only in my territory).
Experienced speech therapist for children 6 years old. Private lessons with a speech therapist for a child of 6 years.
Speech therapy - staging sounds, correcting speech defects (children from 5 years old). Elementary school - correction of writing disorders (omissions, replacement of letters in words, difficulties in observing grammar rules) from 7 to 12 years. Preparing for school - learning to read, the basics of mathematics, preparing a hand for writing: children from 5 years old.
  

• Lesson cost: 1200 rub. / 60 min
• Items: Speech therapy, Preparation for school, Elementary school
• City: Moscow
• Nearest metro station: Shchelkovskaya
• Home visit: available
• Status: school teacher
• Education: MGPI them. N.K. Krupskaya, Faculty of Pedagogy and Psychology, teacher - defectologist (2002 - 2007).

Services of a private speech pathologist-defectologist for a child of 6 years. Individual lessons with a speech therapist for children from 6 years old in Moscow.
Preparation for school (4 -7 years). Help for younger students. Speech therapy support (speech therapist).
Work experience: teacher, teacher of the university, teacher of commercial courses on preparation for school, business correspondence, office work; teacher - speech therapist in kindergarten (to the present). Private tutor.
  

• Lesson cost: 1200 rub. / 60 min
• Items: Preparation for school, Speech therapy
• City: Moscow
• Nearest metro stations: Kolomenskaya, Nagatinskaya
• Home visit: available
• Status: Private teacher
• Education: PSU im. Lomonosov, 1995, teacher of Russian language and literature; PSU im. Lomonosov, 2003, postgraduate study in social philosophy; Moscow State Pedagogical University, 2011, teacher - speech therapist.

Private speech therapist for children of six years. Individual lessons with a speech pathologist for a child of 6 years.
Correction of speech disorders in preschool children (impaired sound pronunciation, ONR, FFNR, ZPR); learning to read; development of mathematical concepts; classes for the development of attention, memory, thinking.
The first qualification category for the position of "teacher-speech therapist"; the highest qualification category for the post of "educator".

• Lesson cost: 1500 rub. / 60 min
• Items: Speech therapy, Preparation for school
• City: Moscow
• Nearest metro stations: Water Stadium, Preobrazhenskaya Square
• Home visit: available
• Status: Private teacher
• Education: Stavropol Pedagogical Institute, 2002, faculty of special preschool pedagogy and psychology.

For a child aged 4-5 years, speech becomes the main factor in development, and this process is of paramount importance for the formation of the social ties of the baby in society. The task of teachers and parents is to help preschoolers avoid possible problems in this area. Every year, the number of children with speech development disorders is increasing, so a system of special speech therapy exercises is necessary for everyone who is already four years old. What you need to know about the development of speech in this important period?

Speech features of children 4-5 years old

For preschoolers, this time is a period of active vocabulary growth (by the age of 5, its volume reaches, normally, 3,000 words). Children of this age begin to acquire a sense of language, handle their native speech more confidently, and engage in word creation. The grammatical structure continues to level out too.

A child of four or five years old not only begins to speak more and more freely, he also uses more and more complex sentences than before. Gradually, the ability to compose a short story is being formed, not only about what the baby saw personally, but also without relying on direct personal experience. Such stories are still emotional and often have a broken logical structure, but they are quite voluminous and informative.

The level of phonetic perception of speech by this age also becomes significantly better. The child has the opportunity to determine the presence of a particular sound in a word, to pick up words for a certain sound. He becomes able to perceive the syllabic rhythm of the structure of the word.

We can say that at the age of four, children begin the most active period in the development of speech, which allows them to acquire communication capabilities comparable to the level of adults. Of course, a rare baby goes through this path without difficulties, speech disorders at this stage are most common.

Types of speech disorders in older preschoolers

There are three main types of disorders, speech underdevelopment:

• phonetic;
• phonetic-phonemic;

In practice, this means that children have difficulty recognizing, distinguishing and pronouncing the sounds of their native language. These three types of violations can occur separately or in combination.

Normally, by this stage of development, natural age-related difficulties with the pronunciation of individual sounds or their groups should already be in the past. The stage of mastering sound pronunciation is completed, children stop skipping and softening consonants in speech. At 4 years old, all hissing should appear, and by 5 you can expect confident and. But in older preschoolers, articulation disorders are very common. These may be defects in the pronunciation of hissing, whistling, sonorous sounds. Almost all children have to perform speech therapy exercises for the letter and sound r, many manage to “roar” only after special training.

It is also worth paying attention to lexical and grammatical problems, which manifest themselves in the difficulties of actively using speech as a means of communication. Children with such disorders experience difficulties in compiling questions, descriptions, and cannot use all the means of their native language to express thoughts. They do not know how to build sentences correctly, use endings and prepositions incorrectly, and make mistakes in word formation. Speech therapy assistance in this case is necessary, but parents can also help the child speak better (of course, after consulting with a specialist).

How to properly practice at home

Moms and dads can help children learn new words, master the correct grammatical structure of speech, improve sound culture. There are several important rules that must be observed during home speech therapy classes.

• Lessons should be held regularly, preferably every day and certainly in a friendly, relaxed atmosphere.
• It is worth presenting the next exercise in the form of a game, trying to captivate the child with a developmental task. You can turn compulsory training into a contest or competition - who will complete the task better, faster, more carefully.
• Support the child, praise him not only for a good result, but also for his efforts. Avoid criticism and harsh remarks.
• must be carried out with a stable table mirror, so the child can see the result of his efforts. It is useful to use images of all exercises for the language in the pictures.
• Special allowances for self-study with a child are necessary and obligatory help for parents. For example, a large speech therapy textbook with tasks and exercises for the little ones is a complete collection of the necessary exercises, supplemented by detailed guidelines for conducting and illustrations.
• Use rhymes, tongue twisters, speech therapy songs for children for classes - such material helps to achieve results faster, develops not only the speech of preschoolers, but also their attention and memory.
• Try to speak clearly, correctly, using all the richness of the expressive means of the language. Show your son or daughter an example of attentive and careful attitude towards him. Talk on different topics, recite poems by heart, play speech games.

At home, you can organize both individual and group speech therapy classes for children 4-5 years old, both options give excellent results.

Exercises

This set of speech therapy exercises for children aged 4-5 includes not only speech games, but also special exercises for the hands and speech organs. Fine motor skills help stimulate the speech center in the brain, so regular finger exercises are essential for every preschooler. Articulatory gymnastics improve the main organ of speech - the language and the child's ability to control it. This has a positive effect on the ability to pronounce all, even the most complex, sounds.

Finger gymnastics

Each series of exercises is repeated 8-10 times

lights lit up

Rhythmically open and close the fingers on each palm, together and alternately.

delicious pancakes

We put our hands on the table, alternating palm and back. The right one touches the surface of the countertop with the palm of the hand, the left one with the back side. Then the position of the hands changes.

We depict waves with our hands, smoothly moving our palms from top to bottom - this is a river. Then a boat appears on the water - palms pressed together, a steamboat - thumbs raised and connected. And then the fish sailed - palms together, thumbs pressed, brushes moving from side to side.

How trees grow

We raise our palms, we open our fingers strongly - branches have grown. We lower our palms down and also spread our fingers to the sides - these are the roots. They shook their hands - the leaves flew.

Articulation gymnastics

Each exercise is performed 6-8 times.

• funny frogs

We smile broadly, the teeth are closed and stand in an even "fence". We keep a smile for 10 seconds.

• playful baby elephant

We stretch our lips forward and pretend that we are collecting water with a “proboscis”.

• sly python

We smile, stick out the tongue from the mouth, pull it out, hide it back.

• fast horse

We open our mouth wide, smile, click the tongue. We pay attention to the fact that the lower teeth do not move, only the tongue “jumps”!

• scallop

Smile, show teeth. Stick out the tongue, squeeze it between your teeth and “drag” it back.

• Grandma's walkers

We open our mouth, smile, then reach with the tongue to the corners of the lips - left and right.

Speech therapy classes with children 4-5 years old with OHP

The manual is addressed to speech therapists and defectologists for conducting frontal, subgroup and individual classes with children 4-5 years old with general underdevelopment of speech. It will also be useful to parents and educators for conducting classes on the instructions of a speech therapist or defectologist.

This material can be selectively used in the middle groups of a kindergarten for children with mental retardation.

The manual presents a system of correctional and developmental work for a year (30 weeks).

Foreword

If a child aged 4-5 years old does not pronounce words well or distorts their structure, if he does not memorize simple quatrains, fairy tales and stories, if he has low speech activity, this is a serious signal of a persistent systemic impairment of all his speech activity.

Speech activity is formed and functions in close connection with all mental processes occurring in the sensory, intellectual, affective-volitional spheres.

Thus, speech deficiency in young children affects their overall development: it inhibits the formation of mental functions, limits cognitive abilities, and disrupts the process of social adaptation. And only a complex effect on the child gives a successful dynamics of speech development.

The younger preschool age is the age of sensory (sensory) knowledge of the environment. The most productive child learns what interests him, what affects his emotions. Therefore, the main task of a specialist is to evoke speech and general initiative in a child through sensory cognition.

This manual is the result of many years of experience and is a system of gaming exercises that provide for the successful compensation of psychoverbal insufficiency in children.

Achieving such a result contributes to:

Game character of speech exercises;

Correction-developing nature of speech material;

Close connection of speech and cognitive processes;

Use of small forms of folklore.
The practical material presented in the manual is calculated

to work throughout the school year (30 weeks). The block of exercises for the week is designed taking into account a specific topic. Classes should be held daily for 15-25 minutes and have an exclusively game form.

Work is carried out in the following areas:

Lexico-grammar games and exercises;

Development of coherent speech;

sensory development;

Work on the sound side of speech;

Fizkultminutka-logorhythmics.

The material contained in the manual is multifunctional in nature and is focused on the successful compensation of psychoverbal defects, taking into account the entire symptom complex of existing insufficiency in children.

Thematic cycle "Toys" (first week)

Children must learn:generalizing concept toys; name, purpose of toys; how to deal with them; what they are made of; classification of toys by material.

"We play with toys."The speech therapist lays out in front of
children toys in two rows and pronounces a quatrain:

We play with toys, We call toys: Tumbler, bear, dwarf, Pyramid, cube, house.

Children repeat the poem with a speech therapist, memorizing it.

« What do toys do?Making complex sentences with conjunction a. The speech therapist takes two toys each and performs various actions with them, commenting:

The doll is lying, and the hedgehog is standing.

The robot is standing, and the bear is sitting.

The car is moving and the plane is flying.

The ball bounces, and the ball hangs.

The gnome is jumping, and the doll is sleeping.

Name the pictures.Development of verbal memory and visual attention.

The speech therapist puts 7-10 pictures of toys on the board, names three of them and asks the children to repeat the names (then another three).

"The toys are hidden."Assimilation of the category of the instrumental case of the singular.

The speech therapist distributes one toy to the children and asks them to play with them, and then hide them. He then asks each child what toy they played with. (I played with a bear. I played with a doll. I played with a matryoshka.)

"Baby toys".Formation of the skill of forming nouns with diminutive suffixes:

doll - doll,

matryoshka - matryoshka,

ball - ball.

Reading with the expression of a poem"Girlfriends". Conversation with children.

We had a fight with a friend

and sat in the corners.

Very boring without each other!

We need to reconcile.

I didn't offend her

I just held a bear

Only with a bear ran away

And she said, "I won't."

I'll go and make peace

I'll give her a bear, I'm sorry.

I'll give her a doll, I'll give her a tram

And I'll say: "Let's play!"

A. Kuznetsova

Development of coherent speech

Making up a story"Bear" through a series of pictures.

“Pasha is small. He is two years old. Grandma and grandpa bought Pasha a bear. The bear is big and plush. Pasha has a car. Pasha rides a bear in a car» 1 .

1

sensory development

"Chain of cars".Teach children to differentiate the concepts of "big - small." The speech therapist picks up five cars of various sizes and puts them one after the other with the children: the largest, smaller, even smaller, small, smallest.

Take as many cubes as you hear pops.

Give Tanya as many balloons as she has dolls.

Stomp your foot as many times as there are toys on the table.

Work on the sound side of speech

“Speak the word”: cook .., bar .., matryosh .., feasts .., auto .., tumbler ...

"Repeat the words"

Bik-bik-bik - a cube;

ban-ban-ban - drum;

la-la-la - yula;

years-years-years - aircraft;

na-na-na - car;

ka~ka-ka - chrysalis;

Fizkultminutka-logorhythmics

Improvisation of movements. Children march to the beat of A. Barto's poem"Drum".

The squad is going to the parade.

The drummer is very happy:

Drumming, drumming

One and a half hours straight.

But the squad is coming back

Left, right! Left, right!

The drum is already full of holes

Thematic cycle "Toys" (second week)

Children must learn:speech material of the first week; differentiating toys from other objects.

Lexico-grammar games and exercises

"Choose a toy." Assimilation of the instrumental category with the preposition s.

The speech therapist puts familiar and unfamiliar toys on the table and asks each child which toy he wants to play with. (I want to play with a tumbler. I want to play with an accordion.)

"Kids are playing". Formation of the skill of phrasal speech; development of attention to words similar in sound.

The speech therapist gives the children the toys or pictures they have chosen (see the exercise “Choose a toy”) and builds them in pairs so that rhyming sentences are obtained.

Ruslan has a house, Tanya has a dwarf.

Irinka has a flag, Nikita has a cockerel.

Kolya has a nesting doll, Misha has an accordion.

Vova has a bear, Gosha has a monkey.

Kostya has Petrushka, Nadya has a frog.

Katya has a tumbler, Grisha has a turtle.

Natasha has a plane, Tamara has a helicopter.

Masha has a cannon, Pasha has a cracker.

The speech therapist says each sentence, the children repeat after him.

"One is many." Formation of the category of the genitive plural.

The speech therapist addresses each child: “You have a gnome, and there are a lot of ... (gnomes) in the store,” etc.

« The fourth extra."Teach children to distinguish toys from other objects and explain the difference.

The speech therapist puts a number of objects on the table: a ball, a doll, a top, a knife. Then he asks to find an object that does not fit with everyone else (this is a knife, because it is not a toy, they do not play with it).

Development of coherent speech

Reading and retelling of the story by J. Taits"Cube to Cube"

The speech therapist reads a story and at the same time builds a tower of blocks. Then, using the cubes, he repeats this story with the children.

“Masha puts a cube on a cube, a cube on a cube, a cube on a cube. Built a tall tower. Misha came running

Give me a tower!

I'm not giving it!

Give me a cube!

Take one cube!

Misha held out his hand - and grab the lowest cube. And instantly - bang-tara-rah! - the whole Machine tower is raz-va-li-las!

The speech therapist helps the children understand why the tower collapsed, which cube Misha should have taken.

sensory development

"Where's the toy?" Children have toys in their hands. The speech therapist shows the children where he holds the toy, the children repeat the movements and comments after him: “Front, behind, sideways, above, below, in the left hand, in the right hand, between the knees.”

"Name the nesting dolls."A five-seat matryoshka is used.

The speech therapist, together with the children, puts the nesting dolls in a row in height and calls them: "The biggest, the biggest, the smaller, the smallest, the smallest." Then the speech therapist asks the children to show the smallest, largest, largest, etc. matryoshka.

Development of coherent speech

Making up a story"Autumn"

"Autumn has come. Katya and dad went to the forest. The trees in the forest are yellow and red. There are many leaves on the ground. Dad found mushrooms. Katya put them in a basket. It's good in the forest in autumn!

sensory development

« Let's circle the leaf."

Each child has a sheet of paper and a natural leaf of birch or linden on the table. Children put it on paper and circle it with a pencil. Starting speech therapist:

Doo-doo-doo, doo-doo-doo

I will find a pencil.

Doo-doo-doo, doo-doo-doo

I'll circle the leaf.

Oh-oh-oh, oh-oh-oh

My leaf is small.

Blow, blow, blow, blow, blow, blow,

Wind, wind, don't blow!

Ah-ah-ah, ah-ah-ah,

You, leaf, do not fly away!

Children, together with a speech therapist, repeat the beginning, after which they get to work.

Fizkultminutka-logorhythmics

Children imitate rain by tapping their index fingers on the table to the beat of the poem "Autumn".

Rain, rain

All day

Drumming on glass.

The whole earth

All earth

Wet from water...

Ya Akim

Development of coherent speech

Making up a story"In the garden" according to reference pictures.

“Masha and her grandmother came to the garden. There are beds. Here are carrots, here are onions, here are cabbages, here are beets, here are peas. These are vegetables. Grandma picked peas. Masha helped her grandmother. What delicious peas!”

sensory development

"Magic Bag"

Children take turns groping for a vegetable in a bag without pulling it out, report: “I groped an onion” or “I groped a tomato”, etc.

"Collect a picture." To form in children a holistic image of the object and the spatial arrangement of parts.

Each child has a cut-out picture of four parts depicting vegetables on the table.

The beginning of a speech therapist: “Look carefully and collect the picture!” After work: "We played with the guys and collected pictures."

Development of coherent speech

rhymed story"In the garden". Equipment: a basket, two oranges, two apples, one pear, a picture of a garden.

The girl Marinka came to the garden,

There are fruits on the trees.

Grandpa tore off Marinka

orange oranges,

Gave Marinka in the fists

Red apples.

Gave Marinka a yellow pear:

You, Marinka, eat fruit.

Here's a fruit basket for you, Marina.

sensory development

"Spread fruit."Teach children to arrange fruit with their right hand from left to right. Learn to compare two groups of fruits and use the concepts of "equal", "more", "less".

"Count the fruits."Learn to count objects (plums, apples, pears, etc.) within five and name the final number.

Fizkultminutka-logorhythmics

I stand on my toes

I get an apple

I run home with an apple

My gift to my mom!

Development of coherent speech

Follow the instructions of the speech therapist.

Take an apple, smell it, put it in a vase and take a cucumber.

Take a cucumber from the basket, put it in a vase, and give the apple to Tanya.

Take an apple, roll it on the table and put it next to the potato. And so on.

Then the child, at the request of the speech therapist and with his help, must tell what he did.

sensory development

"Count fruits (vegetables)."Learn to count objects within five and name the final number.

"Spread fruits (vegetables)."Teach children to lay out objects with their right hand from left to right. Learn to compare two groups of objects and use conceptsequally, more, less.

"Wrap your finger." Finger tracing vegetables and fruits along the contour in subject pictures.

The beginning of a speech therapist: “We will take an apple and circle it with a finger.” “We will take a cucumber and circle it with a finger” (repeat with children).

Development of coherent speech

Rhymed story "Masha and trees" (based on subject pictures).

Masha came out onto the porch:

Here grows a tree

Here grows another -

What a beautiful!

I counted exactly five.

All these trees

Count, kids!

Children (count). "One tree, two trees, three trees, four trees, five trees."

Speech therapist. How many trees near the house? Children. There are five trees near the house. The poem is learned by heart.

sensory development

"Let's draw a tree." Previously, the children examine the trees on the site. The teacher conducts a conversation.

A speech therapist examines a sample of a painted tree with children and explains drawing techniques.

1. The tree trunk is drawn from top to bottom, the trunk is thinner at the top, and thicker at the bottom.

2. Branches are drawn from top to bottom, attaching them to the trunk.

3. Small branches are attached to large branches.

4. Green, yellow and red leaves are painted on the branches.

Development of coherent speech

Memorizing a rhyming story"Mushroom".

Lived yes there was a mushroom,

Here is his house - a little piece.

He had a leg

One leg - no boot.

He had a hat.

The boys found it

Mushroom plucked

And they gave it to my grandmother.

Grandma cooked soup

And fed the kids.

sensory development

"Compare Trees" To teach children to compare several objects (up to five) of different heights, placing them in one line.

On the playing field - five Christmas trees of different heights. Children use a strip of cardboard to determine the size of the trees, applying it to each Christmas tree: “The largest Christmas tree, the largest, the smaller, the smallest, the smallest Christmas tree.”

"Up or down?" Development of spatial perception.

The speech therapist names any objects, and the children must say where they are in the forest - above or below (leaves, mushrooms, birds, ants, twigs, grass, nest, hedgehog, squirrel, wolf, tree, grasshopper, dragonfly).

Development of coherent speech

"Let's dress up the doll."

Speech therapist. Children, let's dress our doll. I made clothes for her. What do we put on first, then what?

Dressing the doll with the children, the speech therapist describes the items of clothing in detail. Children repeat: “Green dress. Here is a pocket - it is one. Here are the sleeves - there are two of them. Here is the collar. Here is the belt - it is one. The dress is short, beautiful, etc.”

sensory development

"Show circle."The development of visual attention. Learning primary colors.

The speech therapist distributes multi-colored mugs to all children. Then he names the words: dress (bow, shoes, socks, skirt, blouse, sundress, pocket, collar, belt, sleeves). Children must raise a circle of the color of the object, and name the color.

"Find the same."The development of visual attention, the skill of comparison. Assimilation and use of the concept the same.

On the table, several pairs of mittens, socks, ribbons, and laces are in disarray. Children help to understand and choose a pair for each item, while commenting: "These socks (mittens, laces, ribbons) are the same."

Development of coherent speech

Story-description "Cupboard with dishes."

“This is a cupboard with dishes. It has three shelves: top shelf, middle shelf and bottom shelf. On the top shelf is a saucepan and a kettle. On the middle shelf - plates, cups, saucers. On the bottom shelf - forks, spoons, knives. There are a lot of dishes in the closet.

Children retell the story based on the speech therapist's questions and pictures.

sensory development

"Build to fit." Formation of the ability to build objects on a certain basis.

On the playing field - five contours of cups of different sizes. The speech therapist, together with the children, arranges them “by height”: the largest, the largest, the smaller, the smallest, the smallest.

"Find a locker." Formation of imagination, attention.

On the playing field - three cardboard silhouettes of lockers of the same size. Each of them depicts a substitute object. Children are offered pictures depicting utensils (spoon, fork; cup, plate, glass). The child needs to put the picture next to the locker, which shows a substitute object that is most similar to the item of dishes in his picture.

Development of coherent speech

Masha's doll has a birthday. Substitutes are used.

“Our doll Masha has a birthday today. She will feed us. First we will eat soup with mushrooms, potatoes with meat, salad with mayonnaise, scrambled eggs with sausage. Then we will drink tea with cake and sweets.”

sensory development

Modeling from plasticine.

Children get acquainted with the properties of plasticine (soft, flexible, sticky).

Children sculpt an apple, bagel, carrot, cookie, chocolate, loaf. The speech therapist emphasizes the shape of objects.

"Whose subject?" Development of associative thinking. Substitute items or natural products are used: bar - cheese; stick - sausage; cone - carrot; ball - apple; cylinder - candy; ring - bagel; cube - tea (box).

The speech therapist distributes substitute objects to the children, shows the picture and asks: “Whose object looks like a steering wheel?” The child who has a ring (from a pyramid) picks it up and answers: "My object looks like a steering wheel." After that, he receives a picture from a speech therapist. And so on.

Development of coherent speech

"Masha". Consolidation of children's knowledge on the topic.

“Here is the girl Mashenka. She has eyes, nose, mouth, cheeks, chin on her face. Mashenka has two arms and two legs ... "

sensory development

« Say it right."

Are your legs up or down?

Is your nose in the back or in front?

Is your hand right or left?

Is that finger on your hand or on your foot?

"Wrap your finger." Circle the dolls in the picture. Starting speech therapist:

We'll take a picture

Circle the doll with your finger.

Development of coherent speech

The story "Winter".

On a tinted playing field, a speech therapist lays out subject pictures: snow (a white strip of paper), trees, a girl and a boy in winter clothes, a snowman, a sled.

"Winter came. There is snow on the ground and on the trees. The children went out for a walk. They put on fur coats, hats, mittens, boots, because it was cold outside. The children made a snowman, and then they started sledding.”

sensory development

"Let's draw pictures."The speech therapist gives the children "books" (album sheets folded in half).

Dear kids,

Open your books

Dunno read them

And I stole the pictures!

Next, the speech therapist invites the children to draw a Christmas tree on the first page, and on the second page - a Christmas tree toy. After that, the children take turns telling what they drew on the first page, and what on the second.

Speech therapist (can be repeated with children).

We drew pictures

And we talked about them.

Fizkultminutka-logorhythmics

"Like on a hill." Improvisation of movements (children with extended

they stand on their toes with their hands, then squat, and at the end lie down on the rug, depicting a sleeping bear).

Like on a hill - snow, snow,

And under the hill - snow, snow,

And on the tree - snow, snow,

And under the tree - snow, snow,

A bear sleeps under the snow.

Hush hush. Keep quiet!

I. Tokmakova

Development of coherent speech

The story "Herringbone". Consolidation of children's knowledge on the topic.

The speech therapist, together with the children, approaches the decorated Christmas tree and makes up a story.

“Here is an elegant Christmas tree. She came to us from the forest. It is small, green, prickly, fragrant. It has a lot of branches. Toys hang on the branches. Who hung the toys on the Christmas tree? (Children). Who hung up the toy? What toys hang at the top? What are below? And what toys hang in the middle? What is our Christmas tree? (Elegant, beautiful).

sensory development

"Make a tree."Assimilation of the concepts of upper, lower, middle.

The speech therapist distributes geometric shapes to the children, from which they assemble a Christmas tree.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

Skating like the wind

Ears flared...

Mittens on hands

Cap on top -

One-two

That's where I slipped...

One-two

Almost tumbled.

C. Black

Development of coherent speech

Reading an excerpt from a story"Snowflake" T. Bushko (translated from Belarusian).

“Tatyana ran out of the house. It's snowing. Tanya held out her hands in elegant blue mittens. Mom embroidered white snowflakes on them. Here is one more snowflake added to my mother's snowflakes. Real. Small. Tanya looks at the snowflake, and it is getting smaller and smaller. And then she completely disappeared. Where did she go? In the meantime, another snowflake fell on the palm.

“Well, now I won’t lose her,” thought Tanya. She squeezed the snowflake in her mitten and ran home to her mother.

Mom, look, - Tatyanka shouted and unclenched her hand. And there is nothing on the palm.

Where did the snowflake go? - Tatyana burst into tears.

Don't cry, you haven't lost her...

And mom explained to Tanya what happened to the snowflake. Did you guess where she went?"

Based on the speech therapist's questions, the children retell the story.

sensory development

“Fold the snowman and tell about it.”The speech therapist distributes geometric shapes to the children, from which they make a snowman. Then they talk about what they did.

"Build to fit."

There are five snowmen on the table, different in size. The speech therapist asks the children to arrange them according to their height: largest, largest, smaller, smallest, smallest.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem "It's snowing."

Quietly, quietly it snows

White snow, shaggy.

We'll clear the snow and ice

In the yard with a shovel...

M. Poznanskaya

Development of coherent speech

Reading and retelling of the fairy tale by K. D. Ushinsky "Bishka". A book and a toy dog ​​are used.

“Come on, Bishka, read what is written in the book!” The dog sniffed the book and walked away. “It is not mine,” he says, “to read a book; I guard the house, I don’t sleep at night, I bark, I scare thieves and wolves, “I go hunting, I follow a hare, I’m looking for ducks, I drag a diaper (you can - a bag) - it will be from me and this.

sensory development

"Find a kennel." Teach children to compare objects by size and classify them.

The speech therapist exposes cardboard dummies-symbols of a dog kennel and selects 5 toy dogs of different sizes. Each dog must "find" its kennel: the biggest, the biggest, the smaller, the smallest, the smallest.

"Wrap your finger."

Each child has a picture of a pet on the table. Children circle the depicted animals along the contour with their index finger.

I'll take a picture and circle the dog.

I'll take a picture and circle the cow. And so on.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

I am a horse, I ride

I knock with my hooves:

Tsok-tsok, tsok-tsok,

You jump, jump, skate!

Development of coherent speech

Reading and retelling based on the questions of the fairy tale by L. N. Tolstoy"Bug and cat". Toys used: dog and cat. While reading a fairy tale, a demonstration of the actions described in the work is recommended.

“There was a fight between a bug and a cat. The cat began to eat, and the Bug came. Cat Bug with a paw by the nose. Bug a cat by the tail. Cat Bug in the eye. Bug a cat by the neck. Aunt walked past, carried a bucket of water and began to pour water on the cat and the Beetle.

sensory development

"Make a picture."Compilation of split pictures from four parts.

The beginning of a speech therapist (repeated with children):

You look carefully.

And take a picture!

The boys and I played

And we got the pictures!

"Who is bigger?" Learn to compare two objects of different sizes. Pictures depicting domestic animals and their cubs are used.

Who is bigger - a horse or a foal?(A horse is larger than a foal). And so on.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

The cow has a baby:

Bryk-bryk, skok-skok,

And his name is a calf,

And his name is bull.

Development of coherent speech

"Walking in the Forest"Assimilation of the category of the genitive case. Consolidation of children's knowledge on the topic.

A speech therapist with children "goes" to the forest for a walk. The action takes place in the play corner, where toys are placed - animals. It is recommended to stimulate the speech activity of children - children should speak together with a speech therapist.

Here is a fox, it is red, cunning, the fox lives in a hole. Here is a bear, it is big, clumsy, the bear lives in a den. Here is a squirrel, it is small, agile, the squirrel lives on a tree. Here is a hare, it is white, swift, the hare lives under a bush.

The walk in the forest is repeated, the children talk about the animals on their own.

sensory development

"Long or short?"To develop in children the ability to compare two objects of different lengths. Learning antonyms.

The hare has long ears, and the bear...(short).

The fox has a long tail, and the hare ... (short).

The squirrel has a long tail, and the bear ... (short).

The squirrel has short legs, and the wolf ... (long).

The bear has a short tail, and the fox ... (long).

The hedgehog has short ears, and the hare ... (long).

Development of coherent speech

The story of the fox and the cubs.

“It's a fox. She is red and smart. She has a sharp muzzle, fluffy tail and four fast paws. The fox has cubs. These are her babies. A fox with cubs lives in a hole.

sensory development

"Zoo". Formation of ideas about the size of objects.

On the playing field - three "cages" for animals (made of cardboard): large, medium, small. Children "seat" animals (pictures or toys) into cages, correlating them in size.

The bear lives in a large cage.

The fox lives in the middle cage.

The hedgehog lives in a small cage. And so on.

"Wrap your finger." Development of fine motor skills and visual-spatial perception.

Children use their index finger to trace the outline of the animals shown in the pictures.

Fizkultminutka-logorhythmics

"Bear". Improvisation of movements to the beat of the poem.

We stomp like a bear:

Top-top-top-top!

We clap like a bear:

Clap-clap-clap-clap!

We raise our paws up

We sit on others.

Development of coherent speech

Retelling of the story by V. Suteev "The Good Duck" based on a series of plot pictures. You can make silhouettes of birds from cardboard.

“Duck with ducklings, chicken with chickens went for a walk. They walked and walked and came to the river. Ducks and ducklings can swim, but hens and chickens can't. What to do? Thought and thought and thought!

They crossed the river in exactly half a minute:

Chicken on a duckling, chicken on a duckling

The chicken is on the duck, and the chicken is on the duck!”

sensory development

"Tell me about the chicken."Development of spatial perception.

“Ahead of the chicken is a head with a beak. Behind - ponytail. In the middle is the body. On the one hand - a wing, on the other hand - also a wing, a chicken has two wings. At the bottom of the chicken - two paws.

The story about the chicken is repeated with the help of questions.

Fizkultminutka-logorhythmics

"Like ours at the gate."Improvisation of movements to the rhythm of the nursery rhyme.

Like ours at the gate

The rooster is pecking at the grain,

The rooster is pecking at the grain,

He calls the chickens.

Development of coherent speech

Story based on a series of plot pictures"The Dog and the Crows".

“The dog ate the meat. Two crows have arrived. One crow pecked at the dog, another crow grabbed the meat. The dog rushed at the crows, the crows flew away " 1

sensory development

"Show me your fingers."

The speech therapist exposes on the typesetting canvas first one, then two (three, four, five birds). Children should show as many fingers as there are birds.

"Fix the mistake." Development of spatial perception.

The crow has a tail in front.

The sparrow has a beak at the back.

The owl has paws at the top.

The woodpecker has wings below.

The tit has a tail on the side.

1 Filicheva T. B., Kashe GA. Didactic material for correcting speech deficiencies in preschool children. - M.: Enlightenment, 1989.

Development of coherent speech

Description stories "Cow" and "Hedgehog".

“Cow is a pet. She lives next to a person. The cow benefits him: it gives milk. Sour cream, cheese, butter are made from milk. The cow is big. She has a head, horns, body, tail, four legs. The cow has cubs - small calves. Cow and calves eat grass."

“The hedgehog is a wild animal. He lives in the woods. It is small, prickly - it has needles. The hedgehog has cubs - hedgehogs. Hedgehogs and hedgehogs eat apples, mushrooms, mice.

sensory development

"Let's treat the hedgehogs."Learn to compare and group objects of different sizes.

For the game, figures of hedgehogs made of cardboard (large, medium, small), as well as silhouettes of three apples and mushrooms are used. The game is played on the playing field. Children are invited to pick up an apple and a mushroom of a suitable size for each hedgehog. All actions are accompanied by explanations.

"Who is less?" Teach children to compare objects of different sizes using the word less.

Who is smaller - a wolf cub or a cow? (The cub is smaller.)

Who is smaller - a fox or a hedgehog?

Who is smaller - a bear or a bear cub?

Who is smaller - a hare or a horse?

Who is smaller - a hedgehog or a teddy bear? And so on.

Fizkultminutka-logorhythmics

"Like our cat."Improvisation of hand movements in time with the nursery rhyme.

Like our cat

The coat is very good.

Like a cat mustache

amazing beauty,

bold eyes,

The teeth are white.

Development of coherent speech

The speech therapist, together with the children, makes up stories-descriptions of various toys: their structure, color, how to play with them, etc.

sensory development

"Magic Bag"

The speech therapist prepares a bag of toys for class. Each child, at the request of the speech therapist, must find two toys in the bag and name them without pulling them out of the bag, and then show them to everyone.

I found a matryoshka and a doll.

Fizkultminutka-logorhythmics

Counting under the ball.

A counting rhyme came to visit us,

It is not a pity to tell her.

We taught the counting

And they hit the floor with the ball.

Development of coherent speech

"We paint a picture."Learn to draw straight lines (path, fence); straight closed lines (garage, window, door, roof, house); plot drawing; place items on

sheet of paper (top, bottom, middle, on one side, on the other side); consistent progress report.

“In the middle I drew a house: here is the window, here is the roof, here is the door. On one side is a fence. On the other hand, a tree. Near the tree, I drew a garage. Above - the sun and a bird. Below is grass and a flower.

sensory development

"Let's get a house."Pay attention to the spatial arrangement of the details of the subject.

Each child has a geometric figure on the table, depicting some part of the house. Children go to the playing field and make a house.

The beginning of a speech therapist (children repeat):

We play with the guys

We assemble the house quickly.

Fizkultminutka-logorhythmics

"We are building a house." Improvisation of movements to the beat of the poem.

Hammer and ax

We are building a new house.

The house has many floors

Lots of adults and children.

Development of coherent speech

Story based picture"A family".

“This is a house. A family lives here: mom and dad (these are the parents of the children); grandparents (these are the parents of mom and dad); brother and sister (these are the children of mom and dad and grandchildren for grandma and grandpa).

Dad reads the newspaper. Mom sews on a machine. Grandpa fixes the bike. Grandma knits socks. Brother is doing homework. Sister plays with toys. This family is friendly.

sensory development

"Morning, afternoon, evening." Practical use in speech of adverbs denoting time. differentiation of these concepts.

Each child tells how he spent the day off: what he did in the morning, afternoon and evening. A speech pathologist can help if needed.

In the morning I had breakfast, played with toys. During the day I went for a walk, and in the evening I watched cartoons.

In the morning I read a book with my mother. During the day she went to visit Katya, and in the evening she played with the doll.

Development of coherent speech

Rhyming story-description"Truck". With the help of a speech therapist, the story is learned by heart.

Here is a truck

Big big!

She is carrying cargo.

She has a body.

Here is the cabin - the driver is in it,

The engine is in front of the car.

The car is spinning

All four wheels.

sensory development

speech therapy at home. An article about how parents can organize classes at home and what exercises you can do on your own to develop speech and improve sound pronunciation.

The role of speech cannot be underestimated. It allows a person to express his thoughts, communicate with other people. Speech is the basis of interaction in society. Speech disorders prevent the child from expressing his thoughts and holding a conversation, they can lead to the appearance of complexes and affect school performance.

If you find sounds in a child’s speech that are not in their native language, or if it seems to you that the child’s speech is not sufficiently developed for his age, you should immediately contact a speech therapist. The sooner a problem is found, the faster and more effectively it can be corrected. As a rule, they are held with children starting from 3 years of age. But now a new direction has appeared - "speech therapy of an early age", focused on the prevention and correction of pre-speech and primary speech manifestations of deviant development in children under three years of age. In the Children's Center "LOGOS" there are speech therapists who work with children from 3 years old, as well as speech therapists who specialize in early childhood.

To achieve the maximum effect and help the child make his speech correct, competent and clear, it is not enough to send the child to a children's center where a speech therapist will work with him. An equally important role is played by the child's activities with parents at home. The joint work of a speech therapist in the classroom and parents at home will be most effective. It is important that the speech therapist explains and shows parents not only what exercise to do at home with the child, but also how to perform it. After all, only a specialist knows the nuances of performing a particular exercise and the secrets that will help make a task or exercise as effective as possible for a particular child. In addition, no one has canceled the main rule of all doctors and teachers “Do no harm”. And to harm out of ignorance is not so difficult, for example, by fixing an incorrectly delivered sound in a speech. This often happens when the parents try to make the sound themselves. Correcting such a sound will not be easy. Therefore, our Center welcomes the presence of parents in the classroom - this helps parents understand exactly how to continue to study at home. But there are simple exercises that moms and dads can easily do with the baby on their own. These exercises will not harm the baby in any way, but on the contrary, they will strengthen his speech apparatus, motor skills and auditory attention, preparing him to pronounce difficult sounds.

It is important that homework is not like lessons, but like a game. Come up with different stories to captivate the child. If you conduct classes in the form of games, then the baby will be more willing to learn to speak correctly, which, of course, will help to achieve great results in a short time.

In no case do not get angry if something does not work out for the child! Correcting pronunciation is not easy, it is impossible to teach a child to pronounce all sounds clearly and clearly in one lesson, as well as to use complex words. Time plays an important role in any activity. Mistakes are an integral part of the learning process.

Be patient, praise the child even for the smallest successes, support if something does not work out. If you break loose and scold the baby, then he will not speak better, but will only close in himself, which can aggravate speech problems.

Classes should be regular. It is better to exercise for 5 minutes a day than once a week for 1.5 hours. At the very beginning, you can start classes with 3-5 minutes a day, gradually increasing them to 15-20 minutes twice a day.

Articulation exercises play a huge role, because they contribute to the development of the speech apparatus, thanks to which children learn to control it and cope with the pronunciation of even complex sounds.

You need to do articulation exercises daily, 1-2 times a day for 3-5 minutes. All exercises should be performed without tension (the child sits calmly, the shoulders do not rise). Each exercise should be performed five times, each approach no longer than 5 seconds (according to the account that the adult leads). Add one new exercise per day, and if it is difficult to complete the exercise, you need to return to a simpler one.

Basic set of articulation exercises:

• "Fence" - holding the lips in a smile, the front upper and lower teeth are exposed.
• "Tube" - stretching the lips forward with a tube (teeth are closed).
• "Fence-tube" - alternating the position of the lips in a smile and a tube.
• "Scapula" - holding a wide tongue on the lower lip in a calm, relaxed state.
• "Needle" - holding a narrow tongue between cuts.
• "Shovel-needle" - alternation of the corresponding exercises.
• "Barrier" - raising the tongue by the upper teeth (the mouth is open, but not too wide).
• "Swing" - alternating tongue movements up and down with holding for five seconds in each position.
• "Pancake" - holding the tongue behind the lower teeth in a calm, relaxed state.
• "Pulls" - stick out your tongue and stretch it to your nose, to your chin, to the right corner of your mouth and to the left.

It is recommended to carry out articulation exercises in front of a mirror. Do exercises with your child. It is better to buy a large mirror in which not only the child, but also you will be visible. In this case, the baby will be able to repeat all the actions. Since the best option is to exercise while sitting, it is better to purchase a table mirror.

Exercises with special literature.

Currently, the range of teaching aids is huge. When choosing, you need to focus on publications with bright illustrations, they attract attention and maintain interest in the child.

If your baby pronounces all sounds, but has difficulty in coordinating words and retelling, or has a poor vocabulary, then give preference to literature: N.V. Nishcheva "Teaching children storytelling based on pictures", N.E. Teremkova “I am learning to retell”, N.E. Teremkov "Speech therapy homework for children 5-7 years old with ONR", O.A. Novikovskaya logopedic grammar.

Exercises for the development of fine motor skills.

The level of development of a child's speech is directly related to the development of fine motor skills. For her training, even ordinary plasticine will become an effective tool. It is enough for kids to crush this material and sculpt simple one-color figures. With older children, learn to make more complex multi-color figures, for example, different animals.

While playing with plasticine, study colors and shapes.

You can mold several figures and come up with a story for them, in this case the child will develop imagination and increase vocabulary. For example, a story about a trip to a vegetable store - you can mold fruits and vegetables, put them on the "counter" and play seller and buyer. Thanks to this game, the child will expand his vocabulary, remembering the names of vegetables and fruits, and will be able to repeat colors and shapes.

Here are a few more ideas and tricks for developing baby's motor skills:

* Buy a su-jok ball, which consists of two parts: a prickly ball and a spring. Put the spring on your fingers alternately, saying nursery rhymes or just calling your fingers, and roll the ball over the baby's palms and fingers.

* Compete in pulling ribbons, ropes, pencils, shoelaces with your fingers.

* Wrap small items in foil - let the baby unfold them.

* Let the child in the summer, on the way from the dacha, cut off one petal from a chamomile.

* Let it crush the bubbles on the air-bubble packaging film.

* Allow your child to fasten and unbutton buttons, unscrew and tighten the caps of plastic bottles.

* Give a bowl of mixed peas and beans or smaller grains for a challenge - have your child sort.

* Give your child small items and ask them to put them one by one into a plastic bottle through the neck. A variant of the game at sea is picking up small pebbles in a bottle. This game also teaches the baby to determine the size of objects by eye.

* Let the child wind the tape around a stick or finger.

* Play with clothespins! Let the child hang up the doll's clothes to dry. And if you attach clothespins to a yellow circle cut out of cardboard, you get the sun!

The game "Who eats what" should be in the arsenal of both specialists and mothers. In this game, a large number of pedagogical tasks are implemented, and most importantly, it is attractive and interesting for children (and for adults as well). You can work out grammar, vocabulary, automate naughty sound. And such a game is also useful for non-speaking babies: using the correct game instructions, an adult can stimulate the speech activity of a child.

* It is very useful to take up the application. The movements of the hand that are involved in cutting with scissors have a very good effect not only on fine motor skills, but also perfectly develop the brain. It will be useful to make an application and come up with a story about it. For example, when making a dragonfly application, invite the child to come up with a story about it. Help your child by asking him leading questions:

What is your dragonfly's name? What is she? What does she like doing? Where did she fly? Whom did you meet?

Here is an example of a story that might turn out:

"Dragonfly Fun"

There lived a dragonfly. Her name was Fun. She was multi-colored and her wings shimmered in the sun with all the colors of the rainbow. One day, a dragonfly flew to hunt in a pond. She dreamed of catching a fatter mosquito. Over the pond, she saw a fat, fat mosquito that flew over the water and merrily sang a song: zu-zu-zuuuuu, zu-zu-zuuuuu, I'm not fighting a dragonfly!

The dragonfly, Fun, liked the song so much that she changed her mind about catching a mosquito and decided to make friends with him. She flew up to the mosquito and began to sing along to him: for-for-zaaaa, for-for-zaaaa - I'm a big dragonfly. Thus began the first ever friendship between a dragonfly and a mosquito.

Such an application will contribute not only to the development of motor skills, but also to fantasy, coherent speech, will strengthen good relations with adults, cheer up, and will also help to consolidate the sound [З] in speech if this sound is at the stage of automation.

Consolidation of individual sounds.

It often happens that a child can correctly pronounce a sound in isolation, but does not use it in speech. In this case, you need to automate a difficult sound.

It is important that sound automation be phased: first, sound is automated in syllables, then in words, in phrases, and only then in coherent speech. A specialist will help you choose the right material for automation (he will select words where the automated sound will be in the correct position, exclude words with mixed sounds or words with sounds that the child distorts).

To introduce sound into spontaneous speech, make the most of words in everyday communication with the child, where there is a sound that is difficult for him. For example, if the baby can’t cope with the sound “p”, then in the store, approaching the fish department, ask the child: “what is for sale here”? If you see something red, then ask the child to name this word: for example, “red roof”, “red ball”, etc. When opening the door, ask the child to say the action: “I turn the knob”, etc.

It will be useful to memorize verses with a difficult sound, for example, to differentiate (distinguish) and consolidate the sounds P, Pb and L, L in speech, it will be useful for a child to learn Samuil Marshak's poem "Mary":

Little Mary
Big loss:
Her right shoe is missing.
In one she jumps
And crying piteously
- It is impossible without another in any way!

But, dear Mary,
Don't cry for the loss.
Right foot boot
We'll sew you a new one
Or buy ready
But just watch out!

The role of parents in the education and upbringing of the child is enormous. Whether the parents will cope on their own with the difficulties of the baby will depend primarily on what kind of violation caused the speech disorder. For example, those associated with dyslalia can level out on their own, but dysarthria disorders need the involvement of a speech therapist and often a neurologist. But in any case, it is important to deal with the baby at home, then the child will be able to quickly cope with all speech difficulties and master communication skills.

Competent and clear, intelligible and understandable speech of a preschooler is the dream of any parent, but situations often arise when problems in pronouncing sounds are so obvious that it is impossible to do without the intervention of professionals. Speech therapy classes for children aged 5-6 years, conducted at home, are of great importance. Various exercises performed by children under the strict guidance of loving parents often turn out to be more effective and useful than regular meetings with a speech pathologist.

Speech development of children 5-6 years old

5-6 years is a crucial period in the life of a baby, since it begins. And if a year ago it was possible to write off all the problems at a young age, now you have to face the truth - if the child does not pronounce most of the sounds correctly, gets confused, cannot build a coherent sentence, then there is a serious problem and it is no longer possible to postpone a visit to a professional .

Children at this age should already speak coherently, have developed phonemic hearing, and be able to formulate declarative, interrogative and incentive sentences. The normal rate of speech is formed by the age of five, slow or, on the contrary, very fast and fuzzy speech at this age is highly undesirable.

Also among the speech norms is the following.

• The correct pronunciation of all sounds - each of them should sound clearly both as part of a syllable and a word, and in the whole sentence.
• The ability to convey exclamatory and interrogative intonation.
• The vocabulary is becoming richer, parents will no longer be able to list all the words that their child owns, there are about 3 thousand of them. Also at this age, many children actively come up with new words, funny and unusual, which will eventually be forgotten. Involuntary memory is actively developing, so babies easily remember the expressions they just heard.
• Phrases that are complex in construction begin to sound in speech, sentences become more and more detailed, the child is able to tell in detail about the event he witnessed.
• By the age of 5-6, traditionally “difficult” phonemes [p] and [l] should already sound clearly in the speech of babies, but if this does not happen, then there is a problem and the help of a speech therapist is required.

To understand that the speech development of a five-year-old is age-appropriate, one can come up with a coherent story from a picture, the presence of various parts of speech, abstract and generalizing words in speech. Mistakes such as the incorrect use of plural forms (“apples” instead of “apples”) only indicate that the preschooler does not yet have enough knowledge to construct a phrase correctly, and they have nothing to do with speech problems.

Each child is an individual, so it is best to evaluate his “results” not in comparison with other children, but by comparing his own results of different periods.

Possible speech defects

There are situations when children, not having any problems, are simply too lazy to pronounce the words aloud, confident that they will be understood anyway. Parents should pay special attention to the baby if he speaks little, confuses syllables and words, does not understand the meaning of what was said - most often this is due to various speech defects that will have to be corrected in speech therapy classes.

Several types of speech impairment are possible:

• stuttering;
• dyslalia - children with normal hearing and speech apparatus confuse consonant phonemes [p] and [l], [w] and [g].
• nasality - pronouncing the words "in the nose", which makes it very difficult to understand the child;
• the child does not understand the speech of the parents and does not speak on his own;
• pronounces sounds incorrectly - articulation difficulties.

With any of them, you should start speech therapy classes - with a professional defectologist and at home, otherwise the child will be left with a lag in speech development and may not be taken to a general education school, offered to attend a specialized institution. But the situation can be corrected thanks to speech therapy.

When should you visit a specialist?

There are several signs that a child's speech needs professional help:

• very poor vocabulary;
• inability to correctly pronounce a large number of sounds;
• wrong choice of word, lack of correlation between the word and the subject to which it refers;
• constant omissions of part of the syllables in words;
• slow or, on the contrary, very fast speech, pronouncing most of the words in syllables;
• slurred speech, stuttering;
• constant hesitations and pauses.

In these cases, it is necessary to show the child to a speech therapist as soon as possible, possibly to a neurologist, this will help to identify the causes of the violations and eliminate them.

The role of parents

You should not assume that only classes with a speech therapist will help the child completely solve the problem - parents should be directly involved in this. The child spends most of the time at home, so training should be done there.

Speech therapists advise parents to adhere to the following rules.

• Do not scold the baby for the mistakes he made in pronouncing sounds, but correct them.
• Encourage the child for his efforts and successes, listen carefully to what he tells about classes with a speech therapist, and show sincere interest.
• Make sure that the speech of family members is competent and correct.
• Before showing this or that exercise to a preschooler, you should practice in front of a mirror, check whether everything turns out clearly and correctly.
• Make sure that the children do their speech pathologist's homework.
• Strives to ensure that each task is completed to the end, correctly, diligently.
• Conduct classes daily - they can be small, but mandatory, should become a good habit.

Defectologists advise creating an atmosphere of correct speech for the baby: read poetry, fairy tales to him more often, sing songs, discuss any natural phenomena with the child, but it is better to minimize TV viewing.

Building a homework

You should perform speech therapy exercises and do speech gymnastics at home, this will help to consolidate the skills and abilities acquired from the defectologist, make speech more clear and understandable. It is best to conduct them in a playful way so as not to tire the baby - this will help him not to lose interest, not get tired, and enjoy a useful pastime.

The first stage of any lesson (unless the speech therapist suggested otherwise) is articulation gymnastics, which will prepare the speech apparatus for further work, help stretch the tongue and ligaments. Performing exercises, kids simultaneously train those muscles that are actively involved in the process of pronouncing sounds.

All exercises are done while sitting, preferably in front of a mirror, so that the baby can control himself. Each is repeated several times, depending on the individual preparation of the child.

Parents can perform a large number of exercises with children 5-6 years old, helping them cope with speech problems.

• Pronounce tongue twisters in which there is both a problematic sound and sounds similar to it. For example, when staging the sound [s], you can use this: “My sister and I brought sausage to the owl in the forest.” There are a lot of words with this sound in this speech.
• Pronunciation of poems with problematic sounds.

To improve the pronunciation of the sound [p], the following poem is suitable:

Ra-ra-ra - the kids frolic!

Ro-ro-ro - we distribute good!

Roo-roo-roo - we draw a kangaroo!

Ry-ry-ry - the dog got out of the hole!

In speech therapy encyclopedias, you can get acquainted with a large number of various rhymes for staging each sound and choose those that suit a particular child. This is the general structure of the lesson.

Articulation gymnastics - the best warm-up

You should offer the baby to perform exercises aimed at training various muscle groups. Their description is presented in the table.

It’s not worth including all the exercises in your workout, you need to choose 2-3 of them and work them out properly, but at the same time make sure that all muscle groups are involved during the week. The easiest way is to make a lesson plan for seven days, in which to paint on which day which exercise will be performed.

Each exercise from the complex, offering to fix a certain position, is first performed for 5 seconds, gradually increasing the duration to 30. The parent can count out loud, this will help the child remember the numbers.

Variety of forms and games

So that the preschooler is not bored with repeating the same thing several times, you should think over an unusual game scenario, give him different tasks:

• not just pronounce the words, but make rhythmic movements with the legs or arms to the beat;
• “teach” a toy a tongue-twister or a rhyme, show how to pronounce the text correctly;
• pronounce the text, imagining yourself as a fox or a bunny, make appropriate facial expressions and gestures.

You can make a speech therapy lesson even more exciting if you dress the baby in the costume of the depicted animal.

Poems, tongue twisters can not only be pronounced, but also sung, coming up with a suitable motive for them.

It is possible to stimulate the development of fine motor skills, which is directly related to the speech center, by performing finger gymnastics - putting special puppets on your fingers, creating dramatizations, while reciting poems and phrases with a practiced sound. For example, when working on the phoneme [r], you can offer a preschooler a finger puppet-pig and ask him to grunt.

So that the child does not get tired, every 5-10 minutes of class, you should take a break and do breathing exercises. For example, "Dandelion" - take a deep breath with your nose, as if inhaling the scent of flowers, and then exhale with your mouth, as if blowing on a fluffy dandelion.

cognitive activities

Games for the development of speech should also be cognitive in nature. But parents are required to be creative and prepared.

There are several options for such games.

• Pick up in advance several cards with illustrations that present words with a problematic sound (these can be animals, birds, vegetables, household items), and ask the child to name them, give a brief description, and complete his story. This will help both improve pronunciation and gain new information.
• "Guess." An adult hides some object whose name contains a sound being worked out (for example, if it is a phoneme [p], then you can hide a toy giraffe), after that he begins to name a number of characteristics for the baby: this is an animal with a long neck, spotted skin. The child's task is to guess the animal and try to pronounce its name.
• Working with pictures. The parent selects an illustration and thinks of an object on it, in the name of which there is a problematic sound, after which he begins to describe it. The task of the child is to understand what it is about, show in the picture and pronounce the name.

With the help of such exercises, preschoolers not only additionally practice pronouncing individual sounds, but also learn new information about the world around them.

The importance of speech therapy lessons and their continuation at home should not be underestimated, since 5-6 years old is the time when a child can still solve most of the speech problems and start school on an equal basis with other children. If time is lost, then there is a risk that he will have a lot of difficulties in the future, up to various complexes and self-doubt.