Tasks for a child with motor alalia. Symptoms of motor and sensory alalia in a child: examination, treatment, home activities

Alalia is a disease characterized by severe underdevelopment of speech or its complete absence. The disease occurs when the speech centers in the cerebral cortex are damaged.

Alalia in children is accompanied by violations of several components of speech at once: phonetic-phonemic and lexical-grammatical structure. Children with this condition have very little or no vocabulary.

Alalia is a rare and severe speech disorder. Alalik children need comprehensive medical and psychological correction.

A survey of children with alalia showed that preschoolers and, to a lesser extent, primary schoolchildren are more susceptible to this disease. Experts also note that alalia is more often diagnosed in boys than in girls.

Causes of alalia

There can be many reasons for this violation:

• Pathologies intrauterine development(fetal hypoxia, previous maternal illnesses, injuries)
• Genetic predisposition
• Complications during childbirth: hypoxia, infection
• Head injuries
• Poisoning with toxic substances

Alalia: types and symptoms

The following types of alalia are distinguished:

1. Motor alalia (expressive)
2. Sensory alalia (impressive)
3. Mixed type (sensorimotor alalia or motorosensory)

This classification of alalia was introduced by V.A. Kovshikov, a famous Russian speech therapist who was engaged in in-depth study speech disorders in children.

A characteristic feature of alalia is underdeveloped speech, when the child pronounces only sounds or syllables, the first or last in a word.

Motor

Motor alalia occurs when there is a disruption in the connection of the brain's speech centers (Broca's and Wernick's) with the organs of the speech apparatus. Many children with this diagnosis do not master the language until they enter school.

• Intrauterine organic brain damage
• Multiple damage to both hemispheres of the brain.

The mechanisms of motor alalia are not yet fully understood. Experts note that motor alalia is based on organic brain damage. However, some say that the basis of the disorder is a pathology of motor skills, while others say that it is a violation of mental processes.

Signs of violation:

1. Agrammatism (incorrect construction of sentences, incorrect use of forms and cases of words)
2. Word Search Disorders
3. Violation of the syllabic structure of words

If a child has motor alalia, he may learn to speak, but never learn to write.

Important criteria for diagnosing alalia in children:

• Slow pace of language acquisition
• Pathological development of language
• Hearing safety
• Understanding spoken speech

It is important to note that motor alalia is often combined with severe neurological and psychopathological disorders. (Children suffering from autism and mental retardation often have speech pathologies).

It is important for parents to know that doctors can call motor alalia differently: “auditory muteness”, “”, “dysphasia”, “developmental aphasia”, “” and “constitutional delay”, “”, “impaired language acquisition”, “language inability” .

Sensory

A characteristic sign of sensory alalia is echolalia, when a child meaninglessly repeats the speech of an adult addressed to him.

Sensory alalia is a speech underdevelopment characterized by impaired speech understanding. It is associated with damage to the left superior temporal gyrus of the brain, the so-called Wernicke's center.

With sensory alalia, the child’s speech perception is disrupted. The child does not understand the speech addressed to him and therefore does not speak.

Signs of violation:

1. Obsessive and meaningless pronunciation of sounds and their combinations (perseveration).
2. Unconscious repetition of someone else's words (echolalia).
3. Combining several words into a single word (contamination).

Examination and correction

What examinations of children need to be carried out to clarify the diagnosis. If this pathology is suspected, it is important to assess the degree of brain damage.

To do this, you need to visit the following specialists:

• Neurologist - will prescribe the necessary examinations and drug treatment.

Examinations:

EEG (electroencephalography)
ECHO-EG (echoencephalography)
Radiography of the skull+
MRI of the brain

• Otolaryngologist - check the hearing and speech apparatus.

Examinations:
Otoscopy
Audiometry
Study of the function of the auditory analyzer

• It is also useful to visit a child psychologist and speech therapist. These specialists will form a correction program for working with the baby.

When correcting alalia, it is important A complex approach which includes:

1. Drug treatment
2. Correctional work with a speech therapist and child psychologist.

Drug treatment mainly includes nootropic drugs (Cortexin, Cogitum, Encephabol, Gammolon, Ceraxon), which stimulate the development of brain structures. Treatment is prescribed by a doctor. Usually a small dose of medication is prescribed at the beginning, which is gradually tapered off.

The doctor may also prescribe physical therapy for a child with speech disorders. Physiotherapy in combination with medications gives good result with alalia. Magnetic therapy, laser therapy, electrophoresis, and hydrotherapy are used.

Classes with a speech therapist

Correctional work with alalik children always involves a comprehensive psychological, medical and psychological approach.

Often used in the treatment of alalia in children. It is carried out to restore the tone of the facial muscles.

1. The following techniques are used:
   Relaxation of the tongue and its root, lips, mouth and neck muscles using acupressure, vibration, light patting and stroking.
2. Strengthening the facial muscles by stroking the forehead, cheeks, kneading the zygomatic and cheek muscles.
3. Tongue gymnastics to establish the correct functioning of the articulatory apparatus. The gymnastics complex includes facial exercises, exercises for the tongue and lips, and phonetic exercises.

Pedagogical work is built in stages:

1. Work on the emergence of sounds.
2. Evoking syllables in speech.
3. Linking syllables into words.

The teacher conducts exercises with the child to correct speech breathing, voice strength, intonation, correction of the syllabic structure of the word, and accumulation of speech reserve.

Exercises:

• Pendulum
  The speech therapist asks the child to stick out his tongue and move it from left to right. To make it more clear to the baby, the movements of the tongue can be compared to the movement of the tail of a fish or the tail of a fox.
  The fish swims and moves its tail: back and forth, back and forth.
  The fox runs and waves its tail: left-right, left-right.
• Cheek puffing
  The speech therapist asks the child to puff out his cheeks.
  Puff up your cheeks like an angry little bear.
  Let's hide our apples behind our cheeks!
• tube
  The speech therapist asks you to stretch your lips with a tube.
  What kind of trunk does an elephant have? It's so long!

Facial exercises

• Spring came
  The teacher asks the child to imagine that spring has come. The child shows delight from meeting the sun, how he basks in the rays of the warm sun.
• Bear in the house
  The teacher suggests a situation: spring has come, the snow has melted, and melt water has entered the bear’s den. The bear was at first frightened, then surprised and happy about the coming of spring.

Exercises for neck muscles

• Flowers
  The teacher shows the child how the flowers sway, tilting his head to the right and then to the left.
• Sun
  The sun has warmed up, look (the baby raises his head up), the flowers will soon grow (the baby lowers his head down).

Home activities

Games and exercises for the development of fine motor skills stimulate speech skills.

Such exercises can be performed not only in classes with a speech therapist, but also at home. Parents can easily master these simple exercises on their own. It is enough to devote 15-20 minutes a day to classes. It is better if it is in the morning, before lunch, when the baby is still active and not overtired.

• Rearrange the toys
  The baby is offered some small objects: buttons, large beads, small toys (for example, from Kinder Surprise). The child is asked to arrange these items into small vessels (jars, cups).
• Make beads
  The child is given a thick thread and large beads and asked to make beads. You can make beads for yourself or for your mother.

The game “Make Beads” for the development of fine motor skills in children with speech disorders

• Close the boxes
  The child is offered several boxes with lids of different sizes, but of the same shape, for example, round or square. The adult opens the boxes and invites the child to find a suitable lid for each of them.
• Catch the ball
  Multi-colored balls are placed in a container with water, for example in a basin or bathtub, if the game will be played at home. The kid is offered a net with which he will catch the balls, then he is given tasks: get the red ball, and now the green one.
• Button pattern
  The child is offered buttons of different colors and sizes and a sheet of paper with a thin layer of plasticine. Using buttons, the baby lays out a pattern on paper.

Button patterns for developing fine motor skills for alalik children

Sensory and motor alalia often leads to the fact that the baby does not use verbs in his speech. Therefore, games with cards that depict actions are effective.

• Who's doing what
  To play, you will need cards that depict actions: a mother feeds her daughter, a boy plays football. The teacher or mother first tells the child about what is drawn in the picture, and then asks him to tell it.

It is important for parents of an alalik child to help their child adapt to society.

If a child has alalia, it is important to seek help from specialists in time: doctors, teachers and psychologists. Timely assistance will help improve the course of the disease. In addition, it is very important to adapt the child to life in society.

Parents of an alalik child often face the question: What type of school should the child attend? There are several opinions on this matter. On the one hand, the diagnosis of alalia does not imply a disability and, if teachers and parents work with the child a lot, he can complete the program of a regular school. On the other hand, with alalia, it will be much easier for a student to study in a special speech school or class, the program of which is adapted to his characteristics.

What are the advantages of studying in a specialized school:

1. A special program adapted to the needs of the child.
2. Additional hours of classes with a speech therapist and psychologist.
3. Small number of students in classes.

Try to help your child live as comfortably as possible with his impairments, using all means possible.

Exercise. Give a red cube, a red ball, a red rag, a red pencil, i.e. all the red objects in the teaching material.

1) Place pencils and red cubes in a box.

2) Put the red rings on the pyramid.

3) Color in the outline pictures (triangle, ball) with a red pencil.

Then the speech therapist moves on to mastering the concepts of blue, yellow, green, white, black, following the model of familiarization with the color red.

Equipment. 1) Objects, toys of various colors.

2) Multi-colored pictures.

3) Outline pictures.

Games. 1) Multi-colored pictures.

Speech therapist. Give me the red riding hood. Give me a blue cap...

Child. On Little Red Riding Hood. For a blue cap...

2) coloring pictures.

Speech therapist. Take a red pencil and color the ball. Take a yellow pencil and color the lemon...

The child completes tasks and names colors in accessible speech.

The speech therapist first shows a blue ball and asks: “Is this a blue ball?” the child says yes or nods his head. Then the speech therapist shows a red ball and asks: “Is this a red ball?” The child answers yes.

Then the speech therapist shows a yellow pencil and asks: “Is this a red pencil?” If the child has mastered the colors, he should say no or shake his head.

4) Folding mosaic figures.

Speech therapist. Make a red square and a yellow triangle from the mosaic (shows sample figures).

The child completes tasks and names colors in accessible speech.

1) Items, toys.

The speech therapist points to objects, toys and says:

“The doll is lying on the floor. The book is on the table. The bear is in the closet. The handkerchief is in my pocket. The ball lies under the table. The piece of paper lies under the chair. The boy is standing at the table. The chair is next to the closet."

The speech therapist points to the pictures and says: “The children are playing in the garden. The cat is sitting under the table." Etc.

Exercise. Show where the grandmother sleeps, where the bird sits, where the boy stands, where the boys stand.

Lotto game compiled by a speech therapist.

Speech therapist. Give me the "Bird in a Cage" pictures. "Bird near the cage." "A spoon under a glass." "Spoon on a glass"

The child gives the speech therapist pictures, accompanying them with accessible speech.

Based on this example, the concept of spatial representations to questions where? where?

Equipment. 1) Pictures of the seasons.

2) A set of pictures with individual moments of the seasons.

The speech therapist shows pictures and names them: “This is autumn, this is winter, this is spring, this is summer” - and tells characteristic moments about the seasons.

It rains in autumn

Children go to school.

There is snow in the winter.

Children are skating.

In spring the snow melts.

Birds make nests.

In summer the sun is very hot.

Children swim in the river.

Lotto game “When does this happen?”

Speech therapist. Give me all the pictures about winter.

The child selects all the pictures about winter, for example: “Boy skiing”, “Children skiing down the mountain”, etc., and gives them to the speech therapist.

Speech therapist. Take all the pictures first about summer, then about winter, spring, autumn, and arrange the small pictures on large cards according to the seasons.

Expanding your understanding of the seasons.

Speech therapist reading short stories about the seasons.

It's cold in winter. There's a lot of snow outside. The boy has skis. The girl has a sled.

The boy is skiing. A girl is sledding. Everyone has fun!

It's warm in spring. Snow is melting. Streams flow. The birds have arrived. Birds make nests. Mom is digging the beds. Children plant flowers.

It's warm in the summer. The sun is very hot. The children went into the forest. Children pick berries in the forest. The boys are fishing. Children swim in the river. Good in summer!

A cold wind blows in autumn. It's raining. Children walk under umbrellas. The boys are harvesting vegetables. Girls collect apples. Children go to school.

The child listens to the stories and uses his movements to illustrate certain moments from each story, for example: “A boy is skiing,” “Children are planting flowers,” “Children are picking berries in the forest,” “Children are going to school.”

When copying materials from the site,

* Professional speech therapists, speech pathologists and other specialists will answer your questions.

* Publication of materials with receipt of an electronic certificate

Graphomotor games and exercises for children with motor alalia

Motor alalia is a complex (medical, psychological and pedagogical) problem. A significant proportion of children suffering motor alalia, are preschoolers with the first level of speech development. That is, with a relatively formed understanding of words, their own speech consists of monosyllabic, babbling words and onomatopoeia.

Working to overcome alalia is a long and labor-intensive process that includes numerous areas. Formation of speech, emotional-volitional sphere, elementary mathematical representations, development of intelligence, motor skills, voluntary movements combined with speech, enrichment of vocabulary and ideas about the world around us, activation cognitive processes and much more - these are the main aspects of working to overcome alalia, especially at the initial stage. The prognosis of motor alalia is determined after assessing a set of factors. It is favorable if the child has the following indicators:

1. Availability of medical and pedagogical support

2. Favorable microsocial environment

3. Need for speech

Positive dynamics in motor alalia are revealed by taking into account the following factors:

Early diagnosis of underdevelopment and early start of correction

Timely prevention of secondary developmental deviations

Systematic impact on all components of speech, especially on lexical and grammatical underdevelopment, etc.

Having a sufficient amount of play or everyday movements, a child with motor alalia finds it difficult to repeat identical elementary actions two or three times; repeating alternating simple movements is completely inaccessible to him. Children have particular difficulties in reproducing any sound or vocal reaction at the moment of movement (clap, throw). The sound is pronounced a little earlier or a little after the action, but not at the moment. Here is the answer! By combining the moment of speech with the moment of action, we open up multifaceted possibilities for influencing the mechanism of speech development. The most acceptable form of mastering rhythm for children is children's poems and songs.

In accordance with this, techniques for coordinating speech with movement were developed. The main idea of ​​this technique is to maximize the combination of the moment of sudden movement (swing, throw) with the moment of the beginning of speech (vocal reaction). Every “sound” is accompanied by a movement, and every movement by a “sound”.

It is recommended to perform graphic exercises on a vertical surface (a board, a sheet of Whatman paper attached to the wall, or the back of wallpaper). A child can draw with chalk, wax crayons, pencils, and felt-tip pens. The simplest and most convenient way to draw vertically is with wallpaper. A fishing line is stretched above the child's level, through which a roll of wallpaper is thrown and, as it is used, it is pulled from beginning to end. This allows, firstly, to start drawing at any time without wasting time on preparation; secondly, practice by tracing a sample, and then draw below it yourself; thirdly, to trace the dynamics of the development of the child’s graphic skills.

The proposed methodology is developed taking into account psychodynamics childhood and is intended for working with children suffering from motor alalia and children aged 2.5 - 3 years with delayed speech development.

Here are some games and exercises:

The hands are the wings of an eagle owl. The child raises his hands up, pronouncing the sound high, lowers his hands, pronouncing the sound low. The adult reads the text, the child pronounces the sound of an eagle owl:

The owl hooted, groaned, gasped: “Ooh!”, “Ooh!”

An echo was heard in the forest: “Ooh!”, “Ooh!”

The animals ran away in fear: “Ooh!”, “Ooh!”

The Fili songs were scared: “Ooh!”, “Ooh!”

Hands up - clap, clap, clap (child claps his hands)

Hands down - stomp, stomp, stomp (stomps feet)

Hands to the sides - wow, wow, wow (flapping like wings)

Hands forward - knock, knock, knock (knocks fists)

1st option. The child unwinds or twists a ribbon with a toy at the end onto a pencil, pronouncing a drawn-out sound: a vowel or a practiced consonant sound (ssss, zzzz, vvvv, xxxx)

1st option. The child unwinds a ribbon with a sound (vowel or consonant). When the tape unwinds to the surface of the table or floor, a BOOM or BANG is said.

Patience and success!

Speech therapist - defectologist, specialist of the highest category, Yashkina E. N.

T. V. Pyatnitsa, T. V. Bashinskaya “System of corrective action for motor alalia.

Telephone: 8 (3, tel./fax (3

Games for children with motor alalia

Since children with motor alalia suffer not only from speech, but also from basic mental processes: memory, attention, thinking, sensory ideas about size and shape, it is very important to develop these functions in various games.

It will not be superfluous to develop fine and gross motor skills, to form a connection between motor skills and vision. The connection between these skills and speech is very close, one leads to the other.

How to properly develop attention and memory in children with mental retardation and alalia?

For games with non-speaking children, toys are used, with more high level speech development, you can take pictures. This is necessary to create the appropriate emotional mood of the child and maintain interest.

• There are 4-6 toys on the table. The child turns away, and at this time 1-2 toys are removed. You need to turn around and find out what has been cleared from the table.
• You don’t have to remove, but add toys. The child’s task is to say what appeared on the table.
• There are from 2 to 4 toys on the table that you need to carefully examine with your baby. The child turns away, all the toys “hide.” We need to remember what was on the table.
• The children look at the pictures from the children's lotto, then they are removed and mixed with the rest. The child’s task is to find the pictures that were looked at at the beginning of the game. A complication of the game is to arrange the pictures in the order in which they were viewed.
• Perform sequential steps: first you need to pour water into a cup, then put a spoon in a glass, and pencils in a box. A complication is to invite the child to talk about what he did.
• Finish the unfinished drawings, lay out a figure from the counting sticks according to the model.

Thinking games

These games are offered to the child according to the principle “from simple to complex.”

First, he is asked to compare objects by color and size, and then by more significant characteristics.

• Arrange the pictures according to some criteria: what we eat, what we wear, etc.
• Put together one picture from the cut pieces, first from two, then from 3-4. A complication is to offer pictures in which the image is on both sides.
• Guess what is drawn in the picture based on its part.
• “Mailbox” - lower the figures into the box, selecting the desired hole that fits the shape.
• “Who needs what” - match the tools of action to the actions depicted on different cards (a net for a girl catching a butterfly, a comb for a shaggy girl, a needle for a boy with a hole in his shirt).

Games for sensory development (color, size, shape)

Children with motor alalia experience difficulties with spatial orientation, as well as in determining the color, shape and size of objects.

Their cognitive interest is also not very pronounced.

Games will help solve these problems:

• You need to choose from balls of the same size only red ones, only white ones, etc.
• Invite your child to bring the same number of cubes as nesting dolls;
• “Pick a flower” - arrange flowers of the same color in vases (all figures are made of paper);
• “Hide the ball in your palms” - offer to hide first a small, then a large ball in your palm, whether it works or not;
• “On the contrary” - in some pictures there are large objects, and in others the same objects, only small in size. The presenter says, holding up the picture: “I have a big pyramid...”. The child looks for the same one and answers: “I have a small one,” etc.
• Lotto for fixing colors with images of circles of different colors.

These games are given as an example to understand the principle of selection; in fact, there are a huge number of them.

Offer to help a bunny, doll or bear, help them out - this will make it much more interesting for the baby to play and practice.

The most effective games for developing fine motor skills

Particularly suffers fine motor skills fingers.

• Perform movements with and without demonstration: “fist-rib-palm.”
• Lay out mosaic patterns.

Read also:

One comment:

A useful brief overview for parents, especially those who are new and dealing with developmental disabilities. How is your mom special child(autism spectrum) I’ll highlight the penultimate paragraph of the article: a very effective activity for any children and adults, including sensory integration. What is sensory integration? This is the work of all sensory receptors (touch, vestibular apparatus, body sensation or proprioception, smell, vision, hearing, taste), from which the central nervous system receives the necessary information and organizes them so that they are used specifically for any activity. There are a huge number of methods and activities for sensory integration, as well as the necessary literature on this topic.

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Symptoms of motor and sensory alalia in a child: examination, treatment, home activities

Alalia is a disease characterized by severe underdevelopment of speech or its complete absence. The disease occurs when the speech centers in the cerebral cortex are damaged.

Alalia in children is accompanied by violations of several components of speech at once: phonetic-phonemic and lexical-grammatical structure. Children with this condition have very little or no vocabulary.

A survey of children with alalia showed that preschoolers and, to a lesser extent, primary schoolchildren are more susceptible to this disease. Experts also note that alalia is more often diagnosed in boys than in girls.

Causes of alalia

There can be many reasons for this violation:

• Pathologies of intrauterine development (fetal hypoxia, maternal illnesses, injuries)
• Genetic predisposition
• Complications during childbirth: hypoxia, infection
• Head injuries
• Poisoning with toxic substances

Alalia: types and symptoms

The following types of alalia are distinguished:

1. Motor alalia (expressive)
2. Sensory alalia (impressive)
3. Mixed type (sensorimotor alalia or motorosensory)

This classification of alalia was introduced by V.A. Kovshikov, a famous Russian speech therapist who was involved in an in-depth study of speech disorders in children.

Motor

Motor alalia occurs when there is a disruption in the connection of the brain's speech centers (Broca's and Wernick's) with the organs of the speech apparatus. Many children with this diagnosis do not master the language until they enter school.

• Intrauterine organic brain damage
• Multiple damage to both hemispheres of the brain.

The mechanisms of motor alalia are not yet fully understood. Experts note that motor alalia is based on organic brain damage. However, some say that the basis of the disorder is a pathology of motor skills, while others say that it is a violation of mental processes.

1. Agrammatism (incorrect construction of sentences, incorrect use of forms and cases of words)
2. Word Search Disorders
3. Violation of the syllabic structure of words

If a child has motor alalia, he may learn to speak, but never learn to write.

Important criteria for diagnosing alalia in children:

• Slow pace of language acquisition
• Pathological development of language
• Hearing safety
• Understanding spoken speech

It is important to note that motor alalia is often combined with severe neurological and psychopathological disorders. (Children suffering from autism and mental retardation often have speech pathologies).

It is important for parents to know that doctors can call motor alalia differently: “auditory muteness”, “aphasia”, “dysphasia”, “developmental aphasia”, “speech development delay” and “constitutional delay”, “general speech underdevelopment”, “impaired learning” language", "language inability".

Sensory

Sensory alalia is a speech underdevelopment characterized by impaired speech understanding. It is associated with damage to the left superior temporal gyrus of the brain, the so-called Wernicke's center.

With sensory alalia, the child’s phonemic hearing and, as a result, speech perception are impaired. The child does not understand the speech addressed to him and therefore does not speak.

1. Obsessive and meaningless pronunciation of sounds and their combinations (perseveration).
2. Unconscious repetition of someone else's words (echolalia).
3. Combining several words into a single word (contamination).

Examination and correction

What examinations of children need to be carried out to clarify the diagnosis. If this pathology is suspected, it is important to assess the degree of brain damage.

To do this, you need to visit the following specialists:

• Neurologist - will prescribe the necessary examinations and drug treatment.

ECHO-EG (echoencephalography)

MRI of the brain

• Otolaryngologist - check the hearing and speech apparatus.

Study of the function of the auditory analyzer

• It is also useful to visit a child psychologist and speech therapist. These specialists will form a correction program for working with the baby.

When correcting alalia, an integrated approach is important, which includes:

1. Drug treatment
2. Correctional work with a speech therapist and child psychologist.

Drug treatment mainly includes nootropic drugs (Cortexin, Cogitum, Encephabol, Gammolon, Ceraxon), which stimulate the development of brain structures. Treatment is prescribed by a doctor. Usually a small dose of medication is prescribed at the beginning, which is gradually tapered off.

The doctor may also prescribe physical therapy for a child with speech disorders. Physiotherapy in combination with medications gives good results for alalia. Magnetic therapy, laser therapy, electrophoresis, and hydrotherapy are used.

Classes with a speech therapist

Speech therapy massage is often used in the treatment of alalia in children. It is carried out to restore the tone of the facial muscles.

1. The following techniques are used:

Relaxation of the tongue and its root, lips, mouth and neck muscles using acupressure, vibration, light patting and stroking.

Pedagogical work is built in stages:

1. Work on the emergence of sounds.
2. Evoking syllables in speech.
3. Linking syllables into words.

The teacher conducts exercises with the child to correct speech breathing, voice strength, intonation, correction of the syllabic structure of the word, and accumulation of speech reserve.

The speech therapist asks the child to stick out his tongue and move it from left to right. To make it more clear to the baby, the movements of the tongue can be compared to the movement of the tail of a fish or the tail of a fox.

The fish swims and moves its tail: back and forth, back and forth.

The fox runs and waves its tail: left-right, left-right.

The teacher asks the child to imagine that spring has come. The child shows delight from meeting the sun, how he basks in the rays of the warm sun.

Exercises for neck muscles

The teacher shows the child how the flowers sway, tilting his head to the right and then to the left.

Home activities

Such exercises can be performed not only in classes with a speech therapist, but also at home. Parents can easily master these simple exercises on their own. It is enough to devote minutes a day to exercise. It is better if it is in the morning, before lunch, when the baby is still active and not overtired.

The baby is offered some small objects: buttons, large beads, small toys (for example, from Kinder Surprise). The child is asked to arrange these items into small vessels (jars, cups).

• Close the boxes

The child is offered several boxes with lids of different sizes, but of the same shape, for example, round or square. The adult opens the boxes and invites the child to find a suitable lid for each of them.

Sensory and motor alalia often leads to the fact that the baby does not use verbs in his speech. Therefore, games with cards that depict actions are effective.

To play, you will need cards that depict actions: a mother feeds her daughter, a boy plays football. The teacher or mother first tells the child about what is drawn in the picture, and then asks him to tell it.

Cards for activities:

If a child has alalia, it is important to seek help from specialists in time: doctors, teachers and psychologists. Timely assistance will help improve the course of the disease. In addition, it is very important to adapt the child to life in society.

Parents of an alalik child often face the question: what type of school should they teach their child in? There are several opinions on this matter. On the one hand, the diagnosis of alalia does not imply a disability and, if teachers and parents work with the child a lot, he can complete the program of a regular school. On the other hand, with alalia, it will be much easier for a student to study in a special speech school or class, the program of which is adapted to his characteristics.

What are the advantages of studying in a specialized school:

1. A special program adapted to the needs of the child.
2. Additional hours of classes with a speech therapist and psychologist.
3. Small number of students in classes.

Try to help your child live as comfortably as possible with his impairments, using all means possible.

Thanks for the wonderful material! I would like to add that children with alalia after 3 years of age may need a consultation with a neuropsychologist, since speech development disorders may be associated with underdevelopment of memory, attention, perception and other processes.

Using graphomotor games and exercises for motor alalia

Tukish Tatyana Fedorovna

Motor alalia is a systemic underdevelopment of expressive speech of a central organic nature, caused by the immaturity of linguistic operations in the process of generating speech utterances with the relative preservation of semantic and sensorimotor operations. Alalia is characterized by a violation of all subsystems language: syntactic, morphological, lexical and phonemic.

Preschoolers with motor alalia usually have poor coordination of movements and perform movements inaccurately and awkwardly. It is difficult for them to achieve graceful movements.

Fine motor skills of the fingers are especially affected. The most effective games and exercises for developing fine motor skills are as follows:

To correct these shortcomings, you can perform the following exercises:

Climb and descend from stairs, stand on one leg, jump on both legs and on each in turn.

Tie a knot, bow, fasten buttons.

Bend and straighten the fingers on each hand alternately.

Connect one by one thumb with the rest of the fingers.

Perform movements with or without demonstration him: "fist-rib-palm".

Build towers from cubes, assemble pyramids.

Pull the string through the holes in various options, string beads on a string.

Squeeze and unclench the spray bulb.

Lay out mosaic patterns.

Massage (auricular, palms and feet, fingers);

Games with small objects (buttons, beads, cereals, construction sets, etc.);

Modeling, drawing, cutting; bead embroidery, model assembly (for children over 4 years old)

Drawing on wallpaper is effective.

The hands are the wings of an eagle owl. The child raises his hands up, pronouncing the sound high, lowers his hands, pronouncing the sound low. An adult reads the text, a child pronounces a sound eagle owl:

The adult pronounces the text, the child performs movements with onomatopoeia.

Hands up - clap, clap, clap (child claps his hands)

Hands down - top, top, top (stomps his feet)

Hands to the sides - wow, wow, wow (flapping like wings)

Hands forward - knock, knock, knock (bumps fists)

A child throws a ball with the word ON, asks to give the ball back with the word GIVE

1st option. The child unwinds or twirls a ribbon with a toy at the end onto a pencil, pronouncing a drawn-out sound: vowel or practiced consonant (ssss, zzzz, vvvv, xxxx)

1st option. A child unwinds a ribbon with sound (vowel or consonant). When the tape unwinds to the surface of the table or floor, a BOOM or BANG is said.

Usage didactic games and exercises for working on the syllabic structure of a word (from work experience) Recently, preschoolers often have difficulties pronouncing complex words. In the process of work, you have to face the fact that...

The use of didactic games and exercises for the development of the lexical and grammatical structure of speech in children "USE OF DIDACTIC GAMES AND EXERCISES FOR THE DEVELOPMENT OF THE LEXICAL AND GRAMMARICAL STRUCTURE OF SPEECH IN CHILDREN OF JUNIOR PRESCHOOL AGE." Bulgakov.

Using didactic games and exercises when working on the syllabic structure of words. Part 1 Municipal institution “Psychological and social center of the education system “NADEZHDA”. APPENDIX “Use of didactic.

“Using didactic games and exercises when working on the syllabic structure of a word” part 2 Games aimed at developing phonemic perception Exercise No. 1. The adult gives the child two circles - red and green - and offers.

Using games and exercises to develop cognitive interest in older children preschool age. Using games and exercises to develop cognitive interest in older preschool children. (From work experience) Educator:.

The use of didactic games and exercises for FEMP in children with general speech underdevelopment In the process of labor activity, I chose a topic that I have been working on for many years, constantly improving myself and my children. "Usage.

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Defectologist & Speech Therapist | Parents & Children

13 entries to all entries

This file cabinet was created to help speech therapists and defectologists working with children with developmental disabilities, alalia, complex disorders, etc. The file cabinet contains material from famous speech therapists - practitioners Nishcheva, Arkhipova, etc. The material is well-designed and colorful, which is important when working with this population children. Children in classes become more active and interested in speech imitation.

S.V. Batyaeva, E.V. Sevostyanova "Album on speech development for the little ones."

Arkhipova E.F. “Speech therapy work with young children.”

Zhukova, Mastyukova, Filicheva “Overcoming speech delay”

Why doesn't the baby speak? The main reasons for the delay in the appearance of speech in a child. Games and play exercises for speech development in children with alalia.

Troyan N.A., member of the psychological-medical-pedagogical council, teacher-speech therapist of the MDOU "Kolokolchik", Yurtaeva T.L., member of the psychological-medical-pedagogical council, teacher-speech therapist of the MDOU "Kolokolchik", Lyakisheva V.V., member of the psychological, medical and pedagogical council, teacher-speech therapist at the Scarlet Flower MBDOU.

Your child is almost 3 years old, but he is silent and turns away when asked “what’s your name.” The only assets are “mom, dad, bi-bi”, and a few more words. The speech is babbling, but there should already be a phrase and a vocabulary of 1.5 thousand words.

The child names different objects in one word, for example, “kika” is a cat, candy, and a pyramid; hums or points with a finger if something is needed.

Speech appeared, the child spoke words and even a short phrase, then the speech “faded” - the child fell silent.

The child rearranges syllables in words, the pattern of the word (the syllable structure of the word) is disturbed, for example, “Sasha-shasa.”

The child speaks words, but his speech is similar to the speech of a foreigner - the words are not consistent with each other, for example: give me the doll, daddy went for a walk.

In terms of development, your child lags behind his peers.

First of all you need to:

• examine your hearing,
• undergo a full neurological examination, consult with a psychologist or speech therapist.

You should not think that the child is lazy or “doesn’t want” to talk. Children at this age do not know fatigue.

It is necessary to identify the problem in time, find the cause, eliminate the cause and begin classes with a speech therapist as early as possible.

The causes of delayed speech development may be:

• Neurological and sensorimotor problems:

pathology of pregnancy, childbirth, other disorders.

pedagogical neglect, overprotection, lack of communication with the child (non-speaking parents and non-speaking children).

Alalia (from Greek a - particle meaning negation, and Lat. lalia - speech) - absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in prenatal or early period child development.

Alalia is one of the most severe speech defects, in which the child is practically deprived of linguistic means of communication: he speaks independently without speech therapy assistance not formed.

Lack of speech sharply limits the child’s full development and communication with others. And this, in turn, leads to a gradual lag in mental development, which in in this case is of a secondary nature. As speech develops and under the influence of special training, the intellectual lag gradually disappears.

Depending on the predominant localization of the lesion speech areas In the cerebral hemispheres, there are two forms of alalia: motor and sensory.

Motor alalia is the result of an organic disorder of a central nature. Such an unhealthy neurological background, combined with a gross lag in speech development leads to a decrease in speech activity, the emergence of speech negativism (reluctance to speak), and a gradual lag in mental and intellectual development.

These children's independent household self-care skills are insufficient: they dress poorly, do not know how to fasten buttons, lace shoes, tie a bow, etc. General motor skills are impaired: children move awkwardly, stumble and fall more often than usual, cannot jump on one leg, walk along a log, move rhythmically to music, etc. The motor skills of the articulatory apparatus lag behind in development. It makes it difficult for the child to reproduce certain articulatory movements: raise the tongue up and hold it in that position, lick the upper lip, click the tongue, etc.

In sensory alalia, the main structure of the defect is a violation of the perception and understanding of speech (the impressive side of speech) with full physical hearing. Sensory alalia is caused by damage to the temporal regions of the brain in the left hemisphere.

Children either do not understand speech addressed to them at all, or understand it extremely limitedly. At the same time, they respond adequately to sound signals, and after a little training they can distinguish noises of different natures (knocking, grinding, whistling, etc.). However, children experience great difficulty in determining the direction of sound.

Children with sensory alalia experience the phenomenon of echolalia - automatic repetition of other people's words. Most often, instead of answering a question, the child repeats the question itself.

Speech disorders in children with alalia require long-term and systematic correction. This defect cannot be overcome without special training.

The essence of speech therapy work is not to teach alalik the rules of grammar, writing, reading, but to replace the broken channels speech activity turn on those that have survived, make them work hard, do double or even triple the workload. Such a complex task requires frequent use of various pre-language skills. These are gestures rhythmic movements, drawing, imitation of non-speech sounds, for example, the howling of the wind, the voices of animals. As these skills are mastered, the child is introduced to speech-like sounds and words that gradually become more complex in meaning. Speech therapy work for alalia should begin early, as soon as a child’s lag in speech development is noticed, because Speech cannot be formed independently and without the help of a speech therapist. In any case, the absence of speech by the age of 2 is already an alarming signal.

Working with non-verbal children begins with their parents. And they have different attitudes to this situation. Some do not see a problem in the fact that a child of 2.5 years is silent... Indeed, many children begin to speak after 2.5-3 years. But such a delay in itself should already alert you: it means that there are some, albeit minimal, changes in development.

Other parents, on the contrary, read a lot, look for a way out of the situation, but, strictly following the advice, cannot or do not want to admit that all children have different starting opportunities, and are surprised: I do everything as recommended: I don’t babysit, I speak in full words , I read a lot, I put on audio cassettes to listen to. And he is still silent. Such parents have to explain that they are rewarding their child with backbreaking work. Yes, one baby will stand on his feet and easily stomp on his own, without outside help, while the other will walk along the wall for a long time, and he will have to specially shape and correct his gait. It's the same with speech. If a parent sees that a child is not coping, he should help him and make the task easier. Some people are sincerely surprised by the advice to use onomatopoeia, babbling words kuk-ku, bi-bi, bye-bye when communicating with a child: “What are you talking about, we did this when he was a year old, now we only say “car, towel.”

As a result of such conversations, recommendations were drawn up for parents whose children cannot speak for a long time.

1. 1. Talk to the child more, voicing all actions (feeding, dressing, bathing), commenting on the surroundings, without being afraid of repeating the same words, pronounce them clearly, patiently, and kindly.
2. 2.Develop speech understanding using simple instructions like “Give me a pen”, “Where is the leg?” Rely on what is available to the child. Repeat what you have already learned over and over again.
3. 3. Use in speech, along with full words, their simplified versions: car - beep, doll - la-la, fell - bang.
4. 4. Sing to your child before bed. It's better not to change your repertoire often.
5. 5.Create a desire to imitate an adult. This is possible when emotional interest and accessibility of words that the child pronounces during joint games are combined (Hide and Seek - peek-a-boo, Little Engine - tut-tu). You can be surprised together by what you see: “Wow!” The first words spoken against an emotional background can be interjections: oh, ah, uh. The child is allowed to repeat only vowels: o, a, u.
6. 6.Tell and read children’s first fairy tales and poems more often. Encourage the child to complete the words to the best of their ability.
7. 7.Do not overload your child with television, video and audio information. When reading, reduce the text to understandable phrases.
8. 8. Do not talk in front of your child about his retardation.
9. 9. Don’t be annoyed or embarrassed by what your child doesn’t say. Do not show excessive anxiety: everyone has their own deadlines and their own problems.
10. 10. Without waiting for the child to speak. Start teaching him to distinguish objects by size (large - small); match colors, shapes (give me the same); quantity (one - many).
11. 11.Massage your fingers and palms, play games like “Magpie-White-sided”.

Availability of emotional contact between teacher and child

Working with any child begins with establishing contact. In the case of non-verbal children, it is important not to scare them off with an insistent “say.” At first, it is better not to require speech activity from them. It is advisable to use various games with a toy that interests the child. Games like “Do as I do” (rock a doll, roll a ball, put a car in the garage) challenge him to non-speech, and subsequently to verbal imitation.

Much will depend on how interesting the games are organized and how emotionally involved the child is. In addition, it is important to encourage any manifestation of activity by the child, praise, and encourage him to make new attempts to speak. This will help avoid concomitant speech disorders psychological problems– reluctance to speak, fear of speech.

Games for developing emotional communication with a child

Give me a pen!

Progress of the game: The parent approaches the child and extends his hand.

- Let's say hello. Give me a pen!

In order not to frighten the baby, you should not be too assertive: do not come too close, pronounce the words of address to the child in a low, calm voice. To ensure correct communication, squat down or sit on a highchair - it is better for the adult and child to be at the same level and able to look each other in the face.

Hello! Bye!

Goal: development of emotional communication between a child and an adult, establishing contact.

Progress of the game: An adult approaches the child and waves his hand to say hello.

Then invites the child to respond to the greeting.

- Let's say hello. Wave your hand! Hello!

When saying goodbye, the game is repeated - the adult waves his hand.

Then he invites the baby to say goodbye.

- Wave goodbye. Bye!

This ritual of meeting and farewell should be repeated regularly. Gradually, the child will begin to show more initiative and learn to greet each other independently. This game is useful because it teaches the rules of behavior between people.

Let's clap our hands!

Goal: development of emotional communication between a child and an adult, establishing contact.

How to play: Clap your hands and say:

- I’ll clap my hands, I’ll be good, we’ll clap my hands, I’ll be good!

Then he invites the child to clap his hands with him:

- Let's clap our hands together.

If the baby does not repeat the action, but only watches, you can try to take his palms in yours and clap them. But if the child resists, you should not insist; perhaps next time he will show more initiative.

Goal: development of emotional communication between a child and an adult, establishing contact; development of attention.

Progress of the game: Show the baby the toy (Parsley hid).

- Oh! Who is that hiding there? Who's there?

Then Parsley appears with the words:

- Ku-ku! It's me, Petrushka! Hello!

Parsley bows, turns in different directions, then hides again. The game can be repeated several times.

Catch the ball!

Goal: development of emotional communication between a child and an adult, establishing contact; development of movements.

Equipment: small rubber ball or plastic ball.

Progress of the game: We take the ball in our hands and invite the child to play with it. It’s better to organize the game on the floor: we sit opposite each other, legs spread wide, so that the ball doesn’t roll past.

- Let's play ball. Catch the ball!

The adult rolls the ball towards the baby. Then he encourages him to roll the ball in the opposite direction, catches the ball, and emotionally comments on the progress of the game.

- Roll the ball! Oops! I caught the ball!

The game is played over a period of time; the game should be stopped at the first sign of fatigue or loss of interest on the part of the child.

Parsley

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: Parsley doll (bi-ba-bo).

Progress of the game: Unbeknownst to the child, the adult puts a toy on his hand, then starts the game. Parsley approaches the baby and bows.

- I am Parsley - a funny toy! Hi Hi!

Then Parsley invites the baby to say hello and takes his hand in hers.

- Let's say hello! Give me a pen!

After this, Parsley performs various actions: clapping his hands, dancing and singing, inviting the child to repeat these actions.

- Let's clap your hands - clap-clap-clap! And now I’ll sing a song: la-la-la! la-la-la!

Then Parsley hides and appears again. The game ends with the toy saying goodbye and leaving.

Kitty

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: soft toy kitty.

Progress of the game: An adult shows the child a toy kitten and offers to pet it.

- Look what a kitten came to us - small, fluffy. Let's pet the kitten - like this. The action is accompanied by a poem:

Kitty, kitty, kitty! -

Julia called the kitten.

Don't rush home, wait! -

And she stroked it with her hand.

You can continue playing with the kitten: give it milk to drink, show how the kitten can jump, wag its tail.

Ball

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: small plastic ball (that can fit in the palm of your hand).

Progress of the game: An adult shows the child a ball and invites him to play.

- Look, what a beautiful ball. Let's play: I'll hide the ball, and you guess which hand it's in.

After this, the adult puts his hands behind his back and hides the ball in his fist. Then he puts both hands clenched into fists forward and invites the child to guess and show which hand the ball is in. Then he turns his hand over and opens his palm.

– Guess which hand the ball is in? I guessed correctly - here it is, the ball, look! Let's hide the ball again! (Children love this game, so most likely the game action will have to be repeated many times).

Sunny bunny

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: small framed mirror (no sharp edges).

How to play: The mirror should be prepared in advance. Having chosen the moment when the sun peeks through the window, the adult takes a mirror and catches a ray of sunlight. At the same time, through a commentary, he draws the child’s attention to how the sun “bunny” jumps on the wall, on the ceiling, from the wall to the sofa, etc.

- Look, there’s a sunbeam on the wall! How he jumps - jump-jump!

You can invite the child to touch the light spot. Then slowly move the beam away, inviting the child to catch a sunbeam.

- Touch the bunny - like this. Oh! Look: the sunbeam is running away - catch the bunny! What a nimble bunny, how far he jumps. And now it’s on the ceiling – you can’t reach it!

If the child liked the game, you can invite him to switch roles - give him a mirror, show him how to catch the beam, how to control the movements of the “bunny”. During the game, do not forget to comment on all actions.

Handkerchief

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: large bright silk scarf (it is advisable that the scarf is not electrified).

How to play: Before starting the game, prepare a scarf: it is desirable that it is pleasant to the touch and has a beautiful color. It is permissible to first use a translucent scarf (in this case, the child can observe from under it what is happening around him and will not be afraid of sudden darkness and loss of visibility). In the future, you can use opaque scarves. It is convenient to play this game while sitting on the sofa or sitting on the carpet.

Invite your child to play with the scarf. Place a scarf on your head with the words:

– Now I’ll hide. Come on, find me!

The child will happily pull the scarf off your head. After this, offer the baby to hide - throw a scarf over his head.

- Where is our Vanya? Vanya, where are you? Aw!

After these words, pull the scarf from the child’s head, hug him, and rejoice in meeting him. The game can be repeated many times.

Hide and seek

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: large blanket or blanket.

How to play: Similar to the game with a scarf, you can organize a game of hide and seek using a blanket or blanket. In this case, a child or an adult, hiding, can move freely around the room, choosing a suitable secluded place. Unlike the handkerchief game, this is a longer game. The driving adult can deliberately slowly walk around the room, looking into the most unexpected places - under the table, into cabinets, etc. - with the words:

– Where did our boy hide? Misha, oh! I'm going to look!

When a child expects to be found, he experiences strong emotions - tension and, possibly, fear. At the end of the game, such tension is necessarily resolved - the child is found, stroked on the head, hugged, praised.

Firecrackers

Goal: development of emotional communication between a child and an adult, establishing contact.

Progress of the game: the adult shows his palms and invites the child to pat them.

The girl can clap so well

He doesn’t spare his hands.

Like this, like this, like this

He doesn’t spare his hands!

Games for the development of general imitation

Miracle flower

Goal: development of imitation of adult hand movements; development of speech understanding.

How to play: Arms bent at the elbows, fold your arms crosswise and clasp your palms with your thumbs, move your fingers.

Moving around the flower

All four petals.

I wanted to pick a flower

But the flower suddenly flew away. (we separate our thumbs and spread our arms to the sides).

– Did you guess what kind of “flower” it was? (butterfly).

We kick, stomp, stomp!

Progress of the game: Offer the kids a new game.

We kick, stomp, stomp! (we stomp, raising our legs high)

And clap-clap-clap your hands! (clap our hands)

Hey guys! (hands on the belt, spinning).

This is who we are!

Goal: development of imitation of adult movements; development of speech understanding.

Progress of the game: Offer the children a new game.

- Come on, let's show what we can do! Repeat after me!

We kick, stomp, stomp! (stomp)

We clap, clap, clap our hands! (clap)

Head twist, twist, twist! (turn head from side to side)

We'll hit ourselves in the chest! (straighten our shoulders, lightly hit ourselves in the chest)

We rubbed our bellies! (we stroke the stomach in a circular motion)

Mouths smiled! (use your index fingers to stretch the corners of your mouth)

That's how great we are!

Yellow boots

Goal: development of imitation of adult movements; development of speech understanding.

Progress of the game: Offer the kids a game of boots.

– Imagine that you have beautiful yellow boots. Let's put on our boots!

(show how you can imitate the movements of putting on boots)

- Everyone put on their boots - come on, stomp! Now listen carefully and repeat the movements after me.

We ran along the path

Babies have legs. (easy jogging)

Our legs are tired

They ran along the path.

Let's stroke our legs (lightly stroking our legs with our palms)

And let's rest a little. (lie down on your back and relax).

Slap-slap

Goal: development of imitation of adult hand movements; learning the ability to quickly switch from one movement to another; development of speech understanding.

Progress of the game: Offer the kids a new game. Starting position – sitting on your knees on the floor.

Clap once! (clap your hands for the word “clap”, hit your palms on your knees for the word “one”)

Again! (clap your hands for the word “more”, hit your knees with your palms for the word “one”)

We'll clap now! (clap our hands)

And then quickly, quickly

Spank, spank more fun! (rhythmic strikes of palms on the floor).

Development of physiological respiration

Goal: development of long continuous oral exhalation; activation of labial muscles

Breeze (with paper plumes)

Autumn leaves. Leaf fall.

It's snowing (pieces of cotton wool, paper snowflakes)

Pinwheel (toy – pinwheel)

Wind Song (Chinese bell "song of the wind")

Fly, birds! (colorful birds folded from paper (origami)

Balloon ( balloon on a string)

Sail, little boat! (paper or plastic boats, basin with water)

Bulki (glass of water, cocktail straws)

Music bubble (clear glass bubble)

Development of speech breathing

Speech breathing is the correct combination of inhalation and exhalation while pronouncing sounds, words and phrases: you need to speak while exhaling, you cannot take in air while pronouncing words and phrases, speech should be smooth.

Stages of speech breathing development:

Singing vowel sounds - A, O, U, I, E;

Prolonged pronunciation of some consonant sounds - S, Z, Ш, Ж, Ф, Х;

Pronouncing syllables in one exhalation;

Pronouncing words in one breath;

Pronouncing phrases of varying lengths on one exhalation;

Expressive story, retelling of texts.

Sounds around us!

Goal: development of correct speech breathing - singing the vowel sounds A, O, U, Y in one exhalation.

In the world around us we hear a variety of sounds. How does a baby cry? “A-A-A!” And how the little bear sighs. When does his tooth hurt? "OOO!" The plane in the sky hums: “U-U-U!” And the steamboat on the river is buzzing: “Y-Y-Y!” Repeat after me.

The adult draws the children’s attention to the fact that each sound should be pronounced for a long time, on one exhalation.

Goal: development of correct speech breathing - singing the consonant sound F on one exhalation.

Progress of the game: Standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, at the same time bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.

Let's play marbles! Spread your arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon, and it began to deflate... Air comes out of the balloon: F-F-F! The balloon is deflated!

Remind children to breathe more air until the ball is inflated. And then gradually exhale it smoothly, pronouncing the sound F. You cannot take in air.

Goal: development of correct speech breathing - singing the consonant sound Sh on one exhalation.

Let's play snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: “SH-SH-SH!”

Goal: development of correct speech breathing - singing the consonant sound C on one exhalation.

Do you like to ride a bike? What about by car? But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! “S-S-S!” - the pumps are working!

Goal: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO. KOO-KOO, QACK-QACK-QACK, KOO-KA-RE-KU, CHEEK-CHEEK.

Let's play birdies. The birds met in a clearing and began to talk.

“KO-KO-KO!” - says the chicken

“KOO-KOO! KOO-KOO!” - the cuckoo screams

“QACK-QACK-QACK!” - the duck quacks.

“KOO-KA-RE-KOO!” - the cockerel is pouring

“CHIK-CHIK!” - the little sparrow chirps.

Development of hand movements and fine motor skills of fingers

Motor impulses of the fingers influence the formation of “speech” zones and have a positive effect on the entire cerebral cortex of the child.

We offer a varied selection of books, manuals, toys - finger games, special toys (dolls whose clothes are fastened with buttons, buttons, zippers, beads, lacing), plastic materials.

Development of a child’s active speech

Creating the need to imitate the words of an adult is a crucial moment in speech therapy work with speechless children. It should be noted that the development of speech imitation is a natural period in the development of children's speech, both normally and in the case of speech disorders. It would be wrong to “skip” this period and begin speech therapy work with non-speaking children by learning correctly pronounced words or, even worse, by making sounds.

At the same time, one should not go to the other extreme - to expand and consolidate the autonomous speech of children, when the sound combinations used by the child are understandable only to close adults; it is necessary to move on to learning to imitate at least part of some words.

Development of speech imitation

This is the reproduction, following the speaker, of the sounds, words, and phrases he has spoken.

Speech imitation at first is similar to an echo: the adult speaks and the child immediately repeats. For a child’s imitation of an adult’s speech to be meaningful, the speech must be closely related to the child’s practical activities.

The development of speech imitation in a child requires compliance with a number of conditions:

Establish emotional contact, which will provide the necessary motivation for speech activity;

Development of attention and auditory perception, as well as breathing;

A certain level of speech understanding.

Activation of children's speech should be closely connected with the child's practical activities, with a visual situation, with play. Only in this case do motives arise that encourage the child to speak. At the same time, it is possible to avoid the occurrence of “parrot” repetition – the reproduction of words without true comprehension.

Activation of a child’s imitative speech activity implies certain requirements for the adult’s speech:

Speech must be correct and clear, without speech disorders;

Articulation must be clear, the child must see the movements of the adult’s lips;

Speech should not only be emotional, but also well intonated, emphasizing the stressed syllable;

Words and phrases offered to the child for repetition must be said repeatedly;

The adult stimulates the child’s active speech with the help of questions;

The adult gives the child only samples correct speech, you should not repeat after the child the substitute words he reproduces.

Requirements for the child’s speech: answers are accepted in any form. At the stage of development of speech imitation, one should not demand too much from the child and his speech. The main thing is to ensure that the child begins to speak. You should not demand precise sound pronunciation from your child. At this age, the development of the communicative function of speech seems most important.

In what situations can you induce verbal imitation in a child? You can encourage your child to repeat words and phrases both in situations of everyday life and during specially organized games and activities, while reading poems, riddles, and singing songs.

Options for speech imitation in the games listed below are offered in the following sequence: sounds - amorphous words - words - phrases. This form of offering material allows you to flexibly select a suitable game, depending on the level of speech development of children and their age. In addition, you can offer different variants one game, gradually complicating the speech accompaniment

Games for the development of speech imitation

Goal: development of imitation of the movements and speech of an adult, repetition of the sound U

How to play: Invite the children to play airplanes.

Listen to a poem about an airplane:

Scattered across the ground

Rising to the sky!

Let's play airplanes! Planes flew in the sky, buzzing: “U-U-U!”

With our arms straight out to the sides, we run around the room, accompanying the movements with the utterance of a long, continuous sound. It is necessary to ensure that the children run carefully and do not collide with each other.

Goal: development of imitation of the movements and speech of an adult - repetition of onomatopoeic words CHU-CHU and TU-TU

Listen to a poem about a steam locomotive:

Let's play steam locomotives! The little train went: “CHU-CHU-CHU!” The locomotive honks: “TU-TU!”

We walk, using circular movements with our arms bent at the elbows, depicting the movements of the train wheels. Movements are accompanied by speech.

Let's play the pipe

Goal: development of imitation of the movements and speech of an adult - repetition of onomatopoeic words DU-DU-DU

How to play: Invite the children to “play” the pipe. Before starting the game, show the children a real pipe and play it. Then depict playing the pipe using hand movements and voice it.

Let's play the pipe! How does the pipe play? “DU-DU-DU!” Repeat after me!

“Dim” (pronounce the onomatopoeic word DU-DU) and at the same time, with hand movements, we pretend to play the pipe.

Similarly, you can play the games: “Let's play the balalaika” (LA-LA-LA), “Ring the bell” (DON-DON, DING-DONG, DING-DING-DING), “Beating the drum” (TA-TA-TA, BOM-BOM-BOM, BAM-BAM-BAM)

Goal: development of imitation of the movements and speech of an adult - repetition of the amorphous words OH-OH-OH-, AY-AY-AY.

How to play: The game is played on the carpet.

Let's play hedgehogs. I will say the words and show the movements, and you repeat after me!

Here is a hedgehog curled up into a ball (children squat down)

Because he was chilled “OH-OH-OH!” (speaking in a plaintive voice together with the children)

The hedgehog's ray touched

The hedgehog stretched sweetly. "AH AH AH!" (speak in a cheerful voice, straighten up, stretch)

Goal: development gross motor skills, development of imitation of the movements and speech of an adult - repetition of amorphous words-onomatopoeia GOP-GOP-GOP, BI-BI-BI, etc.

Progress of the game: Listen and repeat after me!

We rode a horse

We went to the garden. (lightly squat in place, arms extended as if holding the reins)

GOP-GOP-GOP! GOP-GOP-GOP! (clap hands – two short, one long)

We were traveling by car,

We reached the corner (turns with hands that seem to be holding the steering wheel)

BEEP BEEP! BEEP BEEP! (press the signal with your thumb)

We reached the mountain ( circular movements arms bent at the elbows in the forward-backward direction)

TU-TU-TU! TU-TU-TU! (wide movement of the hand, bent at the elbow, from top to bottom, as if pulling the lever of a horn)

Big house, small house

Goal: development of imitation of the movements and speech of an adult - repetition of amorphous words OH-OH-OH, AY-AY-AY; words HOUSE, BEAR, BUNNY, BIG, SMALL; phrases THE HOUSE IS BIG, THE BEAR IS GOING.

How to play: Invite the children to play bear and bunny.

I will say a rhyme and show the movements, and you repeat after me!

The bear has a big house: OH-OH-OH! (speak in a low voice, raise our hands up)

And the little bunny says: AY-AY-AY! (we speak in a thin voice, squat down)

Our bear went home: OH-OH-OH! (we speak in a low voice, we waddle)

And the little bunny: AY-AY-AY! (we speak in a thin voice, pressing our palms to our chests, jumping on two legs)

After practicing onomatopoeic words in speech (OH-OH-OH, AY-AY-AY), you can begin to practice words and phrases. For example, an adult says: “The bear has a house...” and pauses. The children finish: “big!” Further: “And the bunny has...”, and the children finish: “... small!” etc. Or we say: “Our bear...” and pauses, and the children finish the phrase: “... went home!”

You can also practice reproducing words and phrases during a conversation by asking questions. For example, “What is the bear’s house like?” (big), “What is the bear doing?” (the bear is walking)

Big feet walking down the road

Goal: development of imitation of the movements and speech of an adult - repetition of the onomatopoeic word TOP-TOP; words LEGS, LEGS, ROAD; phrases BIG LEGS, LEGS GO; development of general motor skills.

Progress of the game: Let's play the game "Legs and Legs" - we will walk and run. Listen to the poem and repeat after me!

Big feet are walking down the road:

Little feet ran along the path:

TOP-TOP-TOP, TOP-TOP-TOP! (we speak in a thin voice, run in small steps)

Encourage the children to perform the movements with you by inserting the onomatopoeia TOP-TOP-TOP at the right places in the poem. In the future, encourage children to repeat words and phrases - ask questions (“What are these? - “legs”, “What legs?” - “ big feet", "What do the legs do?" - “Legs are moving”)

During the game, you can move in one direction and then in the opposite direction (corresponding to the first and second parts of the poem) or move in a circle.

Goal: development of imitation of movements (use of gestures “on”, “give”) and speech - repetition of words NA. GIVE; repetition of the phrases ON THE BALL, GIVE THE DICE, ON THE SPOON, etc. in different situations (play, everyday) with different objects.

Progress of the game: Demonstrate to the children the game with a toy bunny. We hand the hare a small ball with the words:

Here you go, bunny, BALL! On the!

Then we ask the bunny for a ball, accompanying the words with a gesture - we extend our hand, make a “petitioning” movement with our palm towards ourselves.

Now we ask the bunny for a ball: “Bunny, GIVE THE BALL!” GIVE!"

Invite the kids to take turns giving the bunny a ball, then ask for the ball. This game is played with a wide variety of toys and objects (for example, you can give a bear a cube, a doll a flower).

Give the children toys and encourage them to repeat the game.

This game can be continued in everyday situations. At the same time, children learn to ask for what they need from adults and peers, and learn to share.

Formation of speech understanding.

Children with sensory and sensorimotor alalia orient themselves in their surroundings, relying mainly not on speech, but on the situation, people’s gestures, their facial expressions, head turns, and roughly guess what they are talking about.

When a child does not understand speech at all or almost completely, it is often necessary to involve a third person to explain the meaning of tasks to him (the child’s sister or brother would be most suitable for this role). The three of you need to act out the exercise: you explain the exercise, your assistant performs it, actually showing the child what he should do, the child looks at him and, by analogy, guesses what exactly is required of him.

For example, a child needs to repeat two sounds without mixing up the order. You reproduce these sounds, the assistant repeats them (stomping his foot, clapping his hands, etc.). You play the sounds again and turn to the child: “And now you.” If he still doesn’t understand what needs to be done, you and your assistant explain the same task using the example of another (third) pair of sounds. You can change roles: the assistant shows the action, you repeat after him.

When explaining tasks, do not limit yourself to simply showing actions and gestures, but actively use speech. Just speak very clearly and slowly. It is advisable to use a small set of the same words.

Praise your child for every sound he makes, even the most inaudible one, and every task he performs correctly or incorrectly. Say: “Well done!” And then, as if by the way, say the correct word and show him the exercise that he couldn’t cope with. This tactic is needed because talking child Most likely, there is a lot of self-doubt, fear of failure, and this results in a low level of motivation for verbal communication. On this topic, I recommend reading the manual by O.E. Gribova. “What to do if your child does not speak.” It describes ways to interact with completely non-verbal children.

Development of auditory perception in sensory and sensorimotor alalia.

Classes to overcome sensory and sensorimotor alalia should begin with working on non-speech sounds. Based on them, you will form in your child certain algorithms for actions with sounds in general, which will be easier for him to transfer to speech sounds.

Distinguishing non-speech sounds.

Show your child what sound the sounding toys make (start with two). Let him turn away. Play one of the sounds behind him. Let him show what the toy sounded like. Gradually increase the number of toys to four.

Make two sounds that are more or less similar to each other (stomp your feet on the floor and clap your hands). Let the child turn away. Play one of these sounds. The child needs to repeat it. Then do the same with the second sound. It is advisable to increase the number of sounds to four (in addition, you can slam the table or knock on the glass).

Perform the same exercise with sounds that are close to each other (scratch something on different surfaces, knock on the table with different objects, rustle with different objects). Show your child ways to play sounds several times so that he remembers them.

If there is a piano in the house (or a toy one), alternately extract from it two sounds that are as far apart in pitch as possible. Let your child listen to the sounds and look at the keyboard. Then let him turn away. You press a key, it guesses by ear which key you pressed and shows it.

Do the exercise differently. Use one key to produce very quiet and very loud sounds. Show your child how this is done - either barely touch the key, or forcefully lower your hand onto it. You can take the child’s hand in yours and perform these actions with his finger. Then let him turn away. You make either a quiet or a loud sound, the child must repeat it.

Perform the same task with other loud and quiet sounds (claps, tapping on the table, etc.).

Do a similar task with sounds of different durations. It is convenient to use a pipe for this. Show your child how to blow long and how to blow short. Let him repeat it. Then blow the pipe behind him. He must determine the duration of the sound and repeat it.

Operating with non-speech sounds.

In speech, sounds are always presented in the form of a sound series, which is never given entirely and completely, like a visual series (when all objects are in front of the eyes), but only sequentially - sound by sound. Therefore, operating with speech sounds is possible only from memory. This creates additional difficulties in perceiving and analyzing the sound composition of words.

When performing further exercises, you need to teach the child to remember the sequence of non-speech sounds and reproduce it correctly.

Make two familiar sounds behind the child’s back (stomp, clap). The child needs to repeat them without mixing up the order. Before doing this, clearly explain what he must do. If the child does not understand the task, involve an assistant.

Offer the same sounds to the child in reverse order. It is advisable to increase the number of sounds to four.

Play two sounds of different volumes (very quiet and very loud), repeat two to three times. The child must reproduce the sound series. Then he must repeat it in reverse. Try to lengthen the series: loud - quiet - quiet - loud, loud - loud - quiet, etc.

Perform the same exercise with very high and low sounds.

Perform the same exercise with short and long sounds (blow into a pipe).

Tap on the table a simple rhythm of three sounds: ta - ta-ta or ta-ta - ta (with pauses of varying lengths between sounds). The child needs to repeat after you.

Play "okay" Set the rhythmic pattern you need to perform. Say ta – ta-ta (note that from now on you start using speech sounds). Then, repeating: ta-ta-ta, clap your hands with the child. In the future, tap your hands with a more complex and lengthy sound pattern: ta - ta-ta-ta-ta, ta-ta - ta-ta-ta, etc.

Perform the previous exercise differently. You set a rhythm that the child needs to reproduce by blowing the pipe. For example: du-u-u - du-doo; doo-doo – doo-oo-oo. When you pronounce the vowel (U), stretch your lips forward so that the child can see you blowing as if into a pipe. First, show your child how you can use a pipe to reproduce various sound patterns.

A similar exercise can be performed with a drum. You set the rhythm: bom - bom-bom, the child needs to tap it with a stick. First, you can hit the drum together.

When doing the exercises, the child will also learn to respond to speech sounds, and perhaps gradually begin to distinguish between them.

Say the sound (A) for a long time. The child should look at you. Then your assistant makes the same sound. The child will look at him. Pronounce the sounds loudly, opening your mouth wide, attracting the child’s attention. Then he needs to turn away. You and your assistant pronounce the sounds, the child needs to show who said (A). Ask: “Who said (A)?”

Do the same exercise with vowel sounds (O), (U), (I), (E). If possible, increase the number of assistants. Ask your child who made the sound. Let him point his finger.

Do the same exercise with consonant sounds (M), (F), (R).

Then with the sounds (B), (D), (D), (C). Since these sounds are not as sonorous as the previous ones, repeat them several times: (B-B-B), (D-D-D).

Show your child a picture of a cat. Say: “This is a cat. She says MEOW." Show how the cat washes itself, repeat “MEOW”. Have your assistant do the same. Ask your child: “Who said MEOW?” He must show who.

Perform an exercise similar to the previous one with other pictures. Depict animals drawn on them, “speak” behind the child’s back in their voices, he should show who “said” for this or that character.

For each animal, choose a short, characteristic pantomime by which the child could identify them. The dog wags its tail and barks AB-AB. The cow is chewing grass (MU). The fox is very cunning (cunning face. YAW-YAW). The chicken pecks the grains (KO-KO). The frog jumps funny and slaps its lips - it catches mosquitoes (KVA-KVA). The wolf howls, stretching his sad muzzle upward (U-U). The beetle flaps its wings (F-F). The cockerel, squinting, looks around slyly (O-O). The horse clatters its hoof (E-I). The bear waddles (BU-BU). The mosquito flies and looks for someone to bite (Z-Z-Z). The owl flaps his eyes wide open (UH-UH). The snake, wriggling, hisses (SH-SH-SH). The goose stretches its neck (GA-GA). The tiger bares his teeth menacingly and sparkles his eyes (R-R-R). The hedgehog bristles with needles (F-F-F). The mouse gnaws cheese, chattering its teeth quickly (PEEP-PEEP). Try to get your child to remember the habits of as many animals as possible. You will need your characters more than once.

Show your child pictures of animals, depict their habits, imitating their “voices.” The child should act out the appropriate pantomime after you. Show the cat - MEOW-MEOW. Show the dog - AB-AB, etc. If the child does not guess what is required of him, address the assistant with the same words (let him portray a pantomime), then to the child: “Now you.” You can show him with his own hands what movements he should make. Let him copy your facial expression.

First, use onomatopoeia from one vowel sound: I-I-I - horse; U-U-U - wolf; A-A-A - doll; O-O-O - cockerel.

Repeat the last exercise from the previous chapter with the listed onomatopoeias. Let the child portray each character several times.

Show your child only pictures and say onomatopoeia; he should perform pantomimes.

Pronounce onomatopoeia very clearly (without a corresponding picture), the child must portray the desired character. Say: “Show Lala. Show me the wolf." Articulate sounds very expressively so that the child can see how you pronounce them.

If the child does not recognize sounds, show pictures.

You can tell him the character he needs with just one gesture. For example, say “E-I-I” and click your tongue. If the child still does not distinguish sounds, do not be embarrassed and continue with the lessons. Repeat the vowel sounds with him again, and then add the consonants: (F, R, Zh, S, Sh), imitating the speech of a hedgehog, tiger, beetle, mosquito, snake.

Say onomatopoeias (remind the child with the appropriate pantomime who they belong to), let him portray the desired character. The sounds (Zh) and (Sh) are similar to each other, so pronounce (Zh) very loudly, and (Sh) dully, in a whisper. If a child cannot distinguish some onomatopoeias or confuses them, it’s okay.

Put two pictures with characters that you will characterize with onomatopoeia (a doll and a beetle, a horse and a hedgehog). Pronounce the appropriate sounds, the child must name the corresponding picture. For example: “A-A-A. Who is this?". And alternately point to the pictures with a beetle and a doll. If necessary, explain the task through an assistant (who should complete the task instead of the child, giving him a sample).

Have your assistant do the previous exercise, making “mistakes” (showing the wrong picture). Ask your child: “Is this right?” The child needs to respond with an affirmative (nod of the head) or negative (shaking of the head) gesture. The task is difficult, so - if the child can. Add onomatopoeia consisting of two sounds: dog AB-AV, cow MU-MU, goose GA-GA, eagle owl UH-UH, bear BU-BU, mouse PE-PE, chicken KO-KO. Do not enter them all at once, but one at a time.

Make the last four sentences with them. Add onomatopoeia consisting of three sounds: MEOW-MEOW, KVA-KVA, TYAV-TYAV.

Do the same tasks. A child does not have to master absolutely all onomatopoeias.

Rules for working with children.

Children with motor alalia are able to distinguish between both non-speech sounds and speech sounds (since their auditory perception is not impaired), but it is useful for them to go through the proposed material very quickly. This will contribute to their overall development.

A child with motor alalia needs to be introduced in detail to the characters of onomatopoeia, since he will have to begin developing his own speech with them. The child must remember how they sound, who they belong to, and learn to distinguish one from another well by ear.

while working with children.

Games should not be long (from 5 to 15 minutes).

They should be carried out at a leisurely pace so that the child has the opportunity to understand the task, realize, correct a possible mistake, and an adult to help him with this.

The game should be interesting and tempting for the child, so it should contain an element of comparison, colorful and funny design.

In the game, it is necessary to achieve the child’s active verbal participation, and, if possible, use physical activity.

During the game, the adult takes direct part (the degree of his participation is determined by the speech capabilities of the children, the tasks and conditions of the game), and in conclusion, it is imperative to encourage the child.

During games, it is necessary to delicately, unobtrusively activate the child’s behavior and cognitive activity.

Show patience with your child.

The sooner work begins to overcome speech underdevelopment,

the more effective the results will be!

1. 1.Belyakova L.I., Goncharova N.N., Shishkova T.G.. Methodology for the development of speech breathing in preschool children with speech disorders. – M., 2004.
2. 2. Budennaya T.V. Speech therapy gymnastics. – St. Petersburg, 2000.
3. 3.Veryasova T.V. Game training for the development of motor praxis in preschool children with speech impairments. – Ekaterinburg, 2003.
4. 4.Veryasova T.V. A system of exercises for the development of manual and articulatory praxis. – Ekaterinburg, 2000.
5. 5.Volkova L.S. Speech therapy. – M., 2003.
6. 6. Zhukova N.S., Mastyukova E.M. Speech therapy. – Ekaterinburg, 2004.
7. 7. Krause E.N. Speech therapy massage and articulation gymnastics: a practical guide. – St. Petersburg, 2004.
8. 8. Lopukhina I. Speech therapy: Speech. Rhythm. Movement. – M., 2000.
9. 9. Pirogov I.. Healthy breathing. – M, 2000.

10. Pozhilenko E.A. Articulation gymnastics. – St. Petersburg. 2003.

11. Pozhilenko E.A. The magical world of sounds. – M., 2001.

13.Seliverstov V.I.. Speech games with children. – M., 1994.

14. Tkachenko T.A. Speech therapy exercises. – M., 2008.

15. Fomicheva M.F. Raising children's correct pronunciation. – M, 1998.

16. Khvattsev M.E. Speech therapy (work with preschoolers). – M. – St. Petersburg, 1996.

17. Nishcheva N.V. Let's speak correctly. – SPb.: CHILDHOOD - PRESS, 2002.

18. Shvaiko G.V. Games and game exercises for speech development. – M., 1998

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Troyan N.A., member of the psychological-medical-pedagogical council, teacher-speech therapist of the MDOU "Kolokolchik", Yurtaeva T.L., member of the psychological-medical-pedagogical council, teacher-speech therapist of the MDOU "Kolokolchik", Lyakisheva V.V., member of the psychological, medical and pedagogical council, teacher-speech therapist at the Scarlet Flower MBDOU.

Your child is almost 3 years old, but he is silent and turns away when asked “what’s your name.” The only assets are “mom, dad, bi-bi”, and a few more words. The speech is babbling, but there should already be a phrase and a vocabulary of 1.5 thousand words.

The child names different objects in one word, for example, “kika” is a cat, candy, and a pyramid; hums or points with a finger if something is needed.

Speech appeared, the child spoke words and even a short phrase, then the speech “faded” - the child fell silent.

The child rearranges syllables in words, the pattern of the word (the syllable structure of the word) is disturbed, for example, “Sasha-shasa.”

The child speaks words, but his speech is similar to the speech of a foreigner - the words are not consistent with each other, for example: give me the doll, daddy went for a walk.

In terms of development, your child lags behind his peers.

First of all you need to:

• examine your hearing,
• undergo a full neurological examination, consult with a psychologist or speech therapist.

You should not think that the child is lazy or “doesn’t want” to talk. Children at this age do not know fatigue.

It is necessary to identify the problem in time, find the cause, eliminate the cause and begin classes with a speech therapist as early as possible.

The causes of delayed speech development may be:

• Neurological and sensorimotor problems:

pathology of pregnancy, childbirth, other disorders.

• Social problems:

pedagogical neglect, overprotection, lack of communication with the child (non-speaking parents and non-speaking children).

Alalia (from Greek a - particle meaning negation, and Lat. lalia - speech) is the absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of a child’s development.

Alalia is one of the most severe speech defects, in which the child is practically deprived of linguistic means of communication: his speech is not formed independently without speech therapy assistance.

Lack of speech sharply limits the child’s full development and communication with others. And this, in turn, leads to a gradual lag in mental development, which in this case is of a secondary nature. As speech develops and under the influence of special training, the intellectual lag gradually disappears.

Depending on the predominant localization of damage to the speech areas of the cerebral hemispheres, two forms of alalia are distinguished: motor and sensory.

Motor alalia is the result of an organic disorder of a central nature. Such an unhealthy neurological background, combined with a severe delay in speech development, leads to a decrease in speech activity, the emergence of speech negativism (reluctance to speak), and a gradual lag in mental and intellectual development.

These children's independent household self-care skills are insufficient: they dress poorly, do not know how to fasten buttons, lace shoes, tie a bow, etc. General motor skills are impaired: children move awkwardly, stumble and fall more often than usual, cannot jump on one leg, walk along a log, move rhythmically to music, etc. The motor skills of the articulatory apparatus lag behind in development. It makes it difficult for the child to reproduce certain articulatory movements: raise the tongue up and hold it in that position, lick the upper lip, click the tongue, etc.

In sensory alalia, the main structure of the defect is a violation of the perception and understanding of speech (the impressive side of speech) with full physical hearing. Sensory alalia is caused by damage to the temporal regions of the brain in the left hemisphere.

Children either do not understand speech addressed to them at all, or understand it extremely limitedly. At the same time, they respond adequately to sound signals, and after a little training they can distinguish noises of different natures (knocking, grinding, whistling, etc.). However, children experience great difficulty in determining the direction of sound.

Children with sensory alalia experience the phenomenon of echolalia - automatic repetition of other people's words. Most often, instead of answering a question, the child repeats the question itself.

Speech disorders in children with alalia require long-term and systematic correction. This defect cannot be overcome without special training.

The essence of speech therapy work is not to teach alalik the rules of grammar, writing, reading, but to instead of the disturbed channels of speech activity, include those that have been preserved, make them work harder, perform double or even triple the workload. Such a complex task requires frequent use of various pre-language skills. These are gestures, rhythmic movements, drawing, imitation of non-speech sounds, for example, the howling of the wind, the voices of animals. As these skills are mastered, the child is introduced to speech-like sounds and words that gradually become more complex in meaning. Speech therapy work for alalia should begin early, as soon as a child’s lag in speech development is noticed, because Speech cannot be formed independently and without the help of a speech therapist. In any case, the absence of speech by the age of 2 is already an alarming signal.

Working with non-verbal children begins with their parents. And they have different attitudes to this situation. Some do not see a problem in the fact that a child of 2.5 years is silent... Indeed, many children begin to speak after 2.5-3 years. But such a delay in itself should already alert you: it means that there are some, albeit minimal, changes in development.

Other parents, on the contrary, read a lot, look for a way out of the situation, but, strictly following the advice, cannot or do not want to admit that all children have different starting opportunities, and are surprised: I do everything as recommended: I don’t babysit, I speak in full words , I read a lot, I put on audio cassettes to listen to. And he is still silent. Such parents have to explain that they are rewarding their child with backbreaking work. Yes, one baby will stand on his feet and easily stomp on his own, without outside help, while the other will walk along the wall for a long time, and he will have to specially shape and correct his gait. It's the same with speech. If a parent sees that a child is not coping, he should help him and make the task easier. Some people are sincerely surprised by the advice to use onomatopoeia, babbling words kuk-ku, bi-bi, bye-bye when communicating with a child: “What are you talking about, we did this when he was a year old, now we only say “car, towel.”

As a result of such conversations, recommendations were drawn up for parents whose children cannot speak for a long time.

Tips for parents

1. 1. Talk to the child more, voicing all actions (feeding, dressing, bathing), commenting on the surroundings, without being afraid of repeating the same words, pronounce them clearly, patiently, and kindly.
2. 2.Develop understanding of speech using simple instructions such as “Give me a pen”, “Where is the leg?” Rely on what is available to the child. Repeat what you have already learned over and over again.
3. 3. Use in speech, along with full words, their simplified versions: car - beep, doll - la-la, fell - bang.
4. 4. Sing to your child before bed. It's better not to change your repertoire often.
5. 5.Create a desire to imitate an adult. This is possible when emotional interest and accessibility of words that the child pronounces during joint games are combined (Hide and Seek - peek-a-boo, Little Engine - tut-tu). You can be surprised together by what you see: “Wow!” The first words spoken against an emotional background can be interjections: oh, ah, uh. The child is allowed to repeat only vowels: o, a, u.
6. 6.Tell and read children’s first fairy tales and poems more often. Encourage the child to complete the words to the best of their ability.
7. 7.Do not overload your child with television, video and audio information. When reading, reduce the text to understandable phrases.
8. 8. Do not talk in front of your child about his retardation.
9. 9. Don’t be annoyed or embarrassed by what your child doesn’t say. Do not show excessive anxiety: everyone has their own deadlines and their own problems.
10. 10. Without waiting for the child to speak. Start teaching him to distinguish objects by size (large - small); match colors, shapes (give me the same); quantity (one - many).
11. 11.Massage your fingers and palms, play games like “Magpie-White-sided”.

Availability of emotional contact between teacher and child

Working with any child begins with establishing contact. In the case of non-speaking children, it is important not to scare them off with an insistent “say.” At first, it is better not to require speech activity from them. It is advisable to use various games with a toy that interests the child. Games like “Do as I do” (rock a doll, roll a ball, put a car in the garage) challenge him to non-speech, and subsequently to verbal imitation.

Much will depend on how interesting the games are organized and how emotionally involved the child is. In addition, it is important to encourage any manifestation of activity by the child, praise, and encourage him to make new attempts to speak. This will help to avoid psychological problems associated with speech impairment - reluctance to speak, fear of speech.

Games for developing emotional communication with a child

Give me a pen!

Progress of the game: The parent approaches the child and extends his hand.

- Let's say hello. Give me a pen!

In order not to frighten the baby, you should not be too assertive: do not come too close, pronounce the words of address to the child in a low, calm voice. To ensure correct communication, squat down or sit on a highchair - it is better for the adult and child to be at the same level and able to look each other in the face.

Hello! Bye!

Goal: development of emotional communication between a child and an adult, establishing contact.

Progress of the game: An adult approaches the child and waves his hand to say hello.

- Hello! Hello!

Then invites the child to respond to the greeting.

- Let's say hello. Wave your hand! Hello!

When saying goodbye, the game is repeated - the adult waves his hand.

- Bye! Bye!

Then he invites the baby to say goodbye.

- Wave goodbye. Bye!

This ritual of meeting and farewell should be repeated regularly. Gradually, the child will begin to show more initiative and learn to greet each other independently. This game is useful because it teaches the rules of behavior between people.

Let's clap our hands!

Goal: development of emotional communication between a child and an adult, establishing contact.

How to play: Clap your hands and say:

- I’ll clap my hands, I’ll be good, we’ll clap my hands, I’ll be good!

Then he invites the child to clap his hands with him:

- Let's clap our hands together.

If the baby does not repeat the action, but only watches, you can try to take his palms in yours and clap them. But if the child resists, you should not insist; perhaps next time he will show more initiative.

Cuckoo!

Goal: development of emotional communication between a child and an adult, establishing contact; development of attention.

Progress of the game: Show the baby the toy (Parsley hid).

- Oh! Who is that hiding there? Who's there?

Then Parsley appears with the words:

- Ku-ku! It's me, Petrushka! Hello!

Parsley bows, turns in different directions, then hides again. The game can be repeated several times.

Catch the ball!

Goal: development of emotional communication between a child and an adult, establishing contact; development of movements.

Equipment: small rubber ball or plastic ball.

Progress of the game: We take the ball in our hands and invite the child to play with it. It’s better to organize the game on the floor: we sit opposite each other, legs spread wide, so that the ball doesn’t roll past.

- Let's play ball. Catch the ball!

The adult rolls the ball towards the baby. Then he encourages him to roll the ball in the opposite direction, catches the ball, and emotionally comments on the progress of the game.

- Roll the ball! Oops! I caught the ball!

The game is played over a period of time; the game should be stopped at the first sign of fatigue or loss of interest on the part of the child.

Parsley

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: Parsley doll (bi-ba-bo).

Progress of the game: Unbeknownst to the child, the adult puts a toy on his hand, then starts the game. Parsley approaches the baby and bows.

- I am Parsley - a funny toy! Hi Hi!

Then Parsley invites the baby to say hello and takes his hand in hers.

- Let's say hello! Give me a pen!

After this, Parsley performs various actions: clapping his hands, dancing and singing, inviting the child to repeat these actions.

- Let's clap your hands - clap-clap-clap! And now I’ll sing a song: la-la-la! la-la-la!

Then Parsley hides and appears again. The game ends with the toy saying goodbye and leaving.

Kitty

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: soft toy kitten.

Progress of the game: An adult shows the child a toy kitten and offers to pet it.

- Look what a kitten came to us - small, fluffy. Let's pet the kitten - like this. The action is accompanied by a poem:
Kitty, kitty, kitty! -
Julia called the kitten.
Don't rush home, wait! -
And she stroked it with her hand.

You can continue playing with the kitten: give it milk to drink, show how the kitten can jump, wag its tail.

Ball

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: small plastic ball (that can fit in the palm of your hand).

Progress of the game: An adult shows the child a ball and invites him to play.

- Look, what a beautiful ball. Let's play: I'll hide the ball, and you guess which hand it's in.

After this, the adult puts his hands behind his back and hides the ball in his fist. Then he puts both hands clenched into fists forward and invites the child to guess and show which hand the ball is in. Then he turns his hand over and opens his palm.

– Guess which hand the ball is in? I guessed correctly - here it is, the ball, look! Let's hide the ball again! (Children love this game, so most likely the game action will have to be repeated many times).

Sunny bunny

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: small framed mirror (no sharp edges).

How to play: The mirror should be prepared in advance. Having chosen the moment when the sun peeks through the window, the adult takes a mirror and catches a ray of sunlight. At the same time, through a commentary, he draws the child’s attention to how the sun “bunny” jumps on the wall, on the ceiling, from the wall to the sofa, etc.

- Look, there’s a sunbeam on the wall! How he jumps - jump-jump!

You can invite the child to touch the light spot. Then slowly move the beam away, inviting the child to catch a sunbeam.

- Touch the bunny - like this. Oh! Look: the sunbeam is running away - catch the bunny! What a nimble bunny, how far he jumps. And now it’s on the ceiling – you can’t reach it!

If the child liked the game, you can invite him to switch roles - give him a mirror, show him how to catch the beam, how to control the movements of the “bunny”. During the game, do not forget to comment on all actions.

Handkerchief

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: large bright silk scarf (it is advisable that the scarf is not electrified).

How to play: Before starting the game, prepare a scarf: it is desirable that it is pleasant to the touch and has a beautiful color. It is permissible to first use a translucent scarf (in this case, the child can observe from under it what is happening around him and will not be afraid of sudden darkness and loss of visibility). In the future, you can use opaque scarves. It is convenient to play this game while sitting on the sofa or sitting on the carpet.

Invite your child to play with the scarf. Place a scarf on your head with the words:

– Now I’ll hide. Come on, find me!

The child will happily pull the scarf off your head. After this, offer the baby to hide - throw a scarf over his head.

- Where is our Vanya? Vanya, where are you? Aw!

After these words, pull the scarf from the child’s head, hug him, and rejoice in meeting him. The game can be repeated many times.

Hide and seek

Goal: development of emotional communication between a child and an adult, establishing contact.

Equipment: large blanket or blanket.

How to play: Similar to the game with a scarf, you can organize a game of hide and seek using a blanket or blanket. In this case, a child or an adult, hiding, can move freely around the room, choosing a suitable secluded place. Unlike the handkerchief game, this is a longer game. The driving adult can deliberately slowly walk around the room, looking into the most unexpected places - under the table, into cabinets, etc. - with the words:

– Where did our boy hide? Misha, oh! I'm going to look!

When a child expects to be found, he experiences strong emotions - tension and, possibly, fear. At the end of the game, such tension is necessarily resolved - the child is found, stroked on the head, hugged, praised.

Firecrackers

Goal: development of emotional communication between a child and an adult, establishing contact.

Progress of the game: the adult shows his palms and invites the child to pat them.
The girl can clap so well
He doesn’t spare his hands.
Like this, like this, like this
He doesn’t spare his hands!

Games for the development of general imitation

Miracle flower

Goal: development of imitation of adult hand movements; development of speech understanding.

How to play: Arms bent at the elbows, fold your arms crosswise and clasp your palms with your thumbs, move your fingers.
Moving around the flower
All four petals.
I wanted to pick a flower

But the flower suddenly flew away. (we separate our thumbs and spread our arms to the sides).

– Did you guess what kind of “flower” it was? (butterfly).

We kick, stomp, stomp!

Progress of the game: Offer the kids a new game.
We kick, stomp, stomp! (we stomp, raising our legs high)
And clap-clap-clap your hands! (clap our hands)
Hey kids!
Hey guys! (hands on the belt, spinning).

This is who we are!

Goal: development of imitation of adult movements; development of speech understanding.

Progress of the game: Offer the children a new game.

- Come on, let's show what we can do! Repeat after me!
We kick, stomp, stomp! (stomp)
We clap, clap, clap our hands! (clap)
Head twist, twist, twist! (turn head from side to side)
We'll hit ourselves in the chest! (straighten our shoulders, lightly hit ourselves in the chest)
We rubbed our bellies! (we stroke the stomach in a circular motion)
Mouths smiled! (use your index fingers to stretch the corners of your mouth)

That's how great we are!

Yellow boots

Goal: development of imitation of adult movements; development of speech understanding.

Progress of the game: Offer the kids a game of boots.

– Imagine that you have beautiful yellow boots. Let's put on our boots!

(show how you can imitate the movements of putting on boots)

- Everyone put on their boots - come on, stomp! Now listen carefully and repeat the movements after me.
We ran along the path
Yellow boots.
Yellow boots
Babies have legs. (easy jogging)
Our legs are tired
They ran along the path.
Let's stroke our legs (lightly stroking our legs with our palms)
And let's rest a little. (lie down on your back and relax).

Slap-slap

Goal: development of imitation of adult hand movements; learning the ability to quickly switch from one movement to another; development of speech understanding.

Progress of the game: Offer the kids a new game. Starting position – sitting on your knees on the floor.
Clap once! (clap your hands for the word “clap”, hit your palms on your knees for the word “one”)
Again! (clap your hands for the word “more”, hit your knees with your palms for the word “one”)
We'll clap now! (clap our hands)
And then quickly, quickly

Spank, spank more fun! (rhythmic strikes of palms on the floor).

Breathing development

Development of physiological respiration

Goal: development of long continuous oral exhalation; activation of labial muscles

Fly, butterfly!

Breeze (with paper plumes)

Autumn leaves. Leaf fall.

It's snowing (pieces of cotton wool, paper snowflakes)

Pinwheel (toy – pinwheel)

Wind Song (Chinese bell "song of the wind")

Fly, birds! (colorful birds folded from paper (origami)

Roll, pencil!

Funny balls

Balloon (balloon on a string)

Sail, little boat! (paper or plastic boats, basin with water)

Bulki (glass of water, cocktail straws)

Music bubble (clear glass bubble)

Development of speech breathing

Speech breathing is the correct combination of inhalation and exhalation while pronouncing sounds, words and phrases: you need to speak while exhaling, you cannot take in air while pronouncing words and phrases, speech should be smooth.

Stages of speech breathing development:

Singing vowel sounds - A, O, U, I, E;

Prolonged pronunciation of some consonant sounds - S, Z, Ш, Ж, Ф, Х;

Pronouncing syllables in one exhalation;

Pronouncing words in one breath;

Pronouncing phrases of varying lengths on one exhalation;

Reading poems;

Singing songs;

Expressive story, retelling of texts.

Sounds around us!

Goal: development of correct speech breathing - singing the vowel sounds A, O, U, Y in one exhalation.

Progress of the game:

In the world around us we hear a variety of sounds. How does a baby cry? “A-A-A!” And how the little bear sighs. When does his tooth hurt? "OOO!" The plane in the sky hums: “U-U-U!” And the steamboat on the river is buzzing: “Y-Y-Y!” Repeat after me.

The adult draws the children’s attention to the fact that each sound should be pronounced for a long time, on one exhalation.

Blow the balloon!

Goal: development of correct speech breathing - singing the consonant sound F on one exhalation.

Progress of the game: Standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, at the same time bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.

Let's play marbles! Spread your arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon, and it began to deflate... Air comes out of the balloon: F-F-F! The balloon is deflated!

Remind children to breathe in more air while the balloon is inflating. And then gradually exhale it smoothly, pronouncing the sound F. You cannot take in air.

Goal: development of correct speech breathing - singing the consonant sound Sh on one exhalation.

Progress of the game:

Let's play snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: “SH-SH-SH!”

Goal: development of correct speech breathing - singing the consonant sound C on one exhalation.

Progress of the game:

Do you like to ride a bike? What about by car? But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! “S-S-S!” - the pumps are working!

The birds are talking

Goal: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO. KOO-KOO, QACK-QACK-QACK, KOO-KA-RE-KU, CHEEK-CHEEK.

Progress of the game:

Let's play birdies. The birds met in a clearing and began to talk.

“KO-KO-KO!” - says the chicken

“KOO-KOO! KOO-KOO!” - the cuckoo screams

“QACK-QACK-QACK!” - the duck quacks.

“KOO-KA-RE-KOO!” - the cockerel is pouring

“CHIK-CHIK!” - the little sparrow chirps.

Development of hand movements and fine motor skills of fingers

Motor impulses of the fingers influence the formation of “speech” zones and have a positive effect on the entire cerebral cortex of the child.

A varied selection of books, manuals, toys is offered - finger games, special toys (dolls whose clothes are fastened with buttons, snaps, zippers, beads, lacing), plastic materials.

Development of a child’s active speech

Creating the need to imitate the words of an adult is a crucial moment in speech therapy work with speechless children. It should be noted that the development of speech imitation is a natural period in the development of children's speech, both normally and in the case of speech disorders. It would be wrong to “skip” this period and begin speech therapy work with non-speaking children by learning correctly pronounced words or, even worse, by making sounds.

At the same time, one should not go to the other extreme - to expand and consolidate the autonomous speech of children, when the sound combinations used by the child are understandable only to close adults; it is necessary to move on to learning to imitate at least part of some words.

Development of speech imitation

This is the reproduction, following the speaker, of the sounds, words, and phrases he has spoken.

Speech imitation at first is similar to an echo: the adult speaks and the child immediately repeats. For a child’s imitation of an adult’s speech to be meaningful, the speech must be closely related to the child’s practical activities.

The development of speech imitation in a child requires compliance with a number of conditions:

Establish emotional contact, which will provide the necessary motivation for speech activity;

Development of attention and auditory perception, as well as breathing;

A certain level of speech understanding.

Activation of children's speech should be closely connected with the child's practical activities, with a visual situation, with play. Only in this case do motives arise that encourage the child to speak. At the same time, it is possible to avoid the occurrence of “parrot” repetition – the reproduction of words without true comprehension.

Activation of a child’s imitative speech activity implies certain requirements for the adult’s speech:

Speech must be correct and clear, without speech disorders;

Articulation must be clear, the child must see the movements of the adult’s lips;

Speech should not only be emotional, but also well intonated, emphasizing the stressed syllable;

Words and phrases offered to the child for repetition must be said repeatedly;

The adult stimulates the child’s active speech with the help of questions;

The adult gives the child only samples of correct speech; the child should not repeat the substitute words he reproduces.

Requirements for the child’s speech: answers are accepted in any form. At the stage of development of speech imitation, one should not demand too much from the child and his speech. The main thing is to ensure that the child begins to speak. You should not demand precise sound pronunciation from your child. At this age, the development of the communicative function of speech seems most important.

In what situations can you induce verbal imitation in a child? You can encourage your child to repeat words and phrases both in situations of everyday life and during specially organized games and activities, while reading poems, riddles, and singing songs.

Options for speech imitation in the games listed below are offered in the following sequence: sounds - amorphous words - words - phrases. This form of offering material allows you to flexibly select a suitable game, depending on the level of speech development of children and their age. In addition, you can offer different versions of one game, gradually complicating the speech accompaniment

Games for the development of speech imitation

Aircraft

Goal: development of imitation of the movements and speech of an adult, repetition of the sound U

How to play: Invite the children to play airplanes.

Listen to a poem about an airplane:

Scattered across the ground

Rising to the sky!

The plane is flying

Straight ahead!

Let's play airplanes! Planes flew in the sky, buzzing: “U-U-U!”

With our arms straight out to the sides, we run around the room, accompanying the movements with the utterance of a long, continuous sound. It is necessary to ensure that the children run carefully and do not collide with each other.

Steam locomotives

Goal: development of imitation of the movements and speech of an adult - repetition of onomatopoeic words CHU-CHU and TU-TU

Progress of the game:

Listen to a poem about a steam locomotive:

Merry little train

Transports trailers!

The pipe is puffing,

The wheels are knocking!

Let's play steam locomotives! The little train went: “CHU-CHU-CHU!” The locomotive honks: “TU-TU!”

We walk, using circular movements with our arms bent at the elbows, depicting the movements of the train wheels. Movements are accompanied by speech.

Let's play the pipe

Goal: development of imitation of the movements and speech of an adult - repetition of onomatopoeic words DU-DU-DU

How to play: Invite the children to “play” the pipe. Before starting the game, show the children a real pipe and play it. Then depict playing the pipe using hand movements and voice it.

Let's play the pipe! How does the pipe play? “DU-DU-DU!” Repeat after me!

“Dim” (pronounce the onomatopoeic word DU-DU) and at the same time, with hand movements, we pretend to play the pipe.

Similarly, you can play the games: “Let's play the balalaika” (LA-LA-LA), “Ring the bell” (DON-DON, DING-DONG, DING-DING-DING), “Beating the drum” (TA-TA-TA, BOM-BOM-BOM, BAM-BAM-BAM)

Goal: development of imitation of the movements and speech of an adult - repetition of the amorphous words OH-OH-OH-, AY-AY-AY.

How to play: The game is played on the carpet.

Let's play hedgehogs. I will say the words and show the movements, and you repeat after me!

Here is a hedgehog curled up into a ball (children squat down)

Because he was chilled “OH-OH-OH!” (speaking in a plaintive voice together with the children)

The hedgehog's ray touched

The hedgehog stretched sweetly. "AH AH AH!" (speak in a cheerful voice, straighten up, stretch)

We drove - we drove

Goal: development of general motor skills, development of imitation of the movements and speech of an adult - repetition of amorphous words-onomatopoeia GOP-GOP-GOP, BI-BI-BI, etc.

Progress of the game: Listen and repeat after me!

We rode a horse

We went to the garden. (lightly squat in place, arms extended as if holding the reins)

GOP-GOP-GOP! GOP-GOP-GOP! (clap hands – two short, one long)

We were traveling by car,

We reached the corner (turns with hands that seem to be holding the steering wheel)

BEEP BEEP! BEEP BEEP! (press the signal with your thumb)

We were traveling by steam locomotive,

We reached the mountain (circular movements with arms bent at the elbows in the forward-backward direction)

TU-TU-TU! TU-TU-TU! (wide movement of the hand, bent at the elbow, from top to bottom, as if pulling the lever of a horn)

Big house, small house

Goal: development of imitation of the movements and speech of an adult - repetition of amorphous words OH-OH-OH, AY-AY-AY; words HOUSE, BEAR, BUNNY, BIG, SMALL; phrases THE HOUSE IS BIG, THE BEAR IS GOING.

How to play: Invite the children to play bear and bunny.

I will say a rhyme and show the movements, and you repeat after me!

The bear has a big house: OH-OH-OH! (speak in a low voice, raise our hands up)

And the little bunny says: AY-AY-AY! (we speak in a thin voice, squat down)

Our bear went home: OH-OH-OH! (we speak in a low voice, we waddle)

And the little bunny: AY-AY-AY! (we speak in a thin voice, pressing our palms to our chests, jumping on two legs)

After practicing onomatopoeic words in speech (OH-OH-OH, AY-AY-AY), you can begin to practice words and phrases. For example, an adult says: “The bear has a house...” and pauses. The children finish: “big!” Further: “And the bunny has...”, and the children finish: “... small!” etc. Or we say: “Our bear...” and pauses, and the children finish the phrase: “... went home!”

You can also practice reproducing words and phrases during a conversation by asking questions. For example, “What is the bear’s house like?” (big), “What is the bear doing?” (the bear is walking)

Big feet walking down the road

Goal: development of imitation of the movements and speech of an adult - repetition of the onomatopoeic word TOP-TOP; words LEGS, LEGS, ROAD; phrases BIG LEGS, LEGS GO; development of general motor skills.

Progress of the game: Let's play the game "Legs and Legs" - we will walk and run. Listen to the poem and repeat after me!

Big feet are walking down the road:

Little feet ran along the path:

TOP-TOP-TOP, TOP-TOP-TOP! (we speak in a thin voice, run in small steps)

Encourage the children to perform the movements with you by inserting the onomatopoeia TOP-TOP-TOP at the right places in the poem. In the future, encourage children to repeat words and phrases - ask questions (“What are these?” - “legs”, “What kind of legs?” - “big legs”, “What do legs do?” - “Legs go”)

During the game, you can move in one direction and then in the opposite direction (corresponding to the first and second parts of the poem) or move in a circle.

Goal: development of imitation of movements (use of gestures “on”, “give”) and speech - repetition of words NA. GIVE; repetition of the phrases ON THE BALL, GIVE THE DICE, ON THE SPOON, etc. in different situations (play, everyday) with different objects.

Progress of the game: Demonstrate to the children the game with a toy bunny. We hand the hare a small ball with the words:

Here you go, bunny, BALL! On the!

Then we ask the bunny for a ball, accompanying the words with a gesture - we extend our hand, make a “petitioning” movement with our palm towards ourselves.

Now we ask the bunny for a ball: “Bunny, GIVE THE BALL!” GIVE!"

Invite the kids to take turns giving the bunny a ball, then ask for the ball. This game is played with a wide variety of toys and objects (for example, you can give a bear a cube, a doll a flower).

Give the children toys and encourage them to repeat the game.

This game can be continued in everyday situations. At the same time, children learn to ask for what they need from adults and peers, and learn to share.

Formation of speech understanding.

Children with sensory and sensorimotor alalia orient themselves in their surroundings, relying mainly not on speech, but on the situation, people’s gestures, their facial expressions, head turns, and roughly guess what they are talking about.

When a child does not understand speech at all or almost completely, it is often necessary to involve a third person to explain the meaning of tasks to him (the child’s sister or brother would be most suitable for this role). The three of you need to act out the exercise: you explain the exercise, your assistant performs it, actually showing the child what he should do, the child looks at him and, by analogy, guesses what exactly is required of him.

For example, a child needs to repeat two sounds without mixing up the order. You reproduce these sounds, the assistant repeats them (stomping his foot, clapping his hands, etc.). You play the sounds again and turn to the child: “And now you.” If he still doesn’t understand what needs to be done, you and your assistant explain the same task using the example of another (third) pair of sounds. You can change roles: the assistant shows the action, you repeat after him.

When explaining tasks, do not limit yourself to simply showing actions and gestures, but actively use speech. Just speak very clearly and slowly. It is advisable to use a small set of the same words.

Praise your child for every sound he makes, even the most inaudible one, and every task he performs correctly or incorrectly. Say: “Well done!” And then, as if by the way, say the correct word and show him the exercise that he couldn’t cope with. This tactic is needed because a non-speaking child most likely has a lot of self-doubt, fear of failure, and this results in a low level of motivation for verbal communication. On this topic, I recommend reading the manual by O.E. Gribova. “What to do if your child does not speak.” It describes ways to interact with completely non-verbal children.

Development of auditory perception in sensory and sensorimotor alalia.

Classes to overcome sensory and sensorimotor alalia should begin with working on non-speech sounds. Based on them, you will form in your child certain algorithms for actions with sounds in general, which will be easier for him to transfer to speech sounds.

Distinguishing non-speech sounds.

Show your child what sound the sounding toys make (start with two). Let him turn away. Play one of the sounds behind him. Let him show what the toy sounded like. Gradually increase the number of toys to four.

Make two sounds that are more or less similar to each other (stomp your feet on the floor and clap your hands). Let the child turn away. Play one of these sounds. The child needs to repeat it. Then do the same with the second sound. It is advisable to increase the number of sounds to four (in addition, you can slam the table or knock on the glass).

Perform the same exercise with sounds that are close to each other (scratch something on different surfaces, knock on the table with different objects, rustle with different objects). Show your child ways to play sounds several times so that he remembers them.

If there is a piano in the house (or a toy one), alternately extract from it two sounds that are as far apart in pitch as possible. Let your child listen to the sounds and look at the keyboard. Then let him turn away. You press a key, it guesses by ear which key you pressed and shows it.

Do the exercise differently. Use one key to produce very quiet and very loud sounds. Show your child how this is done - either barely touch the key, or forcefully lower your hand onto it. You can take the child’s hand in yours and perform these actions with his finger. Then let him turn away. You make either a quiet or a loud sound, the child must repeat it.

Perform the same task with other loud and quiet sounds (claps, tapping on the table, etc.).

Perform a similar task with sounds of different durations. It is convenient to use a pipe for this. Show your child how to blow long and how to blow short. Let him repeat it. Then blow the pipe behind him. He must determine the duration of the sound and repeat it.

Operating with non-speech sounds.

In speech, sounds are always presented in the form of a sound series, which is never given entirely and completely, like a visual series (when all objects are in front of the eyes), but only sequentially - sound by sound. Therefore, operating with speech sounds is possible only from memory. This creates additional difficulties in perceiving and analyzing the sound composition of words.

When performing further exercises, you need to teach the child to remember the sequence of non-speech sounds and reproduce it correctly.

Make two familiar sounds behind the child’s back (stomp, clap). The child needs to repeat them without mixing up the order. Before doing this, clearly explain what he must do. If the child does not understand the task, involve an assistant.

Offer the same sounds to the child in reverse order. It is advisable to increase the number of sounds to four.

Play two sounds of different volumes (very quiet and very loud), repeat two to three times. The child must reproduce the sound series. Then he must repeat it in reverse. Try to lengthen the series: loud - quiet - quiet - loud, loud - loud - quiet, etc.

Perform the same exercise with very high and low sounds.

Perform the same exercise with short and long sounds (blow into a pipe).

Tap on the table a simple rhythm of three sounds: ta - ta-ta or ta-ta - ta (with pauses of varying lengths between sounds). The child needs to repeat after you.

Play "okay" Set the rhythmic pattern you need to perform. Say ta – ta-ta (note that from now on you start using speech sounds). Then, repeating: ta-ta-ta, clap your hands with the child. In the future, tap your hands with a more complex and lengthy sound pattern: ta - ta-ta-ta-ta, ta-ta - ta-ta-ta, etc.

Perform the previous exercise differently. You set a rhythm that the child needs to reproduce by blowing the pipe. For example: du-u-u - du-doo; doo-doo – doo-oo-oo. When you pronounce the vowel (U), stretch your lips forward so that the child can see you blowing as if into a pipe. First, show your child how you can use a pipe to reproduce various sound patterns.

A similar exercise can be performed with a drum. You set the rhythm: bom - bom-bom, the child needs to tap it with a stick. First, you can hit the drum together.

When doing the exercises, the child will also learn to respond to speech sounds, and perhaps gradually begin to distinguish between them.

Say the sound (A) for a long time. The child should look at you. Then your assistant makes the same sound. The child will look at him. Pronounce the sounds loudly, opening your mouth wide, attracting the child’s attention. Then he needs to turn away. You and your assistant pronounce the sounds, the child needs to show who said (A). Ask: “Who said (A)?”

Do the same exercise with vowel sounds (O), (U), (I), (E). If possible, increase the number of assistants. Ask your child who made the sound. Let him point his finger.

Do the same exercise with consonant sounds (M), (F), (R).

Then with the sounds (B), (D), (D), (C). Since these sounds are not as sonorous as the previous ones, repeat them several times: (B-B-B), (D-D-D).

Show your child a picture of a cat. Say: “This is a cat. She says MEOW." Show how the cat washes itself, repeat “MEOW”. Have your assistant do the same. Ask your child: “Who said MEOW?” He must show who.

Perform an exercise similar to the previous one with other pictures. Depict animals drawn on them, “speak” behind the child’s back in their voices, he should show who “said” for this or that character.

For each animal, choose a short, characteristic pantomime by which the child could identify them. The dog wags its tail and barks AB-AB. The cow is chewing grass (MU). The fox is very cunning (cunning face. YAW-YAW). The chicken pecks the grains (KO-KO). The frog jumps funny and slaps its lips - it catches mosquitoes (KVA-KVA). The wolf howls, stretching his sad muzzle upward (U-U). The beetle flaps its wings (F-F). The cockerel, squinting, looks around slyly (O-O). The horse clatters its hoof (E-I). The bear waddles (BU-BU). The mosquito flies and looks for someone to bite (Z-Z-Z). The owl flaps his eyes wide open (UH-UH). The snake, wriggling, hisses (SH-SH-SH). The goose stretches its neck (GA-GA). The tiger bares his teeth menacingly and sparkles his eyes (R-R-R). The hedgehog bristles with needles (F-F-F). The mouse gnaws cheese, chattering its teeth quickly (PEEP-PEEP). Try to get your child to remember the habits of as many animals as possible. You will need your characters more than once.

Show your child pictures of animals, depict their habits, imitating their “voices.” The child should act out the appropriate pantomime after you. Show the cat - MEOW-MEOW. Show the dog - AB-AB, etc. If the child does not guess what is required of him, address the assistant with the same words (let him portray a pantomime), then to the child: “Now you.” You can show him with his own hands what movements he should make. Let him copy your facial expression.

Distinguishing onomatopoeias.

First, use onomatopoeia from one vowel sound: I-I-I - horse; U-U-U - wolf; A-A-A - doll; O-O-O - cockerel.

Repeat the last exercise from the previous chapter with the listed onomatopoeias. Let the child portray each character several times.

Show your child only pictures and say onomatopoeia; he should perform pantomimes.

Pronounce onomatopoeia very clearly (without a corresponding picture), the child must portray the desired character. Say: “Show Lala. Show me the wolf." Articulate sounds very expressively so that the child can see how you pronounce them.

If the child does not recognize sounds, show pictures.

You can tell him the character he needs with just one gesture. For example, say “E-I-I” and click your tongue. If the child still does not distinguish sounds, do not be embarrassed and continue with the lessons. Repeat the vowel sounds with him again, and then add the consonants: (F, R, Zh, S, Sh), imitating the speech of a hedgehog, tiger, beetle, mosquito, snake.

Say onomatopoeias (remind the child with the appropriate pantomime who they belong to), let him portray the desired character. The sounds (Zh) and (Sh) are similar to each other, so pronounce (Zh) very loudly, and (Sh) dully, in a whisper. If a child cannot distinguish some onomatopoeias or confuses them, it’s okay.

Put two pictures with characters that you will characterize with onomatopoeia (a doll and a beetle, a horse and a hedgehog). Pronounce the appropriate sounds, the child must name the corresponding picture. For example: “A-A-A. Who is this?". And alternately point to the pictures with a beetle and a doll. If necessary, explain the task through an assistant (who should complete the task instead of the child, giving him a sample).

Have your assistant do the previous exercise, making “mistakes” (showing the wrong picture). Ask your child: “Is this right?” The child needs to respond with an affirmative (nod of the head) or negative (shaking of the head) gesture. The task is difficult, so - if the child can. Add onomatopoeia consisting of two sounds: dog AB-AV, cow MU-MU, goose GA-GA, eagle owl UH-UH, bear BU-BU, mouse PE-PE, chicken KO-KO. Do not enter them all at once, but one at a time.

Make the last four sentences with them. Add onomatopoeia consisting of three sounds: MEOW-MEOW, KVA-KVA, TYAV-TYAV.

Do the same tasks. A child does not have to master absolutely all onomatopoeias.

Rules for working with children.

Children with motor alalia are able to distinguish between both non-speech sounds and speech sounds (since their auditory perception is not impaired), but it is useful for them to go through the proposed material very quickly. This will contribute to their overall development.

A child with motor alalia needs to be introduced in detail to the characters of onomatopoeia, since he will have to begin developing his own speech with them. The child must remember how they sound, who they belong to, and learn to distinguish one from another well by ear.

while working with children.

Games should not be long (from 5 to 15 minutes).

They should be carried out at a leisurely pace so that the child has the opportunity to understand the task, realize, correct a possible mistake, and an adult to help him with this.

The game should be interesting and tempting for the child, so it should contain an element of comparison, colorful and funny design.

In the game, it is necessary to achieve the child’s active verbal participation, and, if possible, use physical activity.

During the game, the adult takes direct part (the degree of his participation is determined by the speech capabilities of the children, the tasks and conditions of the game), and in conclusion, it is imperative to encourage the child.

During games, it is necessary to delicately, unobtrusively activate the child’s behavior and cognitive activity.

Show patience with your child.

The sooner work begins to overcome speech underdevelopment,

the more effective the results will be!

Tatiana Tukish
Using graphomotor games and exercises for motor alalia

Tukish Tatyana Fedorovna

Motor alalia- this is a systemic underdevelopment of expressive speech of a central organic nature, due to the immaturity of linguistic operations in the process of generating speech utterances with the relative preservation of semantic and sensorimotor operations. For alalia characterized by a violation of all subsystems language: syntactic, morphological, lexical and phonemic.

Preschoolers with motor alalia usually have poor coordination of movements, movements are performed inaccurately and awkwardly. It is difficult for them to achieve graceful movements.

Small ones suffer especially finger motor skills. The most effective games and Exercises to develop fine motor skills are as follows::

To correct these shortcomings, you can perform the following exercises:

Climb and descend from stairs, stand on one leg, jump on both legs and on each in turn.

Tie a knot, bow, fasten buttons.

Bend and straighten the fingers on each hand alternately.

Connect your thumb with the rest of your fingers one by one.

Perform movements with or without demonstration him: "fist-rib-palm".

Build towers from cubes, assemble pyramids.

Pull the cord through the holes in various ways, string the beads onto the string.

Squeeze and unclench the spray bulb.

Lay out mosaic patterns.

Massage (auricular, palms and feet, fingers);

Games with small objects (buttons, beads, cereals, construction sets, etc.);

Modeling, drawing, cutting; bead embroidery, model assembly (for children over 4 years old)

Drawing on wallpaper is effective.

A game "Owl"

The hands are the wings of an eagle owl. The child raises his hands up, pronouncing the sound high, lowers his hands, pronouncing the sound low. An adult reads the text, a child pronounces a sound eagle owl:

The owl hooted, groaned, and gasped: "Uh-oh!", "Uh-oh!"

Echoes were heard in the forest: "Uh-oh!", "Uh-oh!"

The animals ran away in fear: "Uh-oh!", "Uh-oh!"

Fili songs got scared: "Uh-oh!", "Uh-oh!"

"Charger"

The adult pronounces the text, the child performs movements with onomatopoeia.

Hands up - clap, clap, clap (child claps his hands)

Hands down - top, top, top (stomps his feet)

Hands to the sides - wow, wow, wow (flapping like wings)

Hands forward - knock, knock, knock (bumps fists)

"Ball Game"

A child throws a ball with the word ON, asks to give the ball back with the word GIVE

"Ropes"

1st option. The child unwinds or twirls a ribbon with a toy at the end onto a pencil, pronouncing a drawn-out sound: vowel or practiced consonant (ssss, zzzz, vvvv, xxxx)

1st option. A child unwinds a ribbon with sound (vowel or consonant). When the tape unwinds to the surface of the table or floor, a BOOM or BANG is said.

Publications on the topic:

Using didactic games and exercises to work on the syllabic structure of words (from work experience) Recently, preschoolers often have difficulties pronouncing complex words. In the process of work, you have to face the fact that...

Using didactic games and exercises to develop the lexical and grammatical structure of speech in children“USE OF DIDACTICAL GAMES AND EXERCISES FOR THE DEVELOPMENT OF LEXICAL AND GRAMMARICAL STRUCTURE OF SPEECH IN CHILDREN OF JUNIOR PRESCHOOL AGE.” Bulgakov.

Using didactic games and exercises when working on the syllabic structure of words. Part 1 Municipal institution “Psychological and social center of the education system “NADEZHDA”. APPENDIX “Use of didactic.

“Using didactic games and exercises when working on the syllabic structure of words” part 2 Games aimed at developing phonemic awareness Exercise No. 1. The adult gives the child two circles - red and green - and offers.

Using games and exercises to develop cognitive interest in older preschool children. Using games and exercises to develop cognitive interest in older preschool children. (From work experience) Educator:.

Using games and exercises in the pedagogical process when a child has difficulty communicating and increasing self-confidence Consultation. Topic: “The use of games and exercises in the pedagogical process when a child has difficulty communicating, increasing confidence in.

Since children with motor alalia suffer not only from speech, but also from basic mental processes: memory, attention, thinking, sensory ideas about size and shape, it is very important to develop these functions in various games.

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Since children with motor alalia suffer not only from speech, but also from basic mental processes: memory, attention, thinking, sensory ideas about size and shape, it is very important to develop these functions in various games.

How to properly develop attention and memory in children with mental retardation and alalia?

For games with non-speaking children use toys , at a higher level of speech development you can take Pictures . This is necessary to create the appropriate emotional mood of the child and maintain interest.

• There are 4-6 toys on the table.The child turns away, and at this time 1-2 toys are removed. You need to turn around and find out what has been cleared from the table.
• You don’t have to remove, but add toys.The child’s task is to say what appeared on the table.
• There are from 2 to 4 toys on the table that need to be carefully examinedtogether with the baby. The child turns away, all the toys “hide.” We need to remember what was on the table.
• The child looks at 2-4-6 pictures from the children's lotto, then they are removed and mixed with the rest.The child’s task is to find the pictures that were looked at at the beginning of the game. A complication of the game is to arrange the pictures in the order in which they were viewed.
• Perform sequential actions: First you need to pour water into a cup, then put a spoon in a glass, and pencils in a box. A complication is to invite the child to talk about what he did.
• Complete unfinished drawings, lay out a figure from the counting sticks according to the model.

Thinking games

These games are offered to the baby according to the principle“from simple to complex”.

First, he is asked to compare objects by color and size, and then by more significant characteristics.

• Sort the pictures according to some criteria:what we eat, what we wear, etc.
• Make one picture from the cut pieces, first from two, then from 3-4. A complication is to offer pictures in which the image is on both sides.
• Guess what is drawn in the picture based on its part.
• "Mailbox" - lower the figures into the box, selecting the desired hole that suits the shape.
• "Who needs what"- match the tools of action to the actions depicted on different cards (a net for a girl catching a butterfly, a comb for a shaggy girl, a needle for a boy with a hole in his shirt).

Games for sensory development (color, size, shape)

Children with motor alalia experience difficulties with spatial orientation, as well as in determining the color, shape and size of objects.

Their cognitive interest is also not very pronounced.

Games will help solve these problems:

• You need to choose from balls of the same sizeonly red, only white, etc.
• Invite your child to bring the same number of cubes, how many nesting dolls;
• "Pick a flower"- arrange flowers of the same color in vases (all figures are made of paper);
• “Hide the ball in your palms”- offer to hide first a small, then a large ball in your palm, whether it works or not;
• "Vice versa" - some pictures show large objects, while others show the same objects, only small in size. The presenter says, holding up the picture: “I have a big pyramid...”. The child looks for the same one and answers: “I have a small one,” etc.
• Color fixing lottowith the image of circles of different colors.

These games are given as an example to understand the principle of selection; in fact, there are a huge number of them.

EU The most effective games for developing fine motor skills

Preschoolers with motor alalia usually have poor coordination of movements and perform movements inaccurately and awkwardly. It is difficult for them to achieve graceful movements.

Fine motor skills of the fingers are especially affected.

To correct these shortcomings, you can perform the following exercises:

• Climbing up and down stairs, stand on one leg, jump on both legs and on each in turn.
• Tie a knot, bow, fasten buttons.
• Bend and straighten your fingers alternately on each hand.
• Connect your thumb one at a timewith the rest of the fingers.
• Perform movements with and without demonstration:"fist-rib-palm".
• Build towers from cubes, collect pyramids.
• Pull the string through the holesin various variations, string beads on a string.
• Squeeze and unclenchspray bulb.
• Lay out mosaic patterns.

Regularly conducted games and activities, careful implementation of the speech therapist’s tasks, and correct psychological support will certainly help the child rise to the next step on the path to mastering correct literate speech.

Whether the child is still small, you need to carefully select motivation, why he needs to choose balls, pictures, etc.

Offer to help a bunny, doll or bear, help them out - this will make it much more interesting for the baby to play and practice.