Speech therapy session with a 3 year old child. Speech therapy exercises for a three-year-old child at home

Today, many parents who care about comprehensive development baby, it is known that the formation of competent writing and reading skills is facilitated by the normal speech development of the child. Before starting classes, it is necessary to conduct an examination of the baby’s speech, to find any shortcomings in pronunciation.

Here are the characteristics of a child of this age:

1. By the age of 5, the baby should be able to master all speech sounds, with the exception of hissing sounds and “R”, sometimes the sound “L”, which the child may still have trouble pronouncing.
2. The child’s vocabulary must have a sufficient supply of words so that he can compose a sentence of 5-7 words.
3. The child must be able to use words in the singular and plural.
4. The child must be able to describe an object, pointing out its qualities.
5. The ability to conduct a dialogue is another of the norms characteristic of children of this age. When communicating with an adult, his speech should be understandable, not only to parents, but also to strangers.
6. The child must quickly say his first name, last name, age, names of parents, names of animals that live nearby.

If a child cannot do any of the above, he will benefit from attending speech therapy classes. They will be aimed at development fine motor skills, enrichment of vocabulary, development of air flow and, of course, correction of impaired sound pronunciation.

In private speech therapy centers consultations and classes are conducted by a speech therapist. However, his work is not cheap. But parents who have the opportunity to study at home with their baby will be able to spend this time profitably. Moreover, in a relaxed home environment, the child feels more comfortable: there is no unnecessary stress from communicating with a stranger.

Speech therapy classes at home

Various literature comes to the aid of mothers.

One of the manuals that you can use at home is “Speech therapy homework for children with special needs for 5-7 years” by N.E. Teremkova. These tasks can be offered to children under 5 years of age.

We suggest using the manuals of two more authors - Bardysheva T.Yu. and Monosova E.N. They offer educators and parents a large number of benefits designed for the development of children from the early years.

In order for homework to be successful, you need to follow some rules:

• All classes must be conducted in game form so that the child is captivated by everything that is happening, and also does not understand the true meaning of the exercises being performed.
• Classes should be limited in time. To begin with, it is 3-5 minutes, then increase to 15-20.
• Quantity play activities about 2-3 per day, so the material will be absorbed faster.
• Praise your child for every success, support him kind words. Do not use the word “wrong” - the child may become withdrawn and no longer make contact.
• It is better to conduct classes at hours when the child is not tired. Best time for this purpose - after breakfast and after an afternoon nap.
• When talking to a child, turn to face him and pronounce all sounds clearly. Remember, you are a role model.
• If, while completing a task, you get acquainted with certain natural phenomena, you need to do this at a time for which these phenomena are characteristic (in winter - studying winter phenomena, in summer - summer ones).

Stages of homework

Let's clarify the procedure for conducting classes at home:

• Finger gymnastics.
• Gymnastics for articulation organs.
• Games for onomatopoeia, hearing development, logorhythmics.
• Speech development, vocabulary replenishment.

Let's look at each stage of home exercises in order.

Gymnastics for fingers

It is known that there is a strong relationship between the human hand and the brain. Therefore, by performing small movements with our hands, we thereby train areas of the cerebral cortex. Well, if these movements are combined with speech, then the benefits from such exercises will be much greater.

Parents studying finger gymnastics with their baby, they should not just ask to perform any actions, but learn and repeat short poems, sayings, and songs with the child.

There are a huge variety of exercise options for fingers. In bookstores you can find a large amount of literature with entire sets of exercises for the development of motor skills. Any mother can use these publications.

In general, a number of movements can be identified that contribute to the development of fine motor skills:

• stroking one palm with the other;
• massage the fingers of one hand with the other hand;
• alignment of the thumb with other fingers;
• Aligning the fingers of two pens with each other.

Playing with “ magic bag", into which mom pours cereal. Each bag can contain either the same type of cereal or a different one. Usually buckwheat, peas, beans, and rice are used.

The child is asked to touch small and large inclusions with his fingers. Another option for using cereal: just mix in a plate different types and ask the baby to sort it out.

Basic exercises are shown in this video:

Articulation gymnastics

These exercises are aimed at strengthening the muscles of the articulatory apparatus and developing the range of movements. Any subsequent production of sounds is preceded by articulation exercises.

Exercises are divided into dynamic and static. When performing first, the tongue and lips perform some exercises, that is, they constantly move. When performing the second, the organs of articulation must “take” a certain position and hold it for several seconds. Such exercises are more difficult for a child, it is important to teach the child to do this.

There are different exercises that can be done at all times for all children. They simply contribute to the development of movements of all muscles of the apparatus.

There are exercises that “prepare” those muscles necessary when pronouncing a sound that a child cannot pronounce well.

Among the exercises are the following:

• to develop and strengthen the muscles of the tongue;
• on the development and strengthening of the lip muscles;
• for the development and strengthening of the cheek muscles;

Here are some of these exercises:

"Smile." Stretch your lips strongly in a smile, but your teeth should not be visible. Hold a smile for 30 seconds.

"Fence". Smile hard so that your teeth are visible, hold the smile.

“Let’s punish the naughty tongue.” Open your mouth slightly, place your tongue on your lower lip and, slapping it with your lips, pronounce “five-five-five...”.

"Tube". Open your mouth, stick out your tongue and try to bend its side edges upward in the form of a tube, hold it in this position for 30 seconds.

“Let’s lick the jam.” Slowly, without lifting the tongue, first lick the upper lip from corner to corner, then repeat the procedure with the lower lip.

“The clock is tick-tock.” Make a smile, open your mouth slightly, then use the tip of your tongue to touch the corners of your mouth one by one.

“Brushing our teeth.” Smile, open your mouth slightly, then with the tip of your tongue, pressing it hard enough, brush the inside of the teeth of the lower row (7-10 times). Repeat the same exercise with the teeth of the upper row (7-10 times).

"Swing". Smile and open your mouth wide. Then lower the tip of the tongue behind the bottom row of teeth by “one”, and lift it by the top row by “two”. Repeat – 4-5 times.

It is better to do exercises not just on demand. Get your baby interested. Invite him to take a trip to magical land, Where main character- tongue. Imagine together, and these activities will bring a lot of benefits to your child.

Don’t forget, all exercises to develop articulation organs must be performed in front of a mirror. The child must not only feel where the tongue is and what the sponges are doing, but also see all this.

Basic exercises are shown in the following videos.

Development of phonemic hearing

Since a child does not master speech on his own, but by perceiving sounds from those around him, it is necessary that the people living nearby speak correctly.

In addition, the people around him at the stage of development of a child’s speech can play a huge role in its development. Many ear development activities are based on onomatopoeia.

Let's look at what exercises you can do with your baby at home:

• Guess which object is ringing. The adult invites the child to look at objects that can make sound. Shows how they ring. Then he hides an object that makes a sound behind his back (drum, spoon, glass) and asks the child to guess what is ringing.
• Guess where the sound is. The adult moves around the room behind the child and rings the bell in different places. The child must show with his hand the place where he hears the ringing.
• Imitating the sounds that animals make. To complete this exercise, it is advisable to use plot and subject pictures. You can look at the animal and discuss how and where it lives. And say the sound it makes. (Frog, bee, cat, etc.)
• Imitation of everyday sounds. The exercise is based on repeating sounds that we hear from different objects. (water dripping: KAPP-KAP, train is moving: TU-TU, etc.)

Logorhythmic exercises play an important role in the development of hearing and sense of rhythm. These are exercises that combine movement, speech and music. The child really likes this type of activity. An adult shows the child movements and pronounces words, all this is done to the accompaniment of well-chosen music. The main thing about this is to prepare in advance. After all, how will a lesson be interesting if an adult constantly makes mistakes in words?..

Speech development

Work on the development of a child’s speech includes two areas:

1. Vocabulary work, where the child clarifies his idea of ​​the surrounding world of objects and phenomena, relationships between people.
2. Development of the grammatical structure of the language - the child learns to use words in the correct form and correctly compose sentences.

Vocabulary work solves the following problems:

• clarifying the understanding of the words in the child’s vocabulary;
• enriching the vocabulary with new words;
• developing skills in using new words in independent speech.

The child masters the world, and in order for this work to be interesting and useful for him, it is necessary to use construction kits, toys, children's books, subject and subject pictures.

I would like to recommend the demonstration material developed by the authors Olga Gromova and Galina Solomatina for use in home speech development classes. It is presented in pictures with clear and bright illustrations that will be understandable and interesting to children.

Don’t forget, when working with a picture, it is necessary to pose the question correctly so that the child can find words to indicate the quality of the object.

It is important to understand that this word may not be used in speech. To this end, new words need to be repeated in combination with other familiar words. For example, when reading Surikov’s poem “Winter,” the child is asked to think about what else can be called the word “fluffy”: a kitten, a towel. By repeating it in combination with familiar words, the child begins to use it in independent speech.

The material you work with must be appropriate for the child’s age. For a 4-year-old there may be fairy tales “Ryaba Hen”, “Kolobok” and others. A fairy tale encourages sympathy for everything good; it is necessary both for the development of speech and for moral education.

Reading fairy tales should be accompanied by the display of bright illustrations. It’s good to reinforce what you read with a beautiful cartoon. This will deepen the impression of the fairy tale.

At the age of five, a child can be asked to compare the characteristics of objects, generalize (vegetables, fruits), and make sentences using reference words (girl, forest, basket). The material is fixed in didactic games, proverbs and tongue twisters provide great help in this.

Here sample list topics offered to the child:“Parts of the human body”, “Clothing”, “Seasons”, “Vegetables, fruits and berries”, “House and its parts”, “Furniture”, “Animals”, “Transport” and others.

The development of the grammatical structure of speech occurs with the enrichment and activation of the vocabulary, the formation of coherent speech. Most often, children encounter errors in changing nouns by case and number (no boots, pencils, kittens, goslings). It is these difficulties that you need to pay attention to when conducting individual lessons with your child.

Here are some types of exercises that are carried out with the child:“One is many” (hands and hands), “What will I show you?” (Flowers, lamp) “To whom - what? (a bone for a dog), “Who eats what?” (cow - grass), “Call it affectionately” (cat - cat, ring - ring), “Divide the word into two” (plane - flies itself), “Who is it and which one?” (round, sweet apple), “Whose part is this?” (the fox has a fox tail), “Yesterday - Now” (yesterday I went to the park, now I’m playing with a doll) and others.

Today on store shelves you can find a large amount of literature that details exercises and activities for the development of coherent speech in a child, which can be used at home.

Don’t forget, the child is growing and will soon go to first grade. And the success of his studies at school depends on how well his speech is formed. The period from 4 to 7 years is the most favorable for the development and correction of speech.

Spend as much time as possible with your baby at this stage of development and you will thereby lay a strong foundation for the child’s future success.

You can see an example of a speech therapy session in the following video.

The speech development of 3-4 year old children within normal limits presupposes that parents can easily understand their child, while strangers may not be able to understand his speech. According to children's specialists, a child at this age is silent only when he sleeps. The rest of the day he talks incessantly.

Normally, a 3-4 year old child should already be actively communicating and in contact with his parents, even if strangers do not understand his speech very well

Standards for child speech development

Children's indicators are difficult to generalize; it is necessary to take into account the child's individuality. Nevertheless, indicative standards for assessing the speech development of children 3-4 years old exist - you should pay attention to them in order to avoid potential problems in the future.

A child’s speech at 3 years old is characterized by the following indicators:

• he comprehends the basics of grammar, but so far without the past tense;
• knows how to compose a story in 4-5 sentences, looking at a picture;
• his vocabulary reaches 1200 words;
• numerous questions became his norm;
• swallows some syllables and replaces letters;
• There are often no pauses between words.

At 4 years old, a child’s speech development includes:

• he mastered almost the entire grammar of the Russian language;
• when composing a story based on the proposed picture, he already produces at least 10 sentences;
• his vocabulary reaches one and a half thousand words;
• his “questionnaire” has expanded significantly and now includes special questions (why, what, when, where);
• knows how to “read” a story from sequential pictures;
• pronounces all sounds well, having difficulty only with “r”, “l”, “sh” and “sch” (we recommend reading:);
• The baby's speech is characterized by coherence.

If you find a discrepancy in more than three positions, there is reason to think about a possible delay in your child’s speech development. Pay attention to what and how he says: based on the specifics of speech development of children 3-4 years old, analyze and evaluate your child’s personal successes. In some cases, it would be useful to consult a specialist.

How to teach a child to speak correctly?

Think and act positively - then all problems will be solved. The speech development of a 3-year-old child is dynamic: be gradual in learning, do not rush to complicate tasks, very soon the difficulties of the child’s speech development will be overcome. Perhaps you will involve a speech therapist in your child’s speech production, who can offer an individual program. Speech therapy training brings tangible benefits. Children's specialists strongly encourage and welcome parents' independent activities at home and give some very valuable advice:

• Try to gesture less when communicating with a 3-4 year old child. Encourage your baby to also express his thoughts in words, but do not take away his sign language completely. Gestures are very appropriate when reading books together - for example, to show how big a turnip has grown. Body language relieves tension (see also:). In other situations, offer him a choice: “What toy do you take with you? Little soldier or little car? Operate with objects familiar to the child so that he can think and give an answer.
• Voice all actions: “Antosha takes a spoon and eats.” Or: “We’re going to the store. It’s sunny outside, let’s put on a yellow cap.”
• Add variety to your speech. There is no point in saying the same thing several times and asking the baby to repeat it. Don't rush him. One day he will respond the way you expect. An incomprehensible sound or shaking his head in response makes it clear that he hears you and reacts to your words.
• Do facial massage and articulation exercises daily (see also:). Use an educational video for children that will help you in this matter. Actively include tongue twisters and sound exercises, just space them out throughout the day and don’t oversaturate your classes.
• Encourage communication. Ask more basic questions, let the child answer by naming objects. Prompt him if he finds it difficult to answer.

Didactic materials in classes with children 3-4 years old are highly desirable. They contain valuable hints and can be of great help. Here are some examples:

Important Additions

It will be great if you decide to keep a diary in which you will record both the successes achieved and the difficulties you encountered during classes. Your notes will help you see the dynamics of development, evaluate achievements and see progress with your own eyes. In addition to speech activities, develop children's skills in painstaking work with small objects - this has a beneficial effect on thinking and communication abilities. Please note the following recommendations:

• An unconditional “yes” to fine motor skills. Let your child unscrew the lid and pour water from the jar into a glass. Modeling classes have undeniable benefits. Teach him to hold a spoon and pencil correctly. Let the objects be round or ribbed, rough or smooth. Summarize objects by shape, purpose, color, etc. “A glass and a mug - they drink from them” or “A spoon and fork - they eat with them.”
• A decisive “no” to TV. Some 15-20 minutes to watch cartoons is enough for children of this age. Find an alternative! Engage him with educational games and toys that promote the child's speech development. Let blocks and construction toys come into his life. Baby doesn't need electronic games either.

The development of the baby and its pace depend 90% on the efforts made by the parents. It is better not to leave the baby alone with toys for a long time, but to get involved in the process and come up with new games together with the child.

Educational descriptive games

Game “Describe the object: what is it?”, the goal is to teach the child to describe the characteristic features of an object. Mom takes an object out of the box. The child describes it according to parameters known to him (what?): “This is an apple. It’s red, round, juicy, crispy.”

Game "Who Says So?", the goal is to distinguish by sound and imitate the voices of animals, to compare the voices and names of adult animals and cubs. To play, you need figures of animals and their babies: a goat and a kid, a cat and a kitten, a dog and a puppy, etc. Guests arrived at the baby's house by bus or car. They all want to play with him. Who says woof-woof? - Dog. – Who barks in a thin voice? - Puppy. – The mother dog has a baby. How does he speak? - Bow-wow.

Game “Who is this and what is this? What can it do?, the goal is to name objects, their features and possible actions. First of all, the baby must correctly answer “What is this?” or “Who is this?” The next question is “which one?” - suggests an answer about the characteristics of the object. Questions “what is he doing?” and “what are they doing with it?” describes the actions it can perform and what a person can do with it. All these actions should involve possible movements of the toys.

Game "Guess the object", the goal is to teach the child to identify an object by its signs and actions. Show the child several toys, name them and give a description. “It's a duck. She says "quack-quack." The duck is swimming." Then describe the toy, and the child must guess who he is talking about.

Educational "guest" games with several objects

Game "Hide and Seek". The goal is to understand and actively use in speech the prepositions of place “on”, “in”, “under”, “above”, “at/about”. Place children's furniture on the table. “Here we have a room where the girl Lisa lives. Name all the objects in Lisa's room. What word can be used to name all these objects? - Furniture. – Her friends came to visit Lisa - frogs, ducklings, bear cubs. They started playing hide and seek. The little frogs jumped onto the table. The cubs crawled under the bed. The ducklings hid behind the chair. Lisa went to look for animals. Not on the sofa, not under the chair. Who will help Lisa find her little friends? Where are the cubs? Where are the ducklings? The game can be repeated several times. Animal toys may change.

Game “Requests and Instructions”. The goal is to develop skills in constructing the imperative mood. Cat and Bunny are visiting Lisa. If you want the Bunny to do something, ask him about it. “Bunny, jump!”, “Cat, dance!”, “Cat, lie down on the sofa!”, “Bunny, hide!” Encourage your baby to use prefixes to form verbs denoting different actions: jump - jump - jump - jump over; move away - leave - come in - come.

Classes should be daily. Start with 15 minutes and gradually work your way up to a normal school lesson of 40 minutes. Make sure your child understands what is being said and does not automatically repeat what he hears. It would be great if the child would practice such games not only at home, but also with his peers. The task of teaching a 3-year-old child to speak well is quite feasible if you do not retreat, do not give in to difficulties and believe in what you are doing (we recommend reading:).

Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal Psychology and Reproductive Psychology and Volgograd State Medical University with a degree in clinical psychology

The science of speech defects, studying ways to eliminate them, as well as special exercises for the language - speech therapy. Not only children, but also adults turn to this science in order to pronounce sounds correctly and beautifully and to be successful in any business where they need to convince, inspire, and share information with other people. To correct speech defects, regular speech therapy exercises are used for children and adults.

Some parents face speech problems in their children

In our article you will find useful tips and for yourself to acquire the skills of correct articulation, as well as a lot of valuable techniques for correcting the pronunciation of sounds by your children.

In order to achieve high results in business and have the ability to persuade, it is necessary not only to speak impeccably, but also to express your thoughts clearly and legibly. Not everyone can immediately master this science, so there are various practices to improve skills.

Speech therapy exercises for adults

Speech is unclear in adults, too, so ask your friends if you have any pronunciation problems. You can simply record a few phrases on a voice recorder and then listen carefully to your voice.

There are speech therapy exercises for adults, the main of which is memorizing and studying tongue twisters. If it is better for children to offer it in a playful way, then for adults it is enough to give them a task to practice the skill.

Problems with pronunciation in most cases are easily corrected after a course of regular lessons

So, everyone must follow the following rules during training:

• read the tongue twister 3-4 times;
• repeat it slowly, pronouncing it clearly and distinctly;
• when you can pronounce everything correctly, you can speed up the pace;
• it is important to pronounce all sounds efficiently, and not quickly;
• short tongue twisters need to be spoken in one breath.

The same tasks are suitable for adults and children:

1. clink your tongue, imitate a horse galloping;
2. smile and try to reach the roof of your mouth with your tongue;
3. imagine that you are licking honey from your lips without touching the corners of your lips;
4. press your tongue between your teeth and move it up and down.

To make sure the tasks you perform are correct, use a mirror. To track your progress, read an excerpt from a story with an expression or a poem, paying attention to all punctuation marks.

Speech therapy exercises for children

All speech therapy exercises for children should be performed unnoticed by the baby, so that it is all a serene pastime in a playful way.

You can come up with funny names for each task, because the child loves associations, sometimes the most unexpected ones. So, the kids will like such as “Horse”, “Chickens”.

Having identified problematic sounds, you can select certain exercises to correct the problem.

Completing tasks contributes to the development of the baby’s articulatory apparatus, allows you to eliminate pronunciation defects and form the necessary speech skills.

• “Gate”: you need to open your mouth wide to relax your lips, repeat 6 times.
• “Spatula”: you should place your tongue on your lower lip.
• “Vase”: place the tongue on the upper lip, repeat 5 times.
• “Ball”: inflate one or the other cheek, as if a ball is rolling in the mouth.

Your child’s pronunciation will be clear if for training you take words with a large number of consonants: plate, girlfriend, foreign tourist, karateka, bunch, bed, mug, jump. They need to be spoken out daily and trained to hear every sound.

Speech therapy exercises for hissing sounds

Children often fail to pronounce sibilants correctly for a long time; sometimes they need to practice until school. It’s good if the child’s environment speaks and can correct the child’s pronunciation. Let's consider which speech therapy exercises for hissing sounds are most relevant. They are suitable for both adults and children, if such problems exist.

Speech therapy exercises for the letter w

It is important to know what to do when articulating. So, first we round the lips and round them, the teeth do not close, the edges of the tongue are pressed against the teeth, and it itself forms a scoop. We exhale air with the addition of a voice when pronouncing the hissing sound.

Here are the basic speech therapy exercises for the letter w:

• “Accordion” to strengthen the muscles of the tongue in a vertical position: open your mouth, smile, and press your tongue to the roof of your mouth. Open and close your mouth 5 times.
• “Pie”: open your mouth and smile, curl your tongue, lifting the edges. Count to 15 and then repeat.

Classes to correct the pronunciation defect of the sound z

They can also be used when training the pronunciation of other sibilants.

Speech therapy exercises for the sound h

There are also speech therapy exercises for the sound h:

• “Mushroom” for stretching the hyoid frenulum: open the mouth, stretch the lips, and touch the palate with the tongue so that its edges are pressed tightly. Repeating, you need to open your mouth wider.
• “Trick”: stick out your tongue, smiling, lift the tip, blow the cotton wool off your nose. Repeat 5-6 times.

Such exercises help strengthen the muscles of the tongue and develop its mobility, which is useful when pronouncing hissing words.

Speech therapy exercises for the letter w

There are also speech therapy exercises for the letter w:

• “Cup”: place your tongue on your lower lip, then lift it and hold it for a few seconds. Repeat 8 times.
• “Football”: stretch out your lips with a straw and blow on cotton wool in the shape of a ball, trying to get into an improvised goal.

Lessons to correct problems with sound

These tasks should be completed during games every day so that the child’s articulatory apparatus develops and pronunciation improves.

Speech therapy exercises for consonants

Often, both adults and children have difficulty pronouncing certain consonants, so speech therapy exercises for consonant sounds are needed to correct speech.

Speech therapy exercises for the letter L

Let us now consider speech therapy exercises for the letter l:

• “Train whistle”: stick out your tongue and make a loud “ooh-ooh” sound.
• “Tongue song”: you need to bite your tongue and sing “lek-lek-lek.”
• “Painter”: you need to press your tongue with your teeth and move it up and down, as if you were painting a house.

Practicing movements for the correct pronunciation of the sound l

If the training is intended for children, then you can come up with a game in which you will need to complete these tasks.

Speech therapy exercises for the letter c

Let’s now look at speech therapy exercises starting with the letter c:

• show how a pump inflates a tire;
• depict how the wind blows;
• convey how a balloon deflates;
• show what you can hear if you blow into a bottle with a narrow neck.

In order to bring the child closer to understanding what they want from him, put a toothpick on his tongue and ask him to press it with his teeth, smile and blow out air.

Speech therapy exercises for the sound r

Let's find out speech therapy exercises for the sound r, which is the most problematic for all children:

• “Brushing your teeth”: you need to move the tongue along the inside of your teeth in different directions.
• “Musician”: with your mouth open, drum your tongue on the alveoli, saying “d-d-d”, reminiscent of a drum roll. You can check the correct execution by holding a piece of paper to your mouth. It should move with the air flow.
• “Dove”: you need to move your tongue back and forth along the upper lip, copying the bird “bl-bl-bl”.

Training for the correct pronunciation of the sound p

These training tasks will help to overcome the most difficult sound for children, as the articulatory apparatus will be more mobile. After this, you can begin to select words with the letter r.

Speech therapy exercises for the sound t

Sometimes simple sounds are difficult for people to pronounce correctly when it is difficult to understand the meaning of a word or even a statement. Such problems must be dealt with. And here are the most effective speech therapy exercises for the sound t:

• the tip of the tongue touches the upper teeth and pronounce “t-t-t”;
• imitating a knock-knock hammer or a tick-tick clock;
• we walk along the road with the baby, repeating “top-top-top”;
• learning the tongue twister “Dust flies across the field from the clatter of hooves.”

How to do exercises for correct pronunciation of the sound t

It will also be useful to repeat these exercises every day in order for the training to be effective. Watch what your baby listens to, as speech is formed depending on how we perceive sounds by ear. Make sure that all family members do not lisp or use words in a diminutive form in front of the baby.

Speech therapy exercises for stuttering

All speech therapy exercises for stuttering are aimed at developing fluency of speech. Try to relax your child before classes, use play forms of work that are most appropriate in childhood.

Let's take a look at the most necessary tasks in such a situation:

• Read the poem to calm music without words, small at first, and over time complicate the task.
• Clap your hands for the vowel sounds that appear in the word.
• “Conductor”: chant a few words, syllables, vowel sounds, focusing on waving your arms and observing the rhythm.
• “Carousel”: you need to walk in a circle, repeating the phrase “We are a funny carousel oops-opa-opa-pa-pa.”

Remember that you must pay attention to speech breathing during classes. Start each session gradually and smoothly, and then you can speed up the pace if everything works out for you.

Problems with speech and articulation can be resolved over time and through daily training, willpower and motivation.

We wish you success!

Children learn to communicate with adults and speak in the first year of life, but clear and competent pronunciation is not always achieved by the age of five. Often kindergartens, where a child among peers learns to speak more intensively and dramatically increases vocabulary, knowledge and understanding, become unwitting participants in involving the child in the process of active speaking. However, there is no doubt that the pace of technology development and children’s knowledge of household appliances and computer devices often give adults a head start, but speech skills are left far behind. And by the age of four or five years, a child is sometimes unable not only to pronounce sounds correctly, but also to formulate a thought.

The consensus of pediatricians, child psychologists and speech pathologists is the same: a child should limit access to computer games and, if possible, replace them with outdoor games as much as possible, didactic materials and educational games: lotto, dominoes, mosaics, drawing, modeling, appliqués, etc. The child should pay constant attention, if possible, encourage each new achievement in correct pronunciation with emotions of delight, joy, and praise, and constantly train the muscles of the palate, tongue, lips and pharynx.

Causes of speech disorders

If a child speaks less than twenty per year simple words, you need to pay attention to how the elders communicate with the younger ones in the family, what is the general psychological background in the family, the relationships of family members and ways of raising children.

If, according to the psychologist, the child’s mental state is good, hearing and intelligence are normal, speech therapy for 3-4 years will correct the pronunciation and allow the child to learn to speak correctly faster.

Sometimes, for a number of reasons of a neurological, physical or mental nature, speech disorders result in a certain form.

This may be caused by a lack of vocabulary, incorrect pronunciation of words, confusion in the endings or rearrangement of syllables of a word, and there may also be manifestations in the pace of speech.

Types of disorders in a child’s speech development

Speech therapists divide speech disorders into phonetic-phonemic underdevelopment of speech (when vowels are swallowed, not pronounced or soft, etc.), general underdevelopment speech and certain types of speech problems:

• Alalia.
• Dysgraphia.
• Dyslexia.
• Dysarthria.
• Dislalia.
• Stuttering.
• Aphasia.
• Rhinolalia and some other types, subtypes of disorders.

How to identify a speech disorder

As a rule, in early childhood, children do not develop at the same rate, so classifying any disorder with external common features health is quite difficult. With careful attention to a small family member, manifestations of violations can be noticed by parents and older children.

Speech therapy begins when a certain vocabulary is normally formed, and the child actively communicates or is forced to strive to explain his needs and desires verbally, and not through gestures. Psychologists note this age also because personal growth Along with new forms of thinking and self-identification, it makes the child interested in new things and strives for communication, especially communication with peers. Thanks to the fact that children themselves teach each other to explain themselves more clearly in a playful and natural way, the vocabulary and, accordingly, the speech of a child at 3-4 years old changes.

Speech therapist test for parents - a signal to action

Test tasks given by speech therapists allow you to determine the level of impairments or identify the absence of impairments in a child. Often, some time devoted to classes captivates the child, he gets involved in completing tasks with interest, and after a short time begins to speak much better and more correctly. If speech disorders are nevertheless identified, parents should know that they can often be easily corrected, provided that classes and exercises with the child are carried out not only in a group with a speech pathologist or speech therapist, but also at home.

What does a speech therapy session include?

During psychological and speech therapy classes for children 3-4 years old, the child’s education is simultaneously carried out not only in the speech sense, because the related processes of brain activity, speech functions, and motor skills in combination must be carried out in different directions:

• you need to develop general, fine motor skills (modeling, drawing, rolling, clapping, clenching and unclenching your fists, tapping your fingers, lacing, fastening and unfastening buttons will help here);
• it is equally important to develop and articulatory motor skills(regular exercises for the muscles of the tongue, lips, larynx and palate);
• correction of sound pronunciation, correct production of sounds by a speech therapist;
• correction of errors in diction and training in rhythm, smoothness of speech and diction.

What are the benefits of speech therapy exercises?

The description of speech therapy classes for children 3-4 years old includes mandatory articulation gymnastics to relieve muscle tone and spasm, dynamic and static exercises for the tongue, corners of the lips, muscles of the lower jaw, cheeks, and fine motor skills, sometimes reflexology massage. During corrective classes, children learn spatial representations, develop motor skills and memory, visual images, attention, thinking and observation. Sensory functions develop, muscle tone is gradually normalized through practice.

Psychological aspect of working with a child

Features of speech therapy classes with children 3-4 years old may relate to the psychological component; often children with speech impairments, due to contrasting themselves with those who speak well, become complex or withdraw into themselves. The teacher’s task is to win over the child, interest him and force him to overcome the barriers he himself has created regarding his own characteristics. The downside may be to contrast oneself with a conflictual image, indiscipline, whims, refusal collaboration. In this case, it is recommended individual sessions speech therapist for children 3-4 years old - special child in private it is easier to convince and interest, when an adult becomes a child’s friend and assistant, able to see the efforts behind the whims.

General developmental classes

Physical education, although not included in the set of exercises with a speech therapist, is still important; gymnastics develops the correct breathing pattern, which, in turn, contributes to better saturation of the brain with oxygen and good blood circulation. Speech therapy classes with children 3-4 years old are often accompanied by improvised means in the form of puzzles, mosaics, origami, construction sets, drawing and games aimed at developing mnemonic memory. In addition, memory is trained with riddles in poetic form, tongue twisters and poems on a funny theme. Of course, training is carried out in a playful way, otherwise the child may flatly refuse to do exercises and gymnastics. The task of the speech therapist and parents is to participate in the development correct speech child as fully as possible, because the earlier violations are noticed, the greater the chances of eradicating them and helping the child communicate beautifully and correctly, and therefore become a competent and pleasant interlocutor.

Speech therapy massage

Speech therapy classes for children 3-4 years old include gymnastics of the masticatory-articulatory, facial-articulatory muscles, gymnastics of the lips and cheeks, tongue, perioral area, if necessary (classical, acupressure), including vibrating stroking, kneading, stretching.

Sections: Working with preschoolers

The timely and complete development of a child in preschool childhood is one of the main conditions for his normal development in the future. The smaller the child, the greater his desire to move, grab everything with his hands, and explore. Therefore, it is in the younger preschool age the most realistic possibility is to develop all the child’s mental functions and eliminate deviations. It is during this period of life that children learn what they will use throughout their lives.

For the full development of the child, we have developed a series of comprehensive psychological and speech therapy sessions aimed at developing children’s speech, increasing their active and passive vocabulary, sensory development, development of orientation-cognitive activity, general and fine motor skills, emotional development. These classes help to maintain children's attention throughout the entire lesson due to frequent changes of activities and relieve fatigue.

The presented notes of complex lessons on the topic “Parts of the body, emotions” contribute to the development of children’s ideas about their own body, about their gender; form a child's vocabulary, grammatical structure his speeches; develop emotional sphere, empathy, facial expressiveness.

Lesson 1.

Program content.

1. To develop the ability to correlate an object with its verbal designation. Form a vocabulary on the topic. Teach orientation in the diagram of your own body. Learn to distinguish between the concepts of “girl and boy”, find out what gender the child himself belongs to.
2. Form the grammatical structure of speech.
3. Develop speech and auditory attention, continue to teach how to perform actions according to verbal instructions.
4. To develop the emotional sphere of children, empathy, facial expressiveness.

Material.

Two dolls: a boy and a girl, pictures depicting children who are missing some parts of their body, pictures depicting fairy-tale characters from the fairy tale “Ryaba Hen” with different moods, “Mood” models for each child, pictures depicting toys for boys and girls, a cut-out picture “Ball” for each child, moving music, for drawing: a sheet of paper, paints, brushes.

Progress of the lesson

1. Org. moment.

(Stroking the eyelids).

(Hand clapping).
(Stamp your feet).

2. Exercise “Show on the doll and on yourself” .

Speech therapist. Meet the dolls Natasha and Sasha. Here is the doll's head. Where is your head? (children show). The doll has hair (ears) on its head. What is this? Where is your hair? (children show). This face. Show me where your face is. Cover your face with your hands, open (children do). What does the doll have on its face? And you? Close (open) your eyes, wrinkle your nose, open your mouth wide, close your mouth. Now we will play as if we were washing ourselves. I’ll tell you a nursery rhyme, and you show me what the nursery rhyme says.

Water, water, wash my face,
To make your eyes sparkle,
To make your cheeks burn,
To make your mouth laugh,
So that the tooth bites.

Show where your cheeks are, puff them up, rub them. Smile so that your teeth are visible.

3. Exercise “What’s missing?”

Speech therapist (shows pictures). Look at these pictures. What's missing on your face?

4. Phys. just a minute.

Speech therapist (reads the text, shows movements according to the text, children repeat).

We nod our heads,
Let's shake our noses,
Then we close our eyes,
Now we open our eyes.
We puff out our cheeks greatly,
We open our mouths
And let's knock our teeth
And let's be silent for a while.

5. Exercise “Emotions”.

Psychologist. Is Natasha doll happy or sad? (children's answers) These pictures depict a fairy tale (shows pictures for the fairy tale “Ryaba Hen”) Which? Look, the Ryaba Hen laid an egg - not an ordinary one, but a golden one. Grandfather and grandmother are happy and smiling. Smile like Grandpa and Grandma (children complete the task). Find sad grandparents. What are they doing? Why are they crying? What mood are they in in this picture? (children answer). Make a sad face like your grandparents. Look what the mouse is doing in the picture? What is her facial expression? (children answer). Be surprised like a mouse. (The psychologist shows the “Mood” pictures). Find a face that smiles. Place it next to smiling grandparents. Where should I put this picture and this one? (children place their mood models next to the corresponding illustration).

6. Exercise “Show it on the doll and on yourself” (continued).

Speech therapist (points to the doll’s arms, legs and belly). What is this doll? (Children answer). Where are your hands? (legs, stomach)? Raise your hands up, lower them. This is the right hand, this is the left hand.

7. Outdoor game to the music “Body Parts”.

(The speech therapist invites the children to dance to the music and, at his command, show their arms, legs, head, and stomach).

8. Game “Let’s distribute toys to children”

Psychologist. Which doll is a girl and which is a boy? Which one of you is a girl and which one is a boy? (children's answers). Boys and girls love to play with toys. Let's distribute toys to Natasha and Sasha. What toys do girls like to play with? What about the boys? What toy did we give to both Sasha and Natasha? (Children answer “Ball”). Right. Both girls and boys love to play with balls. Let's play with the ball too.

9. Folding the “Ball” picture into three parts.

10. Outdoor game “Balls”.

The psychologist invites children to jump like balls to rhythmic music.

11. Drawing “Balls”.

Children draw beautiful colorful balls.

12. Summary of the lesson.

Lesson 2.

Program content.

1. Continue to build a vocabulary on the topic. Expand your vocabulary with the adverbs quietly, loudly, quickly, slowly, adjectives right, left. Form the grammatical structure of speech (formation of the plural of nouns).
2. Develop manual and gross motor skills, coordination of movements, sense of rhythm, imitation.
3. Learn to navigate the diagram of your own body, show with the help of an adult your right, left arms, legs.
4. Continue to teach drawing, evoke joyful emotions from the resulting drawing.
5. Continue to develop the emotional sphere of children.

Material.

Poem by A.L. Barto “Dirty Girl”, pictures depicting two girls (clean and dirty) and a dirty boy, a sheet with multi-colored palms for each child, “Mood” models, for drawing: a sheet of paper, paints, trays for pouring paint and dipping the palms.

Progress of the lesson

1. Org. moment.

The psychologist speaks and shows actions, the children repeat after him.

Good morning, little eyes! You woke up? (Stroking the eyelids).
Good morning, ears! You woke up? (Rubbing your earlobes with your fingers).
Good morning, pens! You woke up? (Hand clapping).
Good morning, legs! You woke up? (Stomp butgami).
Good morning, Sunshine! I woke up. (Smile and stretch out your hands to the sun).

2. Reading the poem “Dirty Girl” .

Psychologist. I’ll now read you a story about a grimy girl. Grimy means dirty, filthy. Find the grimy girl in the picture. (The psychologist shows a picture of two girls, clean and dirty, and a dirty boy). Who is this dirty guy? (Children answer “Boy”). What kind of girl is this? (Children answer “Clean”).

A psychologist reads a poem.

3. Conversation.

Speech therapist. Let's remember how our story begins. Show me where your palms are? How many are there? (Children answer “Two hands and two palms”). Clap your hands loudly, quietly, quickly, slowly (children complete the task). Look at the grimy girl, where are her palms? What else did she smear? (Children answer “Fingers”). What kind of fingers are yours: clean or dirty?

4. Finger gymnastics.

Speech therapist (reads the text, shows fingers one by one, children repeat)

This finger is small
The little finger is remote
Unnamed – wears a ring,
She will never leave him.
Well, this one is medium, long,
He's right in the middle.
This one is the index
The finger is wonderful.
Thumb, although not long,
The strongest among the brothers.
Fingers don't quarrel
Together, things are moving forward.

5. Conversation (continued)

Speech therapist. Let's remember once again the poem about the grimy girl. What else did the girl get dirty? (Children answer “Elbows”). Where are your elbows? How many are there? (Children answer “Two hands and two elbows”). Bend your elbows and place your elbows on the table. (Children do). Now let's show how the girl held her hands up when she was lying in the sun. (Children show). What else did the girl smear? (Children answer “Legs and heels”). Do you have heels? Show. How many are there? (Children show and answer “Two legs and two heels”). What else is dirty about a girl? (Children answer “Knees”). Show off your knees. Tap your knees with your palms.

6. Exercise “Palms”.

Psychologist (gives the children sheets with drawn palms). Look, there are palms drawn on the sheet. Place your right hand on the red palm and your left hand on the yellow one. Raise your right hand, now your left, touch your head with your right hand. (Children complete the task).

7. Exercise “Emotions”.

Psychologist. Let's remember what the girl did when they wiped her nose with a sponge? (Children's answers). Yes, she was upset to the point of tears. Let's show how offended she is. (Children complete the task). The girl didn’t want to wash, she was afraid of soap and sponge. Let's show how afraid she was. (Children complete the task).

(The psychologist shows the “Mood” pictures). Find the face that is offended. Let's tell you what it is like? (Children answer). Now find a face that is afraid. What is it like? (Children's answers).

8. Outdoor game “Where are our hands?”

Psychologist. Our arms and legs are clean. Let's play with them. (The psychologist reads the text, shows the movements, the children repeat).

Where, where are our hands,
Where are our pens?
Where, where are our pens?
Our pens are gone!

Here, here are our hands,
Here are our pens
Our hands are dancing, dancing,
Our hands are dancing.

Where, where are our legs,
Where are our legs?
Where, where are our legs?
Our legs are gone!

Here, here are our legs,
Here are our legs
Our feet are dancing, dancing,
Our feet are dancing.

Where, where are our children?
Where are our children?
Where, where are our children?
Our children are gone!

Here, here are our children,
Here are our children
Our children are dancing, dancing,
Our children are dancing.

9. Drawing with palms.

Children draw funny people with their palms. (Dip your palms in paint and make a print on a sheet of paper).

10. Summary of the lesson.

Lesson 3 (final).

Program content.

1. Strengthen children's knowledge about own body and about emotional states.
2. Consolidate vocabulary on the topic.
3. Develop attention, the ability to perform actions according to verbal instructions, facial expressiveness.

Material.

A mirror for each child, a “package” containing a photo album with family photographs of each child.

Progress of the lesson

1. Org. moment.

The psychologist speaks and shows actions, the children repeat after him.

Good morning, little eyes! You woke up? (Stroking the eyelids).
Good morning, ears! You woke up? (Rubbing your earlobes with your fingers).
Good morning, pens! You woke up? (Hand clapping).
Good morning, legs! You woke up? (Stomp your footmi).
Good morning, Sunshine! I woke up. (Smile and stretch out your hands to the sun).

2. “Parcel” .

There is a knock on the door. The postman comes in and asks: “Is this the Teremok kindergarten?” (Psychologist, speech therapist and children answerT). Then sign and receive the parcel. (Everyone thanks the postman). The psychologist invites the children to see what is inside the package. He opens it with the children and takes out a photo album. The children sit on the carpet. Everyone looks at the photographs together, recognizes themselves and their loved ones.

3. Exercise “Look at yourself in the mirror.”

Speech therapist. Now let's look at ourselves in the mirror. Everyone sees themselves there. Look carefully. What does our body consist of? (Children take turns naming parts of the body and showing it on themselves).

4. Exercise “Emotions”.

Psychologist. Let's look in the mirror and show how we can smile and be joyful. (Children show). Now let’s show how we can be sad. Make a sad face. (Children complete the task). Now let's be surprised. (Children look at themselves in the mirror and are surprised.) Let's show how we know how to be offended. (Children show).

Now let's look at the pictures and show a happy face, a sad face, a face that is afraid and that is offended. (Children look at the “Mood” pictures and show them).

5. Exercise “Washbasin”.

Speech therapist. Guys, tell me what needs to be done to keep our body always clean and healthy? (Children answer that they need to wash themselves). Now we will show you how to wash your face. ( The speech therapist reads the text, shows the movements, and the children repeat).

Tap, open! Wash your nose!
Wash both eyes at once!
Wash your ears! Wash yourself, neck!
Neck! Wash yourself thoroughly!
Wash, wash, wash!
Dirt, wash away, dirt, wash away!