Games and exercises to develop the sound culture of speech in children of senior preschool age. Formation of sound culture of speech in children of senior preschool age in a playful way

Ministry of Education and Science of the Udmurt Republic

Budgetary educational institution of secondary vocational education Udmurt Republic

"Udmurt Republican Social Pedagogical College"

Course work

topic: “Features of sound culture of speech in children of senior preschool age”

Introduction

Chapter 1. Theoretical study of the concept of sound culture of speech

1 The concept of sound culture of speech and its significance for the development of a child’s personality

2 Features of the acquisition of sound culture of speech by preschool children

1.3 Objectives and content of work on the sound culture of speech in senior group

Chapter 2. Objectives and content of work on the sound culture of speech

2.1 Experimental work

2.2 Analysis of diagnostic results

Conclusion

Bibliography

Application

Introduction

Competent speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Speech plays an important function in human life. It is a means of communication, a means of exchanging thoughts between people. Without this, people would not be able to organize joint activities and achieve mutual understanding. Speech education in children of preschool and primary school age, including the ability to clearly pronounce sounds and distinguish them, master the articulatory apparatus, correctly construct sentences and coherent statements is a necessary condition full development of personality. Imperfect oral speech negatively affects the development of written language. As studies by R.E. show. Levina, A.V. Yastrebova, G.A. Kashe, L.F. Spirova and others, the readiness for sound analysis in preschoolers with oral speech disorders is almost two times worse than in normally speaking children. Therefore, children with speech impediments are usually unable to fully master writing and reading in a public school setting. These data allow us to assert that a child’s speech must be developed in preschool age, since it is at this age that speech is most flexible and pliable, and most importantly, speech disorders are overcome more easily and quickly. Therefore, all speech deficiencies must be eliminated in preschool age, before they turn into a persistent and complex defect.

Education of “pure” speech in children is a serious task of social significance facing parents, speech therapists, educators and teachers.

Based on the analysis of psychological and pedagogical literature and experience in the preschool education system, a research problem was formulated, which is determined by the contradictions between society’s need for correct sound pronunciation, on the one hand, and existing traditions in preschool pedagogy for the development of speech motor skills, on the other hand.

The relevance of the problem served as the basis for choosing the research topic “Features of the sound culture of speech in children of senior preschool age.”

The purpose of this work is to identify the characteristics of the sound culture of speech in children of senior preschool age.

The object of the study is the sound culture of speech of children of senior preschool age

The subject of the study is the features of the sound culture of speech in children of senior preschool age.

The hypothesis of the study is the assumption that the sound culture of speech of children of senior preschool age will develop successfully if:

· Systematically implement a set of methods aimed at developing the sound culture of speech, including the introduction of individual lessons with preschoolers;

· To form the conviction of all subjects of the educational process of the need to use a set of methods for the development of sound culture of speech.

In accordance with the goal and hypothesis, the following tasks are set in the work:

1.Consider the concept of sound culture of speech and its significance for the development of a child.

2.To analyze the features of the acquisition of sound culture of speech by preschool children.

.To draw up recommendations for developing the sound culture of speech in children of senior preschool age.

.Determine the interaction in the work of all subjects of the educational process.

To solve the research problem and verify the correctness of the put forward hypothesis, the following methods of pedagogical research were used: theoretical - analysis of literature on the research problem, empirical - observation, conversation, pedagogical experiment, mathematical - calculation of diagnostic results.

The theoretical and practical significance of the study lies in the detailed and step-by-step generalization of the studied material and systematization of the data obtained, clarification of the specific application of methods and techniques for the development of diction in preschool children available in domestic pedagogy and methods of speech development

The base of the study was MBDOU No. 152 and pupils of the senior group.

Chapter 1. Theoretical study of the concept of sound culture of speech

1 The concept of sound culture of speech and its significance for the development of a child’s personality

Sound culture of speech is a broad concept. It includes phonetic and orthoepic correctness of speech, its expressiveness and clear diction, i.e. everything that ensures the correct sound of speech.

Nurturing the sound culture of speech involves:

formation of correct sound pronunciation and word pronunciation, which requires development speech hearing, speech breathing, motor skills of the articulatory apparatus;

education of spelling-correct speech - the ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, and individual grammatical forms. Orthoepy includes not only pronunciation, but also stress, that is, a specific phenomenon of oral speech;

the formation of expressiveness of speech - mastery of the means of speech expressiveness involves the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noted that in everyday communication the child has natural expressiveness of speech, but needs to learn voluntary expressiveness when reading poetry, retelling, and storytelling;

development of diction - clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

Mastering correct pronunciation speech sounds is one of the most important links in the development of speech in a child. The child gradually masters the correct pronunciation of speech sounds. Sounds are not acquired in isolation, not on their own, but in the process of gradually mastering the skills of pronunciation of individual words and entire phrases. Mastering speech is a complex, multifaceted mental process, its appearance and further development depends on many factors. Speech begins to form only when the child’s brain, hearing, breathing and articulatory apparatus reach a certain level of development, but even with a sufficiently developed speech apparatus, a formed brain, good physical hearing, a child without a speech environment will never speak. In order for him to develop speech and subsequently develop it correctly, he needs a speech environment. In general, the full development of speech is a necessary condition for the harmonious development of the individual. Speech is an activity that is carried out with the coordinated functioning of the brain and other parts of the nervous system. In general, the problem of forming the sound side of speech is currently relevant and significant. Systematic work on the development of the sound culture of speech helps the child to form and improve phonetic-phonemic processes in speech development, without which further mastery of the native language is impossible, and therefore, successful learning at school is impossible in the future. The concept of “sound culture of speech” is broad and unique. The sound culture of speech is integral part general culture. It covers all aspects of the sound design of words and sounding speech in general: the correct pronunciation of sounds, words, volume and speed of speech utterances, rhythm, pauses, timbre, logical stress, etc. Researchers of children's speech and practitioners note the importance of the correct pronunciation of sounds for the formation of a full-fledged the child’s personality and establishing social contacts, for preparing for school, and later for choosing a profession. A child with well-developed speech easily communicates with adults and peers and clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, complicates relationships with people, delays the child’s mental development and the development of other aspects of speech. Correct sound pronunciation becomes especially important when entering school. One of the reasons for student failure primary school In Russian, they refer to the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite the child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering vocabulary and grammatical structure speeches in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills [p. 16.].

2 Features of the acquisition of sound culture of speech by children of senior preschool age

By the age of 5, the formation of correct sound pronunciation ends. Normally, all children should learn to clearly pronounce all sounds in words and sentences. There are no physiological substitutions: a sound that is easier in terms of articulation is used instead of a more complex one - this should no longer remain, but this does not always happen. Some children have various disadvantages sound pronunciations associated with disturbances in the structure and mobility of the articulatory apparatus, or with underdevelopment of phonemic hearing. In general, after 5 years, most children begin to develop a conscious orientation in the sound composition of a word. If earlier speech acted only as a means of communication, now it is becoming an object of awareness and study. The first attempts to consciously isolate a sound from a word, and then establish the exact location of a particular sound, are necessary prerequisites for learning to read and write. Isolation of sound from a word appears spontaneously in preschool children, but complex forms of sound analysis need to be taught specifically. At the age of five to six years, a child can, with appropriate training, master not only determining the position of a sound in a word - beginning, middle, end of a word - but also positional sound analysis, establishing the exact place of a sound in a word, naming sounds in the order in which they appear in the word .

By the age of 6, children’s sound pronunciation has completely normalized, and work is underway to improve diction. Children do not find it difficult to pronounce words of any structure; they use a lot Difficult words in a sentence. Six-year-old children clearly distinguish by ear all the sounds of their native language. Including those that are close in their acoustic characteristics: dull and voiced, hard and soft. The inability to distinguish pairs of sounds by deafness and voicedness most often indicates deficiencies in physical hearing. The ability to recognize sounds in a stream of speech, isolate them from a word, and establish the sequence of sounds in a particular word develops, that is, the skills of sound analysis of words develop. It should be noted that a large role in the development of these skills belongs to adults working with children in this area. It can even be argued that without the participation of adults, these very necessary skills may not be formed at all. The vocabulary of preschoolers six to seven years old is quite large and can no longer be accurately counted. Six-year-old children begin to comprehend and understand words with a figurative meaning (time is crawling, losing your head). If children have begun targeted preparation for school, the first scientific terms appear in their active vocabulary: sound, letter, sentence, number. At first it is very difficult to separate the concepts of sound and letter, and if you introduce these terms into your work, then try to use them correctly yourself, and make sure that the child does the same.

1.3 Objectives and content of work on the sound culture of speech in the senior group

The Russian language has a complex sound system. Sound units are characterized in terms of sound production (articulatory properties of language), sound (acoustic properties) and perception (perceptual qualities). All these factors are interconnected.

A.N. Gvozdev showed how much work a child does in mastering the phonological means of language. To acquire individual speech sounds, a child needs different time. Correct conditions raising and teaching a child lead to the acquisition of the grammatical and sound aspects of a word.

Research by linguists, psychologists, and teachers gives reason to believe that it is the sound side of language that early becomes the focus of a child’s attention.

L.S. Vygotsky, speaking about the child’s mastery of the sign side of language, emphasized that first he masters the external structure of the sign, i.e., the sound structure.

D.B. Elkonin wrote about this: “Mastering the sound side of a language includes two interrelated processes: the formation in a child of the perception of the sounds of the language, or, as it is called, phonemic hearing, and the formation of the pronunciation of speech sounds.” As can be seen from the above, by the time he enters school, the oral speech of a preschooler must be formed and should not differ from the speech of an adult. The tasks of educating the sound culture of speech are put forward in accordance with the main aspects of the concept of “sound culture”. The content of the work is based on data from phonetics, spelling, and the art of expressive reading, while it is necessary to take into account the age-related characteristics of children’s speech.

The following tasks can be distinguished:

1. Formation of correct pronunciation of sounds. Establishing correct sound pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task includes the following: improving the movements of the organs of the articulatory apparatus - articulatory gymnastics, consistent work on the clear pronunciation of vowels and simple consonants already mastered by children, and then on complex consonants that make it difficult for children (by the end of the children’s stay in the middle group, that is, by the age of five, they should be able to correctly pronounce all the sounds of their native language); strengthening the correct pronunciation of sounds in contextual speech.

Development of diction. Diction is a clear, clear pronunciation of words and their combinations. In the senior group, the development of intelligibility of pronunciation is carried out as a special task of speech development classes. To solve it in older groups they use special methods and teaching techniques. 3. Work on correct word pronunciation and word (phonetic) stress. At an older age, you need to pay attention to the correct pronunciation of some difficult words (children’s mistakes: “kofiy”, “carrots”, “sandals”, “kakava”, “sinitarka”, “trolebus”, “kokey” - hockey, etc.). The child sometimes finds it difficult to place word stress. Stress is the separation of one syllable from a group of syllables by the force of the voice. Our language is characterized by unfixed, variable stress: the stress can be on any syllable, even going beyond the syllable: leg, leg, on the leg, legs. The emphasis required by children in some nouns in the nominative case requires attention (children’s mistakes: “watermelon”, “sheet”, “beets”, “driver”), in verbs of the past tense masculine singular (children’s mistakes: “gave”, “took away” ", "put", "accepted", "sold"). The attention of children in the seventh year of life can be drawn to the fact that with a change in the place of stress, the meaning of the word sometimes changes: circles - circles, houses - houses. Stress in Russian is a means of distinguishing grammatical form. When forming the grammatical structure of children's speech, the teacher must also monitor the correct placement of accents: scythe - scythe, koni - koney, konya, etc. 4. Work on the orthoepic correctness of speech. Orthoepy is a set of rules for exemplary literary pronunciation. Orthoepic norms cover the phonetic system of the language, as well as the pronunciation of individual words and groups of words, individual grammatical forms. IN kindergarten need to create favorable conditions to develop literary pronunciation, actively eliminate deviations from orthoepic norms in children’s speech. In older groups, the acquisition of orthoepic norms is an integral part of teaching the native language. The attention of children of this age can be attracted to the conscious assimilation of certain rules (pronunciation of patronymics, certain foreign words: pioneer, highway, atelier, etc.). 5. Formation of speech tempo and voice quality. Starting from the senior group, the teacher teaches children to use the qualities of the voice as a means of expressiveness not only in free speech, but also when conveying other people's thoughts and the author's text. To do this, using special exercises, they develop the flexibility of the child's voice, teach the child to speak quietly and loudly, slowly and quickly, high and low (in accordance with the natural pitch of the voice). 6. Developing expressive speech. Speaking about the education of expressiveness of speech, we mean two aspects of this concept: 1) the natural expressiveness of everyday children's speech; 2) arbitrary, conscious expressiveness when conveying a pre-thought-out text (a sentence or story compiled by the child himself on the instructions of the teacher, retelling, poem). The expressiveness of a preschooler’s speech is a necessary characteristic of speech as a means of communication; it reveals the subjectivity of the child’s attitude to the environment. Expressiveness occurs when a child wants to convey in speech not only his knowledge, but also feelings and relationships. Expressiveness comes from understanding what is being said. Emotionality is manifested primarily in intonation, in emphasizing individual words, pauses, facial expressions, eye expression, and in changes in the strength and tempo of the voice. A child's spontaneous speech is always expressive. This is the strong, bright side of children's speech, which we must consolidate and preserve. In older children, along with their own emotional speech, they should develop the ability to hear the expressiveness of the speech of others, that is, analyze by ear some qualities of speech (how the poem was read - cheerfully or sadly, playfully or seriously, etc.). 7. Nurturing culture verbal communication. This concept includes the general tone of children's speech and some behavioral skills necessary in the process of verbal communication. In older groups, the basic skills of cultural behavior in the speech process should already be formed. It is necessary that the child be able to speak quietly, look into the face of the speaker, hold his hands calmly, greet and say goodbye politely and without reminders, know that when greeting elders, you should not be the first to shake hands. More attention needs to be paid to production correct posture child at the time of public speech: when answering lessons, he must turn to face the children and not block the benefits about which we're talking about; When speaking with a poem or story, do not make unnecessary movements. All of these skills need to be strong. 8. Development of speech hearing and speech breathing. The leading analyzer in the assimilation of the sound side of speech is hearing. As the child develops, auditory attention and perception of noise and speech sounds gradually develop. A child of senior preschool age needs to develop a higher level of speech hearing - phonemic perception, i.e. the ability to isolate sounds in a word, determine their order and quantity. Speech breathing is one of the foundations of voice formation and speech (speech is a voiced exhalation). The teacher’s task is to help children overcome age-related deficiencies in their speech breathing and teach correct diaphragmatic breathing. Particular attention is paid to the duration and force of exhalation during speech and a silent deep breath before pronouncing a phrase.

Conclusions on Chapter I.

A child's speech develops during preschool age. The child uses speech to express his thoughts and feelings, and his cognitive activity manifests itself. Timely speech acquisition is important

a condition for the child’s full mental development. The child must be taught to distinguish, using sounds, the corresponding meanings of functional units. A child’s assimilation of the sound side of a word is a very difficult task, which is divided into the following stages: listening to the sound of a word, distinguishing and correct pronunciation of sounds, independently isolating them from a word, sound and syllabic analysis, and acting with words. So, in the process of educating the sound culture of speech in kindergarten, the teacher solves the following tasks:

.Development of auditory attention

.

.

.

develop speech perception (auditory attention, speech hearing, the main components of which are phonemic and rhythmic hearing).

Chapter 2. Practical study of the concept of sound culture of speech. Experimental work

1 Experimental work

At the second stage, the level of formation of the sound culture of speech was revealed in children of senior preschool age in the experimental group from among the children of MDOU No. 152 in the city of Izhevsk.

The practical significance of the study lies in the development of recommendations for the development of speech sound culture in children of senior preschool age, which is addressed to teachers and parents of children.

When conducting experimentally - experimental work We conducted a diagnosis of the sound culture of speech in children of senior preschool age. Diagnostics were carried out on the basis of MBDOU No. 152 in the senior group. This group is attended by 28 people, 10 of them have speech disorders, they made up the experimental group. To study the process of mastering the process of mastering the sound side of speech by older preschoolers, we used the diagnostics proposed by O. U. Ushakova and E. M. Strunina. Diagnostic tasks were offered to children in an individual play form, which made it possible to obtain the most reliable and objective data. When studying the sound culture of speech in children aged 5-6 years, an analysis is carried out according to the following positions:

.Ability to differentiate sounds of nature

.State of articulatory motor skills

.Ability for phonetic analysis

.The ability to auditorily differentiate oppositional sounds that are not mixed and those that are mixed in pronunciation

.The state of pronunciation of sounds in sound combinations and words

.Formation of such qualities as: voice strength, tempo, diction and intonation expressiveness of speech.

So, the program for examining the sound culture of speech includes: examination of the development of auditory perception, examination of the state of articulatory motor skills, examination of the state of phonemic hearing, examination of the state of sound pronunciation, examination of the general sound of speech.

2 Analysis of diagnostic results

We entered the diagnostic results into a specially developed protocol No. 1 (tables No. 1, No. 2). All assignments were assessed in quantitative terms (4-point system).

Protocol for assessing the state of speech sound culture in children 5-6 years old at the stage of ascertaining experiment No. 1.

Table No. 1

Contents of the work Experimental group Vera S. Polina G. Fedya K. Andrey P. Vlada A. Andrey S. Valya P. Grisha M. Roma H. ​​Sveta G.1 Examination of the development of auditory perception. 33432334422 Examination of the state of articulatory motor skills 32233433333 Examination of the state of phonemic hearing 33333432244 Examination of the state of sound pronunciation 32333333325 Examination of general speech sound 3233233333 Final assessment 32 ,4332.63.43332.8

Based on the proposed scoring system, we have developed a scheme for the levels of development of the sound culture of speech (Table No. 3), which helps to identify the levels of children’s assimilation of the sound side of speech with the convention of quantitative assessments for statements of varying completeness and correctness: I - high, II - average (sufficient) , III - below average, IV - low. At the end of the examination of children's speech, scores were calculated. If the majority of answers (over 75%) received a score of 4, this high level. If more than 50% of answers are rated 3, this is an average level, if more than 50% of answers are rated 2, this is a below average level, and if more than 50% of answers are rated 1, this is a low level.

Criteria for the levels of development of speech sound culture in preschool children.

Table No. 3.

Levels Level criteria (points) Experimental group % High 40 % Average 390 % Below average 210 % Low 10 %

Diagram of speech sound culture based on the diagnostic results obtained.

Development of auditory attention and phonemic hearing.

A child’s ability to focus on sound, or auditory attention, is very important feature in development, without this feature it is impossible to listen and understand speech. But it is important not only to hear sounds, but also to distinguish and analyze them. This skill is called phonemic awareness. Phonemic hearing is the ability to focus on sound, distinguish and analyze sounds - a very important feature of a person, without which it is impossible to listen and understand speech. Small child does not know how to control his hearing, cannot compare sounds. But he can be taught this. The best way to do this is in the game. The purpose of exercises for the development of phonemic hearing is to teach the child to listen and hear.

Games for the development of speech hearing can be divided into several groups: 1) Games for the development of auditory attention:

“Find out what it sounds?”, “Find out where it sounds?”, “What do you hear?”, “Name the sounds of the street”, “Blind man’s buff with a bell”, “Morse code”, etc.

)Games for the development of phonemic hearing:

“Catch the sound”, “Identify the sound in the word”, “What is the last sound?”, “Echo”, “Confusion”, “What is the last sound?”, “Extra word”.

During the preschool period, the most significant and important qualitative changes occur in the mastery of the linguistic sign system, primarily the word as a basic sign, which provides the social and communicative needs of development, communication and cognition. If there is systematic, targeted work on the formation of phonemic hearing in preschool children based on the use of play activities, the quality of children’s speech development will improve and ensure high-quality preparation of children for school. It is phonemic hearing that helps the child distinguish between words and word forms that sound similar, and correctly understand the meaning of what is said. Moreover, phonemic hearing has a decisive influence on the development of the child’s speech as a whole: a lag in the development of phonemic hearing leads to impairments in sound pronunciation, the formation of coherent speech, and impairments in the development of literate writing and reading skills. Since phonemic hearing develops gradually, special exercises for its development can also be divided into several stages.

stage - recognition of non-speech sounds. These exercises are aimed mainly at developing physiological hearing and auditory attention.

stage - distinguishing words that are similar in sound composition. From this stage, exercises begin that are aimed specifically at developing phonemic hearing.

Stage 4 - distinguishing syllables

Stage 5 - distinguishing sounds

stage - mastering elementary sound analysis.

It assumes the ability to identify sounds in a word, count their number, hear their softness or hardness, as well as the ability to select words that begin or end with a given sound. These skills will be very useful for your child at school. Lessons on the development of auditory attention and phonemic hearing are presented in Appendix No. 2.

Education of speech breathing.

Oral speech is not possible without breathing, which serves as energy for the formation of the voice. The clarity and smoothness of the voice depends on how the speaker uses it. Thus, the smoothness of sound does not depend on the amount of air taken at the moment of inhalation, but on the ability to rationally use it during the speaking process. Sufficient duration of exhalation ensures normal duration of voice sounding. Therefore, it is very important in the process of speaking to rationally spend air, get it in a timely manner in order to maintain the smoothness, lightness and duration of the sound of the voice, i.e. use speech breathing correctly. The speech breathing of preschoolers differs from the speech breathing of adults. Weakness of the respiratory muscles, small lung volume, and the presence of upper thoracic breathing in many children make normal voice formation difficult. The voice is formed by vibration of the vocal folds, set in motion by the pressure of the air stream, which is controlled by the central nervous system. Many babies take a breath with a sharp rise in their shoulders, often taking in air almost before every word. Work on the formation of correct speech breathing is carried out in the process of general speech development. Particular attention is paid to those children whose breathing at rest is superficial, uneven, involving the muscles of the neck. It is necessary to ensure that preschoolers inhale silently, quickly (simultaneously through the mouth and nose), and exhale smoothly, a little slowly. Education of correct speech breathing begins with the development of a long oral exhalation, with the ability to use air economically in the process of protracted pronunciation of sounds, taking into account its timely addition. First of all, children need to develop a silent, calm breath without raising their shoulders. The duration of exhalation should correspond to the age of the child: for a two- to three-year-old child, the exhalation ensures the pronunciation of a phrase of 2-3 words, for a child of middle and senior preschool age - a phrase of three to five words. (p. 173 Borovich A.M. sound speech child

Preparatory work aimed at developing speech breathing is to teach children to inhale quickly through the mouth and nose and exhale smoothly, evenly, slowly with varying strength through the mouth. Children of middle and senior preschool age also perform tasks related to the development of protracted and prolonged exhalation on non-speech material. In a playful way, they compete to see whose "snowflake" flies farthest, who can blow on the "tree leaves" the longest. You can invite them to use an air stream to move light objects along the smooth surface of the table: pencils, plastic balls, set turntables in motion, blow soap bubbles, etc.

Breathing exercises and games should be carried out in a well-ventilated area, no earlier than 1.5 - 2 hours after eating; clothing should not restrict the child’s neck, chest and stomach. You should follow the dosage of exercises, make sure that children inhale and exhale without tension, smoothly (do not raise their shoulders when inhaling, do not suck in their stomach when exhaling). The duration of the exercises should not exceed 2 - 3 minutes for children of primary preschool age and 3 - 5 minutes for children of middle and senior preschool age. During breathing exercises, you should not try to exhale completely. Games for training speech breathing are presented in Appendix No. 3.

Formation of diction.

Insufficiently developed diction affects the child: he becomes withdrawn, restless, and abrupt. His curiosity and academic performance decline. Good diction is a clear, clear pronunciation of each sound separately, as well as words and phrases as a whole, which are gradually formed in the child simultaneously with the development and improvement of the functioning of the organs of the articulatory apparatus, that is, the formation of sound pronunciation is closely related to the development of good diction. It is known that many preschoolers have slurred, unclear speech. This is a consequence of sluggish, unenergetic movements of the lips and tongue, low mobility of the lower jaw, due to which the child’s mouth does not open enough and the vowels sound undifferentiated. The clarity of the pronunciation of words depends, first of all, on the correct pronunciation of vowels, and then on the energetic tone and precise coordination of movements of the speech-motor apparatus in the formation of consonant sounds.

To improve diction, pure and tongue twisters are used. Pure speech is rhythmic speech material containing a complex combination of sounds, syllables, and words that are difficult to pronounce. A tongue twister is a difficult to pronounce rhythmic phrase or several rhyming phrases with the same sounds occurring frequently. Tongue twisters, as well as more complex tongue twisters, are used in older groups. For example, pure sayings based on the differentiation of sounds are useful: “Tom the dog is guarding the house,” “Tsu-chu-tsu-chu-chu, I’m flying on a rocket.”

The purpose of using a tongue twister - training the diction apparatus - determines the method of presenting it to children in the classroom. The teacher pronounces the new tongue twister by heart at a slow pace, clearly, highlighting frequently occurring sounds. He reads it several times quietly, rhythmically, with slightly muffled intonations. He can set a learning task for the children - listen and watch carefully how the tongue twister is pronounced, try to remember it, learn to say it very clearly. Then the children pronounce it on their own in a low voice.

To repeat the tongue twister, the teacher first calls children with good memory and diction. Before answering, repeats the instructions: speak slowly and clearly. After individual recitations, the tongue twister is pronounced in chorus: by the whole group, in rows, in small subgroups, and then again by individual children with the teacher himself.

During repeated lessons with tongue twisters, or if the text is easy and the children immediately mastered it, you can diversify the tasks: offer to say the tongue twister louder or quieter without changing the tempo, and when all the children have already memorized it correctly, you can change the tempo. If a tongue twister consists of several phrases, it is interesting to repeat it by role - in subgroups, for example:

First subgroup: Tell us about your purchases!

Second subgroup: What kind of purchases?

All together: About shopping, about shopping, about my shopping!

All these techniques activate children and develop their voluntary attention. When repeating tongue twisters, children should be periodically called to the teacher so that other children can see articulation and facial expressions. When assessing the answer, the teacher should indicate the degree of clarity of pronunciation, and sometimes draw the children’s attention to the correct movements of the child’s lips.

Thus, work on development in children of senior preschool age is carried out using various methods and techniques for teaching children in specially organized and free activities of children.

Work on expressiveness of speech.

In kindergarten, the foundations of expressive speech are laid, articulation skills are practiced, the ability to listen to spoken speech is developed, and speech hearing develops. The development of these skills and abilities in a certain sequence is the most important task of kindergarten teachers in the process of speech classes. I will dwell on the concept of “expressiveness of speech” in comparison with the concept of “expressiveness of reading”. Free or spontaneous speech, which we pronounce for the purpose of communication, persuasion, is always expressive. When a person pronounces speech in natural communication conditions, it is characterized by rich intonations, brightly colored timbre, and rich in expressive structures. The necessary means of speech expressiveness are born naturally and easily under the influence of emotions and motivation of speech. Working on the expressiveness of speech is complex work. If a kindergarten teacher in all age groups works on developing the creative imagination of children in a certain system and carries out an individual approach, he significantly prepares the work on expressive reading in the lower grades of school. Raised with early childhood“the sense of the word”, its aesthetic essence, expressiveness - makes a person emotionally rich throughout his life, creates the opportunity to receive aesthetic pleasure from the perception of figurative words, speech, fiction.

For oral speech, the correct use of intonation means of expression is very important:

1.Logical stress (isolating the main words or phrases from a phrase by raising or lowering the voice).

2.Pause (temporary stop of voice in speech).

.Melody (voice movements in pitch and strength).

.Rate (the number of words spoken in a certain unit of time).

In older groups, children should express varied and subtle feelings. In children of senior preschool age, along with their own emotional speech, they should develop the ability to hear the expressiveness of others, i.e. analyze by ear some quality of speech.

To develop the emotionality of children’s speech, I actively use cards depicting various emotional states of children.

1. Exercises using “emotion” cards: · Look at the cards and answer what emotions each of the children depicted experiences. · Ask to explain what “joy” is. Let the child remember when he feels joy; how he expresses his joy. Work through other emotions in the same way. · Review with your child pictograms that schematically display emotions. · The child, with his eyes closed, pulls out one of the cards and, using facial expressions, depicts emotional condition shown on the card. One child shows, the rest guess. · Children draw different types of moods on their own. · Say the same phrase, expressing a different attitude towards what happened (sadness, joy, surprise). 2. Exercises to develop the height and strength of the voice. · Exercise “Echo”: the teacher pronounces the sound “A” sometimes loudly, sometimes quietly, sometimes for a long time, sometimes briefly. Children should repeat. · Exercise “From quiet to loud”: children imitate how a hedgehog puffs in the forest, which comes closer and closer to them and vice versa. · Say the complete sentence so that the first line sounds loud, the second quietly, the third loudly, the fourth quietly. · Listen to the text, think about where you need to change the strength of your voice. · Exercise “Mosquito - Bear”. Say the given phrase either in a high voice (“like a mosquito”) if the teacher shows an image of a mosquito, or in a low voice (“like a bear”) if they show a bear.

Compare the two texts.

My mother and I went to mow. Suddenly I saw a bear. I’ll scream: “Oh, bear!” Well, yes,” my mother was surprised. "Is it true! Honestly!" Then the bear once again appeared from behind the birch tree, and mom shouted: “Oh, really, a bear!” Compare. My mother and I went to mow. Suddenly I saw a bear and shouted: “Mama bear!” Mom didn't believe me. I began to convince her. Then the bear came out again, and mom saw him. A comment. Both texts are conversational style. The girl shares her experiences and strives to vividly convey what happened to her. The first of the stories is more expressive and lively. The girl “talks about everything with feeling.” It seems to us that this incident just happened.

Thus, systematic and painstaking work that requires patience and ingenuity determines whether children will master bright, emotional speech and whether they will use all means of expressiveness in it.

Conclusion on chapter No. 2.

· Development of auditory attention and phonemic hearing

· Education of speech breathing

· Formation of diction

· Work on expressiveness of speech.

Our analysis of the results of the ascertaining experiment showed that the level of development of the sound culture of speech in 90% of children in the experimental group is at an average level, at a level below the average of 10%.

For children in the experimental group, the arithmetic mean is 2.92 points, which corresponds to the average level of development of speech sound culture. The data obtained indicate that the sound culture of speech in children 5-6 years old is not sufficiently formed and corrective pedagogical work is required.

Conclusion

The formation of the pronunciation side of speech is a complex process during which the child learns to perceive sounding speech addressed to him and control his speech organs to reproduce it. The pronunciation side, like all speech, is formed in the child in the process of communication, therefore, the limitation of verbal communication leads to the fact that pronunciation is formed with delays. In the system of teaching children’s native language, an important place is occupied by the education of the sound culture of speech. Speech culture is mastery of the norms of the literary language in its oral and written form, in which the selection and organization of linguistic means is carried out, allowing, in a certain communication situation and subject to communication ethics, to ensure the necessary effect in achieving the set communicative goals. The purpose of this work is to study the problem of educating the sound culture of speech in children of senior preschool age. The goal of this work has been achieved. In the first chapter of the work, the theoretical aspects of studying the sound culture of speech of children of senior preschool age were considered, and we also studied the features of sound pronunciation characteristic of children 5 - 6 years old. These include:

1. Children have sound analysis skills and determine the place of sound in a word. 2. All sounds are pronounced correctly and clearly. 3. The replacement of hissing and whistling sounds disappears. 4. Some children have not yet fully formed sounds that are difficult to articulate (hissing and sonorant).

A child’s assimilation of the sound side of a word is a complex task, which is divided into the following stages: listening to the sound of a word, distinguishing and correct pronunciation of sounds, independently isolating them from a word, sound and syllabic analysis, and acting with words. So, in the process of educating the sound culture of speech in kindergarten, the teacher solves the following tasks:

· Development of auditory attention

· Formation of correct sound pronunciation

· Developing correct speech breathing.

· Skillful use of components of intonation expressiveness.

In the sound culture of speech, there are two sections: the culture of sound pronunciation and speech hearing. Therefore, work should be carried out in two directions:

develop speech perception (auditory attention, speech hearing, the main components of which are phonemic and rhythmic hearing).

In the second chapter of the work, a study was carried out on the development of the sound culture of speech in children aged 5-6 years, proposed by O. S. Ushakova and E. M. Strunina. After analyzing the results obtained, we came to the conclusion that it is necessary to carry out work on the education of the sound culture of speech. In general, a child’s assimilation of the sound side of a word is a very difficult job, which is divided into the following stages: listening to the sound of a word, distinguishing and correct pronunciation of sounds, independently isolating them from a word, sound and syllabic analysis, and acting with words. In order to help the child solve these difficult problems, we have offered recommendations for parents and educators. Our analysis of the results of the ascertaining experiment showed that the level of development of the sound culture of speech in 90% of children in the experimental group is at an average level, at a level below the average of 10%.

For children in the experimental group, the arithmetic mean is 2.92 points, which corresponds to the average level of development of speech sound culture. The data obtained indicate that the sound culture of speech in children 5-6 years old is not sufficiently formed and corrective pedagogical work is required.

This work can be continued, since we have not yet considered the interaction of the entire teaching staff and parents of students for the development of sound culture of speech in children 5 - 6 years old.

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language. - M.: Academy, 2002.

Volosovets T.V. Fundamentals of speech therapy with a workshop on sound pronunciation. - M.: Academy, 2000

Arushanova A.G. Origins of dialogue.// Preschool education. 2004, - No. 11.

Bezrogov V. G. The world of children's speech.//Pedagogy. 2005, - No. 1.

Tkachenko T. A. Speech therapy encyclopedia. - M.: Publishing House World of Books, 2008.

Sokhin F.A. The main tasks of speech development are psychological - pedagogical foundations speech development. - M., 2002.

Sokhin F.A. Psychological and pedagogical foundations of speech development in preschool children - M., 2005.

Ushakova O.S. Speech development of preschoolers.-M.: Publishing House of the Institute of Psychotherapy, 2001.

Akimenko V. M. Correction of sound pronunciation in children: educational and methodological manual. 2nd edition. - Rostov-on-Don.: Phoenix, 2009.

Alekseeva M. M. Yashina B. I. Methods of speech development and teaching the native language of preschoolers: tutorial for students of higher and secondary pedagogical educational institutions. 3rd edition. - M.: Academy, 2000.

Slastyonin V. A. Isaev I. F. Shiyanov E. N. Pedagogy: a textbook for students of higher pedagogical educational institutions. - M.: Academy, 2002.

Nazarova N. M. Special pedagogy. - M., 2000.

Kozyreva L. M. Development of speech. Children 5 - 7 years old. - Yaroslavl: Development Academy, 2002.

Bystrov A. L. Bystrova E. S. Language and speech. Educational games - Kharkov: Torsing Plus, 2006.

Bolotina L. R. Miklyaeva N. V. Rodionova Yu. N. Education of sound culture of speech in children in preschool educational institution. Toolkit. - M.: Iris Press, 2006.

Maksakov A.I. Education of sound culture of speech in preschool children. A manual for teachers of preschool institutions. 2nd edition. - M.: Mozaika - Synthesis, 2005.

Zhinkin N. I. Mechanisms of speech. - M.: Direct - Media, 2008.

Ushakova O. S. Speech development of preschool children. - M.: Publishing House of the Institute of Psychotherapy, 2006.

Filicheva T. B. Features of speech formation in preschoolers. - M., 2009.

Application

No. 1. Diagnosis of the level of development of speech sound culture in children 5 - 6 years old.

To identify the level of development of auditory perception, children were offered the game “Guess what it sounds like?”

Purpose of the game: to determine the child’s ability to differentiate sounding toys. Equipment: wooden mallet and pipe; metal bell and whistle; rubber squeaker chicken and rattle, object pictures with images of these toys, screen. Examination procedure: the teacher shows the child two toys, names them, explains how to make sounds using these toys, and invites the child to play with them. Then the teacher covers the toys with a small screen and makes a sound behind it using the toys. The child recognizes and names toys; in the absence of speech, the child must show which toy sounded. To do this, you can use object pictures with images of these toys, having previously carried out work on correlating each toy with its image in the object picture. Evaluation is carried out in points:

Differentiates all sounding objects;

Allows for inaccuracies in differentiating sound objects;

Differentiates sounding objects according to an adult’s clarification;

Does not differentiate sound objects.

To identify the level of articulatory motor skills, children were asked to perform the game exercise “Tongue exercises.”

Purpose: to investigate the state of articulatory motor skills. Examination procedure: carried out using a game character, while performing the following exercises in imitation of the teacher: Smile at Mishka (wide smile) to make friends;

Show Mishka what kind of proboscis an elephant has (pull your lips forward);

Turn your tongue into a paddle (show a wide tongue);

The bear is afraid of bees, they have a sting, show the “sting” (show your narrow tongue); Mishka loves to swing on a swing, let's show Mishka how our tongue can swing (put the tongue first on the upper, then on the lower lip);

Teach Mishka to tick like a watch (move his tongue left and right); Let's ride Bear on a horse (click your tongue);

Show Mishka how a lion yawns when he’s tired (open your mouth wide and yawn). If completing a task according to verbal instructions is not possible for the child, then it is performed by demonstration and always in a playful form.

All movements are available, the range of motion is full;

Slow and tense execution of movements;

Long search for a pose, incomplete range of motion;

Doesn't make any movements.

To identify the level of phonemic hearing, 2 tasks were proposed. Game “Show me what I’ll name.”

Purpose: to test the child’s ability to differentiate by ear oppositional sounds that are not mixed and those that are mixed in pronunciation. Visual material: pairs of subject pictures cat-whale, tank-poppy, bowl-pussy. Examination procedure: The child is shown a couple of pictures and asked to show the object that was named.

Game “When will the dog come?”

Purpose of the game: to test the child’s ability for phonemic analysis. Visual material: object pictures (house, crayfish, socks, fish, basket, slippers), game character Dog. Examination procedure: The child is asked to show the dog, based on pictures, as soon as he hears its “growling” - the sound [r] - in the word. To do this, a word is pronounced and the corresponding picture is shown, and the child either lifts or does not lift the dog.

Completion of the task is assessed in points:

All tasks were completed correctly;

An error is made, but it is corrected independently;

Errors are made and corrected after replay; Part 1 of the task is not available.

To identify the level of sound pronunciation, 2 tasks were proposed. Game "Listen and repeat."

Game "Name what I'll show you."

Purpose: to check the pronunciation of sounds by children in words. Visual material: object pictures, game character Dog. Examination procedure: The child is shown pictures, the Dog asks him to name objects (ball, fur coat, beetle, hare, fish, tram, lamp, shovel). The adult notes sounds that the child does not pronounce.

Evaluating the completion of these tasks in points:

The child pronounces all sounds;

Does not pronounce complex sounds: sonorous or hissing;

Pronounces neither sonorants nor sibilants.

Does not pronounce complex sounds: sonorant, hissing and whistling.

To identify the level of general speech sound in children, the task “Tell Mishka ...” was proposed.

Purpose: to determine the levels of development in children of such qualities as: voice strength, tempo, diction and intonation expressiveness of speech. Examination procedure: The examination is carried out using a game character. The child is asked to tell: a nursery rhyme (pure twister, tongue twister) quickly, slowly, loudly, quietly, while paying attention to diction and intonation expressiveness.

Completion of tasks is assessed in points:

The child pronounces the text clearly;

Does not pronounce phrases clearly, does not sufficiently regulate the strength of the voice;

Speech is slurred, blurred, disturbances in tempo and voice strength are possible.

Intelligibility is impaired, speech is difficult to understand for others, and has serious deficiencies in the pronunciation of text.

No. 2. Development of auditory attention and phonemic hearing.

Stage 1 - recognition of non-speech sounds

These exercises are aimed mainly at developing physiological hearing and auditory attention.

Listening to the silence

Invite your child to close his eyes and listen to the silence. Of course, there will not be complete silence around you, but there will be different sounds: the ticking of a clock, the slamming of a door, the conversations of neighbors upstairs, a car honking from the street and the screams of children on the playground. When the child opens his eyes, ask him what sounds he heard in the silence. Tell us about the sounds that you heard. You can play this game at home, on the playground, on a busy sidewalk, in the village - you will hear different sounds every time.

Guess what it sounded like

Listen to different everyday sounds with your child: the clink of a spoon on a plate, the sound of water, the creaking of a door, the rustling of a newspaper, the rustling of a bag, a book falling on the floor, the creaking of a door, and others. Invite your child to close his eyes and guess what it sounded like.

You can play this game with musical instruments: metallophone, tambourine, drum and so on.

Fill several plastic jars or containers from Kinder surprises with cereals: millet, buckwheat, peas, beans. Make two identical containers. Ask the child to match each container by sound.

Stage 2 - distinguishing pitch, strength, timbre of voice

These exercises also train the child's auditory perception.

Guess who

On the phone or in a recording, your voice sounds a little different than in real life. Ask your child to guess who is calling on the phone, or record your loved ones' voices on a tape recorder or computer and ask your child to guess who is speaking.

Loud quiet

Agree with your child that he will clap his hands when you say words loudly, and clench his hands into fists when you say words quietly. You can take other actions. Then you can switch roles: the child says the words quietly and loudly, and you perform certain actions.

Stage 3 - distinguishing words that are similar in sound composition

From this stage, exercises begin that are aimed specifically at developing phonemic hearing.

Choose what you need

Prepare pictures with words that sound similar:

· roof - rat;

· wheelbarrow - dot;

· fishing rod - duck;

· goat - braid;

· com - house;

· varnish - cancer;

· spoons - horns;

· flour - hand;

· shadow - day;

Clap when it's right

You will need picture cards (you can use cards from the previous game). You show the child a picture and name the object, replacing the first letter (grisha, drysha, chrysha, roof, mrysha, urysha, and so on). The child's task is to clap his hands when you name the correct option.

Correct mistakes

Ask your child to help put the letters in order and correct mistakes. A lot of fun is guaranteed for you. Examples taken from the book by A.Kh. Bubnova "Development of speech."

· Onion (that's right - a beetle) flew into our window.

· Grandfather has a pedal (medal) on his chest

· The boy put a barrel (period) at the end of the letter

· Laziness fell on the asphalt (shadow)

· The house is coming out of the chimney (smoke)

· A whale (cat) lives in the ocean

· Whale (cat) sleeping on the fence

· Grandfather brought ice (honey) from the apiary

· Above the kettle there is a ball (steam)

· Likes to eat fur coat salt (moth)

· The sailors entered the cake (port)

· The elephant has a robot (trunk) instead of a nose

· A new day has arrived

· A stove (river) flows in the forest

· The bug is finishing the booth (bun)

· The nuts are carried into the hollow by a bun (squirrel)

· Dad took a vest (ticket) on the tram

· Rams (bananas) grow on a palm tree

Stage 4 - distinguishing syllables

Clap the words

Tell your child that there are short and long words. Say the words and clap the syllables: ma-ma, bread, mo-lo-ko and so on. Encourage your child to sound out and clap the words with you. Then he himself will be able to clap the syllables in a word.

Agree with your child that you will pronounce the same syllables, and if you make a mistake, he will say “stop” or clap his hands. For example, “boo-boo-boom-boo-boo...”.

Stage 5 - distinguishing sounds

Making sounds

Tell your child that words are made up of sounds. When we speak, we create sounds. But sounds can be made not only by people, but also by animals and even objects. Draw a beetle (“zhzhzh”), a tiger (“rrrr”), strong wind(“oooo”), machine gun (“ddd”) and so on. Think of who or what can make such sounds: “nnn”, “kkkk”, “eeee” and so on.

Looking for sound

Select a letter. Name words in which this letter is the first (in the middle or last), interspersed with other words. Let the child clap when he hears the sound. For example, for the letter M: fly, milk, butter; frame, domra, rumba; house, lump, scrap and so on.

Stage 6 - mastering basic sound analysis

Sound analysis for a preschooler involves the ability to identify sounds in a word, count their number, hear their softness or hardness, as well as the ability to select words that begin or end with a given sound. These skills will be very useful for your child at school.

Whose house?

Tell your child a story about how animals (snake, catfish, cat, fox, wolf, mole, boar, mouse, etc.) got lost. Ask your child to help the animals find their houses: how many sounds are in a word, so many windows in the house. If the child does not write yet, write down the sounds in suitable houses under his dictation.

Naughty sounds

Ask your child to guess the words from which the letter escaped. For example, the letter M: _ylo, _uh, _olok, _butter and so on.

No. 3 Games for the development of speech breathing.

"Poultry farm"

The game was played with 3 - 4 children. Children imitate the sounds of birds: duck, goose, chicken, rooster. Their speech breathing was involved in the process of imitation.

"Captains".

Children move the boat (steamboat) from one side of the basin to the other, pronouncing the sound “f” in a steady wind and the sound “p” in a gusty wind. The children really liked this game, as it was played using a real “sea” (that is, a basin of water). During the game, children's speech breathing was involved.

"Butterfly fly!"

This game is played with each child individually. Children blow on butterflies to determine which butterfly flies next.

This game is played in the form of a competition. The children were distributed in pairs. There were figurines of birds on the table. Each child sits down opposite the birds and, at a signal, the children begin to blow on the figures, and the rest watch whose bird will fly away further (slide to the other side of the table).

"Locomotive"

Children imitate the sound of a humming steam locomotive. They reproduce the sound “u” and walk around the group holding each other, pretending to be a “train”.

Conducted with the whole group. Children become a tight circle and each “blows a bubble” into their fists folded into a tube. With each inflation, everyone takes a step back and straightens up, takes in air, then bends down again and pronounces the sound “f - f - f”, and inflates the bubble. Then the presenter “breaks the bubble” and the children run to the center with the sound “t - s - s - s - s”.

"Breeze"

Children blow on the plumes, imagining that these are leaves rustling on the trees. Imitation of the "breeze".

"Snowflakes"

Children are invited to blow with a smooth and long exhalation onto pieces of loose cotton wool, imagining that they are snowflakes.

"Blotography"

Children make blots on sheets of paper and blow them out of tubes.

No. 4. Development of diction.

Each lesson begins with warming up the tongue and lips.

Lip exercises:

.“Smile” - with all our might we pull our lips into a smile without opening our mouth.

.“Fence” - from the “Smile” position, you need to open your mouth so as to show all your teeth, your lips are still tense.

.“Tube” - stretch your lips forward as if before pronouncing the sound “u”.

.“Donut” - open your mouth from the “tube” position and tense your lips, as when pronouncing the sound “o”.

.“Mouthpiece” - widen your lips, that is, open your mouth completely, as wide as possible, as when pronouncing the sound “a”.

Exercises for the tongue.

.“Spatula” - stick out your tongue, trying to touch your chin.

.“Slide” - open your mouth and press your tongue against the bottom of your teeth so that it rises slightly.

.“Sweet candy” - without opening our mouth, we rest our tongue, then on the left cheek, then on the right.

.“Pendulum” - stick out your tongue and stretch it, then to the right, then to the left.

.“Needle” - stick out your tongue and stretch it forward.

.“Fungus” - you need to rest your tongue on the upper palate, pulling on the frenulum.

.“Horse” - from the “Mushroom” position, force the tip of your tongue to slide, hitting it on the lower palate, you will get a clicking sound that a horse makes.

We devote 1-2 minutes to each group of exercises. Next, we start with the simplest and easiest tongue twisters. First, we pronounce the tongue twister very slowly and clearly, breaking it down into syllables. You need to learn the tongue twister correctly. In this case, you need to pay attention to the pronunciation of all sounds. Then analyze the meaning of all the words and the meaning of the tongue twister itself - as the child understands it. Next, we pronounce the tongue twister in a whisper, but clearly. Only after this do we speed up the pace.

Tongue Twisters:

.The watchmaker, squinting his eye, is fixing the watch for us.

.The baker baked the bun, bagel, loaf and loaf early in the morning.

.Titmouse, titmouse - sister to the sparrow.

.The bell rings, the bell rings and Zoya goes to her class.

.Bananas were thrown to a funny monkey. Bananas were thrown to a funny monkey.

.The turtle sits for an hour over a cup of tea without getting bored.

.The eccentric is hiding a suitcase under the sofa.

.The parrot said to the parrot: “I’ll parrot you, parrot.” The parrot answers him: “Parrot, parrot, parrot!”

.Sasha walked along the highway and sucked on a dryer.

.Sasha accidentally hit a bump with his hat.

.Cuckoo bought a hood. The cuckoo put on a hood, he looks funny in a hood.

.Karl stole corals from Clara, and Clara stole a clarinet from Karl.

.Koshchei is not treated to cabbage soup.

.A predator is prowling in the grove - the predator is looking for food.

.The puppy is dragging a board into the thicket.

.I clean the puppy with a brush, tickling its sides.

.Beavers wander into the cheese forests. Beavers are brave, and for beavers they are brave.

.Mila washed the bear with soap,

Mila dropped the soap.

Mila dropped her soap

I didn’t wash the bear with soap.

No. 5. Games to develop speech expressiveness.

Game "Understand Me"

Children, except one, turn into good wizards who fulfill a wish only when they are convinced that it needs to be done. One child chooses a role for himself (it can be anything and anyone: a fish, a bird, a house, a tree, a literary character) and turns to the wizard with a request on behalf of the chosen creature. What and how to ask for, the child decides for himself. The wizards, having heard the request, confer and either give the petitioner magic wand, or refuse to fulfill his desire because they don’t believe. The game can be played several times in a row with a change of applicant.

Game “You Can’t Disobey!”

Children are offered an everyday situation that is familiar to them, for example: a brother and sister (brothers and sisters) got carried away by playing, scattered toys, got tired and did not clean them up. Mom came and, seeing this disgrace, began to demand that the children clean up the mess. Mom repeats the demand several times, changing the tone of intonation from a soft request to a hard order. The words in mom’s phrase remain the same, only the intonation changes: “Please, quickly put away the toys, put the room in order!” Children playing must react every time to a change in their mother's voice: how - they decide for themselves (i.e., as their sense of truth tells them).

So, during the game, mom changes her intonation four times:

1) gently asks to remove the toys;

) persistently asks;

) orders irritably;

) orders very strictly. A variety of situations can be proposed.

Game "Silence"

The teacher invites the children to go on a trip, for example, through the Amazon jungle (the choice of place depends only on the teacher’s imagination). You need to behave very quietly so as not to attract the attention of wild animals that may attack (in other cases: so as not to cause an avalanche, rockfall, etc.). You can only talk in a whisper, passing on the commands of the head of the expedition - the teacher. Having lined up in a chain, the detachment begins to move: it makes its way through a dense forest, stops, holding its breath, starts moving again, crosses the river, rappels down a steep cliff, etc. Each time, the teacher whispers, but very clearly gives the child following him a command what each participant must do. The child, in turn, conveys the order to the next one, also in a whisper, quickly but clearly. The command must be heard and understood. The command is executed only when it reaches the leader along the chain (the teacher monitors this and gives a hand signal to everyone). It is important that children move all the time, which will complicate communication. You can turn on any sound effects. The teacher can improvise: so, seeing that the children are slowly passing on the command, announce that the squad did not have time to complete necessary actions and now they will have an even more difficult time: someone was dragged away by a crocodile, someone fell into a trap, etc.

Game "Scream over the waterfall"

The teacher places two children at a considerable distance from each other: they are on opposite sides of the waterfall. The teacher introduces the first participant to the situation. For example, the first participant is a resident of a small village in which there are no means of communication. He ran to the shore to shout to a resident of another village where the doctor lives. Crossing the river will take a very long time, and people in the village are sick; a doctor is needed. He asks to send a doctor. In order for the neighbor to hear and understand him, he must shout his request very loudly and clearly. Then the second participant is introduced into the situation, but he is not told what exactly the neighbor will ask him for. He will tell his tribe what he hears. The rest of the children imitate the sound of a waterfall. In each new case, the teacher changes the situation so that none of the players know in advance what they will be asked to do.

Game "Pronounce it differently"

Children learn a tongue twister, which they then pronounce with a certain intonation at the direction of the teacher or the child’s guide.

Astonishment. Children take turns pronouncing a tongue twister, and the teacher gives them advice.

Anxiety.

Contempt.

Curiosity.

Regret.

In this game, it is very important to tune the children: the child will only find the right intonation when he remembers from his personal experience a situation in which he experienced similar feelings. If children do not clearly understand the meaning of words denoting feelings, then it is necessary to clarify them using specific life examples. The teacher's advice should help the child remember how he regretted, how happy, annoyed, or even angry (angry).

Alekseeva M. M. On children’s awareness of the phonetic side of speech // Preschool education. 2009. No. 10.

Ushakova O. S., Strunina E. M. Methodology for the development of speech in preschool children: Textbook - method. manual for preschool teachers. educational institutions. - M.: Humanite. ed. VLADOS center, 2004. - 288 p.

Phonemic underdevelopment of speech in preschool children. Collection "Special School". Issue 4(116). - M.: Education, 1965.

Yashina V.I., M.M. Alekseeva - teacher, organizer, researcher of speech development // Preschool education. 2009. No. 10.

Exercises for the upper respiratory tract

Fun forest trip

Tired? You need to rest, sit down and yawn sweetly. (children sit on the carpet and yawn several times, thereby stimulating the laryngeal-pharyngeal apparatus and brain activity)

A set of exercises to develop the correct pronunciation of the sound P

Whose teeth are cleaner? Goal: to develop upward tongue movement and language proficiency. Description: open your mouth wide and use the tip of your tongue to “brush” your upper teeth with inside, making movements with the tongue from side to side. Attention! 1. Lips in a smile, upper and lower teeth visible. 2. Make sure that the tip of the tongue does not protrude or bend inward, but is located at the roots of the upper teeth. 3. The lower jaw is motionless; Only the language works.

Painter Purpose: to practice the upward movement of the tongue and its mobility. Description: smile, open your mouth and “stroke” the roof of your mouth with the tip of your tongue, moving your tongue back and forth. Attention! 1. Lips and lower jaw should be motionless. 2. Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.

Who will kick the ball further? Goal: to produce a smooth, long-lasting, continuous air stream running in the middle of the tongue. Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound “f” for a long time, blow the cotton wool onto the opposite edge of the table. Attention! 1. The lower lip should not be pulled over the lower teeth. 2. You can’t puff out your cheeks. 3. Make sure that the child pronounces the sound “f” and not the sound “x”, i.e. so that the air stream is narrow and not diffuse.

Delicious jam. Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing hissing sounds. Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth.

Turkey. Goal: to develop the upward movement of the tongue, the mobility of its front part. Description: open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey babbling). Attention! 1. Make sure that the tongue is wide and does not narrow. 2. Make sure that the tongue moves back and forth, and not from side to side. 3. The tongue should “lick” the upper lip, and not be thrown forward.

Drummers. Goal: strengthen the muscles of the tip of the tongue, develop the ability to lift the tongue upward and the ability to make the tip of the tongue tense. Description: smile, open your mouth and tap the tip of your tongue on the upper alveoli, repeatedly and clearly pronouncing a sound reminiscent of English sound"d". First, pronounce the sound “d” slowly, gradually increase the tempo. Attention! 1. The mouth should be open all the time, lips in a smile, lower jaw motionless; Only the language works. 2. Make sure that the sound “d” has the character of a clear blow and is not squelching. 3. The tip of the tongue should not curl up. 4. The sound “d” must be pronounced so that the exhaled air stream is felt. To do this, you need to bring a piece of cotton wool to your mouth. At correct execution exercise she will deviate.

A set of exercises to develop the correct pronunciation of the sound L

Punish the naughty tongue. Goal: to develop the ability to relax the muscles of the tongue and keep it wide and spread out. Description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten. Attention! 1. The lower lip should not be tucked in or pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth; if he does the exercise correctly, it will deviate. At the same time, this exercise promotes the development of a directed air stream.

Delicious jam. Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of the cup. Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth. 3. If the exercise does not work out, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up and wrap it over the upper lip.

The steamer is humming. Goal: to develop the upward movement of the back of the tongue. Description: open your mouth slightly and pronounce the sound “y” for a long time (like the hum of a steamship). Attention! Make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised towards the sky.

Turkey. Goal: to develop the upward movement of the tongue, the mobility of its front part. Description: open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey bobbing). Attention! 1. Make sure that the tongue is wide and does not narrow. 2. So that the tongue moves back and forth, and not from side to side. 3. The tongue should “lick” the upper lip, and not be thrown forward.

Swing. Goal: to develop the ability to quickly change the position of the tongue, which is necessary when combining the sound l with the vowels a, y, o, u. Description: smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold in this position for a count of one to five. So alternately change the position of the tongue 4-6 times. Attention! Make sure that only the tongue works, and the lower jaw and lips remain motionless.

Horse. Goal: strengthen the muscles of the tongue and develop upward movement of the tongue. Description: smile, show teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves). Attention! 1. The exercise is first performed at a slow pace, then faster. 2. The lower jaw should not move; Only the language works. 3. Make sure that the tip of the tongue does not turn inward, i.e. so that the child clicks his tongue rather than smacking.

The horse rides quietly. Goal: to develop an upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound “l”. Description: the child must make the same tongue movements as in the previous exercise, only silently. Attention! 1. Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise. 2. The tip of the tongue should not bend inward. 3. The tip of the tongue rests on the roof of the mouth behind the upper teeth, and does not protrude from the mouth.

The breeze is blowing. Purpose: to produce an air stream that exits along the edges of the tongue. Description: smile, open your mouth slightly, bite the tip of your tongue with your front teeth and blow. Check the presence and direction of the air stream with a cotton swab. Attention! Make sure that the air does not come out in the middle, but from the corners of the mouth.

A set of exercises to develop the correct pronunciation of hissing sounds (sh, zh, sch, h)

Punish the naughty tongue. Goal: to develop the ability, by relaxing the muscles of the tongue, to hold it wide and spread out. Description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten. Attention! 1. The lower lip should not be tucked in or pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth; if he does the exercise correctly, it will deviate. At the same time, this exercise promotes the development of a directed air stream.

Make your tongue broad. Goal: to develop the ability to hold the tongue in a calm, relaxed position. Description: smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten. Attention! 1. Do not stretch your lips into a strong smile so that there is no tension. 2. Make sure that the lower lip does not curl up. 3. Do not stick your tongue out too far; it should only cover your lower lip. 4. The lateral edges of the tongue should touch the corners of the mouth.

Glue on some candy. Goal: strengthen the muscles of the tongue and practice lifting the tongue upward. Description: Place the wide tip of your tongue on your lower lip. Place a thin piece of toffee on the very edge of your tongue and glue a piece of candy to the roof of your mouth behind your upper teeth. Attention! 1. Make sure that only the tongue works; the lower jaw must be motionless. 2. Open your mouth no wider than 1.5-2 cm. 3. If the lower jaw is involved in the movement, you can place the child’s clean index finger on the side between the molars (then it will not close the mouth). 4. The exercise must be performed at a slow pace.

Fungus. Goal: to develop an upward lift of the tongue, stretching the hyoid ligament (frenulum). Description: smile, show teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. (The tongue will resemble a thin mushroom cap, and the stretched hyoid ligament will resemble its stem.) Attention! 1. Make sure your lips are in a smiling position. 2. The side edges of the tongue should be pressed equally tightly - neither half should fall down. 3. When repeating the exercise, you need to open your mouth wider.

Who will kick the ball further? Goal: to produce a smooth, long-lasting, continuous air stream running in the middle of the tongue. Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound f for a long time, blow the cotton wool onto the opposite edge of the table. Attention! 1. The lower lip should not be pulled over the lower teeth. 2. You can’t puff out your cheeks. 3. Make sure that the child pronounces the sound f and not the sound x, i.e. so that the air stream is narrow and not diffuse.

Delicious jam. Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing hissing sounds. Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth. 3. If the exercise does not work out, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up and wrap it over the upper lip.

Harmonic. Goal: strengthen the muscles of the tongue, stretch the hypoglossal ligament (frenulum). Description: smile, open your mouth slightly, stick your tongue to the roof of your mouth and, without lowering your tongue, close and open your mouth (just as the bellows of an accordion stretch, so does the hyoid frenulum stretch). The lips are in a smiling position. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer. Attention! 1. Make sure that when you open your mouth, your lips are motionless. 2. Open and close your mouth, holding it in each position for a count of three to ten. 3. Make sure that when you open your mouth, one side of the tongue does not sag.

Focus. Goal: to develop the ability to lift the tongue upward, the ability to shape the tongue into a ladle and direct the air stream in the middle of the tongue. Description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up. Attention! 1. Make sure that the lower jaw is motionless. 2. The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows. If this doesn't work, you can hold your tongue slightly. 3. The lower lip should not be tucked in or pulled over the lower teeth.

Non-traditional exercises to improve articulatory motor skills

In addition to generally accepted articulation exercises, I offer non-traditional exercises that are playful in nature and evoke positive emotions in children.

Exercises with a ball

The diameter of the ball is 2-3 cm, the length of the rope is 60 cm, the rope is threaded through through hole in a ball and tied in a knot.

Move the ball along the horizontal rope stretched on the fingers of both hands with your tongue to the right and left.

Move the ball up along a vertically stretched rope (the ball falls down randomly).

Push the ball up and down with your tongue, the rope is stretched horizontally.

The tongue is a “cup”, the goal is to catch the ball in the “cup”.

Catching the ball with your lips, pushing it out with force, “spitting” it out.

Catch the ball with your lips. Close your lips as much as possible and roll the ball from cheek to cheek.

Note. While working, the adult holds the rope in his hand. Rinse the ball and string thoroughly after each lesson. warm water with baby soap and dry with a napkin. The ball must be strictly individual.

Exercises with a spoon

Hold a teaspoon in your fist and place it to the corner of your mouth, push your tongue into the concave side of the spoon to the left and right, turning the hand with the spoon accordingly.

Push the spoon up and down into the concave part.

The same, but push the spoon into the convex part.

The tongue is a "spatula". Tap the convex part of a teaspoon on your tongue.

Press the edge of the spoon on the relaxed tongue with pushes.

Press the spoon tightly against the lips in front of the lips, folded into a tube, with the convex side and make circular movements clockwise and counterclockwise.

Stretch your lips into a smile. Use the convex part of a teaspoon to make circular movements around your lips clockwise and counterclockwise.

Take a teaspoon to the right and left hand and make light patting movements on the cheeks from bottom to top and top to bottom.

Circular movements with teaspoons on the cheeks (from nose to ears and back).

Patting teaspoons on the cheeks with both hands simultaneously from the corners of the mouth stretched in a smile to the temples and back.

Tongue exercises with water

"Don't spill the water"

The tongue in the shape of a deep “bucket” with a small amount of water (water can be replaced with juice, tea, compote) is strongly protruded forward from the wide open mouth. Hold for 10 - 15 seconds. Repeat 10 - 15 times.

. The “tongue-bucket” with liquid smoothly moves alternately to the corners of the mouth, holding the liquid without closing the mouth or pulling back into the mouth. Performed 10 times.

. The “bucket tongue” filled with liquid moves smoothly back and forth. The mouth is wide open. Performed 10 - 15 times.

Exercises for lips and tongue and jaws with a bandage

Disposable bandage, strictly individual, dimensions: length 25-30 cm, width 4-5 cm.

The lips, closed and stretched into a smile, tightly compress the bandage. An adult tries to pull out the bandage, overcoming the resistance of the lip muscles. Performs within 10 - 15 seconds.

It is performed by analogy with exercise 1, but the bandage is clamped with the lips in the left and then in the right corners of the mouth alternately. Performed 10 times.

The bandage, held between the lips in the right corner of the mouth, is moved without the help of hands to the left corner, then, conversely, from the left to the right, etc. Performed 10 times.

Unlike exercise 1, the bandage is bitten, clamped tightly not with the lips, but with the front teeth and held for 10-15 seconds, the clamp is loosened for a few seconds. Clamping - relaxation alternate 10 - 15 times.

The bandage is bitten and clamped not by the incisors, but by the molars, alternately left and right. Performed 10 times.

Bandage to the entire surface upper lip presses the tongue tightly, raised upward in the shape of a wide ladle or “spatula” (pancake). At the same time, the mouth is wide open. The adult, as in exercise 1, tries to pull out the bandage, overcoming resistance. Hold this position for 10-15 seconds. Repeated up to 10 times.

Unlike exercise 6, the bandage is pressed with a “bucket tongue” (“spatula”, “pancake”) not to the entire surface of the upper lip, but to the left and then to the right corner of the mouth alternately. Performed in the same way as exercises 1, 6.

Speech is the most important achievement of a person. With the help of sounds, words, expressions, additional gestures and intonation, you can communicate with other people. Correct communication called This is the ability to express oneself correctly, taking into account certain conditions, the purpose of the conversation, as well as the use of all linguistic means (intonation, vocabulary, grammar). The sound culture of speech has something in common with each other.

What is sound culture of speech?

It is part of human speech communication. The sound culture of speech combines the oral formulation of words. This layer is responsible for the correct pronunciation of sounds, expressions, speed and volume of speech utterances, voice timbre, rhythm, pauses, logical stress, correct functioning of the speech motor and auditory apparatus, as well as the presence of a suitable speech environment.

Nurturing a sound culture of speech contributes to the timely and rapid development of speech skills in preschool children. During speech development, speech therapists simultaneously develop vocabulary and grammatically coherent speech. Classes help children monitor their breathing during pronunciation, correct its clarity, and develop voice control skills in a leisurely and correct intonation manner.

How to develop a sound culture of speech?

Forming correct speech in a child comes down not only to developing the skills of correct pronunciation of sounds, which are dealt with by speech therapists, but also to solving many important problems. Experienced teachers work with children in the kindergarten. As a rule, they develop the sound culture of the child’s speech in the following areas:

• Develop correct sound pronunciation.
• They form clarity and precision in the pronunciation of words that correspond to the linguistic norms of the Russian language.
• In the process of studying, they develop a moderate speech tempo and correct breathing during pronunciation.
• Develop intonationally correct pronunciation of sounds and words.
• Develop auditory attention in children.

The sound culture of speech and its implementation is carried out in two directions: with the development of various perceptions (rhythm, tempo, intonation, strength, speed) and the speech motor apparatus. In order to cultivate a child’s speech culture, teachers choose the following forms of work:

• Independent activities where children communicate with each other.
• Classes with specialists from preschool institutions.
• Work in the form of games and exercises.
• Musical lessons.

The development of sound culture of speech in preschool institutions continues not only in special classes, but also during walks and morning speech gymnastics. Teachers use onomatopoeic words, poems, tongue twisters, visual material, cartoons, presentations and much more.

Age of formation of sound speech in a child

It is best to start working with your child at the age when he begins to actively talk and repeat words. Formation of sound culture of speech is important stage It is important not to miss this moment and help the child, together with the kindergarten teachers, comprehend the science of correct sound pronunciation.

Biological hearing

From birth, a person has the ability to distinguish sound vibrations - this is called biological hearing or perception. In humans, sounds are detected using the outer ear, eardrum, auditory ossicles and inner ear. Sound vibrations excite nerve endings and transmit information to the brain. Auditory attention is a special characteristic of a person's perceptual capabilities that helps focus on sounds, activities, or objects. For example, when a child focuses his attention on a stimulus, he receives clarity of sound sensations. If auditory perception is impaired in children, this leads to a decrease in attention and curiosity. The child often cries, flinches from sounds and extraneous stimuli.

How to choose the right speech therapist?

Find good specialist- not an easy task. Especially if the child has serious speech problems. When choosing a speech therapist, consider the following points:

• Ask a speech therapist about qualifications and experience. Explore the portfolio.
• Ask your speech therapist if he has solved a specific problem.
• Find out the number and cost of classes.
• Try to understand whether the person is at ease and whether the child is comfortable being around the speech therapist.
• How high are the guarantees of a positive result?

Remember that the high price of classes with a speech therapist does not guarantee high-quality work done.

Sounds

The lesson on the sound culture of speech is aimed at teaching preschool children to articulate clearly and correctly. The sound “u” is taught to be pronounced smoothly and for a long time while exhaling. Teachers make sure that children pronounce it with different volumes and intonations. Sound training classes take the form of games and special exercises that help you learn how to correctly pronounce the sound “u”. Exercise - folding your lips like a pipe and pulling them forward prepares articulation for pronunciation. In addition, teachers sing songs with the children, perform choral repetitions of sounds and much more.

Sound "z". Its development also occurs in the form of games and songs. It is studied after preschoolers learn to cope with the sound “s”. The peculiarity of its study is that, in addition to articulation, the vocal cords are included in the work. Usually, the sound “z” requires training in front of a mirror. While working, the teacher pronounces tongue twisters with the children and makes up sentences. The development of sound culture is closely related to phonemic hearing.

Education of sound speech in preschoolers

The sound culture of speech includes correct diction, sound pronunciation, intonation, tempo, gestures, facial expressions, tone of speech, posture, and motor skills during a child’s conversation. If you systematically educate the pronunciation of sounds, it will be easier for a preschooler to learn in the future. That is why the method of education consists in the teacher solving the following tasks:

• Development of mobility of the tongue and lips during sound pronunciation.
• Formation of the ability to support lower jaw in the right position.
• Paying attention to breathing while speaking.

As a rule, preschoolers master sound speech without effort if they are educated in time. During this period, children borrow words and sounds using an imitative method. After all, phonetic hearing is laid in early age. It is important not to miss the moment and direct the child’s development in the right direction.

Secondary group training

The sound culture of speech in the middle group of preschoolers (age 4 to 5 years) consists of speech hearing and breathing, which are the beginning of the emergence of speech. Education in this group begins taking into account the knowledge that was acquired earlier. The primary task of the teacher is to teach children to clearly and correctly pronounce the sounds of the Russian language. The specialist pays special attention to hissing and whistling sounds, teaches how to pronounce phrases and complex words correctly, and develops the skill of intonation expressiveness. In addition, a speech therapist instills in children a high level of development of speech hearing, which will help them independently change the tone of their voice and highlight words in sentences with intonation. The sound culture of speech in the middle group is also aimed at the development of speech breathing, phonemic perception, vocal and articulatory apparatus.

Training in the senior group

The sound culture of speech in the older group (age 6-7 years) continues to develop previously acquired skills. Teachers strive to improve the development of the child’s articulatory apparatus, monitor the pronunciation of sounds with the help of various exercises, develop phonemic awareness, teach how to identify sound places in a word, and correctly use intonation and tempo of speech. Speech therapists also eliminate deficiencies in sound pronunciation, improve acquired skills, and study examples of correct literary pronunciation of words in their native language. The sound culture of speech in the senior group should develop in children a good phonemic awareness, teach them to read words, sentences and small texts, understand the differences between terms, independently compose sentences and carry out Completing training in the senior group, children are able to distinguish between vowels and consonants, sounds, their designations. As a rule, teachers prepare preschoolers for preparatory stage, which begins before entering school.

What is a didactic game?

Didactic games in kindergarten are training sessions, which help preschoolers gain new knowledge through exciting games. They are distinguished by the presence of rules, a clear structure and an evaluation system. solve a number of problems set by the teacher. There is a whole technique that allows you to develop a child’s phonetic hearing in this form. The didactic method gradually develops the correct pronunciation of the sounds of the Russian language and the ability to listen. All games have certain tasks, which boil down to highlighting sounds at the beginning, middle and end of the required word. For example, the game "Sound Hide and Seek" is intended for children under the age of six. This is an independent game for a group, supervised by a teacher. The goal of the game is to develop attention and phonetic hearing. A ball is used as an auxiliary object. The presenter needs to think of a word that has a certain sound, for example “z”. Then he throws the ball to the guys in turn, pronouncing different words in which this sound is present. The children's task is to catch the ball with words of the desired sound, and beat off the remaining “words”.

What problems exist in the development of sound speech?

Modern children much more often suffer from problems with the formation of sound pronunciation and speech. The reason for this is computerization and lack of communication with peers and parents. Often parents leave the child to his own devices, as well as toys, TV, and gadgets. Experts advise reading books with children, learning poems, counting rhymes, and tongue twisters. The formation of sound culture of speech is associated with the development of fine motor skills of the fingers. In order to captivate and involve the child in learning, it is necessary to give the child as often as possible tasks to build a house from cubes, assemble a mosaic and a colored pyramid. It is necessary to constantly develop sound speech in a child. In kindergarten, during games, walks in the park. Talk to your baby, pay attention to interesting details, for example, the color of leaves and plants, count birds, look at flowers. Without an integrated approach, the formation of correctly delivered speech is impossible. Both parents and preschool teachers should be involved in this.

The main task of working with children of senior preschool age is to assimilate phonetic aspect of speech and the correct pronunciation of all sounds of the native language is the further improvement of speech hearing, consolidation of the skills of clear, correct, expressive speech.

Children can already clearly differentiate what a sound, a word, a sentence is. To practice diction, voice strength, and tempo of speech, tongue twisters, pure twisters, riddles, nursery rhymes, and poems are used.

“What is a sound, a word, a sentence?”

Target:to clarify children’s ideas about the sound and semantic side of a word.

An adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".

Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.

What is a name? How do we tell each other apart? By name. Give the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).

Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?

Think about why they call it this: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed. Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.

Name which children's names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).

We will play with words and find out what they mean, how they sound, and what sound they begin with.

"Find the Sound"

Target:find words with one and two syllables.

Find words with one and two syllables. How many syllables are in the word "chicken"?(The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)

Which words start with the same sound? Name these sounds.(The words “hat” and “fur coat” begin with the sound [w], the words “beetle” and “toad” - with the sound [zh], the words “fence”, “castle” - with the sound [z], the words “chicken” , “heron” with the sound [ts]).

Name vegetables, fruits and berries with sounds[р](carrot, grapes, pear, peach, pomegranate, currant), [р] (pepper, turnip, radish, tangerine, cherry, apricot), [l] (eggplant, apple, dogwood), [l] (raspberry , lemon, orange, plum).

"Painting–basket"

Target: find words with three syllables, select words that sound similar.

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.

How many syllables are there in the words “picture”, “frog”, “rocket”? (Three.)

Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa) .

What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?

The child pronounces all the words and says that each of these words has three syllables.

"We're going, we're flying, we're sailing"

Target: teach children to find a given sound at the beginning, middle and end of a word.

There are six pictures depicting transport: a helicopter, an airplane, a bus, a trolleybus, a motor ship, a tram.

Name all the objects in one word. (Transport.)

Tell me, how many syllables are there in these words? (All words except the word “tram” have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound [t] occurs at the beginning of the words “trolleybus”, “motor ship”, “tram”, in the middle of the words “helicopter”, “bus”, at the end of the words “helicopter”, “plane”.)

Make up a sentence with any word (“The plane flies fast”).

Tell me what flies? (Plane, helicopter.) What's coming? (Bus, trolleybus, tram.) What floats? (Motor ship).

Guess by the first and last sound what type of transport I have in mind: [t-s] (trolleybus), [a-s] (bus), [s-t] (airplane), [v-t] (helicopter), [ m-o] (metro), [t-i] (taxi).

Section 3. Examination of the state of speech development of children of senior preschool age based on materials

A.I. Maksakova

In modern preschool pedagogy, the issue of examining children’s speech is not sufficiently covered. IN methodological literature As a rule, only individual techniques are presented, with the help of which the teacher establishes which aspects of speech have not been mastered by children, for example, the presence of deficiencies in sound pronunciation, identifying different types grammatical errors, etc. There is no clear data on what parameters to analyze the speech development of preschool children, what is considered the norm of speech development at a particular age stage.

Basic Research and special observations on the acquisition of speech by individual children (for example, the work of A.N. Gvozdev) cannot be taken as a basis, since individual differences in its acquisition are often very large.

Numerous observations show that among children, even of the same age, there is often a large range in speech acquisition. This complicates the selection of criteria by which the level of speech development could be distinguished. Another difficulty is that the level of speech mastery by children is usually determined by the level of mastery of its various sections: phonetics, vocabulary, grammatical structure, etc. However, as practice shows, the same child can have a rich vocabulary, but at the same time have deficiencies in phonetic design (for example, incorrectly pronounce certain sounds) or make grammatical errors, but be able to consistently and accurately describe the events that he witnessed .

Correctly and clearly organized work on speech development in kindergarten is possible only if the teacher knows well the state of speech development of all children in the group. This helps him plan his activities correctly, and, depending on the strength of the children’s mastery of the material, adjust classes in the group. A selective examination of children’s speech gives the teacher the opportunity to monitor their assimilation of the material, clarify in the classroom the effectiveness of individual methodological techniques, didactic games, exercises.

Systematic control over how children acquire speech material is important for establishing continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.

Knowledge of the criteria and methods for identifying the state of children’s speech development will help the heads of preschool institutions (senior teacher, kindergarten director, district administration methodologist public education) monitor the activities of educators, determine the quality of their work. Thus, when conducting a thematic test, using tasks of various types, the Fleece methodologist can get a fairly clear idea of ​​the level of speech development of children in the groups being surveyed and, on the basis of the test, establish how program tasks are solved in this section in kindergarten.

An individual comprehensive examination helps to most accurately determine the level of development of a child’s speech, but it requires a lot of time. To reduce the testing time, in addition to a sample survey, you can combine a number of tasks, simultaneously identifying the state of development of different sections of speech. Thus, when establishing a child’s knowledge of fiction and inviting him to tell a fairy tale (or read a poem), the examiner simultaneously records sound pronunciation, diction, ability to use the vocal apparatus, etc.; When a child compiles stories based on a picture (identifying the development of coherent speech), the examiner notes which sentences are used (identifying the formation of the syntactic aspect of speech), which lexical means (identifying vocabulary), etc.

Some methodological techniques and tasks can be used to test the mastery of material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.

When identifying the state of children's speech development, a special place should be given to special observations that are carried out in the process of educational work and everyday life: a teacher or inspector not only observes for a certain time, but also records the speech of children, noting both its shortcomings and positive ones. shifts (the appearance of grammatical forms that did not exist before), as well as the difficulties that children experience when mastering program material.

Speech examinations can also be carried out during control and testing classes, when the teacher or examiner sets the task of finding out how children have mastered this or that speech material: for example, whether they correctly use indeclinable nouns, unconjugated verbs, etc.

If there are serious deviations in the speech development of children, conversations are held with parents, during which possible reasons child's retardation.

The materials proposed below for examining the speech of children of the sixth year of life provide Various types tasks aimed at establishing the development of preschoolers’ verbal communication skills (communication culture), identifying the state of development of the pronunciation side of speech and its perception, determining the vocabulary of children, the ability to write stories, etc.

I. Development of verbal communication skills (culture of communication) with peers and adults

1. Verbal communication skills:

– whether the child willingly or not enters into verbal communication with adults and peers;

– whether or not the child can support a conversation with adults and peers on a familiar topic;

- as a child says to children: a lot, a little, silent.

2. Communication culture:

– does the child know how to politely address adults and peers;

– how he calls adults: by name and patronymic, by “you” or otherwise;

– is he the first to greet adults and strangers or does he need a reminder, does he remember to say goodbye;

– does he know how to thank for the help provided, does he use words like “thank you”, “sorry”, “please”, etc.;

– whether non-literary vocabulary occurs in the child’s speech;

– can the child, depending on the circumstances or communication situation, use different voice strengths ( while eating, going to bed, speak in a whisper, quietly; in class – loud enough);

– whether he knows how to listen to his interlocutor to the end or is often distracted, whether he has a tendency to interrupt the speaker;

– does the child know how to calmly negotiate with other children: distribute roles in play, responsibilities in work, coordinate their actions;

– what is the child’s tone of communication? friendly, condescending, demanding;

– does he listen to the comments of his elders about the culture of his communication, does he strive to get rid of his shortcomings;

– is he able to speak freely in front of children and strangers, or is he shy and afraid.

Methods of examination: observations (in classes, during play and everyday life); conversations with teachers and children.

Humanization and democratization of spheres of life in modern society could not but affect the structuring of preschool education. They appeared in variable training and education programs, where the mental education of a preschooler became a priority. Today's graduate preschool knows how to read, write and count, but at the same time he has a low level of culture of verbal communication, there are no moral values ​​of his personality in the system of relations with other people. There are no polite forms of communication with peers. Speech is poor, monotonous, littered with errors. The culture of verbal communication presupposes not only the ability to speak correctly, expressively and accurately, but also the ability to listen, to extract the information that the speaker has put into his speech.

A high level of communication culture is the main condition for a person’s successful adaptation in any social environment. As you know, it is in preschool age that the foundation of moral principles and moral culture is laid, the emotional-volitional sphere of the personality develops, and the productive experience of everyday communication is formed.

At the moment, the complexity of the development of speech culture in children of senior preschool age has not been sufficiently studied in theoretical and practical research for preschool education. There are no methodological recommendations for organizing work with children in preschool educational institutions in this direction; planning and construction of classes, methods of conducting them, monitoring the level of development of speech culture of preschool children, development of an educational and methodological complex.

As a result, the child will experience serious difficulties in mastering his native language, will not be able to express his thoughts, desires, experiences, and his peers will not understand him. The child will experience serious difficulties in communication during the period of adaptation to school education.

In XXI century, the problem of the moral development of children becomes particularly acute. Scientific and technological progress in itself does not contribute to the moral improvement of people. Public life and the changes that occur so rapidly require constant correction of educational technologies. The education system is being reformed, the society surrounding the child is changing, there are many negative forms of communication behavior, cruelty, indifference, indifference, arrogance. Unfavorable social living conditions shape a child’s certain attitudes towards moral values.

The state itself must be moral. Civil society should largely determine the content and direction of education and take an active part.

Speech culture should act as a special subject that will teach children to communicate. Speech culture provides great opportunities for the implementation of interdisciplinary connections both in the work on developing the speech of older preschoolers and in the work on mastering almost all sections of the preschool education program.

Not one person can live successfully in modern world without the ability to speak correctly and politely, listen, learn new things, and influence others through speech.

Scientists, teachers and psychologists proceed from the fact that in kindergarten classes should be held that would give children knowledge of speech culture and would help them master the communication skills that are so necessary in the life of every person.

The sooner we begin to develop the unique human gift of speech in children, the sooner we do everything to, in the words of linguist V.I. Chernyshev, “open the mouths of children,” the sooner we will achieve the desired results. K. D. Uspensky said that a different word is the basis of every mental development and the treasury of all knowledge. The problem of communication by preschoolers was studied in the works of E. A. Arkin, B. S. Volkov, N. V. Volkova, V. V. Gerbova and others, where the possibilities of teaching the culture of verbal communication and its content were determined. However, many unresolved issues remain; the relationship between children’s play activities and the child’s verbal communication culture has not been considered; the goals and content of the teacher’s work to develop the children’s verbal communication culture in a playful form of education have not been determined. Based on the works of B. N. Golovin and N. I. Formanovskaya, etiquette formulas were compiled: addresses, greetings, farewells, requests, advice, proposals, consent, refusal, which must be gradually introduced into the children's vocabulary.

According to D.R. Minyazheva in Lately Difficulties in the formation of communication skills and behavioral abilities in children are increasingly being identified.

According to research by O. E. Gribova, children’s speech exhibits communicative inaccuracies, which manifest themselves in the inability to achieve mutual understanding and structure their behavior in accordance with social norms, influence others, convince and win them over.

In my opinion, it’s a matter of education little man is given a rather modest place in our preschool literature. Educators find it difficult to plan and carry out work on developing speech culture skills in different types activities, decisive moments. Meanwhile, it is at this age that a child perceives the world with all his soul and learns to be human.

Children aged 4-5 years old with a certain moral baggage enter our speech therapy group. While observing children, I noticed that they often do not adhere to the rules of behavior and make “mistakes” as a result of ignorance of these rules. Quarrels and complaints arise. Children rarely use etiquette forms. Along with complex diagnoses in children, psychogenic disorders are noted, manifested in aggressiveness, disturbances in behavior and activity. I observed the relationships between children and parents. Moral forms are often not respected. I believe that if you miss the period of preschool childhood and do not form the simplest forms of morality, when the child is especially sensitive and receptive, introducing him to the basics of culture and preparation for future life– later it will be much more difficult.

All this determined the choice of this topic. The plan reflects the main directions of my topic, which could become initial stage in the formation of speech culture skills.

Lesson plan for developing speech culture

for children of senior preschool age

Sayings, jokes, tongue twisters,

sometimes meaningless, important to

break out children's language in the Russian way and

develop a sense of the beauty of your native language.

K. D. Ushinsky

On modern stage development, society needs an educated and well-mannered individual. In accordance with the “Concept of Preschool Education,” the basis of education and training in preschool childhood is speech acquisition. This document notes that preschool childhood is especially sensitive to the acquisition of speech and, if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later age stages.

Currently, in language practice, the loss of the best speech traditions can be traced; the process of “coarsening” of the morals of society continues to gain momentum, which entails the decline of general culture.

In speech activity, this is expressed in an increase in vocabulary with a reduced emotional-expressive coloring, colloquial forms, vulgarisms, and jargon.

Language is the most important part of national culture, so it is no coincidence that linguistic scientists are currently raising the issue of the ecology of language in order to prevent the destruction of speech culture.

Speech culture is a relatively young area in the science of language. Despite the fact that this science arose in Russia only in the 20th century, the doctrine of the effectiveness of speech and its qualities has existed since ancient times.

For a long time, the culture of speech was considered only in terms of mastery of the norms of the Russian literary language, but the revival of interest in rhetoric contributed to a shift in emphasis towards the study of speech genres and speech behavior. The term " A culture of speech“is multi-valued: it is the quality of speech, the ability to use language in communication, and it is the science of the quality of language use.

Cultivating a culture of speech in preschool age is a complex and little-studied phenomenon. In preschool pedagogy, speech culture is usually understood as a set of communicative qualities that are formed in speech activity and include the conscious assimilation of expressive and figurative means of speech and their appropriate use in one’s own speech. Thus, nurturing a culture of speech involves not only mastering language norms (phonetic, lexical, grammatical, syntactic), but also improving the process of implementing the expressive means of language in live speech communication.

In preschool pedagogy, research by Sokhina F.A. prove that a child cannot independently master speech norms, and in correctional pedagogy this is further complicated by overcoming the general underdevelopment of speech in preschool children, which is characterized by its multidimensional disturbance of speech activity, which is confirmed by numerous studies, both psychological and pedagogical, psycholinguistic, and pedagogical doctors plan.

At this stage, the problem of mastering correct, expressive, logical, and precise speech by preschool children with speech disorders is acute. Therefore, the introduction of elements of speech culture into the correctional pedagogical system of education will have an unconditional impact on the spiritual world of the child and will contribute to solving communicative problems in the children's team.

It is impossible not to take into account the fact that folklore offers us the best examples of speech culture. Works of folk art contain linguistic norms and examples of Russian speech. Scientists have repeatedly emphasized the enormous potential of various folklore genres as a means of teaching native speech and nurturing its culture. The artistic power of the small folklore forms(proverbs, sayings, nursery rhymes) lies in their semantic, compositional, intonation-syntactic, sound and rhythmic organization. The poetic language of proverbs and sayings is simple, precise, expressive, contains synonyms, antonyms, homonyms, and comparisons. Many proverbs and sayings are based on metaphor ( figurative meaning words). It serves as a means of achieving the greatest expressiveness and picturesqueness. All this makes proverbs and sayings the most valuable linguistic material. All this determines the choice in the search for means to develop a culture of speech for older preschoolers with speech disorders.

In children with general underdevelopment speech, according to the study, there is an unformed sense of language, an inability to construct a detailed statement, inertia in the choice of linguistic means due to deficiencies in cognitive (mental) - speech activity; shortcomings in the understanding and use of small folklore forms are revealed, due to a low level of ideas about the world around us, insufficient mental operations, and insufficient development of cognitive and communicative prerequisites for speech.

Therefore, the education of speech culture through the means of small folklore forms can be considered in line with general correctional speech development.

To this end, tasks can be identified in the following areas:

1. Introduce children to the most typical works of small folklore genres.

2. Develop attention and interest in small genres of folklore (riddles, proverbs, sayings, nursery rhymes...).

3. Form their aesthetic perception.

4. Form a correct understanding of the generalized allegorical meaning of riddles, proverbs, and sayings.

5. To form a readiness to perceive and master small folklore forms, to develop ideas about the genres of folklore works.

6. Form ideas about linguistic means, isolate them in folklore works.

7. Teach the adequate use of figurative expressions, proverbs and sayings in various situations.

Solving these problems will help children:

Raise the level of speech culture, overcome speech defects for each child;

Develop his personal qualities and activate verbal means of learning;

Introduce works of small folklore forms and their linguistic and artistic features;

Learn to understand and highlight the artistic and semantic means of small folklore genres;

Develop skills in correct sound pronunciation, speech hearing and phonemic perception;

Develop grammatical and semantic components of language ability;

Form coherent speech;

Develop expressive speech and mental processes;

Use adequately figurative expressions proverbs and sayings in various situations.