Seven simple games for the development of speech for children 2-4 years old - Speech therapy problems - Teaching

09/06/2015, Games for speech development, Articles No comments

At 2 years old, your child has already become a completely independent person. He can assemble a pyramid, build a tower of cubes, and bring spoons to the table before dinner. He even tries to dress and undress himself, wash himself, and use a comb and toothbrush. Day after day he repeats the same actions and improves in them. The baby watches you with pleasure and imitates you enthusiastically.

Imitates, among other things, adult speech. Therefore, parents of two-year-olds should make efforts in several directions in the development of children’s speech at once, and it is better to do this through play.

Game "Who is it?"

The game provides for the development of passive vocabulary (what the child cannot say, but can show or give) and active vocabulary - what he can name.
It's better to start:

from domestic animals (cow/bull, dog/dog, pig, sheep, horse/horse, cat/cat, goat) and their young;
wild animals (hare/bunny, wolf, fox, squirrel, hedgehog);
poultry (rooster, chicken, duck, goose) and their chicks;
wild birds (owl).

Please note that at the initial stage of work, young animals are introduced only into domestic animals and birds; young wild animals can be introduced a little later. This is due to the fact that young domestic animals and chicks of domestic birds can be seen in person much more often, especially kittens, puppies, chickens, and ducklings. That this may be important for non-verbal children.

The essence of the game is that the adult first names the animal or bird for the child, placing it in a row or showing it in a picture. And then he asks the child to show it or present it, and if the child has begun to speak, then to name it.

To stimulate speech, you can play hide and seek. An adult hides an animal/bird, and the child must guess who is there? It is not necessary to hide it so that the child cannot see. For starters, you can hide it right in front of the child. If there is no speech yet, then give the child repeated cards (or figures), and let him show the animal that is hiding. You can give hints: “She has horns, she says: “Moo!” If the child does not guess, the adult reveals the animal and names it. This game flows smoothly into the next game.

It is important to remember: a child’s speech develops especially intensively at the age of 2-3 years.

The speech activity of a child at 2-3 years old undergoes the greatest changes. It is at this time that its formation takes place, a base is developed on the basis of which development will subsequently take place.

Speech development of young children

Development is comprehensive and affects many areas. This includes expanding the vocabulary, working on sound pronunciation, and the process of building coherent speech (monologue and dialogue). All stages must occur under parental supervision and with the direct participation of adults.

Exercises to develop phonemic awareness

It is necessary to conduct classes on the development of phonemic hearing in an environment familiar to the child and always in a playful way. The child must understand what is required of him, so it is important to have a competent introduction to the game - ask the right questions (short and as simple as possible).

Show me where the sound comes from? The child closes his eyes and then gestures with his hand to show where the sound came from.
Clap like me. Repeats the number of claps after an adult.
Clap when you hear the water's song (ssss). The child must choose the one he needs from a set of sounds.

Speech development in young children

The greatest impetus for the emergence of speech occurs during the socialization of the child. In kindergarten, there are often children who already speak, and who, one way or another, are followed by the rest.

Note. The process of speech development in a group goes much faster than individually.

Grammatical features of speech

At two or three years old, the child’s grammatical structure of speech is practically not formed. New word forms are possible, and even encouraged - this feature means that the child analyzes speech and, based on his little life experience, tries to choose the appropriate form. Errors in declensions and the use of prepositions also correspond to the age norm.

How fine motor skills affect speech development

One of the technologies for speech development is the use of numerous exercises for fine motor skills of the hands. To construct a sentence, you need to master motor planning - clearly know what to say and in what sequence. Tasks that require the participation of fine motor skills of the hands are aimed primarily at the development of motor planning. Thus, introducing these exercises to the general complex of speech development will contribute to the rapid emergence of speech in the baby.

Development of fine motor skills

Game "Who Lives Where?"

Since we started with domestic and wild animals and birds, we will divide them into those who live in the forest and those who live at home. I recommend using only animals at first. And what about birds, if they successfully remember which animals live in the forest and which ones are at home? Next, we expand our knowledge by clarifying where exactly in the forest (hollow, hole, bush, etc.) and houses (booth, barn, stall, etc.)

You can combine the game “Let’s build houses” and “Who lives where?”. The child, with the help of an adult or independently, builds houses, and then resettles the animals in the houses. For this game it is important to have rubber or plastic animal figures. And if you also build Christmas trees (from counting sticks), you can resettle the animals in the forest and in houses.

If the houses are multi-colored, you can work on studying and fixing the names of the colors. The adult says: “The cow lives in a red house. The horse lives in a green house, etc.”

You can even play fables so that the child can correct, even if he does not have enough speech activity to explain. For example, a dog is in the forest, and a fox is in a booth. No, that's not right! And he corrects it.

The main thing in these games is the systematic nature and readiness of the adult to adapt to the progress of the child’s play, while at the same time gently guiding him in the right direction.

Card index of didactic games for speech development of children 2-3 years old

Transcript

1 Municipal budgetary preschool educational institution of a general developmental type kindergarten 2 “Fairy Tale” Card file of didactic games for the development of speech of children 2-3 years old Compiled by: teacher Chesnova A.V. Nekrasovskoye, 2013

2 Did. game “Who is screaming?” Goal: To develop children's speech attention. Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How? Did. game “Geese” Purpose: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing a description text. Material: painting “Geese” Procedure: The teacher shows the children the painting, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-gaga. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. The children repeat the movements after him.) Cackle: ha-ha-ha. B: Geese, geese! Children: Ga-ga-ga Q: Do you want to eat? Children: Yes, yes, yes Q: Show how geese open their beaks wide. Children: Ga-ga-ga. Q: Do you want to eat? Children: Yes, yes, yes. The geese flapped their wings and flew away. (The game is repeated 3-4 times) Did. game "Clock" Purpose: To develop children's speech attention. Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom.” In order for them to walk, you need to start them: “backgammon”! - Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times). - Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).

3 Did. game “Who lives in the house?” Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing. Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly. Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly)? (Children's answers) That's right, dog (shows a picture). How did she bark? (children's answers). Guess who lives in this house: “meow-meow” (pronounced quietly)? How did the kitten meow? Similarly, children guess who lives in other houses and repeat sound combinations several times. Did. game “Bear cubs eat honey” Purpose: To develop the articulatory apparatus of children. Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers) and “licking” the honey; the children stick out their tongue and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.) The game is repeated 3-4 times. Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their bellies, saying: “Oooh” (2-3 times). “Unusual song” Rules of the game. The child sings vowel sounds to the tune of any melody he knows. Move. Educator: One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play the violins - I-I-I. (Children hum the same melody to the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best. Game "Loud Quiet"

4 Purpose. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice. Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes. Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.” The rest of the toys are played in the same way. Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3 during the lesson. Make sure that when pronouncing onomatopoeia quietly, children do not whisper. Did. game “Let's teach the bunny to speak correctly” Goal: To develop intonation expressiveness. Q: The bunny brought a wonderful bag with him. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly. Ishka children correct “bear” Christmas tree squirrel Onik elephant (After “training” the bunny begins to name all the objects correctly. “Magic cube” Game material: cubes with pictures on each side. Rules of the game. The child throws the cube. Then he must depict what drawn on the top edge, and pronounce the corresponding sound. Move. The child, together with the teacher, says: “Turn, spin, lie on your side,” and throws a cube. On the top side - for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane. The other sides of the cube are played in the same way.

5 Game “Butterfly, fly!” Target. Achieve long, continuous oral breathing. Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face. Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies. Methodical instructions. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy. Olya's assistants. Purpose: Form the plural form of verbs. Progress: The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do. The doll is coming. The teacher points to her legs. -What is this. (Etopods). - They are Olya’s assistants. What are they doing. (walk, run, dance) Then he points to other parts of the body and asks similar questions, the children answer. (Hands take, draw, eyes look, etc.) Postcard. Goal: Learn to form verb forms in the present tense. Progress: Someone knocks on the door. Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is pictured on this postcard? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is depicted and what is they doing? Thus, children correctly name the character and his actions. Then the teacher mixes the postcards, shows one at a time, and the children guess whose postcard it is.

6 Multi-colored chest. Purpose: To teach children to name objects Progress: The teacher shows the children a chest and says I put the pictures in a multi-colored chest. Come on, Ira, take a look, take out the picture, name it. Children take out a picture and say what it shows. Help the little bear find his plate. Goal: To teach children to compare objects by size (large - small), compare them (small plate - for a small bear, large for a big bear). Who has what kind of fur coat? Goal: To teach children to identify the characteristic features of animals and birds. The teacher shows pictures and asks the children to name who has a fur coat and who has feathers. What kind of item? Goal: learn to name an object correctly. Progress: The child takes out an object, a toy, from a wonderful bag and names it. Echo Purpose: To teach how to pronounce vowel sounds correctly and clearly. Progress: The teacher loudly says A-A-A, the child “Echo” quietly answers: A-A-A. And so on. You can also use combinations of vowel sounds: ay, ua, etc. Locomotive. Goal: To practice the correct pronunciation of the vowel sound “U” Procedure: The teacher invites the child to call the locomotive. “Oooh,” the child hums, and the locomotive follows this sound. Horse. Goal: To teach how to correctly pronounce the sound “I.” The teacher offers to call the horse. The child says I-and-and, and the horse gallops, the child finishes saying it, and the horse stops. Then the next child calls the horse.

Game "Who eats what"

These are simple games. The first game is based on the child's knowledge of the nutrition of domestic and wild animals.

At the initial stage the following pairs are used

The cow eats grass.
The goat eats grass.
The horse eats grass.
The sheep eats grass.
The cat eats meat and fish.
The dog chews on a bone.
The bear eats honey.
The hare eats a carrot (for children of a good level it is better to say that the hare eats grass, twigs and tree bark)
The fox eats the hare.
The mouse eats cheese.

Puzzle games and counting sticks are used.

If the child is good at “distributing” food to animals, you can play the game in reverse.

A child or an adult builds houses; we place food near each house (can be cut out of paper, molded from plasticine, etc.). The child needs to guess who lives in this house. If the animals are wild, then “lay out” food in the forest - make a forest out of the same sticks.

Game "Big - Small"

This game, like all the previous ones, is quite simple, but there are several variants of the game, which I will now tell you about.

We compare big with big, and small with small. For example, a large car and a large locomotive, a small car and a small locomotive.
We put the big to the big and the small to the small.
For example, a large plate contains large spoons, and a small plate contains small spoons.
We are looking for small objects among large ones, and large objects among small ones.
We select pairs: small - large.
We make big from small and vice versa. For example, you made a small house out of sticks, and then you can make a big one, and then make a small house out of the big house, and a big one out of the small one.

My experience of speech development in a child

When my daughter turned 1.5 years old, I heard a lot of indignation from relatives about why my child spoke only a few words, and not whole sentences, and especially did not recite poetry. Like all caring parents, I was very worried, played all sorts of games, massaged my fingers and took me to the most fashionable clubs, but there was no result. When Polina turned 1 year and 8 months old, our family had the opportunity to send our daughter to kindergarten. At an appointment with a psychologist before entering kindergarten, I was told a terrible diagnosis - delayed speech development. They prescribed the “smart” medicine “Pantogam”. After thinking about it, I did not give it to the child, but calmly sent it to the kindergarten.

After 2 months of visiting kindergarten, the child learned many new things: eat with a spoon on his own, ask to go to the potty in a timely manner. But she still said very little. A month after we celebrated her second birthday, the child literally “burst”: words and entire sentences poured out of her in an endless stream. At 2.5 years old she recited short quatrains. Today my child is 3.5 years old. Her mouth doesn’t close for a minute, she tells fairy tales, asks a billion questions, and a 24-hour “children’s radio” has started working in our house, which makes our ears hurt in the evening.

Therefore, all parents who are concerned about their child’s speech development can be given universal advice: take a closer look at your children, watch them and listen to your own heart. If the baby does not have any physiological or neurological abnormalities, then just be loving and attentive parents, and after a while the baby will start talking in such a way that it simply cannot be stopped.

Sincerely, Lyubov Sozykina

Game “What color is this?”

This game involves working with the activation of a dictionary of color names (at the initial stage we take four primary colors (blue, red, green, yellow) and then add white, black colors of the rainbow and tint colors.

But if the child does not know the colors or has not remembered them, then this game will have the goal of teaching the child to distinguish and name colors.

So here are some game options, from easy to hard

The adult names the colors of the objects (since we take 4 colors, then there are also four objects. If the child has attention deficit, you can take two. And then asks the child the task: “Show the red (blue, yellow, green) object.
Select items by color. Group.
Name the colors of objects.
Select an object that is extra in color.

Why doesn't the child speak?

Physiological factors

The lack of conscious speech in a two-year-old child may be a consequence of past illnesses, illnesses of the mother during pregnancy, or her bad habits. The most common physiological causes of speech delay:

Brain diseases;
Head injuries, including during childbirth;
Oxygen starvation of the fetus;
Infectious diseases suffered in infancy;
Neurological abnormalities;
Underdevelopment of the speech apparatus, articulation disorders;
Hearing diseases;
Intellectual development delay, Down syndrome, autism.

Heredity plays a significant role: an absolutely healthy baby may not speak at two years old, if this is the norm in the family. Of course, there is also a medical basis for this feature - the slow growth of brain cells responsible for the activity of speech activity.

Social factors

The baby's environment and family relationships can also be a cause of delayed speech development. First of all, this is the excessive guardianship of parents, guessing any desire of their child. Why should a child talk if his family already understands him perfectly? But there are other social reasons:

Lack of communication. The company of mom and dad is not enough for the baby. In order to fully develop speech, he needs to communicate with peers, especially since it is so interesting! Quiet people at home usually begin to talk actively in kindergarten;
Character traits. Shy children are not known for being talkative, and at an unfamiliar stop they can completely withdraw into themselves;
Pedagogical neglect. Perhaps the child is not given enough attention in the family, mom and dad are not trying to develop his speech and generally spend too little time with him;
Conflicts in the family. Quarrels between parents are a great stress for a child, the cause of psychological trauma that slows down the development of speech. Fright and hospitalization without a mother can play the same role;
Demanding parents. Attempts to force a two-year-old child to learn new words are doomed to failure. Most likely, the child will refuse to talk out of spite.

Sometimes children form vocabulary as if “to themselves,” silently. And then, at the age of about three years, they suddenly begin to actively talk and in a short time catch up with their peers. If a two-year-old child does not speak at all, there are only two possible options: wait a little longer and independently develop speaking skills at home, or contact a doctor. Many parents deliberately postpone a planned visit to the doctor, afraid of hearing an unpleasant diagnosis. However, this will not solve the problem if it really exists. And time will be lost. Therefore, consultations with a neurologist, audiologist, ENT specialist and psychiatrist are highly advisable. Only specialists will help to accurately identify possible causes of speech delay.

Game "Fold the picture"

This game is used as a transition from one activity to another. And also as a sensory respite. It consists of the simplest action, you need to assemble a picture from parts. And this is where problems arise. Nowadays, puzzles are very common, and this is wonderful, but puzzles, unfortunately, do not always take into account the visual perception of the picture. This sometimes simply turns into selecting a suitable figure, and not into understanding why this particular piece needs to be placed here. To develop visual analysis and synthesis, you need to collect cut-out pictures, in addition to puzzles.

Where can I get them? Of course, you can buy ready-made ones, but you can make them even simpler. Cut the cover of a notebook, album, folder from colored paper or cardboard into the required number of pieces. And the picture is ready.

If the child has never collected such pictures, you need to start with two parts with a large picture, then increase to 3-4 or more and complicate the picture. You can also cut the parts not into squares, but into triangles.

When a child is good at assembling cut pictures from four or more parts, you can give him cubes.

And be sure to name who or what happened. And if the child has already begun to speak in phrases, we compose a phrase.

About the author: Ekaterina Mrachkovskaya , speech therapist-defectologist, speech therapist via Skype, consultant, owner of a private speech therapy office in Sarov, Nizhny Novgorod region.

Would you like to learn more about games and exercises to develop children's speech? Register for a free webinar by the author of the article - Phonemic hearing and phonemic awareness . Webinar for primary school teachers, educators, aspiring speech therapists and parents. Waiting for you!

How does speech develop in children under 2 years of age?

Speech development occurs in stages, and each stage is present in any case , regardless of the nationality and language spoken by others. My child was no exception and went through all stages of speech development. Some stages lasted longer, some shorter, but in the end the child spoke fully.

Scream. With my first child, I had a hard time understanding why my daughter was screaming, but with my second baby, I unmistakably learned to recognize when he was screaming from hunger or when he was just bored. From the moment of birth, the only way for a child to communicate with mom and dad is to cry. With it, he expresses feelings of hunger and thirst, physical discomfort, draws attention to himself if he is hot or cold, clothes are tight or uncomfortable, and also if the baby is in pain. Attentive parents can also quickly learn to distinguish between different types of crying.
Booming. From about 3 months, newborns begin to hum: most often this happens when the baby is happy and thus expresses a feeling of satisfaction. However, this period does not have to coincide with the beginning of the party. My first daughter began to walk only at 4.5 months, being completely healthy and without any deviations, but my son was already walking and singing in every way at 2 months. The child learns to move his tongue to pronounce sounds and trains the speech apparatus in every possible way. The buzz is usually reproduced in the form of the words “Agu”, “Ua”, “Gaaa”, “Guuu”.

INTERESTING! All nations of the world have children who walk in exactly the same way.

Pronunciation of syllables and babbling. By about 7-8 months, children can pronounce different syllables, and they are not yet associated with certain images and words. The baby may say “Ma-ma-ma-ma-ma” without meaning his mother at all. However, this is an important stage in which the child masters the main part of sounds.
First words. At the age of one, my first child could only say so much: “baba”, “dad”, “yum-yum” and a couple more phrases from his personal repertoire that cannot be translated into human language. By the age of one year, a baby can know and pronounce up to 10 words. Moreover, these may not always be full words. For example, instead of the word “dog,” a child may still say “Woof-woof,” which in his mind is associated with a specific image. It is also acceptable to pronounce truncated words, for example, “kava” instead of “cow”.
Conscious speech. By the age of two, a child usually has a certain set of words that, at the very least, he can communicate with adults. Usually this vocabulary is enough to call mom and ask for a toy. It is considered normal if a child speaks about himself in the third person: “Masha is playing” instead of “I am playing.” It is from this stage that speech will rapidly develop every day, and the vocabulary will fill up.