The level of development of speech and cognitive abilities of preschoolers aged 4-5 years is already quite high: children actively communicate, have an extensive vocabulary that they can use in any situation, calmly describe a variety of objects, and obvious defects disappear from their speech. If this does not happen, then the likelihood of a diagnosis of speech development delay (speech development delay) increases several times. An examination by specialized specialists will help determine the cause of the delay and guide parents along the right path. At this age, the problem is not yet critical and can be eliminated with a competent combination of treatment (if necessary), speech development classes with a speech pathologist and classes with the participation of parents at home.
Norms of speech development at the age of 4-5 years
In order to timely identify problems with speech development, it is necessary to navigate what the baby should be able to do, and only after that “sound the alarm” by turning to speech therapists and speech pathologists. According to the norms of speech development for children from 4 to 5 years old, at this age a child should be able to:
- speak in such a way that everyone around you understands him, not just those closest to you;
- calmly operate with your vocabulary (minimum 3000 words); build logical sentences from 6-8 phrases;
- understand the difference between people, animals and inanimate objects, know their characteristics and distinctive features (animals cannot speak, a dog has four legs, a cat meows, etc.);
- be able to find an object, focusing only on its description (for example, a ball - round, blue, bouncy) and create descriptions of objects yourself;
- understand the meaning of prepositions and insert them correctly into sentences;
- have an understanding of different professions, who does what (teacher - teaches children, pastry chef - bakes cakes, etc.);
- be able to maintain a conversation on topics that he understands, ask relevant questions and answer questions put to him;
- retell heard stories, fairy tales, and entertaining stories without difficulty;
- know by heart simple rhymes, nursery rhymes, tongue twisters for children; state your first and last name without prompting, know your age and residential address;
- be able to answer questions about your pastime (where you were, what you ate for breakfast, who you met on the way to kindergarten, etc.).
Diagnostics of ZZR
Diagnosis of mental disorders includes checking the following indicators: pronunciation of sounds;
- sound-syllable structure of the word;
- phonetic sensitivity;
- possibilities of phonemic analysis of synthesis;
- the state of vocabulary and grammatical structure of impressive, expressive and coherent speech.
Based on the test data, the speech therapist draws up a diagnostic card describing the features of the child’s speech development, on the basis of which a conclusion is made and recommendations are made regarding speech development classes.
Text of the book “Classes on speech development in the middle group of kindergarten. Lesson Plans"
Lesson 2. Sound culture of speech: sound ts
Target.
Exercise children in pronouncing the sound
ts
(isolated, in syllables, in words).
Improve intonation expressiveness of speech. Learn to distinguish words starting with the sound ts
, focusing not on the meaning of the word, but on its sound.
Progress of the lesson
The teacher reminds the children that they learned to distinguish similar sounds with, s
–
з, з
.
“Now I will check if you are confusing them. Be careful, says the teacher. - Pussy eats sour cream from a bowl. What sound do you hear? ( Sound s
.)
“And recently two gazelles called and started singing” (Korney Chukovsky “Telephone”) - the teacher repeats the last three words and asks: What sound is found in all these words?” ( Sound z.
)
The teacher praises the children for their ability to distinguish sounds by ear.
Then he asks if children like riddles and offers to guess one of them.
Two ends, two rings, in the middle there are carnations. (Scissors)
After the children guess the riddle, the teacher, slightly intoning the sound ts
, pronounces the words:
rings, ends, scissors
.
“What sound did I highlight with my voice? - asks the teacher. – It is also important to learn how to pronounce this sound correctly and clearly. First, let's click like squirrels: “Tsk-tsk-tsk”
(choral and 3-4 individual responses).
Now let’s call the chickens: “Chick-chick-chick
. And we’ll pour some grains for them. Let them peck.
The chickens were noticed by the cat Scratchy. What's the cat's name? “Now I,” says Scratchy, “chickens tsap-tsap-tsap
“. What did the cat say? Tell her: “Scratchy, don’t you dare touch or scare the chickens!” (Chorus and individual answers.) Scratchy ran away. The chickens are gone. But a mouse appeared. He sits, washes his face, washes without water and without soap, like a little mouse from a fairy tale you know:
And the little mouse washed his snout without water and without soap.
What fairy tale is this little mouse from? Who wrote this wonderful fairy tale? (Samuel Marshak. “The Tale of a Smart Mouse.”)
The teacher asks to repeat the poetic lines so that the words stigma, water, soap
ts
was heard .
Then the teacher offers to play. “I will say the words. When you hear the sound ts
, clap your hands.
The heron... clatters... walks... flower... grows... blooms... circus... arrived... number... five
.” (Between words, the teacher pauses, counting to himself to three.)
The teacher names the children who were in a hurry with answers and lost.
“In any game you have to be more careful, make decisions on your own, and not focus on your comrades. After all, we have a lesson, and this means that we are learning something, and mistakes are possible,” the teacher concludes the lesson.
Note.
In your free time from classes, you can invite children to memorize the quatrain (from Czech poetry, translated by S. Marshak):
Do you know the letters A, Be, Tse? The cat is sitting on the porch, sewing pants for her husband, so that he does not freeze in the cold.
When the children remember the poem, you can invite them to play. An adult (or child) says the first line, addressing one of the children, and the child responds by saying the remaining three lines of the poem.
For individual work with children you can use:
• tongue twister: “Water flows from the neighboring well all day long”;
• puzzles:
The girl is in prison, and the braid is on the street. (Carrot)
Not a beast, not a bird, And a nose like a knitting needle. (Mosquito)
• a page from the workbook “Literacy lessons for kids. Middle group" (M. Mozaika-Sintez, 2006. - Topic: "Sound ts
»).
Children who do not clearly pronounce the sound ts
, you can suggest pronouncing the sounds
t
and
s
, first slowly, then quickly, on one exhalation, together.
Lesson 3. Storytelling based on the painting “Dog with Puppies”[3]. Reading poems about late autumn
Target.
Teach children to describe a picture in a certain sequence, to name the picture. Introduce children to poetry.
Progress of the lesson
In the morning, before class, the teacher brings the picture into the group and leaves it for the children to examine on their own.
When looking at the picture, children exchange impressions and manage to notice many details.
At the request of the teacher, the children come up with a name for the picture.
“You have looked at the picture and must have already decided what it should be called,” the teacher begins the lesson.
The teacher listens to the children, corrects their answers, explains that the title of the picture should not be very long, but even from the short title it should be clear what the picture is about.
The teacher approves of the following titles: “A Dog and Its Puppies”, “Dog Yard”, “About Dogs”, etc.
Then he gives his name: “Dog with puppies.” Explains what to say with puppies
, or maybe
with puppies
.
“In order for the story based on the picture to be interesting, without repetition, you must first tell everything about the dog, then everything about the puppies and, finally, describe the yard itself,” explains the teacher. “So, attention to the dog.”
After listening to the children, the teacher summarizes what was said and gives a sample story. Then he offers to talk about the puppies, asks clarifying questions, corrects the children’s answers, etc.
“Now we need to describe the yard in which the dog and puppies live,” the teacher prompts. He makes sure that children correctly designate spatial landmarks and clarify where it is - there, here
(
near, near, in, at,
etc.).
Then the teacher composes a story based on the picture, and asks the children to make sure there are no repetitions in it: “I will try to avoid them. First I’ll talk about the dog, then about the puppies, and later about the yard.”
Children listen to the teacher’s story, then the child’s story (optional).
The teacher tells the children that the last month of autumn is coming to an end - gloomy and rainy November and that poems about this time of year are completely different than about early autumn.
The teacher reads A. Maykov’s poem “Autumn leaves are circling in the wind...” (or A. Koltsov’s poem “The winds are blowing...”). If you have time, you should read A. Blok’s poem “Bunny.”
Lesson 4. Writing a story about a toy. Didactic exercise “What is what?”
Target.
Check how well children have developed the ability to compose a consistent story about a toy. Exercise children in the ability to form words by analogy.
Progress of the lesson
“In previous classes, we learned to write stories about a toy,” the teacher reminds. “Let’s see how you can do this without my prompting.”
The teacher puts several toys in front of the children: a doll, a bear cub, a Cheburashka, etc.
“Have you forgotten what we told you? - the teacher is interested. “Remember the story about the tumbler - a beautiful, elegant, cheerful toy.”
The teacher calls on the children one by one, who choose toys and make up stories. If some toy turns out to be unclaimed, you can address the child something like this: “And Piggy dreamed so much that Arina would tell about him! Are you really going to refuse him?!”
“Autumn is coming to an end. Cold, rainy. But we are not grieving. Let's enjoy the gifts of summer and autumn. We drink juices and compotes. We eat preserves and jams. Who likes what kind of juices?” - asks the teacher.
After listening to the children’s answers, he clarifies: “Orange juice is from oranges, apple juice... (from apples)
, pear... peach... cherry... plum..."
Blueberry jam... (blueberry)
, lingonberries... blackberries... raspberries... apricots..."
Note.
Outside of class, it is useful to play the Ice Cream Parlor game with your children. The teacher selects two children to play the role of waiters and informs them and future visitors to the cafe that the choice of ice cream, juices, and jams is very diverse.
The teacher teaches children polite forms of addressing visitors: “Do you want ice cream? Chocolate, creamy, fruity? With jam, with honey? With what jam? If you need juice, they sell it nearby,” etc.
December January February
Children can be introduced to Russian folk songs, recommended for reading in the winter months, as follows. For example, the song “The bunny is sitting, sitting...” can be included in an outdoor game.
The bunny is sitting, sitting, the gray bunny is sitting. Under the bush, under the bush.
The teacher reads a poem, pointing to a child crouched under a bush.
The game repeats itself. Now another child plays the role of the bunny. He is chosen by the teacher or the child who plays the role of the hare. You can also choose a bunny using a counting rhyme.
One two three four five. The bunny went out for a walk. Suddenly the hunter runs out and shoots straight at the bunny. Bang! Pow! Missed. The gray bunny galloped away.
The car was walking through a dark forest, looking for some kind of interest. Inte-inte-interest, go out with the
letter C.
The teacher touches the child, and the children say his name (until a name begins with the sound s
).
One two three four five. We're going to play. A magpie flew to us and told us to lead us.
Russian folk song “Legs, legs, where have you been?” is also a dialogue game with improvisation movements.
- Legs, legs, where have you been? - We went to the forest to pick mushrooms. - What were you little hands working on? - We were collecting mushrooms. (Children “pick” and “cut” mushrooms.)
- And you, little eyes, helped?
- We searched and looked, (Children look at the stumps, bend over.)
We looked at all the stumps.
The songs “The cat went to the stove...”, “Today is a whole day!..” should be read repeatedly to children as sayings. Individual lines from these songs can be included in classes on the sound culture of speech when solving a variety of problems. For example:
Kulik walks
barefoot through the a staff
.
(Reinforcing words with sound s).
went
to the stove and
found a pot of porridge
.
(Reinforcing the pronunciation of the sound sh in words.)
The song “Fingers” (from German folk poetry, retold by L. Yakhnin) helps children remember the name of this or that finger. If, while reading a song, the teacher holds the child’s hand and massages his fingers, then the baby receives both benefit and pleasure from this.
The finger is thick and big. He went to the garden to pick plums. A pointer from the threshold showed him the way. The middle finger is the most accurate, it knocks plums off the branch. The nameless one eats, And the little finger, Master, plants the seeds in the ground.
Before going to bed, children should read calm works that do not excite their imagination, for example, the poems by I. Surikov “Winter”, S. Yesenin’s “Winter Sings and Calls...”, Y. Moritz “The House of the Dwarf, the Dwarf at Home”; chapters from “thick books” of Russian and foreign writers (A. Milne “Winnie-the-Pooh and all-all-all”, translated from English by B. Zakhoder; N. Nosov “The Adventures of Dunno and His Friends”; E. Blyton “ The famous duckling Tim", translated from English by E. Papernoy; T. Enger "Adventures in the Elki-on-Gorka forest", translated from Norwegian by L. Braude)[4].
It is advisable to end communication with children before bed by reading lullabies. For example:
Lullaby
(abbr.) I’ll now start counting: One, two, three, four, five. As soon as I finish counting, let's all go to sleep! Sleep! A dream walks along the roads - One, two, three, four, five. He orders everyone: Sleep, sleep, sleep, sleep...A. Vvedensky
Or:
You, tick...
(abbr.) You, tick, Trepyhalochka, Golokhvostochka, White-tailed. Somehow, help Nikitushka (Alyonushka, Nikolenka, etc.) fall asleep.N. Krandievskaya
Works that make children worry along with the characters (K. Ushinsky “The Carrionous Cow”, etc.), or laugh heartily at what they hear (S. Marshak “Luggage”, L. Panteleev “On the Sea”, etc.), are more advisable to read before going out for a day or evening walk.
At a time convenient for the children and the teacher, individual lessons should be held, helping preschoolers master the material of one or another section of the program (for example, complete tasks from the workbook “Literacy Lessons for Toddlers”; help memorize a poem; look at the pictures in the book and talk about the picture that liked it, etc.).
Children have already mastered many cultural and hygienic skills, but they do not always perform them as adults would like. And in this case poetry can help:
Petya and words
(abbr.) If YOU washed your hands, If WE wash your hands, If YOU wash your hands, That means YOU-WE-YOU hands.V. Lifshits
When decorating a Christmas tree, you can help children remember the following poem:
We will decorate the Christmas tree
(abbr.) We will decorate the Christmas tree in our garden. We will light a Red Star on the Christmas tree... The sun's glare will flash like flowers. Good people have dreams that will come true.Per. from Chuvash Y. Kushak V. Davydov-Anatri
Children in their fifth year of life should be told about the Russian army, about how honorable it is to be a warrior and to protect our huge country.
Preschoolers enjoy listening to the poem “February” by S. Marshak:
The winds blow in February, the chimneys howl loudly.
Light drifting snow rushes along the ground like a snake. Rising, flights of planes rush into the distance. This February celebrates the birth of the Army.
December
Lesson 1. Reading to children the Russian folk tale “The Little Fox and the Wolf”
Target.
To introduce children to the Russian folk tale “The Little Fox-Sister and the Wolf” (arranged by M. Bulatov), to help evaluate the actions of the characters, and to dramatize an excerpt from the work.
Preliminary work.
The day before, an illustrated edition of the fairy tale should be placed in a prominent place in the corner of the book. If the need arises, draw the children’s attention to it, ask them to look at the drawings, and guess who this fairy tale is about.
Progress of the lesson
The teacher shows the children a book and asks who wants to tell what about it. Listens to children's answers and asks leading questions.
““The Little Fox and the Wolf” is a very famous Russian fairy tale. – the teacher continues the conversation. “Your parents, grandparents, and grandparents know her.”
Reading a fairy tale.
Then he finds out from the children what they can say about the wolf, about the fox; Why is this cheat and deceiver called so affectionately: little fox-sister?
The teacher invites the children to act out the final conversation between the fox and the wolf. The teacher calls performers for these roles.
Educator. A fox rides on a wolf (one child holds on to another) and slowly says...
Fox
. The beaten one brings the unbeaten, the beaten one brings the unbeaten!
Wolf
. What are you saying, little fox?
Fox
. And I, the top, say: the beaten one is lucky.
Wolf
. Yes, little fox, yes.
Educator
. The wolf took the fox to her hole, she jumped off, hid in the hole, and she herself was above the wolf...
Spectators
. Laughs and chuckles.
The passage is played again with other performers.
Lesson 2. Reading and memorizing poems about winter
Target.
Introduce children to poetry. Help children memorize and read poems expressively.
Progress of the lesson
The teacher asks the children what time of year it is, what the first and two subsequent winter months are called.
The teacher reads 3-4 poems about winter, for example: A. Fet “Mom! Look from the window...”, I. Surikova “Winter” (abbr.), S. Drozhzhina “Walking in the street...”, N. Nekrasova “It is not the wind that rages over the forest...”. Then he asks who liked which poem. (Children explain. They are not yet able to remember the names of the poems.)
“I really like Nikolai Nekrasov’s poem,” says the teacher. “It’s as if I see how Moroz the Voevoda (voevoda is the main boss) walks around and checks whether the rivers, lakes are frozen, and whether there is snow everywhere.”
The teacher reads a poem. Then he repeats the first quatrain and asks the children to think whether Frost the Voivode is walking quietly through the forests and fields or not:
It is not the wind that rages over the forest, It is not the streams that run from the mountains, It is not the frost-voivode who patrols his domain.
“Let’s try to read these lines loudly enough, but without shouting and very measuredly,” the teacher suggests. (Choral and 3-4 individual answers.) The teacher reports which of the children managed to read the poem best.
“Remember what Frost the Voivode checked?” - asks the teacher. Each answer is accompanied by reading the corresponding line of the poem, which the children then recite.
The teacher reads the poem in its entirety several times. Then he invites the children to read it all together, but practically without a voice (for memorization and training of the articulatory apparatus).
Note.
In the following days, the teacher reads the poem repeatedly so that the children remember it and can read it during the New Year holidays in kindergarten and at home.
If there are many children in the group under 4 years 6 months, it is more advisable to invite them to memorize the simpler poem by V. Orlov “Why does the bear sleep in winter.”
- Misha, bear, what’s wrong with you? Why do you sleep in winter? - Because Snow and ice are not raspberries and not honey.
This poem can be dramatized. The teacher chooses a child to play the role of a bear. The other children ask him why he sleeps in winter, and the “bear” (with grumbling and displeasure) explains the reason for hibernation.
You can also successfully perform with this poem at New Year's and any other holiday.
Lesson 3. Teaching storytelling based on the picture “This is a snowman!”[5]
Target.
Teach children to compose stories based on the picture without repeating or omitting essential information. Teach the ability to come up with a title for a painting.
Progress of the lesson
The teacher asks the children whether they like winter, what winter fun and entertainment they like. “And if there’s a lot of snow, it’s a sin not to build a snowman, isn’t it? – the teacher continues the conversation. “Like this one, for example!”
Shows the children a picture. Gives you the opportunity to look at it and exchange impressions. Then he asks you to come up with a title for the picture.
The teacher names the most successful names, explains that they are the most accurate and concise.
“And the artist called his painting “This is a snowman!” Isn’t that a good snowman? Then describe it..."
The teacher summarizes the children's statements and gives a sample description of the snowman.
“Now we need to talk about what’s happening around the snowman,” the teacher helps the children. Listens to their answers, asks clarifying questions, and summarizes what was said.
“It was a beautiful winter day, it was very, very beautiful around, wasn’t it?” - says the teacher, drawing the children’s attention to how nature is depicted in the picture.
“That’s how nicely we studied and worked today. They came up with a name for the picture. It’s time to rest,” the teacher concludes the lesson.
Lesson 4. Sound culture of speech: sound sh
Target.
Show children the articulation of the sound
w
, teach them to clearly pronounce the sound (in isolation, in syllables, in words);
distinguish words with the sound sh
.
Progress of the lesson
“Listen,” says the teacher, “what I’ll tell you about today.
My Tongue loves to look out of the house. Look how he does it (shows).
One day Tongue decided to play[6]: he imagined that he was a fox, spread his tail (made it wide) and put it outside so that the fox’s tail could bask in the sun. Like this (shows).
Suddenly Tongue noticed a large dog. He got scared, ran into the house and hid his tail behind his upper teeth, and closed the house so that the dog wouldn’t run in after him. But he still kept his tail behind his upper teeth. Try hiding the tip of your tongue behind your upper teeth.
Tongue waited a little and again decided to see where the dog was. He opened the house, but did not lower his tail. He was very afraid that the dog was somewhere nearby. He kept his ponytail up the entire time. Like this (shows). Several times the tongue opened and closed the house, and kept its tail raised up. Like this (shows). But the dog was nowhere to be found. She ran away a long time ago.
Now let's play like this. I’ll say: “The tail is basking in the sun,” and you put your tongue on your lower lip - on the porch of the house. Like this. Then I will say: “Dog!”, and you lift the tip of the tongue up and hide it in the house. Like this. Then you will open and close the house, and the tongue will sit in the house and hold its tail up. Close the house, and don’t lower the tip of your tongue!”
Next, the teacher invites the children, raising the tip of their tongue upward, rounding and elongating their lips, to say: “Sh-sh-sh”
(2-3 times). In this case, the exhalation should not be long - 2-3 seconds.
The teacher draws the children’s attention to the fact that when pronouncing the sound sh
on the palm brought close to the mouth, but not pressed against it (fence), a stream of air is felt.
Children who cannot pronounce the sound sh
, bring their palm to the teacher’s mouth, who says:
“Sh-sh-sh
.
Then the children watch how, when a sound is pronounced, the cotton wool jumps and sometimes flies off from the teacher’s palm, and practice this themselves (the cotton wool, prepared in advance, lies on the tables).
“Now let’s play,” the teacher suggests. – You will depict leaves. The leaves are rustling. The wind blew and the leaves rustled: “Sh-sh-sh.” Now they rustled more strongly, then quite loudly. The wind began to subside, the leaves rustled more quietly, even more quietly, very quietly.”
The hissing of an angry goose is played out in a similar way.
“Words that begin with the sound w,
a lot,” the teacher continues the conversation. - Shalash, naughty, shampoo, hat, checkers, chess, shish kebab.
Let's see if you can hear the sound sh
when I say the words.
When you hear a word starting with the sound sh
, clap your hands:
fur coat... warm... silk... beautiful... miner... overcoat... rosehip... pink... curtains
. (When pronouncing a word, the teacher counts to himself to three, then pronounces the next word.)
Different words appear in the German riddle. You have to guess the riddle and hear words with the sound sh
».
The teacher reads the poem “Snail” (from German folk poetry translated by L. Yakhnin):
Fat crawler The house is a curlicue, Crawl along the path, Crawl along the palm of your hand, Crawl, don’t rush, Show your horns.
“And who is this fat creepy house - curlicue?” - asks the teacher.
The teacher repeats this phrase, and the children name words with the sound sh
.
Note.
For individual work with children, you can use the workbook “Literacy Lessons for Kids.
Middle group" (M.: Mozaika-Sintez, 2006. - Topic: "Sound sh
").
It is also useful to conduct an outdoor game using A. Prokofiev’s poem “Geese-Swans” (abbreviated):
Geese-swans, hurry up, Geese-swans, dance!
Geese-swans, dance, quickly flap your wings.Geese-swans, home, Gray wolf under the mountain!
Didactic games
Didactic games for speech development for children 4-5 years old are varied, let’s look at the most popular ones.
- Find the mistake
This game allows you to correctly pronounce and remember words that have many words, and also actively develop auditory attention. For example, a child is shown a card of a baby elephant and told: he has a trunk (true), he runs fast (not true), he is heavy (true). In addition to the characteristics mentioned above, the child is asked to name a few more.
- That may or may not be the case
Thanks to this game, children learn to notice inconsistencies and actively develop their logical thinking. In individual sentences or short stories, it is necessary to identify what cannot be. For example: “Autumn has come and the first green leaves have begun to appear on the trees.”
- What season
Through poetry and descriptive stories, one can learn to identify the seasons very easily.
- Which, which, which
For a word that an adult asks for, it is necessary to choose the correct definition. For example: “The sun is yellow, hot, round”, “Snow is white, wet, cold”, “The hat is new, blue, warm.”
- Guess the plant
Independently describing objects and guessing what is described by an adult allows you to develop attention and memory, learn to correctly describe objects and guess them based on their characteristics.
- What happens
The child is asked to tell what could be, for example, blue - the sky, sea, mother's eyes, or tall - a fence, a house, a tree. Such activities help not only to develop attention, but also to develop the ability to classify objects according to different criteria: shape, color, etc.
- When does this happen
The child is presented with pictures that depict different actions (for example, it is snowing). It is necessary to determine when this happens (the correct answer is in winter).
Most didactic games are used by kindergarten teachers in accordance with the current Federal State Educational Standards, which are aimed at the active development of speech in preschool children. A complete list of all kinds of didactic games and various exercises (with detailed instructions) can be found in Programs for the development of speech and cognitive abilities for children 4-5 years old by different authors (Karpova S.I., Mamaeva V.V., Ushakova O.S.).
S.I. Karpova V.V. Mamaeva Development of speech and cognitive abilities of preschoolers 4-5 years old
Ushakova O.S. Speech development program for preschool children
Card index of games for the development of sound culture of speech
We invite you to familiarize yourself with a selection of games that are aimed at developing the sound culture of speech.
For the middle group of kindergarten
Game 1 “Sound Chain”
To play the game you will need a card with images of different objects. For example, in the first image the children see a tomato. They determine which letter the word begins with and then which letter it ends with. After this, the kids look for a picture that begins with the last letter of the previous word - in our case it is “P”. And so on for at least 10 words in a chain.
At the same time, children must name words and highlight the extreme sounds in them with their voice.
Game 2 “Look for a place for sound”
For this game, adults will need cards with various objects and cards with sound patterns (they always have one cell with the desired sound painted over).
You need to choose pictures in which the same sound occurs, but in different places (for example, a bus, a dress and a book).
Kids must match the pictures with the proposed diagrams.
Game 3 “Who lives in the house?”
You need to prepare flat houses with a letter in the attic and cards with images of objects. In the attic of each house there is a letter written - for example, s, z, k or p.
Place pictures on the table with words that begin with the suggested sounds. For the letter “k” – cat, goat and chicken, for the letter “c” – elephant, owl, dog, for the letter “z” – hare, zebra.
The children's task is to “resettle” the animals in the appropriate houses.
Game 4 “Buyer - Seller”
The game exercise is aimed at improving the differentiation of the sounds r-l and s-sh. The adult tells the children that today he will be a salesman in a big store, and the kids will be buyers. In this case, instead of money, students receive cards with sounds. Then the adult says that for these sounds in the store you can buy all the goods whose names contain one or another sound.
Products must be selected in such a way that they contain the sounds r, l, s and sh.
Game 5 “Match a Pair”
This game develops children's ability to distinguish words that differ only in sound.
Cards with the following images are laid out in one column: cat, braid, bear, cancer, roof, house, wasps. And in the second column you need to put the following pictures: whale, goat, mouse, poppy, rat, smoke, mustache.
The children's task is simple - to connect the words in pairs.
For the younger group of kindergarten
Game 1 “Blow the fluff”
The following games are aimed at developing phonemic awareness, speech attention and breathing, as well as reinforcing the correct pronunciation of sounds and whole words.
Speech therapy exercises for sound production [l]
Children stand in a circle, each of them is given a small piece of fluff (can be replaced with a piece of medical cotton wool). Kids are invited to place their palm in front of their face and blow on the fluff, saying “Fuuuu”. There must be at least five such repetitions.
Game 2 “Honey Lovers”
The adult tells the students that today they will be bears. And bears love honey very much. Kids should bring their “paw” to their mouth and imitate how bears lick honey from their paws. In this case, children do not need to touch their hands. Then you need to lick your lips in a circle.
The teacher must show all the movements to the children by example.
Then the teacher asks: “Are our bears full?” Children stroke their bellies and say: “Uuuuu” (several times).
The game is repeated at least 4 times.
Game 3 “Feed the birds”
The teacher says that she will be a mother bird, and the pupils will be her chicks. An adult invites the kids to run in a circle, flap their wings and shout: “Pi-pi-pi-pi.”
Then “mother” tells the children what they will eat now. Children should sit down, raise their heads up and open their mouths wide. Stay in this position for a few seconds.
Game 4 “Clock”
The teacher asks how the clock runs, the children answer: “Tick-tock.” Then the adult says: “How does the clock strike?” The children responded: “Bim-bom.” The teacher invites the children to ring the clock loudly, then show them how they walk - also loudly. Repeat sound combinations 5 times.
Then the children need to be shown how a small clock walks and strikes - while the children’s voice needs to be lowered. Repeat also 5-6 times.
Card index of games for older children
All the following game exercises are performed to reinforce correct pronunciation and differentiation of sounds.
Game 1 “Tell me like I do”
To play the game you will need a ball.
Children stand in a circle, and the teacher throws the ball and says any word with an emphasis on hard or soft sounds. The child repeats the word with the same accent. And so each child says in a circle.
If the baby fails to pronounce the word the first time, the adult repeats it several times.
Game 2 “Name the words”
The teacher asks the children to name all the words that contain the sound r or r. For each correct answer, the child receives a chip. The one who collects the most chips wins.
The same exercise is carried out with the sounds l or l.
Game 2 “Read the tongue twisters”
The teacher offers to pronounce the phrases correctly. They are pronounced in two breaths. The first two lines are for one exhalation, two more lines are for the second exhalation.
Suggested tongue twister: “Rain, rain, Don’t rain!” Let the gray-haired Grandfather reach home.”
First they say it loudly in chorus, and then each child speaks separately 2-3 times.
Game 3 “Make up the ending”
The teacher reads the lines of poems, and the children come up with the endings of the lines.
Poem examples:
“It’s not an alarm clock, but it will wake you up, it will sing, people will wake up.
There is a comb on the head, this is Petya. (cockerel).
Complex of articulation gymnastics for children 4-5 years old in the middle group
I washed my face early this morning. (faucet).
The sun is shining very brightly, Hippopotamus has become. (hot).
Suddenly the sky became cloudy and lightning came out of the clouds. (flashed).”
Game 5 “Search for the same sound”
The teacher names pairs of words that have the same sounds. In this case, you first need to pronounce the syllables drawn out, and then clearly, stopping after each syllable.
For example, take the words “car” and “raspberry”. The adult says: “Maaaaashinaaaa,” then – “Maaaaaalinaaaa.” After this, he pronounces with a clear pause: “Ma-shi-na” and “Ma-li-na.”
Children must clap their hands for each syllable and count how many there are in each word. And then name those syllables that are repeated in both the first and second words.
Exercises and tasks
The main exercises and tasks that need to be done daily at home for the active development of coherent speech are:
Articulation gymnastics
- Eat some jam. You need to imagine that after eating the pie there is jam left on your lips that needs to be licked. Using your tongue, smoothly lick the jam from the lower and upper lips.
- Spade tongue. It is necessary to imagine that the tongue is a shovel, which should lie on the stand (lower lip) for as long as possible. We extend the tongue, placing it on the lower lip, and hold it in this position for 10-15 seconds.
- The tongue is a needle. You need to imagine that the tongue is a thin needle that needs to be held in place. We stretch out our tongue, trying to make it narrow, and try to hold it for 10-15 seconds.
- I'm a horse. The child needs to imagine himself as a horse that clatters its hoofs and clicks its tongue. We stomp our right and left feet in turn, clicking our tongue as we do so.
These exercises are best done for no more than 5-7 minutes and repeated 2 times a day.
It’s more fun to do articulation gymnastics with children by looking at pictures and reading rhymes.
Finger games
- Kitty. Both palms are clenched into fists and lie on a flat surface. It is necessary to simultaneously straighten the fingers on both handles, pressing them tightly to the table. The exercise must be repeated 4-5 times. After several lessons, the task can be complicated: first, the fingers on one hand are straightened, then they are compressed, and on the second they are straightened.
- Let's treat the cat with milk. Palms as if scooping out milk.
- Bunny. The fingers imitate the ears of a bunny, the fingers run along the table, clenched into a fist, fist in fist.
- Dog. The index finger shows the tail of the dog, the fingers are clenched into a fist, the thumb is raised up, the fingers run away.
Using finger games with parallel learning of rhymes can show quite good results, since there is a strong relationship between the human hand and the speech center of the brain. The baby easily and more emotionally perceives information and reproduces it in the future without problems.
Logorhythmics
Logorhythmics is the simultaneous reading of poetry, accompanied by a certain set of movements against the background of thematic music. Initially, the adult shows everything by example, after which the child is asked to repeat what he just saw.
The optimal time to complete this task is the second half of the day, the regularity of classes is every 1-2 days.
A special place in speech development classes is given to cartoons, which children love so much. There are specially designed cartoons aimed at reinforcing the letters of the alphabet, learning colors, learning to count and speech development.
The choice of cartoons remains up to the parents, but a prerequisite is its versatility (for both boys and girls), the presence of positive characters, and high quality video and sound.
Tongue Twisters
Tongue twisters for children are small rhyming phrases, often with a specific plot. Thanks to classes on tongue twisters, speech clarity is effectively developed and vocabulary is replenished. There are the following types of tongue twisters that are used during speech development classes:
- Containing the sound [L]: “The Christmas tree has needles, needles and pins at the Christmas tree,” etc.
- Containing sounds [Z], [Zh], [S], [Sh]: “Six mice in the reeds, ShurShat”, etc.
- Containing the sound [P]: “The beavers are going to the cheese forests. Beavers are kind, beavers are good”, etc.
- Containing the sounds [З] и [Зь]: “Zoya’s Bunny is called ZaZnayka”, etc.
Properly selected tongue twisters for speech development, provided regular practice, can significantly improve diction and develop competent speech.
If you do not approach the problem of children's speech development in a timely manner and with all seriousness, then in the near future they may have difficulties in learning at school and in communicating with classmates (due to incorrect pronunciation of sounds). This is fraught with ridicule, a decrease in the child’s self-esteem, and the disappearance of the desire to learn and communicate with others. Therefore, the development of speech in children aged 4-5 years should become a priority task for parents themselves, who can actively work with their children at home, in a playful way.
