Every parent wants their child to “speak” quickly, so that his speech is correct and beautiful. Next to a “talking” child, life seems more fun, more varied, and it is pleasant to tell friends about the first words and phrases uttered by the baby. In addition, developed speech is an indicator of the correct development of the child.
How to help your baby's speech development? We offer several simple techniques, some of which you probably already use, consciously or intuitively. We hope that you will be able to gain some new ideas for yourself.
Sing songs to your baby throughout the day (children and adults)
From the very first months of life, it is extremely important to sing songs to your baby. Singing combines words, their meaning and rhythm - and this is exactly what we need for the harmonious development of speech. And a song sung by a mother or another loved one is often sung not far from the child, and he sees the face of the singer, his lips, facial expressions, and emotions. All this contributes to the full perception of melody, rhythm and words.
It is very important for an adult to sing, and not to play recordings of songs, even when it seems that there is no hearing or voice. You don’t even have to sing, just recite the words of the verse in a chant manner, slowly. The main thing here is that the rhythm matches and that the baby likes it. You can read more about the importance of mother’s singing for development, recommendations on how and what to sing and listen to examples of simple songs for kids on the Galka-Igralka website
Talk to your child like an adult
Long before the active speech period, the child develops a general idea of speech and his native language. After all, he hears our speech every day - how we talk to each other, ask or answer questions, hum a song under our breath or talk on the phone...
It is very important to talk a lot with the child and in front of the child, and often turn directly to the baby himself (even if it seems that he still does not understand anything). Let your speech be quite simple and accessible, but at the same time correct, “adult”. You should not try to simplify words and replace them with onomatopoeia (for example, “yoke-go” instead of “horse”), because then you will have to retrain your child back to “full-fledged” words.
When to see a speech therapist
You should contact a speech therapist if:
• up to 2.5 years the child has not developed speech or the child’s vocabulary is no more than 10 words. A qualified speech therapist can not only correct sound pronunciation, but also stimulate the appearance of speech in non-speaking children;
• a child of 1.5 - 2.5 years old does not utter normal, understandable words like “mother”, “woman”, “bi-bi”, “cat”, “drink”, “go”, but speaks in his own language language, and a lot and actively (no need to wait 3 years - go to a speech therapist right now);
• a child of 4 – 5 years old softens all sounds: “kisya”, “shchapka”, “taynik”, “lampotka”;
• a child 3 years of age and older distorts the syllabic structure of a word, skips, rearranges syllables, adds new ones: “puvitsa” - “button”, “gebimot” - “hippopotamus”, “pepitan” - “captain”;
• the child is over 6 years old and does not pronounce any sounds of his native language. At this time, the phonetic system is fully formed, and the baby should speak correctly;
• the child began to repeat the first sounds, syllables, words (speech hesitations appeared).
You should also be more careful if your child is learning several foreign languages at once: sometimes in such cases he may develop dysgraphia, a disorder in mastering written language. To avoid deviations, you need to work with your child as soon as he becomes familiar with letters - usually this skill comes at 4 - 6 years old.
Act out dialogues between toys in the presence of your baby
Even for the youngest children we can arrange dialogues with toys. Attract the child's attention, go up to the doll and say:
- “Hello doll! What is your name?" - “My name is Masha” - “Hello. Masha! And I’m Olya’s mother” – “Hello, Olya’s mother! And who is this?" - “And this is our girl Nastenka”
And in this spirit, we can depict a small dialogue between the doll and the child, connect another toy or one of the relatives. The conversation lasts a very short time, and the child has time to rejoice that the doll has suddenly come to life. This technique helps to diversify our games, involve the child in them and show how dialogue is built.
Play rhythm music games
It has long been proven that the motor analyzer helps to connect the image of an object into a single whole. Therefore, when a child sees, hears, touches and moves at the same time, he better remembers objects, their properties and actions with them. This applies even more to speech development: the child’s own movement has a strong positive effect on speech development. This is especially true for hand movements and the development of fine finger movements. Orderly movement has a positive effect on the mental development of the child. It is important that the baby’s movements are rhythmic, simple and accessible.
Try taking wooden spoons and knocking on each other. Instead of a drum, so that the sound is not so harsh, take a box or plastic bowl. You can also use a regular rattle, clap your hands or stomp your feet. And while humming any song, tap the rhythm.
How to stimulate speech activity in children with developmental disabilities. Games and exercises
Authors: Irina Gorelova, Anna Ivanova
Speech development delay (SDD) is often accompanied by aggression, anxiety, and difficulties with socialization. The article contains techniques that will help solve these problems and stimulate speech activity in children.
In recent years, children with speech development delay (SDD) have often been admitted to kindergarten. Children easily interact with gadgets, but do not speak. The tablet, phone, TV are not heard, they do not ask questions, they do not stimulate them to look for an answer, and there is no need to tell the child.
Delayed speech development leads to a slowdown in the rate of intellectual development, since memory, attention, perception, thinking, imagination, and purposeful behavior develop with the direct participation of speech. This can slow down and distort the child’s mental development.
Important Remind parents that changes take time and patience, there is no need to force things; If there are no speech changes for a long time, you need to contact a specialist.
Young children need clarity.
The older the child, the less you need to show and the more you encourage him to act on the adult’s word. If a child does not speak or speaks little, you need to offer him entertaining games with objects and pictures.
What to do in the family.
Parents should talk more with the child, encourage them to use words and sentences, provide a sense of psychological security, and an informative and age-appropriate play environment.
Tell parents that before the age of 5, the brain develops rapidly, and this affects the development of speech. Brain development can be helped if the child walks more during daylight hours, does physical exercise, stays in well-ventilated rooms, preferably with pine or citrus scents, changes activities, eats a variety of foods, and does not overwork. It is also important that parents do not smoke in front of the child and that the child does not inhale the smell of cigarette smoke.
Exercise “Brain massage”
Every day, an hour or half an hour before breakfast, the child actively rinses his mouth with boiled water at room temperature for 5 minutes. At the same time, the adult says: “Cheeks wake up, lips wake up, tongue wakes up! Wake up, mind! Wake up speech!”
What to do in kindergarten
To activate children who speak little, you need to offer them tasks that take into account their inclinations and emotions. Educators should include activities in the calendar plan with children telling stories about their favorite toy, etc.
Assignment for the topic “A story about a favorite toy”
The child can draw it or bring it to kindergarten in advance and show it to the children and the teacher. An adult helps with questions: “What is the name of your toy? Can she bark? How angry is she? How happy is he?”
Folders with pictures, albums, books in the group's speech corner should be changed in accordance with the theme of the week. It is better to hang large pictures, as this activates the desire to tell.
Focus on games to develop fine motor skills
Nature has arranged it in such a way that in our brain the areas responsible for hand movements and speech are located nearby and their development is closely connected. Therefore, the development of fine motor skills is, if not a “panacea,” then one of the important components of speech development.
We recommend the following games to develop your baby's fine motor skills:
- games where we hold small objects (pyramid rings, paper snowflakes);
- drawing and writing;
- applique and modeling;
- games with buttons and loops;
- games with ribbons;
- lacing games;
- games with sticks (pry a cardboard fish with a stick and catch it);
- playing keyboard instruments;
- simple finger games (it’s raining, tapping your fingers);
- games with clothespins.
Ways to stimulate a child’s speech development
Ekaterina Ivashutina
Ways to stimulate a child’s speech development
State budgetary preschool institution kindergarten No. 12 of a general developmental type with priority implementation of the artistic and aesthetic development of pupils
Petrodvortsovo district
St. Petersburg
«Ways to stimulate a child’s speech development»
Author of the work: teacher Ivashutina E. A.
SAINT PETERSBURG
2021
Ways to stimulate a child’s speech development.
Goal: Involving parents in stimulating their child’s speech using a variety of methods and techniques.
Tasks:
— To study the dynamics development in young children in ontogenesis, signs of successful and unsuccessful child development ;
— Study methods and techniques for stimulating speech activity in young children;
— Introduce parents to prepared material on the development of speech in young children.
— Prepare teaching materials, card files with games for parents.
Expected Result:
Coordination of actions between the teacher and parents for successful work on development in young children. Methods and techniques aimed at the speech development of young children have been selected. Significant improvement in the speech activity of young children by the end of the school year.
Dynamics of speech formation in ontogenesis
Child aged 1 year 6 months. – 2 years 2 months. speaks in two-word sentences. A child , when communicating with an adult, combines two words, for example, give pi (give me a drink, dad is not there (dad is not at home)
and so on.).
At the age of 1 year 9 months. – 2 years 6 months. there is an active growth of vocabulary ( the child asks what it is called)
.
At the age of 2 years 4 months. — 3 years 6 months. grammatical forms of the word appear ( the child changes words in speech according to numbers, gender, cases, etc.)
At the age of 2 years 6 months. – 3 years 6 months. word creation occurs ( the child composes his own words , but at the same time uses the laws of his native language). He speaks out his actions when he is alone playing with toys or doing something else.
The speech development of boys and girls is somewhat unique. Girls tend to start speaking earlier. Their vocabulary of words denoting objects is rapidly growing. Girls master phrasal speech relatively late, but they try to speak correctly, “like adults”
.
The boy's speech is characterized by a later onset. First of all, they develop a vocabulary of names and actions; a grammatical structure is formed relatively early, but boys often speak “in their own language.”
Signs of successful speech development in a child
— The child’s physical development corresponds to his age.
— The child does not have any neurological diseases.
— The child actively communicates with friends and family and is embarrassed to talk with strangers.
— The child willingly repeats after you the words and sentences that he hears.
— The child actively solves his problems with the help of speech.
— The child listens to his own speech and tries to correct his mistakes himself.
Signs of poor speech development in a child
— The child develops delayed.
— The child suffered serious illnesses.
— The child has neurological diseases.
— The child is reluctant to repeat after you the words and sentences that he hears.
— When a child hears the request “Repeat”
or
“Say it again
,” he remains silent, gritting his teeth or leaves as if he didn’t hear you.
— He prefers to solve his problems on his own, without turning to you for help ( “independent”
child ).
— The child communicates equally actively with familiar and unfamiliar people.
- A child doesn’t care whether anyone understands him. He speaks one language that he understands. To the comments “say it better again”
does not react.
— The child’s lags significantly behind the level of development of his peers.
Timely and complete mastery of speech is an important condition for the development of a child’s personality of speech function is underway . It is at an early age that the rate of speech development is much higher than at a later age. The lack of verbal communication with a child significantly affects his development not only speech , but also general mental. Real and complete help to the baby can be provided by those persons who constantly interact with him, using special techniques for developing speech and stimulating the child’s speech activity .
Sample dialogue.
The speech of an adult in communication with a child has a pronounced dialogical structure, where the central place belongs to the adult’s question to the child, to which he himself gives the answer.
-What did I take? - A cup.
- What it is? - Cup.
- What did you put? - A cup, etc.
Talking to yourself.
The adult says out loud what he sees or hears. At the same time, the child is nearby. “Where is the dress?”
,
“Here is the dress”
,
“The dress is on the chair”
,
“The dress is beautiful”
,
“Tanya will put on the dress”,
etc.
Parallel conversation.
The adult describes all the child’s actions: what he touches, sees, hears.
Provocation, or artificial misunderstanding of the child.
Try not to rush to immediately fulfill the baby’s wishes. Give a different toy than the one he silently points to. An adult becomes temporarily “deaf”
,
“stupid”
:
“I don’t understand, what do you want: a bear, a doll, a spinning top?”
.
“lack of understanding”
will be the first motive that
encourages the baby to name the object he needs.
Spreading.
The adult continues and complements everything said by the child, but without forcing him to repeat.
Child: “Juice”
.
Adult: “Yes, juice”
,
“Apple juice is very tasty
,
“The juice is poured into a mug
.
Choice.
Alternative questions such as: “Do you want to play with a ball or a car?”
,
“What will you drink – milk or tea?”
.
When answering, the child must use speech. The child's needs are satisfied only after speech reactions .
Role-playing game.
Children play with great interest elementary role-playing games organized by adults. "Telephone"
,
“Train”
,
“Toy Store”,
etc.
stimulate the speech development of children .
Musical games.
Noise instruments, ritual games “Loaf”
,
“On the bumps”,
etc.
stimulate the child’s desire to move and sing along.
It is necessary to more often provide the baby with the opportunity to move to a variety of music and independently extract sounds from various objects. Errands.
An adult turns to the child with a request to bring this or that object, a toy, after moving it to a place inaccessible to the child. In such a situation, the child is forced to turn to an adult. The adult stimulates the child to ask : “What do you want to take? A doll? How should I ask? - Give me the doll...”
.
Indirect communication.
During the games ( “Birthday”
,
“Mothers and Daughters,”
etc.) or caring for animals, the adult encourages the child to make simple statements:
“Treat the bunny with tea.
Here, Bunny, have a cup, drink some tea ,
“Put the doll in bed.
Sing her a song. Bye-bye, Katya, bye-bye .
Substitution.
Games like "Imagine that we..."
or
“Guess what I’m doing”
, arouse great interest in the child, encourage the baby to use
speech means , stimulate his speech activity .
Role-playing game.
Children play with great interest elementary role-playing games organized by adults. "Telephone"
,
“Train”
,
“Toy Store”,
etc.
stimulate the speech development of children .
Praise.
It is very important to praise and demonstrate the child’s achievements in his presence to other family members. This stimulates the need for verbal communication .
Stimulating a child’s speech activity is achieved through the use of a variety of methods and techniques:
There are three groups of methods:
- verbal,
- visual,
- practical.
Verbal methods.
Elements of oral folk art provide great assistance in the development From the very first months of a child’s , you need to constantly talk to him so that the baby hears and listens to speech addressed to him. The use of songs, nursery rhymes, jokes, and poems have a positive effect on children’s mood. Accompanying a child’s actions with words contributes to his involuntary learning of the ability to listen attentively to the sounds of speech, to grasp its rhythm, individual sound combinations and gradually penetrate into their meaning. For example: “Cockerel - cockerel...”
,
“Okay, okay...”
,
“There goes a horned goat...”
,
“The cat went to the market”
,
“Chicky-chicky-chickalochka”
.
Having seen a picture of a nursery rhyme, the child remembers the text and begins to be active in speech. It is very important to support such attempts of children to respond emotionally, perform movements and speech activity . The important significance of folklore works is that they satisfy the child’s for emotional and tactile contact (touching, stroking, helps satiate the need for affection.
The development of the articulatory apparatus occurs through the use of special exercises. They can be used in any free time. Onomatopoeia is an effective method of activation children's speech. Using pictures for onomatopoeia, for example, the train is moving - chuh - chuh - chuh; the cockerel is singing - ku - ka - re - ku; the clock is ticking - tick - so, etc.
Introducing children to fiction and becoming familiar with the poems of famous poets begins from an early age. A. Barto “Toys”
, Z. Aleksandrova
“One, two, three, four, five!”
, V. Berestov
“Big Doll”
, E. Charushin
“Chicken”
, L. Tolstoy
“Rozka had puppies”
, L. Pavlova
“Who has what kind of mother?”
The world of fairy tales, short and emotionally charged, is also of great importance for
the development of children's speech . “Chicken Ryaba”
,
“Turnip”
,
“Teremok”
,
“Kolobok”
Fiction can be read at periods of time convenient for communication during the day (while communicating with
a child at home , on a walk, during children’s independent activities).
Also during the day you can use exercises to develop speech breathing :
"Blow away a snowflake"
,
“Butterfly, fly”
,
“Blow out the candle”
, blowing soap bubbles, etc. These exercises
help produce a strong air stream and correct diaphragmatic breathing.
Visual methods.
Observation of living objects: cat, dog, bird, etc.; observation in nature; excursions to the vegetable garden, playgrounds, squares, parks, etc.; looking at toys, objects and paintings; visual clarity.
Practical methods:
The group of practical methods includes gaming. This method involves the use of gaming activities in combination with other techniques: questions, instructions, explanations, explanations, demonstrations, etc. the game and gaming techniques maximally satisfy the child’s need for independence : speech and behavior . Children's games on the telephone, when a child , using a toy device, can call mom, dad, grandmother, and fairy-tale characters. Playing with the telephone stimulates the child’s speech development , builds self-confidence, and increases communicative competence. Printed board games: “Big - small”
,
“Whose house?”
,
“Baby Animals”
and others allow you to assimilate the lexical and grammatical components of your native language and activate the mental and
speech activity of children .
An effective method for developing children's speech is finger games that promote the development of fine motor skills . Games and exercises with the movement of hands and fingers stimulate the process of a child’s speech development and contribute to the development of the motor center of the brain, which is also responsible for the development of fine motor skills of the hands . The more small and complex finger movements a child , the more parts of the brain are involved in the work.
Use of productive activities (sculpting, drawing, appliqué)
plays an important role in the work on activating children’s speech.
In the process of activity, children gain knowledge about shape, color, size; fine motor skills develop , clear images and concepts are formed, speech is activated.
Sand therapy is playing with sand as a way to develop a child . Sand therapy is very close to children, because they have been sitting in the sandbox since childhood. Playing with sand helps you relax, feel protected, develop fine motor skills , and relieve muscle tension. Playing with sand creates favorable conditions for the formation of purposeful, coherent speech utterances and the improvement of the body as a whole.
References.
1. Belobrykina O. A. Speech and communication. Popular manual for parents and teachers/O. A. Belobrykina. –Yaroslavl: “Academy of Development ”
,
“Academy K”
, 1998. – 240 p.
2. Gribova O. E. What to do if your child does not speak : A book for those who are interested / O. E. Gribova. – M.:Iris-press, 2004. – 48 p.
3. Maksakov A. I. Tumakova G. A. Learn by playing: Games and exercises with a sounding word. Manual for kindergarten teachers - 2nd ed., revised. and additional / A. I. Maksakov, G. A. Tumakova - M.: Education, 1983. - 144 p. Speech development in children (early and preschool age)
. M.: Education, 2007. – 225 p.
4. Tkachenko T. A. If a preschooler speaks poorly / T. A. Tkachenko. – St. Petersburg: Detstvo-press, 1999. – 112 p.
5. Chumakova I. Speech development of a young child (1-3)
year//preschool education. – 2012. – No. 12. pp. 67 – 71
6. https://www/1/urok.rucategorits/19/articles/19685
7. https://infourok/ru/stimulirovanie-rechi-detey-rannego-vozrasta-igrovie-metodi-i-priemi-rechevogo-razvitiya-1047567/html
Write your own poems and stories (for mothers of children from 1.5 years old)
Composing your own songs and poems is very easy and simple! This will help us not only develop the child’s speech, but also tune in to the game, captivate or distract the baby at the right time. If, for example, you are getting ready to sit down to draw and pour some water into a saucer, sing: “We’ll go now, we’ll bring some water.” Or on a walk: “Our Masha was walking, Masha found a twig!”
An interesting article about the stages of child speech development and how to stimulate it….
Stages of development of a child’s own/expressive speech.
Stages of development of a child’s own speech: Screaming - occurs from birth Buzzing - prolonged pronunciation of vowels and syllables with guttural consonants (gu, agu, gee) from 2 to 5-7 months. Against the background of a melodious hum, syllables with labial and frontal sounds appear, which are then transformed into babble. Babbling – repeated repetition of syllables, with labial and frontal consonants (ma-ma-ma, boo-boo-boo) beginning from 4-7.5 months Words – transition is carried out against the background of ongoing babbling: babbling words (mom, dad, bobo, bang, am, give) from 11-12 months The appearance of words in the adult vocabulary (milk - moko, mami - take, maka - small, titiki - watch) began from 1 year 7/9 months. The coexistence of words, correctly and incorrectly pronounced, is the main pattern of the initial stages of speech development in children. Growth of a child's vocabulary from one year and older 1 year -5-9 words 1.5 years from 20 to 40 (different authors) 2 years from 50 to 200 words 3 years from 800 to 1000 words 3.5 years - 1100 4 years 1600 - 1900 5 years 1900 - 2200 Development of phrasal speech Appearance of phrases from two lexical units (Lala bah, papa am) - beginning from 1 year 9 months to two years Appearance and development of sentences - from two years By the age of three, begins to use complex subordinate clauses, appear questions "why?" “when?”, uses almost all parts of speech, prepositions and conjunctions. Uses singular and plural By the age of four, speech is grammatically correct, suffixes and more complex phrases are used. Further development of speech is assessed mainly not by the number of words, but by the ability to answer questions, the presence of initiative in a conversation, the construction of logical chains, the ability to compose a story from a picture, talk about an event, retell a fairy tale. At the same time, understanding of complex grammatical structures is assessed. Some patterns of speech development in young children An indicator of the further (after a year) development of children's speech is not correct sound pronunciation, as parents for some reason think, but the timely development in the child of the ability to use the words of his vocabulary in various combinations with each other, i.e. developing the ability to connect words into sentences. *** A characteristic feature of children's speech up to 3 years of age is that many sounds of the native language are omitted or replaced by ones that are similar in sound or articulation. This happens because the articulation of sounds is not developed immediately, but gradually, and the perception of speech is far from perfect. Children speak words consisting of available sounds: a) early ontogenesis of speech: vowels a, o, y, i, consonants m, p (b), t (d), n', k, g, x, s, -yot ; b) middle ontogenesis of speech: vowel ы, differentiation by softness, hardness, voicing of all consonants, l'; c) late ontogenesis of speech: p, p', w, g, h, shch (requiring elevation of the front part of the tongue), l, c. *** Children's first words are characterized by polysemanticism: the same sound combination in different cases expresses different meanings, and these meanings become understandable only thanks to the situation and intonation. *** The fewer words in a child’s vocabulary, the greater the percentage of words that are pronounced correctly. The more words in a child’s vocabulary, the greater the percentage of words that are contoured and distorted, which can be explained by the physiological unpreparedness of the child’s speech apparatus to reproduce the difficult words he has newly acquired, *** After the appearance of 5-6 words, the development of the dictionary may stop at 4-6 months.
Sound pronunciation
The sound pronunciation of a child raises many questions and worries for parents. At first the baby spoke 10-20 words and everything was clear. Baba, mom, bibi - bang - all these words were clear to others. And so, with the expansion of the vocabulary, speech became blurred and incomprehensible. What does “tutite mutiti” or “dati lyapaka” mean? It’s not at all easy to guess that a child asks to turn on music or wants an apple. What especially confuses parents is that one of the neighboring children began to speak immediately and correctly. Let me remind you again that all children are different. A rapid increase in vocabulary (lexical explosion) prevents the child from coping with correct pronunciation. Someone pronounces sounds clearly, but their syllable structure is disturbed, for example, instead of dog baka, someone maintains the number of syllables, but pronounces babaka, sometimes already being able to say the sound “s”, a child can say “basaka” What to do with this? First of all, take it calmly. Secondly, try not to speak too quickly. There is no need to correct the child; it is better to correctly repeat his request and fulfill it. For example, a child asks for macaco, you say: “milk? I’ll give it to you now.” Let me remind you that there are sounds that are simple and complex in terms of articulation. I have already written about the sounds of early, middle and late ontogenesis. But this does not mean at all that the baby’s sound “C” must appear before the age of two. Hissing (sh, zh) whistling (s and z) africates/double consonants (ts, ch, sch), sonorants (p, l) are not immediately acquired by many children. For example, at 2.5-3 years old, instead of the sound s, a child can first pronounce the sounds th, t (there, tyam instead of sam), at 3-4 years old - the sound sya (syam), by 4-5 years old he can learn this sound and pronounce it correctly. The same thing happens when learning other sounds that are difficult to pronounce. Thus, the acquisition of correct sound pronunciation can take quite a long time to develop and differ for all children. If one child can correctly pronounce all sounds by the age of 3-4 years, then another can learn them by the age of 5-6 years. Whether a child needs classes with a speech therapist should be decided at a face-to-face consultation. About the diagnosis of SRD - delayed speech development. Keyword DELAY. Not a violation, but a delay. They can diagnose a child at two years old. According to the old standards, 200 words were required by the age of two, so children are sometimes diagnosed with RDD at 50 words, but I already wrote that this is a temporary diagnosis; if there are no problems, it is automatically removed at the age of 4-5. According to new data, the child’s good understanding of addressed speech, the presence of 50 words in the dictionary, including babble and onomatopoeia, their active use, as well as the appearance of two-part constructions (lala bang, mama di) indicate that speech is developing normally. But there is a need to pay attention to the child’s speech. In particular, it is important that the child is talked and not asked to repeat words. Remember that prolonged viewing of TV and constant background noise (audio equipment) reduce the activity of the child’s own speech. Speech arose and develops for communication, the bias towards listening prevents the child from “talking”
STIMULATION OF A CHILD'S SPEECH Dear parents, you have become acquainted with the stages of development of a child's own speech. The question arises, what to do if the baby does not fit into the given standards? First of all, you should tell your pediatrician about your concerns. Perhaps the doctor will consider it necessary to prescribe additional examinations of the baby. Of course, one of the first should be a hearing test. If doctors decide that there are no problems with the child’s development, you can take some measures yourself to stimulate the child’s speech. Everything that I describe below is done intuitively by every mother, but these recommendations will help you act more purposefully. Note:
After six months, the child begins to develop an understanding of the speech of others (impressive speech).
This aspect of speech development, which is closely related to thinking, play, objective activities and socialization of the child, together with active/expressive speech, serves the child’s communication with others. This means that speech needs to be developed in the process of communication and joint play between a child and an adult. Stimulating humming Draw your child's attention to your face. Call him, blow, cluck to the baby, waiting for his gaze. Talk to your baby, conducting a kind of dialogue with him. When making sounds reminiscent of humming or cooing, pause to give your baby the opportunity to respond to you. Repeat the sounds your baby makes. Remember that a “talking face” is the most powerful stimulus for attracting a child’s attention. At this age, children enjoy smooth, melodious speech. They listen carefully to the intonation, not yet understanding the meaning of the speech. Be attentive to your child's signals; perhaps he also wants to communicate with you. This is evidenced by his look, smile, cooing sounds. While talking to the baby, tickle him and stroke him. Your speech and your smile, combined with tactile-motor stimulation, will help your baby smile at you. In addition, such “inhibition” stimulates the revitalization complex. If a child looks away, turns away, or puts his hands behind his head, this is a signal that he is tired and you need to take a break from communication. Stimulating babbling Play with your baby while sitting face to face. To do this, you can use a special chair with an inclined back (children's chaise longue, car seat). Sitting comfortably, your child will be happy to play with you. Repeat after your child the sounds he makes. Pause to give him the opportunity to respond to you. While your baby is making long vowel sounds, place your index finger under his lower lip and help him close his lips. Repeat these movements so that the child pronouncing a_________ gets the syllables ba-ba-ba. Encourage your baby to put comfortable toys in his mouth. They create additional stops in the mouth, which also stimulates the appearance of syllables with consonants. Use a combination of chains of movements with chains of syllables: when pronouncing syllables, for example, ba-ba-ba, ma-ma-ma, jump with the child. To do this, you can sit the child on a large ball, another springy surface, or simply on your lap. Shake and toss the baby, this usually makes him laugh and shout loudly. Imitate the babble of a baby. Try to fully maintain the pace, timbre and pitch of the child’s speech. When pronouncing labial sounds and syllables, draw the child's attention to your mouth. Pause to give your child time to repeat the sounds. If possible, record the babbling speech of another child and let your baby listen to it. If your child has periods of active vocalization, usually in the morning, record your child's “speech” and give it to him to listen to. From babbling to babbling words Below is an example of work to stimulate expressive speech from one year to 2, 2.5 years. If it seems to you that the baby is lagging behind in the development of his own (expressive) speech, you can try the following stimulation techniques. STEP 1 Bringing meaning into babbling: if a child says “mom” - a positive reaction from the mother (mom, dad, baba, drrr (car) aaaa (sleep) bang (fell) - Step 2. stimulation of the use of the first 5-7 words. Ask questions: “Who came, who is it, call mommy.” Use babble words and onomatopoeia yourself, along with the full words “How did Vanya fall? products" 1. Available words (any sounds, syllables and onomatopoeia that carry meaning) 2. available babbles (various sounds and syllables that do not carry meaning) Analyze the child’s articulatory capabilities, for example, the child uses the following letters and syllables in words and babbles: MA, pa, ba, aaa da-da-da, wa-va-va, ka-ka, u, ga-ga Step 4. Compiling a hypothetical dictionary using babbling words Word onomatopoeia Drum bam-bam-bam Fell bang, bang Swing, swing, swing, swing, rain, drip, drip, goose, ha-ha, ha, frog, qua-qua, give, give? give Dog aw-aw Crow kar-kar Sleep ah-ah, bye-bye Perhaps your child will call rain, crow and swing almost the same (ka-ka), but it will be three words. And if you listen, the baby will say them differently. Step 3 and 4 - at approximately one and a half years Step 5 Appearance of words in the adult lexicon: Babaka (dog) Titiki (watch) Moti (look) Appearance of a halophrase, for example, the child says “dad” in response to the presentation of a hammer, which means “dad knocked with this with a hammer" The appearance of two-word constructions: yaya bang (Lala fell) The approximate age of the beginning of this stage is one year 8 months. To introduce words into the adult vocabulary, we suggest playing the game “Repeat”* All children are different. Some hear their parents speak and repeat it as best they can, that is, they seem to have the ability to simplify the word and pronounce it. For example, he hears “Bolshaya”, says “ayaya” and everyone is happy, instead of the word “tractor”, he says “tacta” or “tata” and again this is good. These are already adult words, the child says them incorrectly, but this is acceptable for this age. There are children whom I would call “all or nothing” maximalists. They seem to think like this: “I don’t know how to say “big”, and I won’t say “big”, I will shake my head if asked or ask an adult to say it using a pointing gesture and a questioning intonation.” What to do? We cannot ask “say ayaya” by offering an example of distorted speech. An adult can speak onomatopoeia (ko-ko, ha-ha-ga), but distorted words cannot. Therefore, you can try playing repeaters with syllables
. They don't mean anything. Just a fun game. But the child learns to repeat consciously (!) different combinations of sounds and syllables. In addition to the fact that this develops auditory attention and expands pronunciation capabilities, it helps the child say “a piece of an adult word. It involves the child’s conscious repetition of sounds, syllables and their combinations proposed by adults. • Always start with the same thing: For example, with the sound “A”. This will allow the child to tune in to the game and also tell you that he wants to play repeat games. All the baby needs to do is come up to you and say “ah!” • Speak only those sounds and syllables that are in the child’s repertoire • Use one to three repeating syllables (this is the average number of syllables in Russian words. For example, pa, papa, pappa. • If the child pronounces the wrong syllables, for example, instead of “ ha-ha,” says “pa-pa,” don’t correct him, don’t say “no,” just repeat “Ga-ha” again • When the child easily repeats chains of identical syllables after you, start teaching him to switch from one syllable to another: pa-pu (change of vowel) pa-ta (change of consonant) • If you have achieved success here too, you can offer simple words consisting of syllables that are well pronounced by the child: bye, go, leg, doll (the child will say “kuka” ), grass (tawa).Always say the words correctly, but accept whatever the child pronounces the words.• Gradually expand the child's repertoire by introducing him to syllables that he has not yet begun to pronounce himself. Do it in this order: 1. A familiar syllable2. new syllable 3. new syllable (same) 4. familiar syllable 5. familiar syllable. Familiar syllables may be different; it is important that the child repeats them easily. * It often happens that a child, repeating a word/sound/syllable spontaneously, at the height of emotional upsurge, cannot repeat it at the request of an adult. This means that there is no voluntary repetition yet and it is necessary to create emotionally rich situations when the child’s word “flies out” involuntarily. Over time, the child will learn to repeat at your request, that is, arbitrarily. Remember that all this should be interesting and attractive to the child. Good luck.
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PRAGMATICS or socio-psychological aspect of speech development
I realized that I need to talk about another important aspect of speech development. People often forget about it, taking it for granted, and for the same reason I didn’t write it right away. This is the so-called pragmatics of speech or its socio-psychological aspect. All this fully applies to adults, but we will only talk about the beginning of speech formation. First of all, let us remember that speech arose and develops in communication, that is, in dialogue. A dialogue usually involves two people, one of whom speaks, the other listens and then responds, that is, there is a certain order of exchange of signals. Attention: when one asks the other to repeat something after him, this is no longer a dialogue!!! So, what does it take for a child to speak: The child must have a need/interest/need for communication. Everyone remembers the joke about the boy who, at the age of 7, said that the porridge was not salted and did not say it before because everything was in order. Both interlocutors should be on the same wavelength, that is, focused on the same topic. If a child brings a ball to play, and his mother asks if he wants to go potty, this is a clear example of what can prevent a child from turning to an adult again. (I write mom, because dads in this case are usually more adequate; if they bring a car, they play in the car, and do not start wiping the child’s nose) What we are talking about should be in the field of the child’s interests. The child’s speech develops in activities, usually together with an adult. If this is a game that is interesting to the child, for example, throwing a ball into a trash can and shouting “Bang!”, then there is a greater chance of the child’s own speech activity than in the case when he, at a persistent (very persistent request), sorts objects. It is very important not to lose sight of the importance of non-verbal means of communication: gaze, pause, facial expressions, gestures, movements, tempo, timbre and volume of voice. The adult himself must actively use them and accept them from the child as an answer. If your child brought a book to your question about what you should do, this is his answer. “Shall we read?” you clarify and sit down to read the book. What is important is the benevolence of the listening adult, his ability to understand and correctly interpret any signals from the child. For example, the baby brought a shovel with which he goes for walks. If you comment on his request in a clear and friendly manner and respond to the child, he will initiate communication again and again. The adult interlocutor must clearly imagine the child’s speech capabilities: on the one hand, his level of understanding of speech, and on the other, imagine how the child will be able to answer, that is, know his expressive vocabulary. If an adult knows that the child’s vocabulary does not contain the required word, then he should offer the child other forms of response. For example, the question “What do you want: an apple or a pear?”, in the case when the child does not have these words in the dictionary, not only does not make sense, but also puts the child in a position of failure. If you are holding an apple and a pear in your hands, then the baby will happily answer you with a gesture, which means the dialogue will take place. In addition, you can comment on his choice and give him what he wants. Everything I wrote about can be briefly described as the child having a RESPONSIVE interlocutor and an ADEQUATE situation.
Speech comprehension/development of impressive speech
Dear parents. Many questions have arisen regarding the development of understanding of addressed speech. What is speech understanding? This is the correlation of a subject, object, quality, action, etc. with the words denoting them. Sequence of work on speech understanding The basic rule that is absolutely necessary to follow for the successful development of speech understanding: the correlation of a word and what it means should be as obvious as possible for the child. Classes begin with the child being taught to understand a word in a certain situation. Usually these are words - nouns, then verbs, then simple signs, such as big and small. Acquaintance occurs gradually, preferably in a specially organized game, then it is consolidated in everyday life. The most convenient and interesting game is hide and seek. During this game, an object appears and disappears multiple times, for example, a toy, while simultaneously being named. All this helps the baby relate the word and the object/family member/pet. I will describe the sequence of vocabulary accumulation
: Nouns• An object is presented and named.
• The child is introduced to the purpose of the object. • A game is organized during which the object is called repeatedly, for example, hide and seek. (Here is the ball! They hid the ball. There is no ball! Where is the ball? Here is the ball! Throw the ball to mom) • The child uses the word to find an object when choosing from two. • The child finds an object when asked, choosing it from a larger number of objects. • To form a concept, the child is presented with similar, but different in color, size, texture objects and their images. • The name of the object is included in games, songs, and work begins on including the word in the baby’s active vocabulary. Verbs• Introducing the child to an action, or to a picture depicting an action. For example, familiarity with the verb “eats”. • A game is organized, during which this action is played out many times and called (the bear eats, the bunny eats, the boy eats). • The child chooses one of two actions (the bear eats - the bear sleeps). Usually carried out using simple, laconic plot pictures. • Choose from more options. • Incorporating words into everyday life and games. • Inclusion of a word in the active dictionary. Acquaintance with other parts of speech occurs using a similar method. Sentences Types of simple sentences: Instructions: Give me the bear. Descriptions: Give me a big bear. Questions: Do you want a bear? Negatives: Is this a bear? (show the bunny) Examples of possible questions: • Do you want...? • What do you want? (choice of two) • Where...? • Which…? (big or small) • Who is not sleeping? Levels of complexity of sentences . The complexity of sentences depends on the number of words that influence understanding (so-called keywords). Level 1: Equipment: bear and bunny. Options for requests: “where is the bunny”, “Where is the bear” Note: here and below, words that carry information are underlined. Level 2: Equipment: bunny, bear, comb, spoon. Instruction options: “Brush the bunny”, “Brush the bear”, “Feed the bunny”, “Feed the bear”. Level 3: Equipment: big bunny and small bunny, washcloth, towel Instructions like: “Wipe the big bunny’s hands.” Level 4: Equipment: bunnies and bears of two sizes, boxes of two colors. Instructions like: “Put the big bear in the red box.” You can complicate sentences only after the child can easily cope with the previous level. A new level is given in a special lesson, and the already familiar one is used in everyday situations. Similar work is carried out using pictures and photographs.
The levels are the same, only instead of performing actions, the child chooses one of the proposed pictures.
Level 1: Pictures are presented: “Bear and dog”; an older child can be offered these words in the sentence “ Bear eats”, “ Bunny eats”.
Questions: “Show: The bear is eating.” Level 2 involves two keywords. Pictures are presented: “Boy eating”, “Girl eating”, “Boy combing his hair”. The instructions are aimed at choosing a picture, for example, “Boy is eating” Level 3: Pictures are presented: “Boy puts on a hat”, “Girl puts on a hat”, “Boy hangs up a hat”, “Boy puts on a jacket”. The instructions are aimed at finding: "The boy puts on his jacket." Level 4: Pictures are presented: “A boy puts on blue boots”, “A girl puts on blue boots”, “A boy cleans blue shoes”, “A boy puts on blue boots”, “A boy puts on yellow shoes”. The instructions suggest finding the picture: “The boy puts on blue shoes.” When working on mastering each level, it is necessary to use sentences of different types, the words in them must perform different functions. For example: • Accessory: “Wash daddy’s plate.” • Moving an object: “Put the spoon in the box,” “Put the plate on the table.” • Transfer of an object: “Give the ball to Kolya” • Action performed on a subject or object: “Brush daddy’s hair,” “Stroke the doll.” • Questions: “Where is the bag?” • Negations: “Show me the girl who doesn’t sleep.” __________________
Play finger games
Finger games are one of the options for games for fine motor skills, and in combination with funny rhymes and nursery rhymes, they can be a good help in the development of speech. For example, here is a good game for you and your baby that develops fingers and allows us to communicate. You yourself “walk” with your fingers on the floor or table and say at the same time:
Hush, hush, hush, hush! Mice come out for a walk! And behind them is a red cat, with his paw - clap!
And then with your other hand you catch the “mice” by slapping them. The “mice,” of course, are trying to escape, well, there’s someone who’s going to win! The child usually immediately joins the game and has a lot of fun. In this funny game, many skills that are useful for mastering speech are seriously developed: hand motor skills, attention, reaction, sense of rhythm, and most importantly, the desire to communicate with an adult in the game.
These are not all, but some of the most effective and simple techniques available to any mother. How many of them do you have in your arsenal? Write in the comments and share your ideas and know-how.
We will be glad to see all parents who are worried about the development of speech of their children and dream of “talking” them in exciting educational games at the Online School of Speech Development using Teplyakova’s method. There we will analyze in detail these and many other techniques (games for speech development: rhythmic, role-playing, fine motor skills, articulatory gymnastics, etc.)
Happy games and joyful communication between you and your baby!
Watch the video by Ekaterina Kes “Formation of a child’s personality”
PS If you liked the article, please share it with your friends by clicking on the social media buttons. And, as always, I welcome your comments and questions below.
Olga Teplyakova Project “Galka-Player”
Normal speech development
In a broad sense, speech development begins from the moment of birth and does not stop throughout life. However, it is especially active in early childhood.
The level of speech development of a child is usually monitored over time. For each age stage, there are certain standards, based on which a parent can assess the success of speech acquisition.
- 11 months - the child can pronounce three “babble” words, correlating them with any specific object.
- 12 months - understands simple instructions, supplemented by gestures.
- 15 months - can pronounce six words and understand instructions without gestures.
- 18 months - vocabulary expands to 7-20 words; The child, upon request, can point to a part of the body (at least one).
- 22 months - pronounces phrases consisting of two words; indicates three parts of the body.
- 2 years – expansion of vocabulary to 50 words; can form a two-word sentence; understands instructions that require two actions.
- 2.5 years - adequate use of the pronouns “I”, “me”, “you”; the idea of what the word “one” means is emerging.
- 3 years - vocabulary includes about 250 words; the child can form three-word sentences, can say his name, age and gender when asked, and can also follow simple instructions (for example: “Put the toy in the box”).
Children who are persistently behind the norm by one age stage are included in the risk group. A child aged 2.5 years who does not use a phrase in his speech needs to consult a pediatric neurologist and speech therapist.
