Build-up technique when starting speech.
This method of starting speech involves building on the child’s existing syllable. For example: there is a syllable “MA”. Your task is to find words with the syllable “MA”. Writing is not taken into account. It is important how the word is pronounced. (mom, car, raspberry, mo(a)loko). The child says: MA, you continue: ...TIRES.
Create a situation of success.
It is very important. Let him pronounce it incorrectly. In response, you repeat the word correctly and praise. Preschoolers should have a desire to enter into a dialogue with you.
In order for a child to form a word, it is necessary that there are about fifty images of it in his head. For example: car. Car rides. You have a red car. What a big car it is drawn. The car has wheels and a steering wheel. Today we are going to the dacha by car. The ambulance honks. Children should study this subject from all sides. Color, shape, size, what it’s for, how to use it. We don’t just say the same word, we reinforce it all with pictures, toys, and a story.
Don't overload with information. There should be few words, but to the point. The child must grasp the essence.
Correct: Look. Car rides.
Incorrect: Oh, son. Seryozha. Look how many cars have gone. And red, and blue, and yellow. Where are they all going?
The child will not be able to grasp anything from such a flow of information. Imagine that you started learning a foreign language and they played a song at a fast tempo with a lot of words that needs to be translated. Difficult. Likewise, it is difficult for a child to isolate the necessary information.
We analyze the readiness of the sensory system for speech development. The first signs of trouble.
A child’s speech is a logical continuation of acquaintance with the world through sensory systems - vision, hearing, touch, smell. Without their proper functioning, timely speech development will be problematic. In the first six months of life, the child’s speech capabilities are minimal, but attentive parents can detect the first signs of trouble:
Are the movements active enough?
Lethargy and limited movement of the limbs, reluctance to take toys, the absence of a “revival complex” for 2-3 months is a sign of trouble and a reason to contact a pediatrician.
Is your child's sense of touch sufficiently developed?
The first test for the development of touch is for an adult to place his finger in the newborn’s hand. Feeling a touch on the palm, the baby will reflexively squeeze his fingers. Later he will hold the toy, first with his palm, then with 2-3 fingers. A reaction to warm or cold food or objects indicates a developed sense of touch. If there are no tactile reflexes, you need to undergo examination by a neurologist.
Does your child see well?
After the first month of life, the baby fixes his gaze on the face of an adult, on bright toys or objects. A little later, he follows with his eyes the objects that adults move in front of his face, the carousel moving above the crib. If this does not happen, you need to contact your pediatrician or ophthalmologist.
Does your child hear well?
Hearing is the leading function, without which it is impossible to master speech. Normally, a newborn begins to listen to sounds at 3-4 weeks. Then the baby turns his head towards the source of the sound. When talking to him, he focuses on the adult's lips as the source of the sound. If the baby does not react to loud sounds or does not turn around when his name is called, you need to contact an otolaryngologist or audiologist.
Prerequisites for the emergence of speech.
- Subject-based practical environment. The child is surrounded by a developing environment and understands HIMSELF that sand can be poured into a bucket, rings can be put on the base of the pyramid, and objects can be inserted into the holes of the sorter.
- Basic identification. Understanding your body map: shows body parts on yourself, your mother, a toy, a picture.
- Emotional sphere - understands the basic emotions of happy and sad.
- Various forms of communication between a child and an adult.
- Motivation is the presence of a need for speech. Communicate with questions, not declarative sentences.
- Concentration of attention. Attract the child’s attention with the words: “look”, “look”, “see”.
- Working with memory capacity. It is necessary to increase it gradually.
- Induce speech automatisms (yes - no, many - few, yes - no). Children perceive emotions well at the level of intonation.
Short speech games-poems
Hedgehog
A hedgehog walks with a drum: Boom-bom! (2p) The hedgehog plays all day: Boom-bom! (2p) With a drum behind your shoulders: Boom-bom! A hedgehog entered the garden by accident: Boom-bom!
A hedgehog can walk with different tools or objects: a bell - ding, a telephone - trrrrr, a rattle - trin, etc.
Hippopotamus
It comes from the swamp: “aaaaaaa!” The menacing voice of a hippopotamus: “aaaaaa” He guards the swamp: aaaaaaa He sings in a menacing voice: aaaaaaaa!
Owl
The eagle owl hooted, ahhed, and ahhhhhhhhhhhhhhhhhhhhhhhhh! Woohoo! » The echo was heard in the forest OOOOOOOOOOOO! Woohoo! The animals ran away in fear, the songs of the fili were frightened. UUUUUUUUUUUUUUUUUUUUUUUUUH! Woohoo!
Garden
The child “plants” vegetables anywhere in the garden bed with the word “pumpkin” - We will squat down - And plant on the garden bed - Onions, dill, carrots, peas - The harvest will be quite good. We take a watering can and water the “drip” - Let’s go to the garden now - Let’s water our vegetables - Onions, dill, carrots, peas - So that none of them dry out. With the word “Derg!” - Let's go to the garden together - We'll collect the harvest. - Onions, radishes, zucchini. Tomato and garlic.
Causes and mechanisms of the disorder
The reasons may be social or biological. The first group includes:
- Lack of communication (verbal, emotional) between adults and the child. The experiment with infants is based on comparing the psycho-emotional state of the subjects. For a certain period of time, some newborn children were placed in a room with white walls, isolated from extraneous sounds and other external stimuli. The children were not picked up; they were only given the necessary care. In another room there was a second group of subjects, where a favorable environment was created, the babies were not only fed and swaddled, but also picked up, rocked, and talked to. At the end of the experiment, when summing up the results, it was noted that the mental development indicators of the children of the first group were significantly lower than those of the children of the second. This experience confirms the fact that the lack of an emotional connection between mother and child and a lack of communication can further negatively affect the formation of speech.
- Using multiple languages in the family. Bilingual children are the name given to those who are raised in a bilingual family. If a child is exposed to speech in different languages, then at some point “stupor” may occur. Speech therapy work with such children should be carried out only in one (leading) language; if this condition is neglected, the situation can be aggravated. It is also undesirable for several speech therapists to work with the child, since different specialists may choose different methods for training, which will only complicate the perception of new material.
Biological reasons:
- Difficult or unnatural labor (eg, caesarean section and prolonged labor).
- Fetal hypoxia (lack of oxygen) during intrauterine development, which in turn leads to disruption of metabolic processes and a delay in the formation of the central nervous system.
- Birth injuries in a newborn: if the cerebral cortex is damaged, if the speech zone is affected, the manifestation of pathology will definitely be the consequence.
- Head injuries, especially at an early age.
- Infectious diseases suffered in the first year of life, which subsequently caused complications.
