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Introduction

1. Individual work with children to develop clear and correct pronunciation

2. Methodology for developing sound culture of speech outside of class

3. Approximate practical material on the development of sound culture of speech in preschool children (up to 3 years old)

4. Development of sound culture of speech in children 3-5 years old

5. Approximate practical material on the development of sound culture of speech in preschool children (3-5 years old)

6. Nurturing the sound culture of speech in children 5-6 years old

7. Approximate practical material on the development of sound culture of speech in preschool children (5-6 years old)

Literature

Introduction

The concept of “sound culture of speech” is broad and unique. It includes the actual pronunciation qualities that characterize the sound of speech (sound pronunciation, diction, etc.), elements of the sound expressiveness of speech (intonation, tempo, etc.), associated motor means of expressiveness (facial expressions, gestures), as well as elements of speech culture communication (general tone of the child’s speech, posture and motor skills during the conversation).

The constituent components of sound culture - speech hearing and speech breathing - are a prerequisite and condition for the emergence of sounding speech.

The sound side of the language is gradually acquired by the child. By the beginning of preschool age, the child’s speech apparatus is formed (it differs only slightly from the speech organs of adults), and phonemic hearing also functions. At the same time, in each age period, children have their own shortcomings in the sound culture of speech, which are considered in pedagogy as an undeveloped ability to reproduce speech.

Preschool children experience incorrect pronunciation of individual sounds, especially hissing sounds, rearrangement or omission of sounds and syllables in a word. Some children have rapid, unclear speech, in which the child does not open his mouth enough and poorly articulates sounds.

These speech features are not pathological; they are explained by the slow development of motor skills of the speech-motor apparatus.

When moving the organs of the speech-motor apparatus, the fine coordination of small muscles, the accuracy and speed of these movements are especially important, and such qualities are formed gradually.

Children's speech breathing also has its own characteristics: it is superficial, with noisy, frequent breaths, without pauses. These features are inherent mainly in younger preschoolers, but in older preschool age they are much less common.

Disadvantages of sound culture of speech adversely affect the child’s personality: he becomes withdrawn, harsh, restless, his curiosity decreases, mental retardation may occur, and subsequently failure at school.

Pure sound pronunciation is especially important, since correctly audible and pronounced sound is the basis for teaching literacy, correct writing.

1. Individual work with children on educationthat and the correct pronunciation

Timely acquisition of correct speech has great value for the formation of a full-fledged personality of the child and his successful education at school.

Most often, speech defects are observed in pronunciation, which is quite difficult to form correctly, since the child needs to learn to control his speech organs, to exercise control over his own speech and the speech of others.

Sound pronunciation defects do not disappear on their own. Violations that are not identified and corrected in a timely manner are consolidated and become persistent. speech therapy speech pronunciation articulation

The intelligibility and purity of pronunciation depend on many factors, and first of all on the anatomical structure of the articulatory apparatus, on how the tongue, lips, jaws act, on the ability to sense and feel the movements of the organs of articulation, as well as on the functional maturity of the speech zones of the cerebral cortex. Incorrect structure of the articulatory apparatus, underdevelopment, laxity of the tongue muscles, lower jaw, soft palate, lips and, as a result, lack of mobility are often the cause of poor pronunciation.

The tongue is most actively involved in the formation of sounds and the pronunciation of words. The correct pronunciation of most sounds depends on its position and the shape it takes (spread out and forms a groove, the tip of the tongue is narrowed and touches the upper incisors, etc.). The teacher’s task is to develop in children the mobility of the tongue (the ability to lift the tongue up, move it deeper into the mouth, etc.), lips (the ability to open them, pull them forward, etc.), and regulate the movements of the lower jaw.

Since speech is related to movements speech apparatus Articulatory gymnastics plays an important role in eliminating defects in sound pronunciation. Usually it includes 3-5 exercises depending on the sounds that are disturbed and the degree of complexity of the speech defect. M.F. Fomicheva in her teaching aids offers the following “set” of articulation exercises: “smile tube”, “swing”, “watch”, “painter”, “start the engine”, etc.

Additionally, exercises are used to develop fine motor skills of the hands, a kind of finger gymnastics:

Assembling picture puzzles;

Building a color composition using mosaics;

Playing with a constructor (like Lego);

Games with exercise toys: nesting dolls, rubber hedgehogs, etc.;

Braided nylon ropes for tying knots and for picking through already tied knots with your fingers;

Self-massage with clothespins;

Exercise “beaks”, “rings”, etc.

Great value for proper development The pronunciation (sound) side of speech has well-developed speech breathing, which ensures normal sound and voice formation.

For example, some preschoolers pronounce the sound “r” incorrectly only because they cannot exhale with sufficient force to bring the tip of the tongue into a vibrating state when pronouncing “r.” Proper speech breathing ensures the best sounding voice. Timely inhalation and subsequent smooth exhalation create the conditions for the continuous and smooth sound of speech, for the free movement of the voice in height, for the transition from quiet speech to loud and vice versa.

Impaired speech breathing (short or weak exhalation, speech while inhaling, wasteful use of air, untimely intake of air, etc.) can cause insufficient pronunciation of words, impaired fluency of speech, etc. To develop speech breathing, games such as “Whose dandelion will fly away first?”, “Whose locomotive hums better” are used. Breathing exercises (“Wings”, “Let’s catch a butterfly”, “A flower is blooming”), singing vowel sounds with movements (“Chopping wood”, “Blowing a cloud”, “Catching a ray”, etc.) are very useful.

The child must be taught to correctly use appropriate movements, i.e. make certain demands on the quality of movements: accuracy, purity, smoothness, strength, pace, stability of the transition from one movement to another.

Equally important is the development of phonemic hearing and phonemic perception, tasks for developing the skills to hear, recognize sound, isolate it from the stream of speech, distinguish sounds that are similar in acoustic and articulatory characteristics, exercises to develop skills in elementary sound analysis and synthesis - an integral part of the work to eliminate deficiencies sound pronunciations. This makes it possible to distinguish words that sound similar: mal-myal, rak-lak, tom-dom. By listening to spoken words and playing with them, children develop their hearing, strengthen their articulatory apparatus, and improve pronunciation. Relying on hearing, the child controls his articulation and strives to bring his pronunciation closer to the pronunciation of those around him. The speech of an adult is a model for a child. Therefore, when communicating with children, adults must constantly monitor their speech, speak slowly, pronounce words clearly, and observe the norms of literary pronunciation.

Conventionally, we can distinguish 6 stages in the development of correct pronunciation in preschool children:

Stage 1 - from 0 to 1 year;

Stage 2 - from 1 to 3 years. During this period, children's vocabulary rapidly increases. To improve the pronunciation aspect of speech, systematic work is necessary aimed at developing auditory attention, speech breathing, voice, and sound pronunciation:

a) the game “Who Came to Visit” (animals) - for the development of auditory attention;

b) blow on a boat in a basin of water, pronouncing the sound “f” - it floats quietly, the sound “p-p-p” - when strong wind- on the development of speech breathing. Here it is necessary to ensure that children do not puff out their cheeks.

c) the game “Invite the bear to play with you” - make sure that the child speaks loudly and does not shout - to develop the strength of his voice.

d) pronounce 3-4 syllables on one exhalation (ko-ko-ko, meow-meow, ga-ga-ga).

Stage 3 - 3-4 years. At this age, children's vocabulary continually increases. There are deficiencies in the pronunciation of a number of words, especially long and unfamiliar ones. At this stage, much attention is paid to the development of speech hearing, speech breathing and basic voice qualities:

a) the game "Horse" - for the development of breathing. During the game, you need to make sure that the child pronounces the sound for a long time.

b) “Proboscis”, “Smile” - for articulation.

c) “Guess who said” - for the development of speech hearing.

Stage 4 - 4-5 years. By the age of 4, the active vocabulary reaches 2000 words. Speech becomes more coherent, the ability to perceive and pronounce words improves. It is important to develop speech breathing, learn to distinguish between oral and nasal breathing:

a) exercise “Divers” - to develop breathing;

b) " Delicious jam" - teach how to lift wide Front edge up. The lips and jaw remain motionless.

c) game "Train" - pay attention that when pronouncing the sound "t", the tip of the tongue knocks on the upper teeth, but does not protrude between the teeth.

Stage 5 - 5-6 years. By the age of 5, generalizing words appear in the child’s active vocabulary. As you use words, your pronunciation improves. During this period, work continues to improve the pronunciation aspect of speech, the education of speech hearing, speech breathing, pronunciation, as well as the development of phonemic hearing: the child learns to distinguish between voiced and deaf, hard and soft.

a) the game “The forest is noisy” - development of breathing;

b) “Guess what’s in your hand”;

c) “The ball burst.”

Stage 6 - 6-7 years. By the age of 6, a child’s vocabulary increases to 3000-3500 words. Despite a fairly large stock of words, their use is characterized by a number of features: a discrepancy between active and passive vocabulary, inaccurate use of words. At this stage, work continues on sound pronunciation, the development of phonemic hearing and sound analysis of speech.

a) game "Guess who's singing." It is imperative to pay attention to the position of the tip of the tongue when pronouncing sounds, as well as their sound.

Forming correct pronunciation in children is a very complex process. The work system is based on an individually differentiated approach. When preparing and conducting an individual lesson, it is very important to remember that throughout the entire lesson the child must have a persistent positive emotional attitude, which is expressed in the desire to study. This is achieved by using surprise moments, game fragments, exciting tasks and exercises, during which the learning process turns into an interesting game.

During the lesson, the child develops the ability to listen, hear and evaluate not only the speech of others, but also his own.

In children with motor disorders of the speech apparatus, fine motor skills of the fingers also suffer, which is also one of the causes of pain in the late development of speech sounds. Therefore, targeted work on the development of fine motor skills of the fingers accelerates the maturation of speech areas and stimulates the development of the child’s speech, allowing for faster correction of defective sound pronunciation.

Often, children experience muscle tension in their articulation organs during a conversation. This also has a negative impact on the process of sound pronunciation formation. Therefore, you need to use a system of relaxing exercises in your work that will help relieve excessive tension from the organs of articulation and teach children to feel the movements of the tongue, lips, and jaw. Material for training fine motor skills of the fingers, the development of movements of the speech apparatus, sensations from the movement of the organs of articulation is presented to children in the form of fairy tales, funny meadows, rhymes, and riddles. The child, carried away by the game, trying to comply with its conditions, does not notice that he is being taught. This means that the process of developing articulatory motor skills will proceed more actively, faster, and overcoming difficulties will be easier.

In individual lessons, it is useful to teach children to reproduce a rhythmic pattern by clapping, ringing bells, tapping a drum, tambourine, playing a pipe, a whistle, using simple pieces of music for this. For example, use tasks like “Find out who it is by movement” (the child shows the movements of an animal to music, the rest guess who it is). Or imitate the actions of people (doing laundry, skiing, shoveling snow, playing snowballs, sweeping the floor). All movements are performed rhythmically, to the music.

The rhythmic pattern can be performed by the most different ways: clapping, playing with fingers on the table, walking, running, jumping.

The melody helps smooth hand movement and improves auditory attention.

To stimulate speech, visual activities are also used, which, like music and movements, have a certain rhythm (repetition, alternation of certain elements of the drawing). Gradually, children develop precision and smoothness of finger movements. When drawing, rhythmic accompaniment is used: word-by-word, syllabic, sound, rhythmic patterns with comments, sentences: “top-top”, “drip-drip”, “draw and think about the flowers that you saw.” When examining model toys (for example, Dymkovo ones), riddles, poems, songs - nursery rhymes are used in combination with movements ("Once upon a time there was a little gray goat with a grandmother" - the teacher reads, the child performs the movements).

To automate the sounds in syllables and words, counting rhymes are used, in which the rhythmic accent is accompanied by hand movements.

"White snow, white chalk,

The white hare is also white.

But the squirrel is not white,

She wasn’t even white.”

Proverbs and sayings, riddles, jokes, tongue twisters, nursery rhymes - extremely favorable material for working on the automation of set sounds.

Thus, conducting systematic, sequential classes on practicing all sounds (from the 2nd youngest to the senior group), as well as on differentiating frequently mixed sounds (in preparatory group), we simultaneously carry out a lot of work to prepare children for learning to read and write, direct their attention to the sound side of the language, to the sounds they are practicing, and cultivate the activity of phonemic perception.

2. Methodology for sound educationkovaya culture of speech outside of class

Speech culture is the ability to correctly, that is, in accordance with the content of what is being presented, taking into account the conditions of speech communication and the purpose of the statement, to use all linguistic means (sound means, including intonation, vocabulary, grammatical forms).

The sound culture of speech is integral part speech culture. Preschool children master it in the process of communicating with the people around them. Big influence The teacher influences the formation of a high culture of speech in children.

O.I. Solovyova, defining the main directions of work on the development of sound culture of speech, notes that “the teacher faces the following tasks: educating children in pure clear pronunciation of sounds in words, correct pronunciation of words according to the norms of orthoepy of the Russian language, educating clear pronunciation (good diction), educating expressiveness children's speech"

Sometimes the work of a teacher in developing correct speech in children and in preventing speech defects is identified with the work of a speech therapist in correcting deficiencies in the pronunciation of sounds. However, the education of the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. Formation of correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children master correct speech breathing, correct pronunciation of all sounds of their native language, clear pronunciation of words, the ability to use their voice, teaches children to speak slowly and expressively. At the same time, when working on the formation of the sound side of speech, educators can use some speech therapy techniques, just as a speech therapist, in addition to speech correction, is engaged in propaedeutic work aimed at preventing speech deficiencies.

The development of sound culture of speech is carried out simultaneously with the development of other aspects of speech: vocabulary, coherent, grammatically correct speech.

The development of the sound culture of speech includes the formation of a clear articulation of the sounds of the native language, their correct pronunciation, clear and pure pronunciation of words and phrases, correct speech breathing, as well as the ability to use sufficient voice volume, normal speech rate and various intonation means of expressiveness (melody, logical pauses, stress, tempo, rhythm and timbre of speech). The sound culture of speech is formed and developed on the basis of well-developed speech hearing.

Work on the sound culture of speech outside of class can be organized during morning speech exercises, on a walk, during play hours, when children arrive in the morning and before they go home.

To develop and improve the articulatory apparatus, voice and speech breathing, it is advisable to include speech exercises in your daily routine. It should be carried out with all children and can be combined with morning exercises or carried out independently before breakfast. During speech exercises, children are given exercises in game form, aimed at developing precise, differentiated movements of the organs of the articulatory apparatus, at the development of speech breathing and voice.

With children who haven't learned program material in the sound culture of speech or do not master it well in the classroom, additional work needs to be done. Classes are organized both individually and in groups (for example, children who have not mastered any sound are united in one group). Such individual and group classes can be carried out during a walk, during play hours, during the morning reception of children and before they go home.

When developing correct, well-sounding speech in children, the teacher must solve the following tasks:

1. To educate children’s speech hearing, gradually developing its main components: auditory attention (the ability to determine by ear a particular sound and its direction), phonemic hearing, and the ability to perceive a given tempo and rhythm.

2. Develop the articulatory apparatus.

3. Work on speech breathing, that is, develop the ability to take a short breath and long, smooth exhale, in order to be able to speak freely in phrases.

4. Develop the ability to regulate voice volume in accordance with communication conditions.

5. Form the correct pronunciation of all sounds of your native language.

6. Develop clear and precise pronunciation of each sound, as well as the phrase as a whole, i.e. good diction.

7. Develop the pronunciation of words according to the norms of orthoepy of the Russian literary language.

8. Form a normal speech rate, i.e. the ability to pronounce words and phrases at a moderate pace, without speeding up or slowing down speech, thereby creating the opportunity for the listener to clearly perceive it.

9. To develop intonation expressiveness of speech, i.e., the ability to accurately express thoughts, feelings and mood with the help of logical pauses, stress, melody, tempo, rhythm and timbre.

The teacher must have an understanding of the main speech disorders (for example, a nasal tone in pronouncing a word, stuttering) in order to identify them in a timely manner and refer the child to a speech therapist.

Development of speech hearing. In the initial period of speech formation, the development of the main components of speech hearing proceeds unevenly. So, in the first stages speech development A special role is given to auditory attention, although the main semantic load is carried by pitch hearing. Children are able to recognize changes in voice in pitch in accordance with the emotional coloring of speech (they cry in response to an angry tone and smile in response to a friendly and affectionate tone) and timbre (they distinguish their mother and other loved ones by their voice), and also correctly perceive the rhythmic pattern of the word, i.e. its accent-syllabic structure (features of the sound structure of a word, depending on the number of syllables and the place of the stressed syllable) in unity with the tempo of speech. In the future, in the development of speech, an important role is played by the formation of phonemic hearing, i.e., the ability to clearly distinguish one sound from another, thanks to which individual words are recognized and understood. A well-developed hearing for speech ensures clear, clear and correct pronunciation of all sounds of the native language, makes it possible to correctly regulate the volume of words, speak in a moderate, dark, expressive intonation. The development of speech hearing is closely related to the development of sensations arising from the movements of the organs of the articulatory apparatus.

Thus, the education of speech hearing is aimed at developing in children the ability to perceive various subtleties of its sound in speech: correct pronunciation of sounds, clarity, clarity of pronunciation of words, raising and lowering voices, increasing or decreasing volume, rhythm, smoothness, acceleration and deceleration of speech, timbre coloring (request, command, etc.).

Development of the articulatory apparatus. Speech sounds are formed in the oral cavity, the shape and volume of which depend on the positions of the movable organs: lips, tongue, lower jaw, soft palate, small uvula. The correct position and movement of the speech organs necessary to pronounce a given sound is called articulation. Disturbances in the structure of the articulatory apparatus, for example a short hyoid ligament, malocclusion, too high or narrow palate and some other deficiencies, are predisposing factors for the incorrect formation of sound pronunciation. But if a child has good mobility of the organs of the articulatory apparatus, good speech hearing, then in most cases he himself is able to compensate for the shortcomings of sound pronunciation. If a child has imperfections in the movement of the articulatory apparatus (for example, a sedentary tongue), then this can cause incorrect pronunciation of sounds, sluggish, unclear, blurred speech.

Therefore, the tasks of the teacher are: 1) development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, move it back into the depths of the mouth, etc.); 2) development of sufficient lip mobility (the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth); 3) development of the ability to hold the lower jaw in a certain position, which is important for pronouncing sounds.

Work on the development of speech breathing. The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Speech breathing is voluntary, in contrast to non-speech breathing, which is carried out automatically. With non-speech breathing, inhalation and exhalation are made through the nose, the inhalation is almost equal in duration to the exhalation. Speech breathing is carried out through the mouth, inhalation is done quickly, exhalation is slow. With non-speech breathing, inhalation is immediately followed by exhalation, then a pause. During speech breathing, the inhalation is followed by a pause, and then a smooth exhalation. Correct speech breathing ensures normal sound production, creates conditions for maintaining appropriate speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness. Disturbances in speech breathing can be a consequence of general weakness, adenoid enlargements, various cardiovascular diseases, etc. Imperfections of speech breathing such as the inability to rationally use exhalation, speech while inhaling, incomplete renewal of air supply, etc., negatively affecting the development of speech children of preschool age may be due to improper upbringing and insufficient attention to children’s speech on the part of adults. Children of preschool age who have weakened inhalation and exhalation, as a rule, have quiet speech and find it difficult to pronounce long phrases. If air is used irrationally when exhaling, the fluency of speech is disrupted, since children are forced to take in air in the middle of a sentence. Often such children do not finish the words and often pronounce them in a whisper at the end of the phrase. Sometimes, in order to finish a long phrase, they are forced to speak while inhaling, which makes their speech unclear and choking. A shortened exhalation forces you to speak phrases at an accelerated pace without observing logical pauses.

Therefore, the teacher’s tasks are: 1) using special game exercises, to develop a free, smooth, elongated exhalation; 2) by imitating the teacher’s speech, develop the ability to use it correctly and rationally (pronounce small phrases on one exhale).

Voice occurs as a result of vibration of the vocal cords. Its quality depends on collaboration respiratory, vocal and articulatory apparatus. Various diseases upper respiratory tract, chronic runny nose, adenoid growths, etc. contribute to the occurrence of voice disorders. Often in preschool children, voice disorders arise due to improper use of the voice: overstrain of the vocal cords caused by constantly loud, intense speech, especially in the cold season on the street, incorrect use of a voice tone that does not correspond to the range of the child’s voice (for example, children imitate a squeaky voice for a long time). speeches small child or speak in a low voice for “dad”). Voice disturbances can also occur in children who have had diseases of the nasopharynx or upper respiratory tract and did not observe a gentle voice regime during the illness or immediately after it. Incorrect use of vocal capabilities can be associated with the child’s personality traits (a child who is too shy often speaks quietly; children who are quickly excited speak in a raised voice); with improper upbringing, when those around them themselves speak in a raised voice, which children also learn to do; with children being forced to use a loud, tense voice if there is constant noise in the room (radio, TV, constant noise in a kindergarten group, etc.).

The teacher’s tasks are: 1) to develop in games and game exercises the basic qualities of the voice - strength and height; 2) teach children to speak without tension, develop their ability to use their voice in accordance with different situations(quiet - loud).

Formation of correct pronunciation of all sounds of the native language. Preschool age is the most favorable for the formation of the correct pronunciation of all sounds of the native language. In kindergarten this work should be completed. Correct pronunciation of sounds can be formed if children have sufficiently developed mobility and switchability of the “decans of the articulatory apparatus, speech breathing,” if they know how to control their voice. It is very important for the formation of correct sound pronunciation to have a well-developed speech ear, since it ensures self-control, and self-test always encourages improvement. Disturbances in sound pronunciation can be caused by defects in the speech apparatus (cleft of the hard and soft palate, deviations in the structure of the dental system, short hyoid ligament, etc.), insufficient mobility of the articulation organs, underdevelopment of phonemic hearing (inability to distinguish one sounds from another).. Decrease physical hearing, a careless attitude towards one’s speech (inability to listen to oneself and others), assimilation of the incorrect speech of others can also lead to pronunciation deficiencies. Incorrect pronunciation of sounds by children is expressed in omissions of sounds, replacement of one sound with another, distorted pronunciation of sounds. It is especially important to start working on time with children who have identified replacements and distortions of sounds, since replacements of sounds can later appear in written speech (replacement of one letter with another ), and sounds that are pronounced distortedly and not corrected in time will require greater effort in the future (on the part of the speech therapist and the child himself) and a longer time to eliminate them. In addition, we must remember that deficiencies in sound pronunciation are often not an independent speech disorder, but only a symptom, a sign of another, more complex speech disorder that requires special treatment and training (such as alalia, dysarthria, etc.).

The teacher must: teach children to correctly pronounce all sounds in any position (at the beginning, middle and end of a word) and with different word structures (in combination with any consonants and with any number of syllables in a word), timely identify children with speech impediments and, if necessary, send them to special children's institutions in a timely manner.

Working on diction. Good diction, i.e., clear, clear pronunciation of each sound individually, as well as words and phrases as a whole, is formed in the child gradually, simultaneously with the development and improvement of the functioning of the organs of the articulatory apparatus. Work on diction is closely related to the formation of the correct pronunciation of all sounds of the native language. At the ages of 2 to 6 years, when all aspects of speech are intensively developed, it is necessary to pay attention to the clarity and clarity of the child’s pronunciation of words and phrases; to educate children to speak by imitation at a slow pace, with clear pronunciation of all sounds in words, clear pronunciation of all words in phrases. But it is not always possible to achieve good diction only by imitation. This can be hampered by insufficiently developed speech hearing, insufficient mobility of the organs of the articulatory apparatus, inability to control one’s voice, etc. Often, odd diction is formed in children with unstable attention, easily excitable, who cannot concentrate on the speech of speakers and who have insufficiently developed self-control. In such children, speech is insufficiently clear and blurred; they do not always clearly pronounce the endings of syllables and phrases. Gradually, with the development of the ability to listen carefully to the speech of others and one’s own, with the development of speech breathing; articulation, with mastery of the voice, the child’s diction also improves.

The teacher should give preschoolers a sample of grammatically correct speech, with good diction, teach them to listen carefully to the speech of others and monitor the clarity of their pronunciation:

Working on spelling. In order for people to understand each other, the sound design of their oral speech must be uniform. Therefore, educators need to not only follow the rules of oral speech themselves; but also to teach children to do this. We often encounter children using local dialect in their speech; errors in common speech, incorrect stress, “literal” pronunciation of words (what, what instead of what and what, etc.).

The teacher constantly monitors children’s compliance with the norms of literary pronunciation of words and promptly corrects their mistakes; by giving an example of correct pronunciation, the task of educators is to improve the pronunciation culture of their speech by mastering spelling standards native language, systematic use of various manuals, dictionaries in preparation for classes.

Work on the tempo of speech. Speech tempo refers to the speed at which speech flows over time. Preschool children are more likely to speak at a faster pace than at a slower pace. This negatively affects the intelligibility and clarity of speech; the articulation of sounds worsens, sometimes individual sounds, syllables and even words drop out. These deviations occur especially often when pronouncing long words or phrases.

The teacher's work should be aimed at developing a moderate speech rate in children, at which words sound especially clearly.

Work on intonation expressiveness. Intonation is a complex complex of all expressive means of spoken speech, including:

melody - raising and lowering the voice when pronouncing a phrase, which gives speech various shades(melody, softness, tenderness, etc.) and helps avoid monotony. Melody is present in every word of spoken speech, and it is formed by vowel sounds, changing in pitch and strength;

pace - acceleration and deceleration of speech depending on the content of the utterance, taking into account pauses between speech segments;

rhythm - uniform alternation of drums and unstressed syllables(i.e. their following qualities: length and brevity, raising and lowering voices);

phrasal and logical stress - highlighting with pauses, raising the voice, greater tension and length of pronunciation of a group of words (phrase stress) or individual words (logical stress) depending on the meaning of the statement;

timbre of speech (not to be confused with the timbre of sound and the timbre of the voice) - sound coloring, reflecting expressive-emotional shades ("sad, cheerful, gloomy" timbre, etc.).

With the help of these means of expressiveness, thoughts and expressions, as well as emotional-volitional relationships, are clarified in the process of communication. Thanks to intonation, a thought acquires a complete character; a statement can be given additional meaning, without changing its basic meaning, the meaning of the statement may also change. Intonationally inexpressive speech can be a consequence of decreased hearing, underdevelopment of speech hearing, improper speech education, various speech disorders (for example, dysarthria, rhinolalia, etc.).

The child must be able to correctly use intonation means of expression in order to convey various feelings and experiences in his own speech. The teacher’s speech should be emotional and serve as an example of intonation expressiveness. Work on the development of intonation expressiveness of speech is carried out mainly through imitation. When memorizing poems and retelling them, the teacher himself uses emotionally expressive speech and pays attention to the expressiveness of the child’s speech. Gradually, children, hearing the correct, expressive speech of the teacher, begin to use the necessary intonations in independent speech.

All sections of work on the sound culture of speech are interconnected. To systematically and consistently conduct games and activities to develop the sound culture of speech, work on the “living” sound of a word should be taken as a basis. At each age stage, the material should be gradually complicated, necessarily including all sections of the development of sound culture of speech.

Taking into account the age-related characteristics of children’s speech development, the formation of speech sound culture can be divided into three main stages:

Stage I - from 1 year 6 months to 3 years. This stage (especially its beginning) is characterized by rapid development of an active vocabulary. Previously formed articulatory movements, functioning when pronouncing a whole word, undergo some changes: they become more precise and become more stable. The child’s ability to consciously imitate the pronunciation of a whole word develops, thanks to which the teacher has the opportunity to significantly influence the development of the sound side of the child’s speech. The basis of work on the sound culture of speech is the use of various onomatopoeias. The efficiency of work increases significantly, since classes with children aged 1 year 6 months to 3 years are conducted not with a small number of children (5-6), as before, but with subgroups.

Stage II - from 3 to 5 years. At this age, the phonetic and morphological composition of the word is being formed. Improvement of the most difficult articulatory movements continues. This gives the child the ability to produce fricative, affricative and sonorant sounds. Work at this stage is based on children’s clearly expressed conscious attitude to the sound side of a word and is built on the consistent practice of all the sounds of their native language.

Stage III - from 5 to 6 years. This stage is, as it were, the final period in the formation of the sound side of speech of preschoolers in kindergarten. By the beginning of the stage, the most difficult isolated articulatory movements have already been formed, however, it is important that sounds that are close in articulatory or acoustic characteristics (s - sh, z - zh, etc.) be clearly distinguished (both in pronunciation and in auditory perception of speech). ; s - s, s - hey etc.). Special work to improve discrimination, differentiation of such sounds helps further development phonemic hearing of children, the assimilation of phonemes as sound-meaning distinguishers (cod - bunny, ueal - coal, etc.).

At each stage of development of speech sound culture, the teacher must take into account the individual characteristics of children’s speech development.

3. Approximate practical material on the development of sound culture of speech of preschool children (up to 3 years old)

A game "Guests"

Target. Education of auditory perception and correct pronunciation of onomatopoeia. At the same time, developing the ability to use a voice of medium volume.

Content. The teacher tells the children that they will greet guests. After leaving the room with one of the children, the teacher puts on him a hat with a picture of a dog. Then with the words "knock knock" they open the door. Children ask: "Who's there?" The child answers: "Aw-aw." The teacher turns to the children: “Who came to visit us?” The children answer: “Dog.” - “Let’s call the dog.” Children say: "Aw-aw." Then the teacher repeats the game, putting on the children hats with the image of a goose (ha-ha-ga), a frog (kva-kva), a chicken (ko-ko-ko), a goat (mz-me) and other animals.

Methodical instructions. Make sure that children pronounce sound combinations clearly and loudly enough.

"Crulling a Doll" .

Target. Development of the articulatory apparatus and the formation of auditory perception. At the same time, developing a long speech exhalation and the ability to change the volume of the voice.

Methodical instructions. Make sure that children pronounce the sound a for a long time and with one exhalation; those who cannot use their voices well enough should be called in in small groups to better supervise them

"Aukanye"

Target. Development of clear movements of the organs of the articulatory apparatus. At the same time, practicing the ability to change the volume of the voice and the duration of oral exhalation.

Content. While on a walk, the teacher tells the children that they came to the garden to pick flowers. Some guys have gone far away, we need to call them and give them a shout (puts his hands together like a mouthpiece and shows how to pronounce aw). Children are divided into two subgroups. The teacher places one nearby (they will speak quietly), and the other goes to the designated place (they are far away and will speak loudly).

Methodical instructions. Children with quiet speech are placed in a subgroup that must pronounce ay loudly. Make sure that all children pronounce both sounds smoothly and use the volume of their voice correctly.

"Wind"

Target. Education of auditory perception and clear pronunciation of sound c. At the same time, practicing the duration of oral exhalation and the ability to change the volume of the voice.

Methodical instructions. Make sure that children correctly reproduce the hum of the wind: quiet - light, loud - strong.

4. Development of sound culture of speech in children 3- 5 years

The speech of children between the ages of 3 and 5 continues to develop. At this age, vocabulary is accumulated, refined and improved. Children use words that have the right meaning more accurately. They begin to use grammatical forms correctly, can retell small fairy tales, stories in a logical sequence, describe and convey the content of pictures. The sound side of speech is also developing rapidly. Children learn and correctly pronounce many sounds of their native language, pronounce words and phrases more clearly and clearly, know how to use their voice, and begin to monitor the pace of their speech.

The main task of forming a sound culture of speech on this; stage comes down to the development of phonemic hearing in children and the correct pronunciation of all sounds of their native language with a clear and intelligible pronunciation of words and phrases.

Along with solving the main task at this age, it is necessary to carry out work in other sections of the sound culture of speech, namely: to cultivate the ability to measure the volume of the voice depending on the situation, to speak at a measured pace, to pronounce words correctly with the exact use and stress in them.

Working with children early age and the 1st junior group widely use onomatopoeia. For children of the 2nd junior and middle groups, the education of sound culture of speech is carried out in the process of working on sound pronunciation. Its formation should be completed in kindergarten, and the improvement of other sections of the sound culture of speech will continue in school 1. At the same time, work on sound pronunciation can be easily combined with the development of speech hearing, speech breathing, voice, articulatory apparatus, diction and intonation.

The development of correct sound pronunciation is carried out by consistently practicing all the sounds of the native language. At the same time, we form not only the skill of correct pronunciation of certain sounds, but also the child’s auditory pronunciation capabilities, i.e. those connections between auditory and articulatory control, without which correct pronunciation of sounds is impossible.

If 3-year-old children do not yet pronounce the sounds s, a, ts, sh, zh, ch, shch, r, l well enough, they should not begin to practice them, as this can lead to the consolidation of their incorrect pronunciation. It is necessary to carry out work in all sections of the sound culture of speech. Improving speech hearing and pronunciation capabilities will contribute to the appearance of these sounds in the child’s speech and their correct pronunciation. For example, by practicing with 3-year-old children the sounds that are easier to pronounce and, f, v, the teacher creates the prerequisites for the appearance new group sounds - whistling (s, z, z), which are characterized by a certain structure of the organs of the articulatory apparatus, close to the structure of the sound and, as well as the presence of a targeted air stream, which is produced when practicing the sounds f, v. This way we create the possibility of transferring skills developed for one group of sounds to another.

Sequential processing of sounds makes it possible to systematically, consistently carry out work on the formation and further improvement of the sound culture of speech.

Practicing all the sounds of the native language involves four types of work, successively replacing each other: preparing the organs of the articulatory apparatus, clarifying the pronunciation of a coded sound (and in syllables) and the ability to distinguish this sound from others, consolidating the correct pronunciation of a sound in words, consolidating the correct pronunciation of a sound in phrasal speech.

Work on sound pronunciation is combined with work on other sections of the sound culture of speech (development of speech hearing, articulation, speech breathing, voice, diction, tempo, intonation expressiveness of speech).

1st type of work - clarification of the movements of the organs of the articulatory apparatus.

The teacher gives game exercises for the development or refinement of movements, the development of certain positions that contribute to the correct articulation of sounds. At the same time, work on the following sections of the sound culture of speech is highlighted: education of clear and correct articulation, long, main oral exhalation, development of voice volume.

2nd type of work - clarification of the pronunciation of an isolated sound and the development of speech hearing.

The teacher gives games or play exercises for clarifying the pronunciation of an isolated sound or calling it out by imitation. Children's attention is fixed on the position of the organs of the articulatory apparatus when pronouncing this sound and its sound. Games are used to isolate a given sound from a group of sounds.

This type of work contributes to the development of speech hearing, the ability to measure the volume of the voice, the development of the articulatory apparatus, and speech breathing.

3rd type of work - education of the correct pronunciation of sounds in words and the development of phonemic hearing.

The teacher provides various gaming materials (mainly didactic games) that promote the clear and correct use of sounds in words. First, those words are given in which the sound being practiced is in a stressed syllable. Children learn to pronounce it more clearly, for a long time, i.e. they develop the ability to highlight the sound with their voice, and in the future not only highlight it, but also determine its place in the word. At the same time, the tasks of improving phonemic hearing, diction and pronunciation of words according to orthoepic standards are solved.

4th type of work - education of the correct pronunciation of sounds in phrasal speech and the development of speech hearing.

The teacher gives a specially selected speech material: word games, pure twisters, tongue twisters, riddles, nursery rhymes, poems, stories, fairy tales. He monitors the correct use of this sound on the listed material. Education of the correct pronunciation of sounds in independent speech is combined with the development of speech hearing and speech breathing, with the development of the ability to use a moderate tempo and intonation expressiveness of speech.

5. Approximate practical material on the development of sound culture of speech of preschool children (3-5 years old)

1st type of work

Target. Develop clear movements and correct position of the organs of the articulatory apparatus.

"Show how Fedya gets angry and how happy he is"

Content. The teacher tells the children that when Fedya is dissatisfied, he pouts his lips like this (pulls his closed lips forward like a tube), and when Fedya is happy, he smiles (stretches his lips, exposing the upper and lower front teeth). Teacher: “And now I will talk about Fedya. When he is unhappy, you pout your lips (shows how), and when he is happy, you smile... Fedya’s mother bought a car. Fedya is happy, he smiles. He went out for a walk with the car, and it's raining outside, he doesn't know what to do. He pouted his lips. At that time Petya came out. Fedya was happy with him and smiled. Petya asked Fedya to give him a ride in the car. Fedya felt sorry for the car, he pouted his lips. And here are the clouds They ran away, the sun came out, Fedya smiled and said to Petya: “Let’s go play with the car together.”

Methodical instructions. Make sure that children stretch their lips into a smile without tension and expose their front teeth. When pulling your lips forward, they should be closed.

2nd type of work

Target. Clarification of the movements of the organs of the articulatory apparatus, the correct pronunciation of an isolated sound p. Development of speech hearing, production of prolonged oral exhalation.

"Pump"

Methodical instructions. Make sure that children pronounce the sound clearly, correctly, and for a long time.

3rd type of work

Target. To consolidate the correct pronunciation of the sound s in words, to develop phonemic awareness, to achieve clear pronunciation of words in accordance with literary pronunciation standards.

"Do you know?"

Content. Educator: “Children, I will ask you a few questions, and the pictures that are on everyone’s table will help you answer them. The one who finds the correct answer to my question will come out and clearly name the object shown in the picture.” Next come the questions: “What can you ride?” (Children on this topic have pictures depicting a scooter, sled, airplane, stroller, bus, trolleybus, etc.). "What's in the store?" (Sugar, juice, cheese, scales, sausage, butter, cabbage, meat, etc.). "Who lives in the zoo?" (Owl, catfish, gopher, elephant, dog, fox, stork, etc.). After the children correctly name the objects and animals depicted in the pictures, the teacher asks what sound is repeated in all these words.

Methodical instructions. Monitor the clear pronunciation of words, the correct pronunciation of the sound s in words. If children find it difficult to identify the sound s in words, the teacher himself names several words, highlighting the sound s in them with his voice.

4th type of work

Target. Develop speech hearing, develop good diction, consolidate the sound s in phrases when pronouncing them on one exhalation, cultivate the ability to speak with intonation expressiveness, at a moderate pace.

"Postman"

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Games for the development of sound culture of speech

This group includes various games and exercises for the development of phonemic awareness, the ability to correctly determine the place of a sound in a word, phrase, sentence, or select words with a given sound. This also includes games and exercises to determine the number of syllables in a word or to develop the ability to choose words with a given number of syllables.

Game "Come up with a word"
Goal: – development of phonemic awareness or the ability to determine the number of syllables in a word.
You need to come up with a word according to the instructions: with a given sound at the beginning, middle, end of the word, with a given number of syllables, according to a pattern, etc. I use this game when I need to organize students to perceive a new topic or simply interest them. For example, the teacher says: “Children, a package has arrived. But to open it, you need to say a word - a password. And today our password word begins with the sound [m] or [m’]. We just need everyone to enter the password correctly.” And the children will try their best to come up with the right word. But here it is necessary to take into account one point: if the teacher notices that one of the children, for some reason, cannot find a word, then you need to unobtrusively come to the aid of this child and, preferably, the help comes from the children.

Game "Building a path"
Goal: – development of phonemic hearing.
Children sit in a circle. Someone is given a ball and the task of coming up with any word. The ball is then passed to the next player. He must come up with a word that begins with the last sound of the previous word. And so on until they reach the first player. In this game, at the first stage, the teacher actively helps students pronounce the word correctly (along with it), highlighting very clearly the last sound in the word. At the next stage, the teacher simply makes sure that the children pronounce the word clearly and highlight the last sound. By the end of the second year of study, children develop the skill of clearly pronouncing a word and highlighting the last sound, and the teacher plays the role of an observer-controller who only organizes the game process and helps only in rare cases.

Game "Trap"
Goal: – development of the ability to hear a certain sound in a word.
The teacher invites the children to “open the traps”, i.e. place your elbows on the desk, parallel to each other, straightening your palms, which are the “traps”. He gives a task: if you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. The words are selected by the teacher depending on the topic of the lesson.

Game "Catch the syllable"
Goal: – development of auditory attention and its speed.
The teacher “throws” a syllable to the children, and they must “turn” it into a word.
For example:PA - dad, ma - mom, ku - doll, ar - watermelon, etc.

Game exercise “Divide correctly”
Goal: – development of the ability to divide words into syllables.
The teacher tells the children that now we will divide the word into syllables. To do this, our hands will temporarily turn into “hatchets”. Next, you need to pronounce the word correctly, while clapping your hands and counting how many times you clap, so many syllables in the word.

Game "Settle in the House"
The goal is to develop the ability to determine the syllable structure of a word.
The teacher introduces the “guests” using a riddle or something else and offers to place each guest in a house. At the same time, he draws the children’s attention to the fact that one house has a window with one sash, and the second one has two. To determine which guest has which house, you need to determine how many syllables are in the guest's name. If there is one syllable, then we put the guest in a house with one door. If there are two syllables, then we put the guest in a house with two doors. To complicate the game, you can then invite guests to a housewarming party and distribute them according to the same principle.

Games for the formation of grammatical structure of speech
In this block I have collected a variety of games and exercises aimed at developing the grammatical structure of speech, i.e. to master the categories of gender, number, case of nouns and adjectives; type, tense and mood of the verb.

Game exercise “Selecting rhymes”
Goal: – development of the ability to form forms of the genitive case plural nouns
The teacher reads a comic poem to the children - the beginning of an English folk song translated by S.Ya. Marshak:
-I give you my word of honor, yesterday at half past five
-I saw two pigs without hats and boots.
-I give you my word of honor!
Next, the teacher asks the children questions to understand the text:
-Who did the poet see? What form were they in?
-Do pigs wear boots? Or maybe they wear stockings? (Socks, slippers, mittens, etc.)
-Did the poet tell us the truth in the poem? No, he made it up. You and I can also write funny comic poems about different birds and animals. I'll start, and you continue.

We give our word of honor:
Yesterday at half past six
We saw two forty
Without...(boots) and...(stockings).
And puppies without...(socks).
And tits without...(mittens).

Game "Body"
Purpose: – to form diminutive and affectionate names; relate the action to its name.
Children sit in a circle. According to the counting, the one who will start the game is chosen. A basket is given to him. He holds her, and at this time the children say the words:

Here's a box for you,
-Put in it what’s ok.
- If you say anything, you’ll give the deposit.

The child answers: “I’ll put it in the box... and names the right word (lock, knot, box, boot, shoe, stocking, iron, collar, sugar, bag, leaf, petal, bun, cap, comb, etc.) So occurs until all children hold the box. The one who makes a mistake puts the deposit in the basket. After all the children have taken part, the pledges are played out: the basket is covered with a scarf, and one of the children takes out the pledges one by one, first asking: “Whose pledge will I take out, what should I do?” Children, under the guidance of a teacher, assign each pledge a ransom - some task (name a word with a certain sound, tell a tongue twister, divide a word into syllables, etc.)

Game exercise “Whose is all this?”
Purpose: – an exercise in coordinating words – objects and words – signs in the required number and case.
Children are shown a picture of an animal and asked questions that must be answered in one word. The questions are: whose tail? Whose ear? Whose head? Whose eyes?

Cow - cow, cow, cow, cow.
-Hare – hare, hare, hare, hare.
-Sheep - sheep, sheep, sheep, sheep.
-Horse – equine, equine, equine, equine.
-Cat – cat, cat, cat, cat.

Game "Houses"
The goal is an exercise in determining the type of words - objects.
The teacher explains to the children that in the first house there are words about which one can say “he is mine”, in the second - “she is mine”, in the third - “it is mine”, in the fourth - “they are mine”. It is necessary to “settle” the words (pictures) into houses. The children determine the gender and number of words without naming the terms.

Vocabulary games
This group includes vocabulary games and exercises that activate the vocabulary,
develop attention to words, develop the ability to quickly select the most accurate, appropriate word from their vocabulary. Also in these games and exercises there is an acquaintance with words - objects, words - signs, words - actions and an exercise in their coordination with each other, as well as work on the selection of synonyms and antonyms.

Game "On the contrary"
Purpose: – an exercise in selecting antonyms (words – enemies).
The teacher says that a donkey came to visit us. He is very good, but here’s the problem: he really likes to do everything the other way around. Mama the donkey was completely exhausted with him. She began to think about how to make him less stubborn. I thought and thought and came up with a game that I called “On the contrary.” The mother donkey and the donkey began to play this game and the donkey became less stubborn. Why? Yes, because all his stubbornness went away during the game and never returned. He decided to teach you this game too. Next, the teacher plays the game “On the contrary” with the children: he throws a ball to the child and names a word, and the child who catches the ball must say the antonym of this word (high - low) and throw the ball to the teacher.
When working with antonym words, you can use D. Ciardi’s poem “The Farewell Game”:

It's your and my turn
Play the game "On the contrary".
I will say the word “high”, and you will answer... (“low”).
I will say the word “far”, and you will answer... (“close”).
I will say the word “ceiling”, and you will answer (“floor”).
I’ll say the word “lost”, and you’ll say (“found”)!
I’ll tell you the word “coward”, you will answer... (“brave”).
Now I’ll say “the beginning” - well, answer, ... (“the end”).

Game exercise “Finish the phrase”
The goal is to develop the ability to select words that have opposite meanings (words are enemies).
The teacher names phrases, pausing. The student must say the word that the teacher missed, i.e. finish the sentence.

Sugar is sweet and lemon...
-The moon is visible at night, and the sun….
-Fire is hot, and ice….
-The river is wide, and the stream….
-The stone is heavy, and the fluff….

You can play this out in the following way: the teacher says that our friend Dunno has gone to school after all. There was a dictation in the Russian language lesson - the children wrote different phrases under dictation. But since Dunno is very inattentive, he did not have time to complete these phrases and received a bad grade. The teacher said that if he corrected his mistakes in the dictation, she would correct his bad grade. Let's help him.

Game exercise “Say it differently”
Purpose: – an exercise in selecting words that are close in meaning (words - friends).
The teacher says: “One boy today Bad mood. What's the boy like today? How can you say the same thing, but in different words? (sad, upset). The words "sad, sad and upset" are words - buddies.
Why is he like this? Yes because it's on the street coming it's raining and boy coming to school.
Which word was repeated twice? (goes)
What does "it's raining" mean? Say it differently.
What does “the boy is coming” mean? Say it differently.
How can you say differently: spring is coming? (spring is coming).
Next, similar tasks are given for the following phrases:

Clean air (fresh air).
Clean water (clear water).
Clean dishes (washed dishes).
The plane landed (landed).
The sun has set (set).
The river runs (flows, streams).
The boy runs (rushes, rushes).
How to say it in one word? Very big (huge, huge),
very small (tiny).

Game "What object?"
Goal: – development of the ability to select as many words – signs as possible for a word – object and correctly coordinate them.
The content of the game is as follows: the teacher shows a picture or an object, or names a word and asks the question: “Which one?” Then the participants in the game take turns naming as many features as possible that correspond to this object. The one who names the most signs wins.

“What happens?”
Goal: – development of the ability to correlate a word – an object with a word – a sign and correctly coordinate them.
This game is similar to the previous one. The difference is that as many words as possible are selected for the word-attribute.
-Green – tomato, crocodile, color, fruit, ...
-red – dress, apple, banner, ...

Games for the development of coherent speech.
Work on the development of coherent speech is, as it were, a synthesis of all previous exercises. It is inseparable from other tasks of speech development; it is associated with enriching the vocabulary, working on the semantic side of speech, forming the grammatical structure of speech, and nurturing the sound culture of speech. Teaching storytelling can take different forms. I most often use: compiling stories - descriptions by topic, by picture, by a series of pictures, exercises like “Finish the fairy tale in your own way”, “Finish the sentence”, etc. I present some of these games and game offers below.

Game exercise “Spread the offer”
Goal: – development of the ability to construct long sentences with words-objects, words-features, words-actions.
Children are invited to continue and finish the sentence started by the teacher, based on suggestive questions teachers. For example, a teacher begins a sentence like this: “Children go... (Where? Why?)” Or a more complicated version: “Children go to school to...”. This option, in addition to enriching grammatical experience, can serve as a kind of test to identify a child’s anxiety in relation to various life situations.

Game "Understand Me"
Goal: – development of the ability to compose short story according to the picture using different characteristics subject.
The teacher shows the children a beautiful box and says that this box is not simple, but magical. It contains various gifts for children. Only those who know how to keep secrets can receive a gift. What does it mean? (This means don’t tell ahead of time). Then the teacher explains that when he approaches someone, this student must close his eyes and, without looking, pull a picture out of the box, look at it, but not show or tell anyone what is on it. This needs to be kept secret. After all the children have drawn one picture for themselves, the teacher asks the children if they would like to know who got what? The children answer yes. Then the teacher says that you can’t show the gifts, but you can talk about them. But the word “gift” cannot be called either. Then the teacher talks about his gift, showing the children how to do it correctly, and the children guess what the teacher got. After this, the children talk about their gifts one by one and, when the gift is guessed, open their picture. It is better to play this game while sitting on the carpet in a circle.

Game exercise “If…”
Goal: – development of coherent speech, imagination, higher forms of thinking – synthesis, analysis, forecasting, experimentation.
The teacher invites the children to fantasize on topics such as:

- “If I were a wizard, then...”
- “If I became invisible...”
- “If spring never comes...”

In addition to its developmental purpose, this game also has diagnostic value.

Game exercise “Finish it yourself”
Goal: – development of imagination, coherent speech.
The teacher tells the children the beginning of a fairy tale or story, and the children are given the task to continue or come up with an ending.

Ministry of General and vocational education Sverdlovsk region

State budgetary educational institution of secondary vocational education of the Sverdlovsk region

"Kamyshlovsky teacher training college»

A collection of speech exercises aimed at developing the sound culture of speech in children of middle preschool age

44.02.01 Preschool education

Kamyshlov, 2017

Compiled by: Skakunova O.A., student at Kamyshlovsky Pedagogical College, group 43, specialty: 02/44/01 Preschool education.

©GBPOU SO "Kamyshlovsky Pedagogical College", 2017

Explanatory note

This collection is intended for preschool workers educational institutions, educators and methodologists, as well as for parents interested in the development of speech in preschool children. This collection presents games and exercises for developing the sound culture of children's speech. Games and exercises developed by O.S. Ushakova and E.M. Strunina, M.M. Alekseeva, B.I. Yashina.

Solving problems related to teaching the native language and speech development of children of primary, middle and senior preschool age is carried out in accordance with the approximate general educational program of preschool education “from birth to school” in the following areas: education of the sound culture of speech, vocabulary work, formation of the grammatical structure of speech, development of coherent speech. Particular attention is paid to solving the priority areas of each speech task of the diploma project on the formation of the sound culture of speech in children of middle preschool age.

In the education of the sound culture of speech, this is awareness of the phonological means of language, the intonational expressiveness of speech. The development of the sound side of speech is closely related to a child’s learning to read and write, the ability to recognize the place of sound in a word, to identify hissing, whistling, sonorant, hard and soft, vowel and consonant sounds. All these skills are necessary for a child to further learn to read.

It is recommended to conduct classes on differentiating sounds using play material available to children, conducting exercises in the form of games: with pictures, toys, onomatopoeia, with elements of movement, with singing; reading and memorizing poems, jokes, nursery rhymes, proverbs.

Explanatory note



Bibliography

Section 1 “Exercises for the development of auditory attention and mobility of the speech-motor apparatus of children”

Exercise “Sun or Rain?” Goal: To develop in children the ability to switch auditory attention.

Short description: The teacher says to the children: “Now we’ll go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.” The teacher plays the game, changing the sound of the tambourine 3-4 times.

Exercise "Guess who's screaming." Topic: Educating children in the ability to concentrate auditory attention.

Goal: To teach children to identify a toy by onomatopoeia.

Brief description: The teacher takes out the prepared toys (one at a time), plays with them, imitating the cry of the corresponding animals, then asks the children to listen and guess by their voice who will come to visit them. The child chosen by the teacher goes out the door and, opening it slightly, gives a voice, imitating one of the animals, and the children guess who it is. The game can be repeated 5-6 times. It is necessary to ensure that children listen carefully and activate them with questions.

Exercise "Guess who's coming." Topic: Developing the ability to determine the tempo of a tambourine sound.

Goal: To teach children to perform actions according to the tempo of the tambourine.

Brief description: The teacher shows the children a picture of a heron and says that her legs are long, she walks importantly, slowly, as slowly as a tambourine will sound. The teacher slowly knocks on the tambourine, and the children walk like herons. Then the teacher shows a picture of a sparrow and says that the sparrow is jumping as fast as a tambourine will sound. He quickly knocks on the tambourine, and the children jump like sparrows. Then the teacher knocks on the tambourine, constantly changing the tempo, and the children either walk like herons or jump like sparrows.

Methodical instructions: You need to change the tempo of the tambourine no more than 4-5 times.

Section 2 “Exercises for the formation and consolidation of sounds that form the correct sound pronunciation”

Exercise "In the yard." Goal: To develop speech hearing and the ability to imitate.

Equipment: Toy rooster, chicken, cat, dog, cow.

Progress: The teacher expressively reads the poem and shows the corresponding toys.

Ku-ka-re-ku! I look after the chickens.

Where, whack, whack! She got carried away in the bushes.

Mur-mur-mur, I'm scaring the chickens!

Am-am! Who's there?

Quack-quack-quack! It will rain tomorrow morning!

Moo-moo-moo! Milk for anyone? (A. Barto) After reading the poem, the teacher asks the child questions: “How does a cow moo?”, “How does a dog bark?”, “How does a duck quack?”

Progress: The teacher shows the hammer and offers to listen to how it knocks “knock-knock-knock”. The child imitates tapping: he taps his palms with a fist and a hammer and repeats “knock-knock-knock.” The teacher says: “My hammer can knock loudly (knocks and loudly says “knock-knock-knock”), or maybe quietly (shows).” The kid repeats. Next, the teacher says that you can knock with a hammer quickly and slowly (shows and pronounces the onomatopoeia “knock-knock-knock” at a fast and slow pace). The kid repeats. At the end of the game, you can let the child knock with his hammer.

Exercise. Poem "Woof-Woof". Goal: To achieve from children clear pronunciation of sounds in various onomatopoeias. Preparatory work. Select pictures with images of: puppy, horse, calf, chicken, kid, magpie, goose.

“Woof! Woof! - at dawn,

“Woof! Woof! - outside.

A puppy was running in the yard,

And in the stable the horse neighed.

He got angry: “What are you doing?

Are you disturbing your sleep? E-go-go!

And the calf said: “Moo!”

It prevents him from sleeping.

And the calf said: “Pi!

You, puppy, sleep some more!”

And the kid: “Meh!” yes "Meh!"

“They didn’t let me take a nap.”

And the puppy is all “Woof!” yes "Woof!"

He has a cheerful disposition!

And this cheerful disposition

It's called "Woof - Woof!"

Exercise “What appeared?” Goal: To achieve the correct pronunciation of the sound “zh” in words, to develop the ability to pronounce words clearly, loudly enough, to develop phonemic hearing.

Content: The teacher puts on the table toys whose names contain the sound “zh” (giraffe, hedgehog, etc.). The guys call them. Then the teacher covers the toys, changes their places and adds a new one, which also has the sound “zh” in the name, for example a teddy bear or a flag. Opening it, he asks what's new. Then the teacher invites the children to choose words that contain the sound “zh”.

Exercise “Tea for Tanya.” Goal: Automation of the “ch” sound in sentences.

Description of the exercise: Children sit in front of the teacher’s table. On it there is a doll table with a tea set, around which four dolls sit on chairs. The teacher says: “Children, let’s give the dolls affectionate names.” The children call them: “Tanechka, Valechka, Anechka, Manechka.” Then the teacher calls one child and invites him to pour tea from the teapot into Tanya’s cup. The child accompanies his actions with the words: “I take the teapot and pour tea into Tanya’s cup. I give Tanya cookies.” Having seated the child in his seat, the teacher asks the other children: “What did Seryozha do?” The children answer. Then another child is called, and the teacher asks him to complete the task.

Exercise “Be attentive.” Goal: To teach children to correctly pronounce the sound “u” in words.

Today we will look for the sound “u” in words. I say the words, and you clap your hands if you hear this sound. (Words: “pike”, “lamp”, “broom”, “brush”, “train”, “cubes”, “puppy”, “cabbage soup”, “bread”, “firewood”, “chips”, etc.)

Exercise “Red - White”. Goal: Finding the sound in a word perceived by ear.

Equipment: Two mugs for each child (red and white).

Description of the exercise: The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a given sound, children should raise a red circle; if not, they should raise a white circle.

The sound “a” is given, the onion is a white circle, the poppy is a red circle.

The sound “k” is given, the cabbage is a red circle, the ball is a white circle.

Exercise “What is an object for?” Goal: To consolidate the pronunciation of a certain sound in syllables and words.

Material: Texts of pure proverbs.

Progress of the exercise:

Guys, there are such funny poems that don’t tell you anything, they’re just funny. Let me start telling them, and you continue:

“Sa-sa-sa” - lives in the forest... (wasp, fox)

“So-so-so” - he rolled the axle... (wheel)

“Su-su-su” - I take... (braid)

“Sy-sy-sy” is the sting of... (a wasp).”

Exercise. Fairy tale “Once upon a time there were sounds.” Purpose: to remind children of the structure of the articulatory apparatus; introduce the concept of vowels and consonants and their color designation; improve phonetic-phonemic perception; develop motor skills of the articulatory apparatus.

Materials: chips in red and blue, conventional houses in red and blue, object pictures for vowels and hard consonants, ball, pencils in red and blue.

Course of the lesson: Reading the didactic fairy tale “Once upon a time there were sounds.”

“Not in some kingdom, not in some state, but sounds live and live in your mouth. The house they have is so good (open mouth). There is a ceiling (touch the upper palate with your tongue). The floor is the lower palate, the door is the lips. There are even bone grilles for strength (to close and open teeth). Everything would be fine, but the Serpent Gorynych settled in the house (move the tip of your tongue). And he began to do his evil deeds. He misses some sounds freely, like this (clear articulation of the teacher): “a”, “o”, “u”, “y”, “e”, “and”. These sounds pass freely and wear red dresses. They are called vowel sounds. And in the way of other sounds, the Serpent Gorynych builds various barriers: either he will close the door with “mm-mm”, then he will press “t-t-t” to the ceiling, then he will make the sounds hiss “sh”, snort “f”, whistle “s” ", wheeze "x". Then the Serpent Gorynych hits with his tail “r”. These sounds do not pass freely through the mouth, they wear blue dresses and are called consonant sounds” (According to L.P. Tsareva). The teacher pronounces these sounds together with the children, clearly articulating them.

Section 3 “Exercises to work on diction, tempo and rhythm of speech, speech breathing, voice strength and intonation expressiveness”

Exercise "Loud - Quiet." Goal: Develop the ability to change the strength of your voice: speak loudly or quietly.

Equipment: Large and small dogs or other toys.

Progress: The teacher shows two dogs and says: “The big dog barks loudly: “Aw-Aw.” How does a big dog bark? (child repeats loudly). And the little dog barks quietly: “Aw-Aw.” How does a small dog bark? (child repeats quietly).”

Exercise “Come play with us.” Goal: Develop the ability to use a loud voice.

Equipment: Toy bear, bunny, fox or other animals.

Procedure: At a distance of 2-3 meters from the baby, the teacher places the toys and says: “It’s boring for the bear, the bunny and the fox to sit alone. Let's invite them to play with us. For them to hear us, we need to call loudly, like this: “Bear, go!” The child and the teacher call the bear, bunny and fox and play with them. It is important to ensure that the child calls for toys loudly, but does not scream.

Exercise "Don't wake the doll." Goal: To develop the ability to use a quiet voice.

Equipment: A doll with closing eyes, a crib with bedding, small toys (a cube, a ball, a car, etc.), a toy box.

Progress: The teacher says, pointing to the crib with a sleeping doll: “Katya walked a lot, got tired, had lunch and fell asleep. And we need to put away the toys, but very quietly, so as not to wake Katya. Tell me quietly which toy needs to be put in the box.” The child quietly names the toy. It is important to ensure that the baby speaks quietly, but does not whisper.

Exercise "Dandelion". Goal: To develop the ability to exhale air through the mouth for a long time and smoothly, to activate the muscles of the lips.

Progress: The exercise is carried out outdoors. The teacher invites the child to pick a faded dandelion and blow on it so that all the fluff flies off. The child can do this by blowing on the flower 3-4 times. It is important to ensure that you exhale correctly.

Dandelion, what the hell

You look like a cloud.

It's scary to even look at:

No matter how the cloud blows away.

Exercise "Bunny". Task: distinguish between cold and warm streams of exhaled air.

An adult reads a poetic text:

It's cold for the bunny to sit

You need to warm your little paws (blows a warm stream of air on the child’s cupped hands).

The bunny burned his paw.

Blow on it, friend (blows on the child’s hands using a cold stream of air).

Then the child is invited to blow as well.

Exercise “Fragrance boxes”. Task: to form a nasal inhalation.

Equipment: To play the game, you need to prepare a set of boxes with various fillings (spruce or pine needles, spices, orange peels).

The adult invites the child to smell each box from the set and ask: “What does it smell like?”, then examine its contents.

Exercise “Who wins?” Goal: Development of voice strength and speech breathing. Activation of the muscles of the lips and lower jaw.

Description of the exercise: The teacher calls two children and puts them facing each other. At the teacher’s signal, the children simultaneously begin to draw out, first quietly, then loudly, the vowel sounds “a, o, u, and, e.” Whoever lasts the sound longer wins. First, the winner is determined by the teacher. Then you can instruct the children to determine who won. The teacher should only ensure that children do not lower the strength of their voice until the end of the sound and do not overstrain their neck muscles.

Description of the exercise: Children stand in a row facing the teacher and raise their arms up through their sides, touching with their palms, but do not clap. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound “u”, first loudly, and then gradually more and more quietly. They lower their hands and fall silent.

First, the teacher himself shows the actions, then calls two children who perform the actions together with him and pronounce the sound, the rest of the children only make movements with their hands. Then the whole group plays.

Exercise “Come up with a phrase.” Goal: Development of phrasal speech, speech breathing. Correct construction proposals.

Equipment: Scene pictures from the “What We Do” lotto.

Description of the exercise: One plot picture is shown. The teacher comes up with a short phrase (of 2-3 words) based on it, then invites the child11 to add one new word to his phrase. Each child called extends the phrase by one more word. For example, the teacher says: Tanya is playing. The child repeats the sentence and adds on the street. The next one repeats the sentence “Tanya is playing outside” and adds in the sandbox. The winner is the one who comes up with the last word for the sentence: and pronounces the entire phrase correctly. Short phrases (3-4 words) are pronounced in one exhalation, and long ones with a pause after 3-4 words. When children master the rules of the game, you can invite them to invent and lengthen phrases without pictures.

Exercise “Say a sentence.” Goal: to learn to convey various feelings (joy, indifference, grief) through intonation.

The teacher calls the sentence: “It’s raining.” Children should repeat it with different intonations - so that it is clear that they are happy, happy; that they are unhappy, it upsets them, etc. The same task is being completed, with other sentences the sun is shining, it is snowing, the snowdrop is blooming.

Exercise “Recognize by intonation.” Goal: education of expressiveness of speech and facial expressions.

Description of the exercise: Each child takes turns portraying either a sick, or angry, or surprised, or cheerful person. In this case, you need to pronounce short words with a certain intonation: Ay-ay-ay!

The rest of the children must guess from the facial expression, the entire posture of the speaker and intonation who the presenter is portraying; you can invite the children to explain in more detail the behavior of the presenter: why is he sad or why is he surprised, etc. Children are encouraged for expressive speech and detailed stories.

Exercise “Bear and Christmas tree”. Goal: developing expressive speech and the ability to change the timbre of the voice.

Description of the game: The teacher chooses two children: one will be a bear, the other, for example, a fox. From different ends of the room they must walk towards each other. When they meet, a dialogue occurs between them:

Fox. Where are you going, bear?

Bear. To the city, take a look at the Christmas tree.

Fox. What do you need it for?

Bear. New Year it's time to meet.

Fox. Where will you put it?

Bear. I’ll take it to the forest, to my home.

Fox. Why didn’t you cut it down in the forest?

Bear. It's a pity, I'd better bring it.

When pronouncing this dialogue, children should imitate the voices of animals, i.e. change the timbre of your voice. Whoever does this most successfully is rewarded. The game is repeated, the bear may meet another animal.

Bibliography

Alekseeva M. M., Yashina B. I. Methods of speech development and teaching the native language of preschoolers: textbook. aid for students higher and Wednesday ped. textbook establishments. – 3rd ed., stereotype. – M.: Publishing Center “Academy”, 2000 – 400 p.

Gerbova V.V. Speech development in kindergarten: Middle group (4-5

years), “Program of education and training in kindergarten” / edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, rev. and additional – M.: Mozaika-Sintez, 2015, - 80 p.

Lopukhina I.V. Speech therapy. 550 entertaining games and exercises

for children's speech development. M.: Aquarium, 1995.

Maksakov A.I. Teach by playing: Games and exercises with sounding words [Text]: a manual for teachers of children. garden / A.I. Maksakov, G. A. Tumakova - 2nd ed., revised. to add. M.: Education, 2013. - 144 p.

Basics of speech therapy with a workshop on sound pronunciation / under

ed. Vlasovets G. A. M.: Childhood - Press, 2002.

"From birth to school." Approximate general education

preschool education program (pilot version) / ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – 3rd ed., rev. and additional M.: MOSAIKA-SYNTHESIS, 2014. – 368 p.

Ushakova O. S. Think of a word: Speech games and exercises

for preschoolers. M.: TC Sfera, 2010.

Khvattsev M. E. Speech therapy. Book 1. M.: Vlados, 2009 – 272 p.

Chernyakova V. N. Development of sound culture of speech in children 4-7

years: Collection of exercises. M.: TC Sfera, 2005.

Shvaiko G.S. Games and gaming exercises for speech development. M.: Education, 1988.

Perkova Natalya Nikolaevna
Job title: teacher
Educational institution: MBDOU kindergarten No. 114 in Bryansk "Cheburashka"
Locality: Bryansk city
Name of material: article
Subject: A system of games and exercises for the formation of sound culture of speech of younger preschoolers.
Publication date: 26.03.2016
Chapter: preschool education

System of games and exercises in formation

sound culture of speech

younger preschoolers.
Correct speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. One of the aspects of speech is sound pronunciation. Forming correct pronunciation in children is a complex process; the child learns to control his speech organs and perceive speech addressed to him. But for many children this process is delayed. Sound pronunciation defects do not disappear on their own. But under favorable developmental conditions, children are capable of self-correction.
The sound pronunciation of children of this age is characterized

a number of features.

1
. consonants are pronounced softly (“lezetska” - spoon),
2.
whistling sounds s, з, ц are not pronounced clearly enough and are missed (“abaka” - dog, “amok” - castle); are replaced by: s – f (“fobaka” - dog), z – v (“vamok” - castle), c – f (“fyplenok” - chicken), s – t (“tobaka” - dog), z – d ( “damok” - castle), ts – t (“tvetok” - flower),
3
. the hissing sounds sh, zh, ch, sh are not pronounced clearly enough and are missed (“apka” - hat, “uk” - beetle); are replaced: sh – s, f (“sapka”, “fapka” - hat), g – z, v (“zuk”, “vuk” - beetle), h – c, t (“otski”, “otki” - glasses), sh – s, t (“mesh”, “aunt” - brush),
4
. the sounds l and r are skipped (“ampa” - lamp, “uka” - hand); are replaced by the sounds l (“lyampa” - lamp, “luka” - hand), i (“yampa” - lamp, “yuka”
-hand). Taking into account these shortcomings, it is necessary to prepare children’s speech motor and speech auditory analyzers for the correct perception and pronunciation of sounds. I'm working on
program
"From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. It defines the following
tasks for the formation of sound culture

speech of children 3-4 years old:
*improving children’s ability to clearly pronounce vowels in words (a, u, i, o, e) and some consonant sounds (p-b-t-d-k-g; f-v; t-s-z-ts); *development of motor skills of the speech-motor apparatus, auditory perception, speech hearing and speech breathing, clarification and consolidation of the articulation of sounds, development of the correct tempo of speech, intonation expressiveness, formation of the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations. Work on educating the sound culture of speech is carried out in special classes on speech development, as well as in special moments; individual games and exercises for children are planned. The intensity of work with children was determined depending on the results of an examination of children’s speech at the beginning school year. The children, who are always the first to come to kindergarten, were offered individual tasks and exercises that took into account their shortcomings and difficulties. Later, she offered individual assignments to those who came, or connected them to already working children (only if the children’s speech defects coincided). Thus, individual work gradually turned into subgroup work. By analogy, I carried out work in the afternoon. It was organized in reverse order: from subgroup to individual (depending on how the children
go home). In order to promote the formation of correct sound pronunciation, the development of phonemic perception, and the development of good diction at the preparatory stage, I conducted a consultation for parents with the aim of including them in this work, selected and systematized didactic games and exercises. Nurturing the sound culture of speech is not only practicing correct pronunciation, although this task is considered one of the main ones. When practicing sound pronunciation, the ability to distinguish sounds (i.e. phonemic hearing), speech breathing, speech rate, strength and pitch of voice, diction, etc. are improved.
The formation of sound pronunciation is carried out in three

stage
:
1.preparation of the articulatory apparatus,

2.clarification of sound pronunciation,

3. consolidation of sound in words and phrasal speech.

Preparation of the articulatory apparatus

.
Special exercises are carried out with children aimed at developing and clarifying the movements of the organs of the articulation apparatus, ensuring the pronunciation of certain sounds.
Breathing exercises complex
Beautiful sonorous speech, clear, impeccable diction, correct literary pronunciation - this is, first of all, correctly constructed breathing, work on which is important. Everyone knows that breathing is a complex and continuous biological process. The ancient scriptures say: “The physical strength of a person and his vital manifestations depend not so much on food as on proper breathing. By controlling the breath, we control the whole body."
Rules for teaching breathing (for children 2-4 years old)

Show your baby and name the object he will blow on. The object on which the child will blow should be at the level of his mouth at a distance of 10-15 cm. Tell and show how to blow. Breathing exercises are best done while standing. Watch your child's posture - back straight, shoulders back. The ratio of inhalation and exhalation is 1:3. I'm spending the following
games and exercises
: “Ball”, “Feather”, “Curtain” (formation of voluntary oral exhalation), “Breeze”, “Butterfly, fly”, “Hot tea” (teach long oral exhalation), “Push the ball into the goal”, “Blow out the candle "(form a targeted oral exhalation), "Let's warm our hands", "Bunny" (form a targeted warm stream of exhaled air), "Fragrance boxes", "Guess by the smell" (form a nasal inhalation), "Balloons", "Tube"( to form the prerequisites for targeted combined breathing), etc.
Articulation gymnastics
The pronunciation of each sound is a complex act that requires precise coordinated work of all parts of the speech-motor and speech-auditory analyzers. The most important condition for the correct pronunciation of sounds is the mobility of the organs of the articulatory apparatus, the child’s ability to control them. Therefore, starting from the age of three, children are trained in the basic movements of the tongue, lips, and lower jaw.
Static exercises for the tongue
. “CHICKIES” The mouth is wide open, the tongue lies quietly in the oral cavity. “SPATULA” The mouth is open, a wide, relaxed tongue lies on the lower lip.
"CUP" The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth. “NEEDLE”, “ARROW”, “STING” The mouth is open. The narrow, directed tongue is pushed forward. “HILL”, “PUSSY IS ANGRY” Mouth open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. “TUBE” Mouth open. The lateral edges of the tongue are curved upward. “BEND” Mouth open. Suck your tongue to the roof of your mouth.
Dynamic exercises for the tongue.
“CLOCK”, “PENDULUM” The mouth is slightly open. The lips are stretched into a smile. With the tip of a narrow tongue, alternately reach at the adult’s count to the corners of the mouth. “SNAKE” The mouth is wide open. The narrow tongue is strongly pushed forward and retracted into the back of the mouth. “SWING” Mouth open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors. “FOOTBALL”, “HIDE THE CANDY” The mouth is open. With a tense tongue, rest on one or the other cheek. “BRUSH YOUR TEETH” Mouth closed. Move your tongue in a circular motion between your lips and teeth. “HORSE” Suck your tongue to the roof of your mouth, click your tongue. Click slowly and firmly, pulling the hyoid ligament. “Accordion” The mouth is open. Suck your tongue to the roof of your mouth. Without lifting your tongue from the roof of your mouth, strongly pull the lower jaw down. “TASTY JAM” The mouth is open. Using a wide tongue, lick your upper lip and move your tongue into the back of your mouth. “LET'S LICK YOUR SPONGS” The mouth is slightly open. Lick the top one first,
then the lower lip in a circle.
Lip exercises.
“SMILE” Keeping your lips in a smile. The teeth are not visible. "FENCE" Mouth closed. The upper and lower teeth are exposed. The lips are stretched into a smile. “TUBE” Pulling the lips forward with a long tube. “PROBOSK” Extending closed lips forward. “BUBLIL” Teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible. Alternating lip positions: “Fence” - “Donut”. “RABBIT” Teeth closed. The upper lip is raised and exposes the upper incisors. Clarification of sound pronunciation (practicing the pronunciation of an isolated sound and in onomatopoeia). The teacher introduces children to a new sound or onomatopoeia (pronounces it many times). The techniques of choral repetition are used individually, in each case connecting the sound or onomatopoeia with a specific image (f - hedgehog song, aaa - baby crying, pee-pee-squeaking mouse, beep- the car beeps, etc.) Didactic games like “Live Toys” (“Wind-Up Toys”) are used. Children pretend to be hedgehogs. The teacher asks if he winds up the toy and asks: “Hedgehog, do you want milk?” “F-f-f,” the hedgehog answers and “licks” the milk from the saucer. As the game progresses, the teacher calls 10 or more children. The children play with interest with the “magic cube”. Pictures are pasted on its edges. Children are offered one of pictures, and they sing the corresponding song: airplane-v-v-v, crane-s-s-s, etc. I use onomatopoeia games such as “Who is screaming?”
“What does it sound like?”, “Whose house?” and others, invited the children to buzz like a “bee,” hum like a “locomotive,” and click like a “coachman.” When children imitated the noise of the wind, the rumble of an airplane, the croaking of a crow, the buzzing of a beetle, and others, children were highly active. Using the imitative abilities of children and the game situation, it was easier to achieve the pronunciation of a particular sound. Children with great desire portrayed birds and animals and imitated them. Consolidating sound in words and phrasal speech. At this stage we use didactic exercises such as “Recognize and name”, dramatization games, reading excerpts from poetic works, repeating words from the text that the teacher tells (for example, about the mice Pik, Pak, Pok, repeating proverbs, singing lullabies, using didactic games like “Teremok” "Come here","Find out an object by description." Exercise on sound automation C 1. THE DUCKLING IS NOT AFRAID OF PLAYING INTO THE WATER. 2. THE BIRD IS NOT SINGING WHEN IT IS IN A DUNGEON. 3. FROM THE NEIGHBORING WELL, WATER RUNS ALL DAY LONG.37 Exercise on sound automation C 1. THE GARDEN IS IN THE SNOW AND THE FOREST IS IN THE SNOW, AND I'M RUNNING IN THE SNOW 2. LITTLE LUSYA WAS SCARED BY GEESE 3. THE SMALL SLED HAS THE SLED GOING BY ITSELF 4. THE SLED HAS A BRAID UP TO THE WAIST. Exercise on sound automation 3 1. THE HOUSEWIFE GIVES CABBAGE TO THE BUNNY.
2. TWO GOATS AND TWO BISONS, TRAMPLED ALL THE LAWNS 3. ZOYA’S BUNNY’S NAME IS ZAZNAIKA Exercise on differentiating sounds NW 1. THE FOREST AIR SMELLS OF PINE 2. THE CHILDREN SAT ON THE BENCH. THEY sang a resounding song. 3. THE BUNNY MAKES A FUN MOSAIC. Exercise on differentiating the sounds S-Z-C 1. IN SPRING THE SUN IS SHINING IN THE WINDOW, 2. THEY CALLED THE HARES SQUIRRELS, IN THE SPRING FOR A GATHERING. I pay more attention to the development of intonation sense, rate of speech, diction, and voice strength, since these skills contain the most important conditions for the further development of all aspects of speech. For this purpose, for example, the following game is played. “Whose voice is this?” Purpose of the game: Distinguish between adult animals and cubs by onomatopoeia, correlate the names of an adult animal and its cub. For this game you will need figures: a frog and a little frog, a cow and a calf, a cat and a kitten. If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities. Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard. - Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow?
(Meow-meow.) - Moo-oo - who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf. - Kwa-kwa - whose rude voice is this? (Frogs.) And who croaks thinly? (Little frog.) The frog is large and croaks in a rough voice, and its baby croaks thinly. Who is the baby frog? The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Little frog, come to me”, “Kitten, play with me.”) In such games, children learn to distinguish between adult animals and their babies by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly ). I play similar games with different animals. For example, I show a child a picture. There is a rooster on it. - Who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya-Cockerel screams... (cuckoo). --And who is this? (Duck) And affectionately? (Duck) - Listen to the words: “rooster”, “uuuck” (the sound “u” is emphasized in the voice). The emotionality and expressiveness of a statement depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer. For example, I read the Russian folk song “Rabushechka Hen” to the children. First I read the entire song to the children, and then the dialogue begins. I put the chicken’s hat on the child and invite him to answer the questions: - Little hen, where are you going?
- To the river. - Little hen, why are you coming? - For water. - Little hen, why do you need water? - Water the chickens. They are thirsty. They're squealing all over the street - pee-pee-pee! I also offer children phrases from poems, for example: “Kolobok, Kolobok, I’ll eat you...” they pronounce them with different voice strengths (quietly - loudly - whisper) or at different tempos (fast - slow). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise). What is good about these games for me is that they can be played at regular moments, both in a group and during walks. Huge pedagogical opportunities lie in outdoor games. They have found wide application in the development of the sound culture of speech of younger preschoolers. In outdoor play, against the background of physical activity, calls, teases, roll calls, and shifts are intertwined. Therefore, the most complete outlet is provided for the emotional and sensory energy of children and their temperament. The child is freed from complexes. Thus, favorable conditions are created for solving correctional problems. Let's look at an example. Russian folk game "Goat and Children". The teacher, together with the children, chooses a “goat” driver. A goat walked along the bridge and wagged its tail. Got caught on the railing
It landed right in the river. (The children stand in a circle, and the goat in the middle.) The goat went out for a walk to stretch his legs. (Children walk in a circle, holding hands, and the “goat” walks in the opposite direction with stomping steps). The goat knocks its legs and screams like a goat. (Children clap their hands, and the “goat” jumps on two legs and moves forward.) -Me-Me-Me! (The children run away, and the goat catches them). - Who has never been caught by a goat? Who turned out to be the most dexterous? How did the goat scream? Using outdoor games in pedagogical process allows me not only to reduce the time required to work on sound, but also contributes to familiarization with folk culture. In my work I actively use outdoor games with speech material, for example: the game “Beads”. Before the game starts, we choose a leader who will catch the children and collect “beads.” All the children stand behind him in a column. At my command, they begin to walk behind the leader in a circle (this can be further complicated by walking like a snake), at the same time the children say the text: Beads rolled on the carpet. I'll collect the beads today. I'll put it on a thread one at a time -
The beads will be for my dear mother. (When the words end, everyone runs away, and the “goat” catches them.) While pronouncing the text, I highlight the words beads, beads, and at the same time I highlight the sounds b, s, k. In accordance with FGT, I integrate the area of “Speech Development”, which includes the sound culture of speech, with other educational areas: cognition, physical education, artistic and aesthetic development, social and communicative development. Using individual and teamwork with children, I noticed that in group activities productivity increases and children’s fatigue decreases. The team is a strong factor of mutual influence for children. To attract parents to this work, I suggest they take home cards with educational games and exercises for the evening, so that they have the opportunity to also play with their children at home. As a result of my work on developing correct sound pronunciation, children pronounce words and short phrases much more clearly, speak calmly, with natural intonations, and develop the correct speech rate.

Mastering the pronunciation of all sounds of the native language by the age of five is possible with proper guidance in the development of children's speech. Purposeful training and the use of appropriate techniques create conditions for the implementation of the prerequisites that children have. The formation of the sound side of speech is carried out in a kindergarten in two forms: in the form of training in the classroom and education of all aspects of the sound culture of speech outside of class.

Morning speech gymnastics, walks, children coming and going home are also used by the teacher to cultivate the sound culture of speech. Work outside of class can be organized with a subgroup of children, as well as individually. The main role in teaching belongs to special classes that combine pronunciation demonstrations with active exercise for children. Classes are complemented and interact with special exercises outside of class. The leading form of training is collective (rather than individual) lessons with children. In a social environment, the development of speech skills proceeds especially favorably and gives more lasting results than in the conditions of individual work (A.P. Usova, M.E. Khvattsev). The team is a strong factor of mutual influence for children. In group activities, work productivity increases and fatigue decreases. The greatest effect is achieved by training that began at earlier stages of preschool childhood. The age of children at the start of training is a more important factor than the duration of training itself. During the learning process itself, it is necessary to use a methodology that ensures the development of motor skills of the speech apparatus, speech breathing and speech hearing, taking into account that these processes are interrelated. During training, the child should also develop an awareness of the peculiarities of his pronunciation. This has positive influence on the development of the phonetic side of speech, leads to an understanding of the need for training to master the correct speech skills and creates a desire to learn.

Means of sound culture of speech (subject and subject pictures, works of fiction, genres of small folklore) contribute to solving problems in developing correct pronunciation and expressiveness of speech.

Formation of correct pronunciation of sounds

A.M. Borodich

The formation of sound pronunciation is carried out in three stages:

1) preparation of the articulatory apparatus;

2) clarification of the pronunciation of an isolated sound;

3) fixation of sound in syllables, words and phrasal speech

The first stage - preparatory articulatory movements - can be carried out on a daily basis. morning exercises, in the form of short exercises in any classes, as well as within the framework of a single-topic lesson on the sound culture of speech. All three stages can be carried out either in one lesson or in two with a break of 1-5 days.

Thus, the typical structure of the process of learning a single sound is as follows:

· demonstration, explanation of the articulation of a sound (or a group of related sounds), repeated pronunciation of the sound by the teacher (in figurative form);

· pronunciation of an isolated sound by children with simultaneous exercises in speech breathing (duration of exhalation) and expressiveness of speech;

· pronunciation by children of syllables, onomatopoeia with the reproduction of changing strength, pitch of voice, tempo of speech;

· exercise in pronunciation of sounds in words and phrasal speech (jokes, dramatization of stories, didactic and outdoor games, reading poems).

M.M. Alekseeva

Sound pronunciation training is carried out in accordance with the stages of work on sounds adopted in speech therapy.

Stage 1, preparatory, involving the preparation of the speech apparatus to master speech sounds. It includes the preparation of the speech motor apparatus, its motor skills, speech hearing, and speech breathing. In order to prepare the speech apparatus, various exercises are used, which are carried out mainly in the form of a game, which creates conditions for their repeated repetition. Articulation gymnastics exercises are divided into static and dynamic. Static exercises are aimed at developing in children the ability to maintain a given articulatory method (“Fence”, “Baranka”, “Slide”, “Mushroom”, “Cup”). Dynamic exercises are aimed at developing the volume of articulatory movements (“Sweet jam”, “Accordion”, “Tsokaniye”, “Pistol and machine gun”). The rules for performing articulatory gymnastics and some exercises will be given in the appendix. The development of motor skills of the articulatory apparatus is facilitated by various sound pronunciation games (“Who is screaming?”, “Whose house?”), and articulatory gymnastics. To develop speech breathing, carry out breathing exercises. They are aimed at developing diaphragmatic breathing, deep silent nasal inhalation and long oral exhalation (without puffing out the cheeks).

Stage 2 - the formation of speech sounds, or sound production. This is the creation of a new neural connection between sound, motor-kinesthetic and visual sensations. In most cases, it is necessary to simultaneously inhibit the incorrect connection between the idea of a sound and its pronunciation (Pravdina O.V.). The sound production starts with the easy ones and ends with the more difficult ones; their sequence is maintained for both frontal and individual work. The basic principle of sound production is that sounds are placed in groups depending on the similarity in place of articulation. Sound production is based on imitation (we use a mirror). A verbal explanation of the method of sound articulation is required.

Stage 3 - consolidation and automation of sounds. . From a higher point of view nervous activity, automation of sound is the introduction of a newly created and fixed relatively simple connection - speech sound - into more complex sequential speech structures - into words and phrases in which a given sound is either skipped completely or pronounced incorrectly (O.V. Pravdina). The sound is given in different sound combinations, at the beginning of the word, in the middle, at the end.

Stage 4 - the stage of differentiation of mixed sounds. It is based on differential inhibition. Work on the differentiation of sounds begins when both mixed sounds can be correctly pronounced by the child in any combination and yet are not always used correctly and one sound is replaced by another.

Work on the formation of sound pronunciation should be based on consistent, step-by-step development of all sounds of the native language. You should start with simple ones: i, f, t, s, etc. By consistently practicing the clear pronunciation of all vowels and consonants, the child gradually masters the phonemic system of the language.

Systematic, sequential lessons on practicing all sounds (conducted from the second youngest to the oldest), as well as on differentiating sounds, simultaneously prepare children for learning to read and write. Stages of formation of phonemic hearing

Stage 1 - recognition of non-speech sounds. At this stage, in the process of special games, children develop the ability to recognize and distinguish non-speech sounds. At the same time, these same activities contribute to the development of auditory attention and auditory memory (without which it is impossible to teach children to differentiate phonemes). Non-speech hearing - perception of the noise of water, wind, household noises, sounds of music. A child can learn to speak and think only by perceiving natural, everyday, musical noises, the voices of animals, birds and people. It is useful to perform exercises with your eyes closed, analyzing noises only by ear, without relying on vision.

Stage 2 - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases. The wording itself reveals the essence of the work at this stage.

Stage 3 - distinguishing words that are similar in their sound composition. The ability to transform words at this stage has a positive effect on the formation of the entire phonetic aspect of speech, including syllabic structure.

Stage 4 - differentiation of syllables. The child is already prepared to learn to distinguish syllables.

Stage 5 - differentiation of phonemes. It is imperative to start working with differentiating vowel sounds, because they are easier to perceive, isolate and differentiate in words.

Stage 6 - development of basic sound analysis skills

Development of diction.

The formation of sound pronunciation is closely related to the development of diction. The teacher’s task in developing good diction is to strengthen and develop children’s articulatory apparatus with the help of special exercises, teach them to correctly and clearly pronounce all the sounds of their native language, develop speech hearing, and develop a moderate speech rate. To develop diction in young preschoolers, you can use a number of games on onomatopoeia, while slightly changing the requirements for children. Showing an example of the pronunciation of a sound combination, the teacher makes very clear movements with his mouth, the vowel sound is slightly drawn out (but he says it easily, without stress). Children in conjugate and reflected speech involuntarily imitate the speech style of the teacher. The apparatus of diction is much easier to form in younger age(fourth - fifth year), when children learn to make active, correct movements with their lips and open their mouths during speech. To improve diction, pure and tongue twisters are used (the method for learning tongue twisters is given in the appendix). Tongue twisters, as well as more complex tongue twisters, are used in older groups.

Work on word pronunciation, stress and spelling.

This work is of particular importance in younger groups, where children distort the syllabic composition of a word. To maintain the correct structure of a word, a leisurely pace of speech and smooth pronunciation are important. These qualities are well cultivated in children in round dance games with chanted text, and in slow reading of nursery rhymes. To work on word pronunciation, didactic games (“Orders”, “Shop”) are used. When conducting them with children, it is advisable to first use toys whose names children can pronounce easily, and then more complex ones.

The degree of development of auditory concentration in children of senior preschool age is sufficient to instill in them sensitivity to the syllabic structure of a word and to form solid spelling skills in the correct placement of stress. To do this, you need to show the child the correct pronunciation in different forms of the same word. In this case, it is necessary to use the initial forms of voluntary attention and memorization, only then is it possible for the child to develop a qualitatively new attitude towards his speech and conditions appear for analyzing and synthesizing auditory perceptions.

To reinforce the emphasis in the indirect cases of a noun, you can offer children a short didactic story (of three or four phrases), into which you need to insert the missing words.

In general, the orthoepic correctness of children's speech is formed by imitating the speech of adults.

It is important to teach children to speak at a medium tempo, smoothly, without unnecessary stops. Individually targeted techniques will help the teacher with this: comments (“I didn’t understand what to give you, tell me more slowly!”), conjugate speech. The best technique is to conduct round dances, outdoor games with melodious text, and at the same time accompany speech with movements.

In older groups, training exercises are carried out to develop vocal flexibility (pronunciation of tongue twisters, games “Roll Call”, “Hoop”, “Echo”).

Older children are interested in tasks where they learn to change the pitch of their voice. For example, when looking at toys or pictures depicting animals and their babies, they pronounce onomatopoeia with different pitches of voice. Didactic stories with onomatopoeia should also be used more widely.

Developing expressive speech.

The teacher has great opportunities to influence the intonation expressiveness of speech. It is very important to develop intonations that the child will need in his everyday life. There are a number of games and round dances, where the text, most often folklore, is pronounced with particularly vivid intonations: “Ladushki”, “The horned goat is coming”.

Through painstaking daily work, tasks such as cultivating a soft, friendly tone of conversation are also solved. During all classes, the teacher ensures that while answering the child addresses the audience and assumes a calm posture. In younger groups, you can use a game exercise, which involves the doll performing the necessary actions. In older groups, the following technique is used: including the demonstration of individual verbal communication skills in the game “So or wrong?” Children evaluate correct actions with a red chip, raising it for everyone to see, and incorrect actions with a black one.

The initial technique is an example of expressive reading. The sample must be accompanied by a number of other active techniques. Their purpose is to help the child understand the peculiarities of performing a given work, practice in advance, and learn to read it, especially difficult parts. The reading sample is supplemented by the teacher’s explanations and instructions for the expressiveness of children’s speech. A reminder of a similar incident is used, a vivid representation from the lives of children, reviving previously experienced feelings.

In all groups, the use of a prompting form of a question is justified, especially with regard to the choice of intonations, since this technique makes it easier for the child to search means of expression, helps to find the most accurate definition.

A very effective technique is reading in faces (by roles). The material can be short poems, nursery rhymes, jokes. In younger groups, reading is accompanied by playful actions and movements of children, promoting naturalness, as if involuntary intonation. The liveliness and naturalness of intonation is facilitated by the inclusion in the text of a nursery rhyme (poem) of the name of one of the children present at the lesson.

Techniques for developing expressiveness in reading and retelling are very diverse. As a rule, several techniques are used simultaneously in one lesson.

Formation of speech hearing.

Work on the formation of speech hearing is carried out in all age groups. Great place are occupied by didactic games for the development of auditory attention, i.e. the ability to hear a sound, correlate it with the source and place of presentation. In younger groups, games conducted during speech classes use musical instruments and voiced toys so that children learn to distinguish the strength and nature of sound.

In older groups, children's auditory perceptions are developed by listening to radio broadcasts, tape recordings, etc. You should practice “minutes of silence” more often, turning them into exercises “Who will hear more?”, “What is the room talking about?” As these exercises progress, you can ask individual children to use onomatopoeia to reproduce what they heard.

Already in younger group children are invited to listen attentively to the sound of speech, distinguish its various qualities by ear, and “guess” them.

Middle age is the time to improve auditory perception and phonemic hearing. This is a kind of preparation of the child for the subsequent mastery of sound analysis. In a number of games that are played in this age group, the task is of increased complexity - from the words called by the teacher, by ear, select those that have a given sound, marking them with a clap of the hands, a chip. Auditory perception facilitates the slow pronunciation of sound in a word.

Education of speech breathing.

The teacher’s task is to teach the child to breathe correctly during speech and to eliminate age-related deficiencies in speech breathing. First of all, children need to develop a silent, calm breath without raising their shoulders. The duration of exhalation should correspond to the age of the child: for a two- to three-year-old child, the exhalation ensures the pronunciation of a phrase of 2-3 words, for a child of middle and senior preschool age - phrases of three to five words. Gradually, children become accustomed to exhaling more forcefully. At the same time, you need to ensure that the child has the correct posture so that tension or fatigue does not occur.

Work on the development of speech breathing is carried out in stages:

· exercises to develop physiological breathing;

· breathing exercises without speech;

The purpose of the proposed exercises:

· development of strong smooth oral exhalation;

· activation of the labial muscles.

To work on speech breathing, some gymnastic exercises are used (“Wood splitter”, “Pump”), as well as game exercises (blowing paper birds, balls, etc.).

Of great importance is the correct, detailed explanation by the teacher of the breathing requirements of children, reproducing the pattern of inhalation and exhalation.

Thus, the work of educating the sound culture of speech represents an entire system carried out from the first days of a child’s stay in kindergarten. Without special attention from adults, the development of the sound side of children's speech is delayed, and negative speech habits can develop that are very difficult to overcome.

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