Breathing exercises for preschool children

Breathing is the energetic basis of spoken speech. The development of speech breathing largely determines the child’s formation of coherent speech, namely correct sound pronunciation, the ability to maintain normal speech volume, its smoothness and intonation expressiveness. By paying attention to establishing the correct speech breathing of the baby in early childhood, you can avoid many speech disorders in the future. In this article we will tell you about the features of speech breathing and ways of its development in preschool children.

Features of speech breathing in preschoolers

Speech breathing in preschool children differs from the breathing of adults and has its own characteristics:

• Insufficient development of the respiratory apparatus. If the inhalation and exhalation are weak, then the child’s speech will sound quiet and unintelligible. Sometimes, due to lack of air, children do not finish sentences. There are times when the baby tries to pronounce the entire phrase while inhaling, so he speaks quickly and does not observe logical pauses. Poor development of the respiratory system may be associated with the presence of chronic respiratory diseases in the child, such as sinusitis and sinusitis, as well as a sedentary lifestyle.
• Irrational distribution of exhaled air. Children who have recently learned to speak often run out of air on the first syllable, so they pronounce the end of a word or phrase much more quietly or even “swallow” it.
• Inability to distribute breathing according to words. To replenish the smell of the air, the child has to take a break, during which he may forget what he wanted to say.
• Speech sounds may be distorted due to improperly exhaled air.

Speech breathing in most preschool children is imperfect. But it is often difficult for parents to notice this due to the fact that they communicate with the baby constantly.

There are approximate norms for the number of words pronounced on exhalation, which can be used as a guide when assessing a baby’s speech breathing:

Card file of speech motor exercises for preschoolers

Play is the main activity of preschoolers, regardless of their age: junior, middle or senior. Therefore, exercises should be carried out in a playful way, be exciting, emotionally charged, and arouse interest.

Two basic speech exercises for a child:

• Exercise "Giraffes". Children stretch their noses to the ceiling, stretching their necks. They remain in this position for some time, then return to their original position.
• Exercise "Pebbles". Preschoolers imitate how they use both hands to collect small pebbles in both hands separately. Keep your fists clenched for a while, then relax your hands, as if scattering pebbles.

How to breathe correctly?

When diagnosing speech development, speech therapists always pay attention to how the child breathes during a conversation, the strength and duration of his inhalations and exhalations, and how he places pauses. Formation of speech breathing is one of the first stages of correctional work with a child who has any speech disorders. Correct speech breathing has the following signs:

• Short breath through the nose;
• Exhale smoothly, the air comes out through the mouth;
• Exhalation is carried out to the end;
• After each exhalation there should be a short pause (2-3 seconds).

The development of speech breathing is closely related to the functioning of physiological breathing.

Only by learning to breathe correctly (deep short inhalation and smooth long exhalation) will a child be able to fully master his voice. The most effective methods of working with preschoolers are breathing exercises. Conventionally, they can be divided into two large groups, depending on their purpose:

1. Formation of correct exhalation;
2. Breathing training using various speech materials (practicing the pronunciation of sounds and their combinations, learning poetry).

The development of speech breathing in preschoolers allows:

• Speed ​​up the process of staging and automating speech sounds;
• Increase the number of words that the baby pronounces in one exhalation;
• Form intelligible, coherent speech;
• Coordinate the processes of speech, breathing and movements.

Breathing exercises for preschool children

Breathing is the most important function of the body. An important place in physical culture is occupied by special breathing exercises, which provide complete drainage of the bronchi, cleanse the mucous membrane of the respiratory tract, and strengthen the respiratory muscles. Even the ancient eastern sages, the creators of various respiratory systems, attached great importance to breathing exercises. It was believed that in addition to oxygen supply, breathing also provided energy to the body. Proper breathing regulates the state of the human nervous system.

Recently, in many children's institutions, there has been an increase in the number of children with various developmental disorders, learning difficulties, and adaptation difficulties. Such children are disinhibited, often aggressive for no reason, and are unable to independently suppress negative emotions or control their soul and body. To overcome their existing disorders, one of the most important components is a system of breathing exercises, breathing exercises. Any person, be it a child or an adult, can do without food or water for some time, but without air he cannot live even ten minutes.

The habit of breathing through the mouth is harmful and leads to diseases of the thyroid gland and respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs and middle ear cavity well, and has a beneficial effect on the blood vessels of the brain. In addition, such gymnastics significantly increases the strength of the protective mechanisms that protect the brain from insufficient blood supply.

Regular breathing exercises help to develop correct speech breathing with long, gradual inhalations and prevent respiratory diseases. Diseases such as rhinitis, nasopharyngitis, rhinosinusitis, sinusitis, chronic bronchitis, adenoiditis, nasal polyps often cause sound pronunciation in children, complicate the process of correct speech breathing, change the intonation color of the voice, and cause changes in the structure of the organs of articulation.

There are many methods of breathing exercises known (according to K. P. Buteyko, A. N. Strelnikova, according to the yoga system, etc.)

, but mechanically following any of them is not advisable.

The fitness of the respiratory muscles determines a person’s physical performance and endurance: as soon as an untrained person runs a few tens of meters, he begins to breathe rapidly and feel shortness of breath due to the poor development of the respiratory muscles. Trained people do not experience shortness of breath, and their breathing quickly calms down even after prolonged physical activity.

Regular breathing exercises will allow children not only to feel better, but also to conduct dialogue correctly using punctuation and expressiveness of speech. Because, often, children do not monitor their speech: they do not swallow drool, speak quickly, without emotions.

Also, many kindergartens have a swimming pool. And if we start morning exercises every day with breathing exercises, this will allow our children to breathe correctly when they swim.

When developing breathing exercises, I took into account:

- the effectiveness of each exercise for hardening and improving the health of children in a preschool institution;

— an accessible degree of difficulty of exercises for children of different ages;

- the degree of influence of exercises on strengthening the respiratory muscles, ventilation of all parts of the lungs, development of the upper respiratory tract, etc.

In order to systematically use breathing exercises, they should be included in complexes of health-improving gymnastics and physical education classes.

Approximate gymnastics complexes:

Let's listen to our breathing

Target:

teach children to listen to their breathing, determine the type of breathing, its depth, frequency and, based on these signs, the state of the body.

Starting position - standing, sitting, lying down (as convenient at the moment)

.

In complete silence, children listen to their own breathing and determine:

- what part of the body moves when inhaling and exhaling (stomach, chest, shoulders or all parts - wave-like)

;

- what is the breathing frequency: often inhale-exhale or calmly with a certain interval (automatic pause)

;

- quiet, inaudible breathing or noisy breathing.

This exercise can be done before or after physical activity, so that children learn to determine the state of the whole body by breathing.

Breathe quietly, calmly and smoothly

Starting position - standing, sitting, lying down (this depends on the previous physical activity)

. If you are sitting with your back straight, it is better to close your eyes.

Inhale slowly through your nose. When the chest begins to expand, stop inhaling and pause as long as you can. Then exhale smoothly through the nose (repeat 5–10 times)

.

The exercise is performed silently, smoothly, so that even a palm placed to the nose does not feel the stream of air when exhaling.

Balloon in the chest
(medium, costal breathing)
Starting position - lying, sitting, standing. Place your hands on the lower part of the ribs and concentrate on them.

Exhale slowly, evenly, squeezing the ribs of the chest with your hands.

1. Slowly inhale through your nose, your hands feel the expansion of your chest and slowly release the clamp.

2. As you exhale, the chest is again slowly pressed with both hands at the bottom of the ribs.

Repeat 6-10 times.

Balloon rises up (upper breathing)

Starting position - lying, sitting, standing. Place one hand between your collarbones and concentrate on them and your shoulders.

Inhale and exhale with a calm and smooth rise and fall of the collarbones and shoulders.

Repeat 4-8 times.

Wind
(cleansing, full breath)
Starting position - lying, sitting, standing. The torso is relaxed. Exhale completely through your nose, drawing in your stomach and chest. Take a full breath, protruding your stomach and chest ribs. Forcefully release the air through pursed lips with several abrupt exhalations.

Repeat 3-4 times.

Hedgehog

Turn your head left and right at the pace of movement. Simultaneously with each turn, inhale through the nose: short, noisy (like a hedgehog)

, with tension in the muscles of the entire nasopharynx
(the nostrils move and seem to connect, the neck tenses)
. Exhale softly, voluntarily, through half-open lips.

Repeat 4-8 times.

Lips “tube”

1. Exhale completely through the nose, drawing in the stomach and intercostal muscles.

2. Form your lips into a “tube” and sharply draw in air, filling all your lungs to capacity.

3. Make a swallowing movement (as if you are swallowing air)

.

4. Pause for 2-3 seconds, then raise your head up and exhale air through your nose smoothly and slowly.

Repeat 4-6 times.

Ears

Shaking your head left and right, take deep breaths. The shoulders remain motionless, but when the head is tilted to the right, the ears are as close to the shoulders as possible. Make sure that your torso does not turn when you tilt your head. Inhalations are performed with tension in the muscles of the entire nasopharynx. Exhalation is voluntary. Repeat 4-5 times.

Blowing soap bubbles

1. When tilting your head to your chest, inhale through your nose, straining the muscles of the nasopharynx.

2. Raise your head up and calmly exhale air through your nose, as if blowing soap bubbles.

3. Without lowering your head, inhale through your nose, straining the muscles of the nasopharynx.

4. Exhale calmly through the nose with your head bowed. Repeat 3-5 times.

Tongue "tube"

1. The lips are folded in a “tube”, as when pronouncing the sound “o”. Stick out your tongue and also fold it into a “tube”.

2. Slowly drawing in air through the “tube” of the tongue, fill all the lungs with it, inflating the stomach and ribs of the chest.

3. When you finish inhaling, close your mouth. Slowly lower your head until your chin touches your chest. Pause - 3-5 seconds.

4. Raise your head and calmly exhale air through your nose.

Pump

1. Bring your hands together in front of your chest, clenching your fists.

2. Bend forward and down and with each springy tilt take gusty breaths, as sharp and noisy as when inflating tires with a pump (5-7 springy bends and breaths)

.

3. Exhalation is voluntary.

Repeat 3 times.

Smelling flowers (exercises for younger children)

1. Hands in front of you, clenched into a fist, imagine that there is a chamomile in one hand and a dandelion in the other. On “one” - children smell chamomile, on “two” - they blow off a dandelion

2. Starting position - main stance. On “one” - children squat, collecting as many flowers as possible, on “two” - they sharply blow off all the flowers.

These exercises will allow children to breathe correctly during all physical activity and become resilient children!

Literature:

1. Gorbatenko O. F., Kardailskaya T. A., Popova G. P. Physical education and health work in preschool educational institutions: planning, classes, exercises, sports and leisure activities. — Volgograd: Teacher, 2008

2. Podolyanskaya E.I. Forms of health improvement for children 4–7 years old: kinesiological and breathing exercises, morning exercises. — Volgograd: Teacher, 2009

3. Yakovleva L., Yudina R. Preschool education. - 1997. - No. 2. - P. 14–20.

4. https://doshvozrast.ru/ozdorov/gimnastika10.htm

Recommendations for performing breathing exercises

• Classes must be carried out in a well-ventilated area;
• All exercises should be performed before meals;
• Clothing should not hinder the baby's movements;
• The muscles of the child’s neck, shoulders, arms, chest and abdomen should be relaxed;
• Inhalation should occur through the nose;
• The exhalation should be long and smooth;
• Make sure that when performing breathing exercises, the child does not puff out his cheeks. At first, you can hold them with your palms;
• 3-5 repetitions of each exercise are enough, between which you should take a 2-3 second pause. The total duration of breathing exercises should not exceed 5 minutes.

It is very important to measure the amount of breathing exercises and perform them at a moderate pace to avoid hyperventilation.

Recommendation for parents on the speech development of preschoolers

It is important to understand that only a qualified preschool specialist can give competent and effective recommendations. As a result of the examination, he will determine whether the child’s speech breathing is impaired and will show exercises for children. It will also choose the direction of development. The specialist may recommend enrolling the child in a group for diverse communication or send him to a preparatory speech therapy kindergarten.

There is a specialized kindergarten

Breathing exercises

Exercises for child speech exist in large quantities. The main thing is to develop a habit in your child and make training fun for him.

Exercises for children's speech development:

• Take in more air through your nose, inflating your stomach, and hold your breath. Release the air through your mouth. Every day, gradually increase the time you hold your breath.
• Having taken in more air, release it with pauses, in small portions.
• Exhale normally and calmly and try not to inhale for longer.
• As you exhale, pronounce a low “oo-oo-oo.”
• As you exhale, pronounce a high-pitched “pee-pee-pee.”

Individual speech therapy support programs for children

Principles of speech development in preschoolers

There is a group of fundamental principles:

• comprehensive development (speech, intellectual, motor development);
• the principle of real communication;
• the principle of development of linguistic intuition;
• the principle of the versatility of speech development;
• cognitive principle.

Formation of emotionally rich speech, rich in intonations

To create the appearance of emotionally rich speech with rich intonations in a child, first of all you need to communicate a lot with him. Answer his questions in detail, without ignoring the questions, and also teach the child himself to answer in detail.

Note! High-quality children's literature is important. You should definitely read it out loud to your child. It is important to “live the dialogues” and not read with one intonation, i.e. expressiveness is needed.

If, despite his young age, the baby already knows how to read, then role-playing reading with him will be an excellent training. Theatrical activity is an excellent activity in achieving this goal. It is worth practicing a small skit with your child at home, holding an art concert in which both the preschooler and all family members will participate, and showing a performance.

Exercises to develop the strength and duration of exhalation

• Breeze. Tie several ribbons of serpentine or Christmas tree rain to a thread or lace. Invite your baby to blow on them and create a breeze. You can make the task more difficult by asking them to blow on ribbons of a certain color. The distance between the face and the ribbons should be approximately 10-15 cm.
• Leaf fall. Cut out real autumn leaves from paper or collect them from the street. Together with your child, you can arrange a real leaf fall by blowing them off the table. In the winter season, you can also play with paper snowflakes.
• Fly, feather! Let the baby throw the feather up and blow on it from bottom to top, not letting it fall.
• Pencil athletes. Draw start and finish lines on the table. At the start, put two pencils of different colors. Take turns blowing with your child on his own pencil and arrange a competition to see which of them will “run” to the finish line first.
• Sailors. Make boats out of paper or cork and lower them into a basin of water. There is a strong wind at sea - we blow on the ships, forcing them to move.

• Blow out the candles. You can role-play a birthday situation with your child. Prepare a toy set, cake and real candles. By blowing out the candles, you can make a wish.
• Pinwheel. A fidget toy is great for creating proper exhalation. Children love to watch the rotating blades and are proud of the result of their efforts.
• Whistles with the sounds of various animals and birds will also delight the baby and will be very useful for the development of his speech breathing.
• Another simple way to practice breathing is using soap bubbles.

Make sure that the child makes smooth and long exhalations. Gradually make the exercises more difficult by increasing the distance between your face and the object being deflated.

Game exercises in poetry for the development of speech breathing

Irina Elovikova

Game exercises in poetry for the development of speech breathing

Game exercises in poetry for the development of speech breathing

teacher-speech therapist Elovikova I. G.

Physiological breathing is a reflex action that occurs without the command of human consciousness. Speech breathing is controlled. We say a word, and to say the next one, we pause to breathe again, and so on. Speech breathing needs to be trained and developed. Breathing affects sound pronunciation, articulation and voice.

Working on proper breathing pursues not only correctional goals (provides rhythm, tempo, diction, voice formation, expressiveness, correct speech and sound pronunciation). It contributes to the health of children, because children who have proper breathing suffer from colds much less often.

The proposed exercises evoke positive emotions, increase interest in breathing exercises, and also contribute to the development of creative imagination and fantasy. The exercises must be approached in doses and in a consistent manner.

Exercise technique:

take in air through the nose;

do not raise your shoulders;

exhalation should be long and smooth;

you need to make sure that your cheeks do not puff out (to begin with, you can hold them with your hands);

You cannot repeat the exercises many times in a row, as this can lead to dizziness.

Exercise "Balloons" . You can use a postcard with the image of any character, attach balloons cut out of light colored paper on top of the threads along the edge. Blow long and smoothly.

Happy birthday

our kids!

Everyone is launched into the sky

Balloons!

Exercise "Starship". We make a rocket out of paper and attach it to a thread. We launch a starship over a map of outer space: we place the tongue on the lower lip and direct a strong exhalation towards the rocket.

Starship, starship,

takes flight!

We will breathe stronger -

fly, rocket, higher!

Exercise “Let’s cool the tea . Make a cup from cardboard, and make tea steam from paper and blow calmly. The air stream is cold. Development of strong, smooth and prolonged exhalation.

I love fragrant tea

but I don’t drink rashly.

I'll blow a little tea for tea -

So I'll cool it down.

Exercise "Snowflake" . Lightly blow on a paper snowflake attached to a thread glued to a cardboard mitten. Then place it on your palm and blow it out with a smooth exhalation.

The fluffy one lies

Snowflake is brave.

How clean

How white!

Easy to carry -

asks for the ground.

Exercise "Steam Locomotive" . On the route of the locomotive, make a snowdrift from cotton wool and blow on it. The exhalation is strong and long.

Unusual steam locomotive

carried travelers,

Suddenly danger is on the way -

don't pass, don't pass.

I'll blow up the snowdrift -

We can go as before!

Exercise "Snowman" . Blow on balls of cotton wool and roll them on the table, then make a snowman out of them. Exhale lightly and smoothly.

We are making a snowman

from a fluffy ball -

there will be a few lumps

for snowman friends!

Exercise "Magician" . Place your tongue on your upper lip (the side edges of the tongue are pressed against the upper lip, and a groove remains in the middle). Place a piece of cotton wool or a napkin on the tip of your nose. Inhale through your nose and quickly blow forcefully onto the cotton wool. Developing a strong and targeted exhalation.

B

there was a snowball and it flew away,

You didn’t have time to look back!

Exercise "Football" . Make a ball from foam rubber, put two cubes as goals. Place the tongue on your lower lip and blow on the ball, driving it into the goal. The exhalation should be strong.

I'm a good football player -

The ball flies into the goal like an arrow!

Exercise “Butterfly” . Attach a butterfly on a thread above a field of flowers (a sheet of cardboard with an applique or a design of flowers). Take a deep breath through your nose and exhale smoothly through your mouth.

The butterfly flies, flutters,

as if he doesn’t know how tired he is.

Here I sat down on a flower,

find her, my friend!

Exercise “Who lives in the house?” . Make a house wall out of cardboard, and a window in it, fasten a piece of light fabric, behind it is a picture with an image of an animal. Strong short exhalation on the curtain.

Here stands a tall house,

we want to know - who is in it?

You can look into the house

All you have to do is blow out the window!

Exercise "The Secret in the Box" . At the bottom of the box we attach the cut ribbons. Below them are interchangeable pictures. We blow on the tape and open the picture.

What 's hidden at the bottom?

But I can't see it yet.

I'll blow on the ribbons -

I'll reveal the secret!

Exercise “Kolobok” . On a shoe lid, preferably a shallow one, stick a path and along it stick pictures of animals: a wolf, a hare, a bear, a hedgehog. Make a ball (bun) out of foam rubber. Exhale shallowly and smoothly, making sure your cheeks do not puff out.

Fidget-bun,

your side is ruddy!

You found friends in the forest -

The evil one has left the fox!

Exercise "Zoo" . Glue a picture of an animal or several pictures onto a strip of cardboard. Glue a strip of vertically cut paper on top and secure it on top of the pictures. The child blows on the stripes and opens the picture.

I like to go to the zoo

And feed the animals there.

I'll open the curtain now -

all the animals will be on display!

Exercise "Squirrel" . Toy - squirrel. In front of her is a “basket” - a cup of “yogurt”, placed lying down. You can stick it on cardboard with double-sided tape. The exhalation is smooth and purposeful.

Squirrel collects cones

and stores it for the winter.

We are happy to help the squirrel -

and we do not demand rewards!

Exercise "Machine". Roll the Kinder Surprise car along the road with a stream of air. You can draw the road with a simple pencil on a table or on whatman paper. The exhalation is long and smooth.

The engine hums, the engine roars,

The car rolls forward.

All exercise games contribute to:

development of differentiated breathing;

longer, smoother and more even exhalation;

activate the labial muscles, which helps to achieve positive results in the process of correcting children's speech.

make children want to practice and develop interest in breathing exercises.

Exercises to practice correct pronunciation of sounds and syllables

To teach your baby to correctly pronounce vowels and consonants, syllables and sound combinations, you need to train them to pronounce them in one exhalation. Invite your baby to sing “songs” that imitate various sounds:

• “Ahhh!” - the baby is crying;
• "Uh-oh!" - the plane is flying;
• “Y-y-y!” — the steamer is humming;
• “Oh-oh-oh,” the bunny sighs;
• “F-f-f” - the balloon deflates;
• “Sh-sh-sh” - the snake hisses;
• “Ssss” - the pump is running;
• “Beep!” - the car honks;
• “Too-too” - the locomotive is moving;
• “La-la-la” - the doll sings;
• “Top-top-top” - the bear goes;
• “Drip-drip-drip” - it’s raining.

To engage your child, create a playful situation using your child’s favorite toys in class. Reinforce your speech with appropriate actions, and let the baby repeat after you.

Consultation for educators “Breathing exercises for preschoolers”

Dear friends, we are pleased to introduce you Natalya Valerievna Kozyr, physical education instructor at the Yamal-Nenets Autonomous District Yamal-Nenets Autonomous Okrug. Today Natalya Valerievna is pleased to offer you breathing exercises for preschoolers. The article will be of interest to preschool teachers and parents.

A short commentary on the article from Natalya Valerievna:

“Breathing exercises develop long, uniform exhalation in children, forming a strong air stream through the mouth. By evoking positive emotions, such exercises increase the child’s interest in breathing exercises, which also contribute to the development of creative imagination and fantasy.”

Useful reading...

Consultation for educators “Breathing exercises for preschoolers”

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“Moderation in eating and drinking, clean air in and outside the home, daily exercise, regardless of the weather. Breathing exercises, cultivating cheerfulness for the soul and an optimistic outlook on life.”

(E.G. Weber, German doctor)

Raising a healthy child is one of the most important tasks of a family and a preschool educational institution.

Currently, there is an increase in the number of preschool children with various health conditions, retardation in physical development, and a decrease in the body’s resistance to harmful environmental factors, including infectious viral diseases.

The problem of raising a healthy child facing us has been and remains the most pressing, and in connection with this there is a need to search for effective ways to strengthen the child’s health, correct deficiencies in physical development, prevent diseases and increase physical activity.

Along with generally accepted measures, breathing exercises are an effective preventive measure for reducing the incidence of episodic illness in children.

Breathing is the most important function of the body. An important place in physical culture is occupied by special breathing exercises, which provide complete drainage of the bronchi, cleanse the mucous membrane of the respiratory tract, and strengthen the respiratory muscles. Even the ancient eastern sages, the creators of various respiratory systems, attached great importance to breathing exercises. It was believed that in addition to oxygen supply, breathing also provided energy to the body. Proper breathing regulates the state of the human nervous system.

Breathing exercises help saturate every cell of the body with oxygen. The ability to control breathing contributes to the ability to control oneself.

Exhaling slowly helps you relax, calm down, and cope with anxiety and irritability.

Breathing exercises develop the child’s still imperfect respiratory system, strengthen the body’s defenses and have a number of advantages. It is based on nasal breathing. It is no coincidence that yogis warn: if children do not breathe through their nose, they will not receive enough mental development, because... nasal breathing stimulates the nerve endings of all organs located in the nasopharynx.

The respiratory system of children is imperfect, and the smaller the child, the narrower all the respiratory tracts are, and the mucous membrane lining them is very delicate, easily inflamed, even under the influence of dust particles; at the same time, the already narrow passages become even narrower, and it becomes difficult for the child to breathe. That is why it is necessary to include breathing exercises in a complex of physical education and health exercises.

Breathing exercises in preschool age pursue the following objectives:

• increasing the child’s overall vitality and the resistance, hardening and resistance of his body to diseases of the respiratory system;

When compiling breathing exercises complexes, the following were taken into account:

• the effectiveness of each exercise for hardening and improving the health of children in a preschool institution;
• accessible degree of difficulty of exercises for children of different ages;
• the degree of influence of exercises on strengthening the respiratory muscles.

The main task of breathing exercises for a child is to teach him to breathe correctly, deeply, fill his lungs as much as possible when inhaling, while expanding the chest, and when exhaling, free the lungs from residual air, pushing it out by compressing the lungs.

Breathing exercises play a huge role in the hardening and healing of children.

Breathing exercises for children are carried out 2 times a day for 10-15 minutes, no earlier than 1 hour after meals, in lightweight clothing, at an air temperature no higher than 17-20 degrees. The room in which the child is located should always be well ventilated: clean air has fewer germs and reduces the risk of disease. Classes can be conducted by a teacher, instructor, educator or medical worker at a preschool institution. The load gradually increases by increasing the number of repetitions and complicating the exercises.

The methodology for conducting classes is based on the use of special static and dynamic breathing exercises. The basis of breathing exercises is an exercise with prolonged and enhanced exhalation against the background of general strengthening and general developmental physical exercises. This can be achieved by pronouncing vowel sounds (a-a-a, u-u-u, o-o-o), hissing consonants (zh and sh) and combinations of sounds (ah, uh, fu). It is advisable to carry out these breathing exercises in a playful way (a bee is buzzing, an airplane is humming, train wheels are knocking, etc.).

For the purpose of systematic use, breathing exercises are included in complexes of health-improving gymnastics after sleep, morning exercises and physical education classes. Classes for children are conducted in a playful way. To interest the child, the exercises are given “childish” or funny names: “Strong Men”, “Spring”, “The Most Dexterous”, Tree” and others. You can come up with your own exercises, similar to the standard ones, and perform gymnastics using your favorite toys.

This consultation offers an approximate set of breathing exercises for a year. To analyze the effectiveness of your work, it is necessary to include sets of breathing exercises in your morning exercises.

www.Logopedy.ru

Abdullina Guzel Irikovna, teacher-speech therapist, MBDOU kindergarten No. 1 “Solnyshko” in the village of Yazykovo, Blagovarsky district, rep. Bashkortostan

Original:

Certificate of Publication:

Correct speech breathing is the basis of sounding speech. It ensures normal voice and sound formation, maintains smoothness and musicality of speech. With proper speech breathing, the baby will be able to pronounce sounds correctly, speak loudly, clearly, expressively, smoothly and observe the necessary pauses. The very first thing that is important for a child to learn is to exhale strongly and smoothly through the mouth. The baby needs to learn to control the time of exhalation, use air sparingly, and also direct the air stream in the right direction. Everyone knows what an important role the breathing apparatus plays in the life of every person. The birth of a baby begins with the first breath and, following this breath, a cry. However, you cannot be sure that if a child is breathing, then everything will be fine with his speech.

Correct physiological breathing does not imply correct speech breathing. This is due to the fact that the respiratory apparatus not only performs the main physiological function - gas exchange, but also participates in the formation of sound and voice. It is thanks to correct speech breathing that we change the volume of speech, make it smooth and expressive. Speech breathing is a person’s ability to make a short, deep entrance and rationally distribute air when exhaling while simultaneously pronouncing various sound combinations. Only correct speech breathing allows a person to expend less muscle energy, but at the same time achieve maximum sound and smoothness.

Speech breathing occurs voluntarily (the person controls himself), while non-speech breathing is performed automatically. When speaking, a person controls the inhalation and exhalation, changing it and ensuring smoothness, duration and ease of utterance. As our experience shows, young children in the process of speaking often begin to speak at the input or at the residual output. There are cases when children take a deep breath before pronouncing each word. Undoubtedly, this negatively affects the mastery of correct pronunciation and the construction of a smooth and coherent speech utterance. If a child speaks poorly, then work on speech development should begin, first of all, with the development of breathing.

Various games and exercises help develop breathing. What is it for? Proper breathing will help your child learn to speak calmly, smoothly, and slowly. Some breathing exercises also help teach the child how to pronounce certain sounds correctly. If a child puffs out his cheeks while speaking, then his speech is slurred precisely for this reason. And before you start making sounds, you need to teach your child how to properly produce an air stream.

The objectives of the work on the development of speech breathing are: 1) developing the skills of correct speech breathing; 2) strengthening the muscles of the face and chest; 3) prevention of diseases of the upper respiratory tract and nervous system; 4) increasing the mental performance of children; 5) normalization of sound pronunciation and prosodic components of speech; 6) consolidation of lexical topics and grammatical categories; 7) stimulation of interest in classes.

Breathing exercises improve posture, stimulate the movements of the diaphragm, improve blood circulation, and harmonize the activity of the respiratory, nervous and cardiovascular systems. Breathing is a reflex act and occurs without the intervention of human consciousness. But on the other hand, breathing is a controlled process when it is directly related to speech production. This breathing is called speech (phonation, or sound) breathing, and it requires special training. The development of breathing is one of the first and very important stages of correctional influence on children - speech pathologists, regardless of the type of their speech defect.

What is the difference between speech breathing and normal breathing? Breathing in human life is involuntary; it performs the function of gas exchange in the human body. Inhalation and exhalation are performed through the nose; they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause. For speech, especially monologue, physiological breathing is usually not enough. Speech and reading aloud require a large amount of air, a constant respiratory supply, its economical use and timely resumption, regulated by the respiratory center of the brain. In the initial stage of mastering speech breathing, will and consciousness are involved, aimed at performing the desired breathing task. Such voluntary speech breathing, achieved only through training, gradually becomes involuntary and organized.

It is imperative to breathe through the nose; the habit of breathing through the mouth has a very harmful effect on the human body, leading to diseases of the thyroid gland, tonsils, and the entire respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs well, the cavity of the middle ear, which communicates with the nasopharynx, has a beneficial effect on the blood vessels of the brain. It is imperative to breathe through your nose in everyday life and when performing breathing exercises. The role of proper nasal breathing and breathing exercises in a person’s life is enormous. Breathing exercises are successfully used as a valid method of treating diseases of the upper respiratory tract (runny nose, laryngitis, pharyngitis, bronchitis), bronchial asthma, and neuroses. Healthy people can use breathing exercises to prevent many diseases. In speech breathing, inhalation and exhalation are not equal; the latter is much longer than the inhalation. The breathing sequence is also different. After a short inhalation, there is a pause to strengthen the abdominal muscles, and then a long sound exhalation. Since speech sounds are formed during exhalation, its organization is of paramount importance for the establishment of speech breathing and voice, for their development and improvement. Therefore, the ultimate goal of training speech diaphragmatic-costal breathing is to train a long exhalation, to train the ability to rationally use up the air supply during speech. To do this, it is necessary to train the muscles involved in the respiratory process and holding the chest in an expanded state not to relax passively immediately after exhalation. Relaxation should occur gradually as needed, obeying our will. To develop this type of breathing, educational and training exercises will be given below to develop and strengthen the diaphragm, abdominal and intercostal muscles.

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The formation of speech breathing is carried out throughout the entire work with the child. Unfortunately, parents do not always pay due attention to breathing defects. This is partly understandable: they are not very noticeable in the general condition of the child. But even a minor “malfunction” of nasal breathing has a harmful effect on the entire body. After all, a child takes more than 20 inhalations and exhalations per minute! And all this air must pass without any obstacles through the “entrance gate” - the nose. Here it is cleansed, warmed, moisturized and becomes what the body needs.

Why is it harmful to breathe through your mouth? Firstly, much less air enters the lungs; only their upper sections will work, which means the body will receive less oxygen. Secondly, the voice changes, speech is disrupted, the child begins to nasal and speak monotonously. In addition, it becomes more difficult for him to chew food. The sense of smell becomes dull due to a “bad nose,” and appetite disappears. Improper breathing also affects the teeth: they gradually become curved and caries can develop. And that's not it. The fluid that washes the brain stagnates, and substances harmful to the nervous system accumulate in it. Therefore, children who breathe through their mouths are irritable, whiny, absent-minded and lethargic.

These facts demonstrate how important it is to monitor the breathing of young children. If your baby, while climbing the stairs, doing exercises, doing some of his business, keeps his mouth open or sleeps with his mouth open, if he breathes frequently, has become lethargic, pale, and his lips are constantly chapped and covered with cracks - these are the first symptoms that he gets used to breathing incorrectly. What to do if a child breathes through his mouth? First of all, be patient and persistent. Breathing can be trained. Special exercises are recommended, the task of which is to learn to breathe only through the nose. Individual techniques should be practiced until normal nasal breathing becomes habitual. Here is the simplest exercise - closing the mouth “with a lock” (all exercises are in a playful form): the mouth is closed with the fingers or covered with the palm and the child is asked to breathe only through the nose. Gradually the mouth is closed for longer and longer periods of time. After a few days, the exercise becomes more complicated: they do it while walking. To strengthen the muscles of the nose, mouth, and throat, it is useful to read aloud more. You need to speak clearly and understandably. The child can control himself by loudly pronouncing the consonant sounds [b], [v], [zh], [m], [p], [t], [f], [sh], monitoring his breathing while performing this exercise. The following exercise is very useful: inhale and exhale slowly 5-6 times, closing your mouth. The hands should be placed on the back of the neck or on the upper abdomen. Systematic sound gymnastics classes are carried out with the child after appropriate consultation with a doctor. They restore breathing through the nose and increase emotional tone. This method of treating patients after adenotomy should be preferred. Here are some exercises. Exercises to strengthen the muscles of the respiratory apparatus. After breathing rhythmically, close your mouth tightly. Repeat the consonant sounds [b], [v], [m], [p], [t], [zh], [sh], [f] at rhythmic intervals. The air seems to be pushed out through the nose.

Of interest to modern scientists is the study of the possibility of using breathing exercises to improve the health of sick and weakened children, as well as the beneficial effects of these exercises on the body of a healthy child. The respiratory cycle consists of three phases: inhalation, exhalation and pause. During physiological breathing, inhalation and exhalation occur only through the nose. In the process of speaking and singing, exhalation occurs mainly through the mouth, while inhalation occurs simultaneously through the nose and through the mouth. During physiological breathing, according to V. G. Ermolaev, N. F. Lebedeva, V. P. Morozov, the ratio of the duration of inhalation and exhalation ranges from 1:1 to 1:2; during singing or talking, the duration of the exhalation phase can be 12, 20 and even 30 times longer than the inhalation phase. O. V. Pravdina points to the same ratio of inhalation and exhalation - 1:20, 1:30, but believes that inhalation will occur mainly through the mouth (the path of inhaled air through the mouth is shorter and wider than through the nose, therefore it occurs faster and more inconspicuous). E.D. Dmitrieva believes that during long stops, air must be inhaled through the nose, and during short stops (to get air), inhalation must be done through the mouth. O.Yu. Ermolaev, a supporter of the three-phase breathing system, argues that inhalation should be carried out exclusively through the nose.

The smoothness of the sound of speech depends on speech breathing. Moreover, it often depends not on the amount of air taken at the moment of inhalation, but on the ability to rationally spend it in the process of speaking. To maintain its smoothness, lightness and duration, it is necessary not only to rationally spend air in the process of speaking, but also to get it in a timely manner. An important point in mastering correct speech breathing is the question of what type of breathing a person uses during a speech utterance. Physiologists distinguish and distinguish three main types of breathing: thoracic, abdominal and mixed. It has been established that the most correct and convenient for speech is costal-diaphragmatic breathing, in which the lungs are ventilated evenly in all parts. Currently, most researchers prefer this type of breathing, as they regard it as the most beneficial for the body. With this type of breathing, during inhalation, the shoulders do not rise, the abdominal press moves forward somewhat, the ribs move apart, and air fills all the lungs. During exhalation, air leaves the lungs, the ribs move closer together, and the abdominal muscles fall. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.

The speech breathing of preschoolers differs sharply from the speech breathing of adults: it is characterized by weakness of the respiratory muscles and small lung volume. Many children use upper chest breathing and often inhale with a sharp rise in their shoulders. Some children do not know how to expend air rationally during the process of speaking; they often take in air almost before every word.

Imperfections of speech breathing in preschoolers: 1. Very weak inhalation and exhalation, which leads to quiet, barely audible speech. This is often observed in physically weak, sedentary, shy children. 2. Uneconomical and uneven distribution of exhaled air. As a result of this, the preschooler sometimes exhales all the air on the first syllable and then finishes the phrase or word in a whisper. Often, because of this, he does not finish speaking and “swallows” the end of a word or phrase. 3. Inept distribution of breathing according to words. The child inhales in the middle of the word (the doll and I sing - (inhale) - we're going for a walk). 4. Hasty pronouncing of phrases, without interruption and while inhaling, with “choking.” 5. Uneven jerky exhalation: speech sounds either loud or quiet. 6.Weak exhalation or incorrectly directed exhaled air stream, in turn, leads to distortion of sounds.

Work on the formation of speech breathing includes the following stages: *Expanding the physiological capabilities of the respiratory apparatus (establishing diaphragmatic-costal breathing and forming a long exhalation through the mouth). *Formation of prolonged phonation exhalation. *Formation of speech exhalation.

The formation of speech exhalation is of fundamental importance for the organization of smooth speech. It is known that fluency of speech is a holistic, continuous articulation of an intonationally and logically completed segment of an utterance in the process of one continuous exhalation.

In preschool age, the formation of diaphragmatic breathing must be carried out at the initial stage in a lying position. In this position, the muscles of the whole body relax slightly, and diaphragmatic breathing is established automatically without additional instructions.

In the future, various game techniques are used to train diaphragmatic breathing, its strength and duration. In this case, the following guidelines should be taken into account. * Breathing exercises should be organized in such a way that the child does not focus on the process of inhalation and exhalation. * For preschool children, breathing exercises are organized in the form of a game so that the child can involuntarily take a deeper breath and exhale longer. * All exercises for training speech breathing are associated with performing two main movements: the arms move from the “to the sides” position “in front” with the girth of the chest, or from the “up” position they move down. Body movements are usually associated with bending down or to the sides. * Most exercises for preschool children include exhalation with articulation of consonants (mainly fricatives) or phonation of vowel sounds, which allows the speech therapist to auditorily control the duration and continuity of exhalation, and subsequently forms biological feedback in the child.

The child is in a supine position. The child's hand rests on the upper abdomen (diaphragmatic region). The child’s attention is drawn to the fact that his stomach is “breathing well.” You can put a toy on your stomach to attract attention. This exercise lasts on average 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.

Blow out the candle Children hold strips of paper about 10 cm from their lips. Children are asked to slowly and quietly blow on the “candle” so that the flame of the “candle” is deflected. The speech therapist notes those children who blew on the “candle” the longest.

The tire burst Starting position: children spread their arms in front of them, depicting a circle - “tire”. As they exhale, children slowly pronounce the sound “sh-sh-sh”. At the same time, the arms are slowly crossed, so that the right hand rests on the left shoulder and vice versa. The chest contracts easily during exhalation. Taking the starting position, children involuntarily inhale.

Inflate a tire Children are asked to inflate a “burst tire.” Children “clench” their hands into fists in front of their chests, taking an imaginary “pump” handle. Slowly bending forward is accompanied by exhaling to the sound “ssss.” When straightening, inhalation is involuntary.

Balloon The exercise is similar to the “Burnt Tire” exercise, but while exhaling the children make the sound “f-f-f”.

Hedgehog Starting position: bend your arms at the elbows and place them on your belt. Exhaling, children say “puff-puff-puff”, moving their elbows forward. Taking the starting position, children involuntarily inhale.

Crow Starting position: raise your arms up through your sides. Slowly lowering their arms and squatting, the children pronounce a drawn-out “K-a-a-a-r.” The speech therapist praises those “crows” that slowly descended from the tree to the ground. Taking the starting position, children involuntarily inhale.

Geese Starting position: place your hands on your belt. Slowly tilt your torso forward without lowering your head down. Say “G-a-a-a” in a drawn-out manner. Taking the starting position, inhale. The duration and strength of exhalation can be trained in exercises such as: * Exhale to a mental count (inhale on a count of 1-2-3; exhale: 4-5-6-7-8 to 15). * Pronounce slot sounds (s, sh, f, etc.) while exhaling, controlling the duration of exhalation with a stopwatch. * “Exhale and roll” an imaginary cotton ball along the length of your entire arm.

In the future, the diaphragmatic type of breathing must be trained when performing physical exercises (walking, bending and turning the body, etc.).

One of the common mistakes in working on the formation of speech breathing is excessive filling of the lungs with air during inhalation. Inhaling too much creates excessive tension in the respiratory muscles, creating conditions for hyperventilation. The next stage of work is the development of prolonged phonation exhalation. The formation of phonation exhalation is the basis for the development of coordinating relationships between breathing, voice and articulation. To avoid fixating attention on the process of inhalation, the instructions should concern only the duration of the sound.

After children have mastered the long pronunciation of one vowel while exhaling, they are asked to pronounce the combination of their two vowels together on one exhalation A______ O______. The number of vowel sounds pronounced on one exhalation in the following order gradually increases: A - O - U - I (standard vowel sounds). The child can control diaphragmatic inhalation and exhalation during these exercises with the palm placed on the diaphragm area. In addition to auditory control, the duration of phonation exhalation can be controlled by smooth hand movements.

The next stage of working on breathing includes the formation of the actual speech exhalation. Syllables, words, phrases are introduced into the exercises. When learning new skills, it is necessary not only to explain, but also to demonstrate it multiple times and to connect various types of control (auditory, visual, kinesthetic). Training should be systematic, long-term and included in all types of activities conducted with children.

Since the formation of speech breathing is closely related to the formation of the skill of rational vocal delivery and voice guidance, these tasks are solved almost simultaneously.

Work to overcome speech disorders in preschool children, carried out in a specialized kindergarten or group, is implemented through the use of a step-by-step system of speech formation. Considering the fact that a number of speech disorders have in their symptoms the syndrome of impaired physiological and speech breathing, this work is complex in nature and includes the “staging” of correct physiological and speech breathing. For this purpose, static and dynamic breathing exercises are used, aimed at developing the ability to breathe through the nose, developing oral exhalation, the ability to differentiate nasal and oral exhalation, and rationally use exhalation at the time of pronouncing sounds, syllables, words, phrases.

Performing breathing exercises in a playful way causes a positive emotional mood in the child, relieves stress and contributes to the formation of practical skills. While doing breathing exercises, a child will find himself in a special microworld of fairy tales, songs, games, and poems.

Fairy tales are a popular genre loved by children. In modern pedagogy and psychology, a fairy tale is considered as a source of child development that is diverse in its capabilities. Particular attention is paid to the close connection between the fairy tale and the game. Through fairy tales and motifs, the child is more easily included in the proposed type of activity.

Poems are short rhymed lines (rows), correlated and commensurate with each other. Poems are well remembered and emotionally perceived by children. Explanations regarding the meaning of the exercises, methods of performing them, or the rules of the game are better perceived and remembered by children if presented in the form of poems or short rhymes. The poem itself may contain some kind of fairy-tale plot calling for play.

Music is an auxiliary tool necessary to create a positive emotional mood, an atmosphere of creativity and fantasy. A music director can provide assistance in selecting a musical repertoire to accompany breathing games and exercises.

Singing is a form of breathing exercises that develops the vocal apparatus, strengthens the vocal cords, and improves speech. The systematic use of singing has a pronounced positive dynamics in the indicators of external respiration function. There is an increase in the vital capacity of the lungs, reserve volumes of inhalation and exhalation, a simultaneous decrease in the frequency and minute volume of breathing, as well as a decrease in respiratory energy costs.

Work on the formation of correct physiological and speech breathing in children with speech pathology, carried out in a specialized group of a preschool educational institution, involves solving the following tasks: *Improve the function of external (nasal) breathing. *Produce deeper inhalations and longer exhalations. *Develop phonation (voiced) exhalation. *Develop speech breathing. *Train speech breathing while pronouncing the text.

A child who has mastered proper breathing needs constant monitoring and monitoring of the correctness of his breathing. Hence the need for constant repetition of breathing exercises to consolidate the skills of correct physiological and speech breathing. All work on the formation of physiological and speech breathing, which is carried out in a preschool educational institution, requires the participation of the following specialists: speech therapist, teacher, music director, physical education instructor, psychologist, medical workers. In speech therapy work, the game method is widely used, which involves the use of various games, exercises of a playful nature in combination with other techniques: demonstration, explanation, instructions and questions. In the practice of correctional education and upbringing of preschool children, breathing games and exercises aimed at developing correct physiological and speech breathing are widely used. Special games and exercises are described in the manuals: G.A. Volkova, V.I. Seliverstova, E.N. Krause, I.A. Povarova, R.I. Lalaeva, S.E. Bolshakova, N.G. Komratova and etc. Regular exercises for the development of speech breathing, carried out by a speech pathologist in classes and teachers in a group, will ensure normal sound pronunciation, create conditions for maintaining the volume of speech, strictly observing pauses, maintaining fluency of speech and intonation expressiveness. In addition, they will strengthen the child’s health, increase his mental abilities, and correctly shape the child’s breathing.

List of used literature. 1. Fedyukovich N.I. Human anatomy and physiology: Textbook. — Ed. 2nd. - Rn/D: Phoenix, 2003. - 416 p. 2. Tkachenko B.I. Normal human physiology. — 2nd ed. - M.: Medicine, 2005. - 928 p. 3. Speech therapy: textbook for students. defectol. fak. ped. higher textbook establishments. / Ed. L.S. Volkova. ? 5th ed. ? M.: Vlados, 2008. - 703 p. 4. Semenova K.A., Mastyukova E.M., Smuglin M.Ya. Clinical symptoms of dysarthria and general principles of speech therapy. // Speech therapy. Methodological heritage. In 5 books. ? Book I: Disturbances of the voice and sound-pronunciation aspect of speech: At 2 o'clock? Part 2: Rhinolalia. Dysarthria: a manual for speech therapists and students. defectol. faculties of pedagogy universities / Shakhovskaya S.N. and etc.; edited by L.S. Volkova. ? M.: Vlados, 2006. ? 303 pp. 5.Belyakova L.I., Dyakova E.A. Stuttering. Textbook aid for students ped. institutes for special “Speech therapy”. - M.: V. Sekachev, 1998. - 304 p.: ill. 6.Verbovaya N.P., Golovina O.M., Urnova V.V. The art of speech. ? M., 1977. 7. Kochetkova I.N. Paradoxical gymnastics by Strelnikova. ? M., 1989.

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