Card file of speech therapy games for children with special needs development
Olesya Levchenko
Card file of speech therapy games for children with special needs development
CARD FILE OF Speech Therapy GAMES FOR CHILDREN WITH ODD
Content component.
In recent years, the number of children with speech disorders has increased significantly. And every year the number of practically non-speaking children increases. The reasons for this phenomenon are varied and numerous.
Unfortunately, children with speech disorders often get to see a speech therapist only before school, at best, after five years, and the most significant age for the development of a child’s speech, the age of three, turns out to be missed.
Speech therapy work is based on the principle of repeated repetition of material, and what could be more boring for a preschooler whose leading activity is play? And in order to arouse the child’s interest in classes, the speech therapist must introduce the maximum number of didactic games.
Play is one of the most important methods of working with preschool children. The game method of teaching helps to create an interested, relaxed atmosphere and establish a psychologically age-appropriate communication situation. In play activities, the child’s individuality is revealed, feelings of collectivism and mutual understanding are formed, and children’s creative abilities are developed.
A good, smart and entertaining game activates children's attention, relieves psychological and physical stress, and ensures the perception of new material.
How are games used in speech therapy work?
Thus, we can formulate two main tasks facing a speech therapist in his work with preschoolers.
1. A speech therapist needs to widely use games in correctional work, while remembering their importance in general as a means of physical, mental, moral and aesthetic education of children.
2. When conducting the game, the speech therapist must take into account the possible behavioral characteristics of children with various speech disorders.
The main training from speech therapists comes through exercises on pronunciation and speech development. But you need to remember one important rule! It’s better for your child to leave your lesson without finishing the game than after overplaying it. Thus, a deficit of play is created and the child will definitely want to return to class and will do it with pleasure.
The need for speech therapists to carry out correctional work with preschoolers through play is obvious. The work of a speech therapist requires the use of gaming techniques to an even greater extent than in conventional educational activities. The presence of a speech defect leads to changes in the mental sphere, namely the appearance of such traits as increased irritability, excitability, isolation, etc.
In modern methodological literature on speech therapy, various games are recommended when working with preschool children. The authors of methodological literature strongly recommend the use of games to correct speech disorders in children. In many cases, examples of such games are given, which are modified versions of games well known in preschool pedagogy, but they are often invented by the authors themselves.
As a rule, the bulk of games and game aids are aimed at automating sounds and developing coherent speech in preschoolers. But since I work with children with special needs, I also need to cover vocabulary and grammatical structure of speech. Therefore, the basis of this methodological development was the systematization of games and gaming aids necessary for teaching senior preschoolers with ODD. Here we will present the author's developments of games tested in practice, as well as games already presented in modern methodological literature.
Increasingly, in the senior and school-preparatory groups of kindergarten, children are diagnosed with GSD (general speech underdevelopment). This is a systemic disorder in which sound pronunciation, phonemic perception, syllable structure and sound pronunciation of words are impaired, and speech is saturated with agrammatisms. Children have a poor vocabulary. Coherent speech suffers. There are also deviations in the development of motor skills, both general and articulatory.
As a result, children encounter difficulties in the learning process and poorly assimilate program material. In this regard, there is a need to use effective methods of teaching and correctional work that ensure that children successfully master the knowledge, skills and abilities provided for by the program, and play comes to the rescue and the direction of correctional work becomes important. The advantage of the game is that it allows you to more actively influence the child. With the help of games, a strong interest in classes, a desire to learn new things and assimilate knowledge and skills are maintained.
Games aimed at developing fine motor skills.
1. PALM. The contours of the palms are drawn on a sheet of paper. Each page contains a different position of the palms (fingers together, apart, bent, etc.) The child, placing his palms, must repeat the image as accurately as possible.
2 ROLLING THE BALLS. Children roll small balls around the table (along the playing field on which you can draw different paths - straight, curved, spiral). During the game, the ball should not slip out from under the palm and should roll exactly along the path. Balls can be rolled either with your palms (in the first games) or with one finger (in subsequent games).
3. SORTING SMALL ITEMS. It is very important that the baby does this either with a pinch (with three fingers), or using the “tweezer grip” method (grabbed with two fingers - the thumb and forefinger). At the same time, the other fingers should be tucked in and not interfere. Show the baby the correct way to do this exercise. You can sort by color (if you mixed beads of two colors, by shape, by size. Sorting small items is very important in the third year of a child’s life.
4. KNEADING PLASTICINE. This is a very useful exercise for developing fine motor skills.
5. STRINGING RINGS ON THE PYRAMID ROD. First, the baby learns to disassemble the pyramid toy (this is easier), and only then assemble it. Please note - even the smallest children easily remember the sequence of colors in the pyramid and assemble it simply from memory, and not from comparing values. Therefore, if you want to teach them to compare size of the rings and arrange them from largest to smallest sequentially, then you need a pyramid with rings of the same color!
Development of articulatory motor skills
To present the exercise to preschoolers in a non-boring way, we select pictures and poems for each exercise. Games aimed at developing and activating vocabulary.
1. ADD A WORD
Several people play. The first one names an object. The second repeats this word and adds one of his own, the third repeats the first two in order and names his own, etc. until someone gets confused. The game promotes the development of voluntary attention and memory.
2. VERBAL DOMINO
Several people play. Everyone takes turns pronouncing any phrases, but with a certain condition: each next player begins his phrase with the last word of the previous player’s sentence.
3. SIGNS OF WORDS
The child is told:
1st option. “Now I will name the words, and you must tell me what this object can do. For example, a blizzard is blowing, and thunder is ?; wind -. , and snow -. ; rain - and sun -. With each answer, the child is asked: “What else does the sun do, because it not only shines?” The child must select as many words as possible that denote the action. The same game can be played in reverse: “Who flies? Who swims? Who hammers the nails? Who catches mice?
2nd option. “Name another object that is as white as snow” (as narrow as a ribbon; as fast as a river; as round as a ball; as yellow as a melon, etc.).
3rd option. “Compare by taste - lemon and honey, onion and apple, by color - cloves and chamomile, pear and plum, by strength - rope and thread, stone and clay, by width - road and path, river and stream, by height - bush and tree, mountain and hill."
4. WORDS ARE FRIENDS
The child is asked to choose synonyms for the given words:
1st option. How can you say differently about a sad person? (Sad, upset.)
2nd option. What word can replace the word “horse”? (Doctor, horse, cup, food, etc.)
5. FOUR ONE
The child is asked to determine which word is superfluous, not suitable for other words, and explain why:
Sad, sorrowful, dejected, deep;
Brave, loud, courageous, daring;
Weak, brittle, long, fragile;
Strong, distant, durable, reliable.
If a child does not understand the meaning of a word, it should be explained to him.
3rd option. “Compare by taste - lemon and honey, onion and apple, by color - cloves and chamomile, pear and plum, by strength - rope and thread, stone and clay, by width - road and path, river and stream, by height - bush and tree, mountain and hill."
4. WORDS ARE FRIENDS
The child is asked to choose synonyms for the given words:
1st option. How can you say differently about a sad person? (Sad, upset.)
2nd option. What word can replace the word “horse”? (Doctor, horse, cup, food, etc.)
5. FOUR ONE
The child is asked to determine which word is superfluous, not suitable for other words, and explain why:
Sad, sorrowful, dejected, deep;
Brave, loud, courageous, daring;
Weak, brittle, long, fragile;
Strong, distant, durable, reliable.
If a child does not understand the meaning of a word, it should be explained to him.
Didactic games for the formation of grammatical structure of speech can be divided into three main groups:
Games and exercises for inflection:
- they learn to use case forms correctly, the most difficult of which for them is the genitive plural, games: “What’s missing?”, “What’s missing from the doll?”, “Paired pictures”, etc.
- use indeclinable nouns such as coat, coffee, radio, kangaroo, games “Atelier”, “Cafe”, etc.)
- correctly coordinate adjectives with nouns in gender, number, case and coordinate with verbs and prepositions. (“Which, Which, Which?”, “Who is doing what?”, “Guess what it is?”, “Tell about the subject”).
- distinguish verbs by aspect, person, number, tense, gender and mood. A special place is occupied by games for the correct use of so-called “difficult” verbs: want, call, run, etc. (games “Do you want? - We want”, “Hello, hello.”, etc.).
Games and exercises for word formation:
Didactic games for word formation can be divided into 4 subgroups:
Formation of baby animal names
Formation of profession names
Formation of names of dishes
Formation of cognates
In the field of word formation, preschoolers are taught to create new (same-root) words using:
· suffixes: hare - bunny, bunny;
· prefixes: sew - sew, sew up, embroider;
· mixed method: tabletop, running, running, etc.
The learning process includes games that help you understand the change in the meaning of a word depending on word-formation shades: mustache - mustache - mustache; cat - cat - cat. The teacher teaches the children to form adjectives from the stems of nouns: What kind of raspberry jam? From strawberries? From currants?; and the formation of possessive adjectives (the meaning of belonging).
Games and exercises to improve the syntactic side of speech.
Mastery of the syntactic structure of speech occurs in the process of verbal communication, where the main methodological technique is the teacher’s questions: “Why?”, “Why?”, “What would happen if...”.
An important means of developing preschoolers’ skills in constructing sentences of different types are special games and exercises: “Complete the sentence”, “Complete the sentence”, “Who should we take for a ride?”, “Blurred letter”, etc.
Games aimed at developing coherent speech
Word game “Let’s weave a wreath of sentences.” The teacher pronounces a sentence, and the children find the last word in it and come up with a sentence with it, etc. For example: 1. Seryozha is reading a book. 2. The book is on the table. 3. My desk is clean. 4. Clean hands are the key to health, etc.
Game "Riddle and Guess". The driver (adult or child, using cards - “definitions and signs” of the word. Players try to find the hidden object. The one who guessed right becomes the driver.
Game "Make a story." The teacher gives each child a diagram card with conventional images: the sun, a tree, a feeder, birds and offers to compose a story on the topic “Migratory Birds” according to the diagram. Thus, stories are compiled on different lexical topics.
Game "Shop". Using models, the child describes vegetables, fruits, furniture, clothes, etc.
A didactic game is one of the forms of teaching influence of teachers on a child, at the same time, the game is the main activity of children. Thus, the game realizes educational (which the teacher pursues) and gaming (for which the child acts) goals. It is important that these two goals complement each other and ensure the assimilation of program material. A didactic game is a valuable means of cultivating mental activity; it activates mental processes and arouses a keen interest in the process of cognition in preschoolers. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates performance, and facilitates the process of assimilation of knowledge.
My kindergarten
Author: Lyukshina Elena Anatolyevna. teacher of a speech therapy group of the highest category. MBDOU kindergarten No. 31 in Penza “Magic Country”.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Sun or Rain?"
Target . Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.
Short description:
The adult says to the children: “Now you and I will 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.”
Guidelines . The teacher plays the game, changing the sound of the tambourine 3 - 4 times.
DEVELOPING THE POWER OF THE VOICE.
Game "Come Play with Us"
Target . Teach children to speak loudly. Developing the ability to use a loud voice.
Preparatory work. Pick up toys: bear, bunny, fox.
Short description:
Children sit in a semicircle. An adult places toys at a distance of 2-3 m from the children 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: “Misha, go!” Children, together with the teacher, call the bear, fox, bunny, and then play with them.
Guidelines . Make sure that when children call for toys, they speak loudly and do not shout.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Guess who's screaming"
Target . Developing children's ability to focus auditory attention. Teach children to identify a toy by onomatopoeia.
Preparatory work . Prepare voiced toys depicting domestic animals familiar to children: cow, dog, goat, cat, etc.
Short description:
The adult 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 adult goes out the door and, opening it slightly, makes a voice, imitating one of the animals, and the children guess who it is.
Guidelines . The game can be repeated 5-6 times. Make sure children listen carefully. Encourage all children to ask questions
DEVELOPMENT OF CORRECT SOUND PRONUNCIATION.
The fairy tale “We hurried and made us laugh”
Target . To develop speech hearing and speech activity in children, to encourage them to pronounce sounds by imitation. Developing in children the ability to correctly pronounce sounds by imitation. Development of speech hearing. Preparatory work. Prepare a house for display on a flannelgraph, with a bear looking out the window; frog, mouse, chicken, goose, cow. Think through questions based on the text of the fairy tale.
Short description:
The frog jumped to the bear's house. She croaked under the window: “Kva-kva-kva - I’ve come to visit you!” A mouse came running. She squeaked: “Peep-pee-pee—your pies are delicious, they say!” The chicken has arrived. She cackled: “Ko-ko-ko—the crusts, they say, are crumbly!” The goose hobbled. Cackling: “Ho-ho-ho—I wish I could peck some peas!” The cow has arrived. Moos: “Moo-moo-moo - I wish I could drink some flour water!” Then a bear leaned out of the window. He growled: “R-r-r-r-r-r-r-r!” Everyone ran away. It was in vain that the cowards rushed. They should have listened to what the bear wanted to say. Here's what: “R-r-r-r-r-g-glad to have guests. Come in, please!"
Guidelines . The telling of a fairy tale should be accompanied by showing its characters on a flannelgraph. Onomatopoeia must be pronounced clearly, emphasizing the vowel sounds.
DEVELOPMENT OF SPEECH BREATHING.
Game "Butterfly, fly!"
Target . Achieve long, continuous oral exhalation.
Preparatory work . Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.
Short description:
Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.
Guidelines . The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Where did they call?"
Target . Teach children to determine the direction of sound. Development of the direction of auditory attention.
Preparatory work . An adult prepares a bell.
Short description:
Children sit in a circle. The adult chooses a driver who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time,” and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.
Guidelines . The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.
DEVELOPING THE POWER OF THE VOICE.
Game "Don't Wake Katya"
Target . Teach children to speak quietly. Developing the ability to use a quiet voice.
Preparatory work . An adult prepares a doll with closing eyes, a crib with bedding; small toys, such as a cube, a car, a turret, etc., as well as a toy box.
Short description:
The teacher puts a crib with a sleeping doll on his table and says: “Katya walked a lot, she’s tired. I had lunch and fell asleep. And we need to put away the toys, but only quietly, so as not to wake Katya. Come to me, Olya and Petya. Olya, quietly tell Petya which toy needs to be put in the box.” So the teacher calls all the children in twos, and they remove the toys placed on the table.
Guidelines . Make sure that children speak quietly, but not in a whisper.
DEVELOPMENT OF SPEECH BREATHING.
Game “Whose bird will fly farthest?”
Target . Achieve from each child the ability to make a long, continuous, directed exhalation. Education of long directed oral exhalation.
Preparatory work . The teacher cuts out birds from thin paper and colors them brightly.
Short description:
Birds are placed on two tables (at the very edge of the table) at a distance of at least 30 cm from each other. Four children are called, each sits opposite the bird. At the signal “the birds have flown,” the children blow on the figures, and the rest watch whose bird will fly farther.
Guidelines . Make sure that children do not puff out their cheeks when they blow on the paper birds. You can move the figure only with one exhalation. First, the teacher shows this, warning that it is impossible to blow on the bird several times in a row.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Guess what I'm playing on"
Target . Teach children to identify an object by ear by its sound. Cultivating stability of auditory attention.
Preparatory work . The teacher selects musical toys: drum, accordion, tambourine, organ, etc.
Short description:
An adult introduces children to musical toys: accordion, drum, organ, tambourine. Then he puts the toys behind the screen. Having played one of the instruments, he asks the children to guess what he played. The one who guessed correctly takes out the instrument from behind the screen and plays it.
Guidelines . Make sure that children sit quietly and listen carefully. There should be no more than four different instruments in one lesson. The game should be repeated 5-7 times.
DEVELOPING THE POWER OF THE VOICE.
Game "Loud - Quiet"
Target . Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.
Preparatory work . The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.
Short description:
An adult shows 2 cars and says: “When a big car drives, it beeps loudly: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a horn, make no mistake, a big car honks loudly, and a small car honks quietly.”
The rest of the toys are played in the same way.
Guidelines . Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.
DEVELOPMENT OF CORRECT SOUND PRONUNCIATION
A. Barto's poem “Who Screams?”
Target . Ensure that children correctly reproduce various onomatopoeias. Development of the ability to onomatopoeia, as well as speech hearing.
Preparatory work . Prepare toys: rooster, chicken, cat, dog, duck, cow. Think through questions for the text of the poem so that children actively use onomatopoeia in their answers.
Kook-ka-re-ku! I'm guarding the chickens. Kah-kah-kah! She's gone down in the bushes. Pur-murrr! I'm scaring the chickens. Am-am! Who's there? Quack-quack-quack! Rain tomorrow morning! Moo-moo- Milk for whom? Methodological instructions. You need to read the poem expressively, and while reading, show the children the appropriate toys.
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Guess What They're Doing"
Target . Teach children to identify actions by sound. Cultivating stability of auditory attention.
Preparatory work . The teacher selects the following items: a glass of water, a bell, a wooden hammer.
Short description:
The teacher shows the children the prepared objects and performs various actions with them: hitting the table with a wooden hammer, ringing a bell, pouring water from glass to glass. Children watch and listen. Then the teacher removes everything behind the screen and repeats these actions there, and the children guess by the sound what he is doing.
Guidelines . If children find it difficult to determine the action, you need to clearly demonstrate it again. If they easily cope with the task, you can increase the number of objects or take objects that are similar in sound.
DEVELOPMENT OF SPEECH BREATHING.
Game "Sending the Boats"
Target . Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.
Preparatory work . An adult prepares a bowl of water and paper boats.
Short description:
The children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p.
The teacher invites the children to take a boat ride from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Guidelines . Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.
DEVELOPMENT OF VOICE PITCH.
The story “Who is screaming?”
Target . Teach children to speak in a “thin” voice and in a low voice. Developing the ability to raise and lower the tone of your voice.
Preparatory work . The teacher prepares pictures for work on a flannelgraph with images of a tree, a fence, a bird, a chick, a cat, a kitten, as well as a toy cat, a kitten, a bird, a chick.
Short description:
The teacher begins to talk, accompanying his speech by showing the corresponding figures on the flannelograph: “Early in the morning, we went out for a walk at the dacha. We hear someone squeaking thinly: “pee-pee” (pronounces onomatopoeia in a “thin” voice). We look, this chick is sitting on a tree and squeaking; waiting for his mother to bring him a worm. How thinly does the chick squeak? (“Pee-pi-pi.”) At this time, the bird flew in, gave the chick a worm and squealed: “pi-pi-pi” (pronounces onomatopoeia in a lower voice). How did the mother bird squeak? (“Peep-pee-pee.”)
The bird flew away and we moved on. We hear someone at the fence shouting thinly: “meow-meow-meow” (pronounces onomatopoeia in a “thin” voice). And the kitten jumped out onto the path. How did he meow? (Children reproduce the teacher’s example.) It was he who called the cat mother. She heard it, ran along the path and meowed:
“meow-meow-meow” (says “meow-meow” in a lower voice). How did the cat meow? (“Meow-meow-meow.”) And now, children, I’ll show you who came to visit us.” The teacher takes out the cat, shows how it walks along the table, then sits down. “How does a cat meow?” Children, lowering their voices, say: “meow-meow-meow.”
Then the teacher takes out a kitten, a bird, a chick, and the children imitate their voices.
Guidelines . Make sure that children do not shout, but speak calmly, raising and lowering their voice within the limits accessible to them.
DEVELOPMENT OF AUDITORY ATTENTION
Game "Guess what to do"
Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.
Preparatory work . Prepare 2 flags for each child.
Short description:
Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.
Guidelines . An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.
DEVELOPMENT OF CORRECT SOUND PRONUNCIATION
Story "Song-song"
Target . Develop speech hearing and speech activity, encourage children to pronounce sounds and sound combinations by imitation. Clarification of sound pronunciation in children. Development of speech hearing.
Preparatory work . Pick up the following toys: a large doll, a rooster, a cat, a duck, a bear, a frog. Think through questions about the story so that the children’s answers include the onomatopoeia that is given in it.
The girl sang a song. She sang and sang and finished singing.
- Now you, cockerel, sing! - Ku-ka-re-ku! - the cockerel crowed.
“Sing, Murka!” “Meow, meow,” the cat sang.
“Your turn, duck!” “Quack, quack, quack,” the duck began to drawl.
- And you. Bear! - Roar-roar-r-ya-yav! - the bear growled.
- You, frog, sing! - Kwa-kwa-kwak-kk! - croaked the frog.
- And you, doll, what will you sing? - Ma-a-ma-a-ma! Mother! Folding song!
Guidelines . The teacher should accompany his story by showing character toys; Pronounce onomatopoeia clearly, and seek the same from children when answering questions about the story.
DEVELOPMENT OF SPEECH BREATHING.
Game "Poultry Farm"
Target. Development of speech breathing. Teach children on one exhale: pronounce 3-4 syllables.
Preparatory work . Choose sounding toys: chicken, rooster, duck, goose, chicken.
Short description:
The adult shows the toys to the children and plays their sounds 3-4 times in a row. The toys are put away. The teacher says: “Let’s go to the poultry farm. Let's go, and towards us... (shows a chicken) chicken. How will she greet us? Children: “ko-ko-ko.”
“We moved on. A goose is coming towards us. How will he greet us? Children: "ha-ha-ha." Next, the teacher sequentially shows the remaining toys, and the children pronounce the corresponding onomatopoeia.
Guidelines . First, all the participants in the game speak, then you can ask three or four children one at a time. Make sure that children pronounce onomatopoeias (ko-ko-ko, ha-ha-ga, pi-pi-pi, ku-ka-re-ku, quack-quack-quack) in one exhalation. Some children can pronounce 2-3 onomatopoeias, others - 3-4
DEVELOPMENT OF AUDITORY ATTENTION.
Game "Guess Who's Coming"
Target . Teach children to perform actions according to the tempo of the tambourine. Developing the ability to determine the tempo of a tambourine.
Preparatory work . The teacher prepares 2 pictures depicting a walking heron and a jumping sparrow.
Short description:
The teacher shows the children a picture of a heron and says that she has long legs, 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 adult 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 changes the tempo of the tambourine, and the children, accordingly, either walk like herons or jump like sparrows.
Guidelines . It is necessary to change the tempo of the tambourine no more than 4 - 5 times.
DEVELOPING THE POWER OF THE VOICE.
Game "The Wind Blows"
Target. Teach children to use a loud or quiet voice depending on the situation. Changing the strength of the voice.
Preparatory work . The teacher prepares 2 pictures. One depicts a light breeze shaking the grass and flowers. On the other there is a strong wind shaking the branches of the trees.
Short description:
Children sit in a semicircle on chairs. The teacher says: “We went for a walk in the forest in the summer. We are walking through a field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying (shows a picture). He blows quietly, like this: “oo-oo-oo” (pronounces the sound u quietly and for a long time). We came to the forest and picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind blew (shows a picture). He hummed loudly: “oo-oo-oo...” (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums.
Then the teacher shows the pictures without uttering the sound, and the children imitate the corresponding wind.
Guidelines . The teacher makes sure that the children, repeating after him, maintain the same strength of voice.
DEVELOPMENT OF SPEECH HEARING.
Game "Who is attentive?"
Target . Teach children to correctly perceive verbal instructions, regardless of the strength of the voice with which they are pronounced. Development of physical hearing acuity.
Preparatory work . Choose toys that are easy to perform various actions with.
Short description:
Children sit in 3 rows opposite the teacher's table. (First row at a distance of 2-3 m). There are various toys on the table. The adult says: “Children, now I will give tasks to those who are sitting in the front row. I will speak in a whisper, so I need to sit quietly so that everyone can hear. I will call everyone by name and give them a task, and you check whether it is being completed correctly. Be careful. Vova, take the bear and put it in the car.” All children sitting in the first row complete the tasks in turn. Then they change places: the second row takes the place of the first, the third - the second, the first - the third. Methodical instructions. The teacher needs to make sure that the children sit quietly and do not prompt each other. Assignments should be short and simple.
DEVELOPMENT OF SPEECH BREATHING.
The game “Whose steamer hums better?”
Target . Achieve the ability to direct the air stream in the middle of the tongue. Development of long-term targeted oral exhalation.
Preparatory work . The teacher prepares glass vials (according to the number of children) approximately 7 cm high, with a neck diameter of 1-1.5 cm, and puts stickers on them with the children’s names.
Short description:
Each child is given a clean bottle. The teacher says: “Children, listen to how my bubble buzzes if I blow into it. (It hums.) It hummed like a steamship. How will Misha’s steamer hum?” The teacher addresses each child in turn, and then invites everyone to hum together.
Guidelines . To buzz into a bottle, you need to slightly stick out the tip of your tongue so that it touches the edge of the neck. The bubble touches the chin. The stream of air should be long and go in the middle of the tongue. If the beep does not sound, it means that the child does not comply with one of these requirements. Each child can only blow for a few seconds to avoid dizziness.
DEVELOPING THE POWER OF YOUR VOICE
Game "Cat and Mice"
Target . Teach children to speak poetry quietly. Developing the ability to use a quiet voice.
Preparatory work . Prepare hats with a picture of a cat. Learn the text of the poem with the children.
Short description:
Children walk in a circle, in the center of which a child squatting, pretending to be a cat. Children say in a quiet voice:
“Hush, mice.
Hush, mice.
The cat is sitting on our roof.
Mouse, mouse, watch out!
And don’t get caught by the cat!”
A child pretending to be a cat meows loudly and runs after the children. Those caught become cats.
Guidelines . Make sure that children do not increase their voice, but do not speak in a whisper.
DEVELOPING THE POWER OF YOUR VOICE
Exercise "Beep"
Target. Teach children to change the strength of their voice from loud to quiet. Developing the ability to regulate voice strength.
Preparatory work . Prepare a picture of a steam locomotive.
Short description:
Children stand in one row facing the teacher and raise their arms up from their sides until their palms meet. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound u, first loudly, and then gradually quieter (the locomotive moves away). They lower their hands and fall silent.
Guidelines . First, the teacher himself demonstrates the exercise, then he calls two children who pretend to be a beep with him. The rest of the children only make movements with their hands. Then the whole group takes part in the game.
DEVELOPMENT OF SPEECH BREATHING.
Game “Match by color”
Target . Teach children to pronounce a phrase of two or three words together. Development of smooth speech exhalation.
Preparatory work . Select object pictures of primary colors and make cubes of the same colors from cardboard without one edge.
Short description:
Children are given pictures with objects of different colors on them. Showing the cube, the teacher says: “Whoever has pictures of the same color as the cube, come here.” Children go out, show their pictures, name them (“Red Car”, “Red Ball”, etc.) and put them in this cube. The game continues until all the children have put their pictures into cubes.
Guidelines . Make sure that the children say the words together, in one breath.
DEVELOPMENT OF SPEECH HEARING.
Game "Guess whether the train is near or far"
Target . Teach children to correctly determine the strength of their voice. Development of the ability to distinguish the intensity of sound by ear.
Preparatory work . Pick up 3 pictures that show a train. In the first picture the train is standing at the station. On the second, she moves away from her, the mourners waving after her. The third shows a station; in the distance, behind the forest, the last train car is visible.
Short description:
The teacher puts 3 pictures of a train on the board. He says: “The train is buzzing before leaving the station - ooh . The train is close and we hear a loud whistle. (Pronounces the sound u in a loud voice.) When the train left the station and began to whistle, we heard a not so loud whistle. (Pronounces onomatopoeia in an ordinary voice of medium volume.) And when the train went far away and began to whistle, it was barely audible.” (Says onomatopoeia in a quiet voice.)
Next, the teacher pronounces the sound y with different voice strengths, and the children indicate the corresponding picture.
Guidelines . If the children answer correctly, then they themselves can take turns leading (signal with a voice of varying strength)
DEVELOPMENT OF SPEECH BREATHING
Game "When does this happen?"
Target . Achieve the ability to pronounce a four-word phrase in one breath. Development of smooth speech exhalation.
Preparatory work . Select story pictures (according to the number of children) depicting various signs of the seasons. (Handouts can be taken from the “Seasons” lotto or selected from various books and magazines.)
Short description:
The teacher hangs pictures depicting the four seasons on the board. At the bottom of each picture there is a paper pocket in which you can put small pictures reflecting various signs of a particular time of year (“Children make a snow woman”, “Boys hang birdhouses”, “Girls collect bouquets of flowers”, “Yellow leaves are falling from trees” " etc.).
The teacher calls the children one by one and gives them one picture each. The child comes to the table, shows everyone his picture and answers the question posed by the teacher, for example: “When do children swim in the river?” (“Children bathe in the river in summer.”) Having given a complete answer, he puts the picture in the pocket of a large painting that depicts the corresponding season.
Guidelines . Before the game starts, the teacher explains to the children that they should not speak abruptly, making stops after each word. If the child cannot give a complete answer to the teacher’s question or his speech is abrupt, the teacher offers a sample of correct speech and then repeats the answer with the child.
DEVELOPMENT OF VOICE PITCH.
Target . To develop in children the ability to change the pitch of their voice. Changing the pitch of the voice.
Short description:
An adult tells the fairy tale “The Three Bears”, accompanying his speech with illustrations. Then he asks the children questions, for example: “What did Mikhail Ivanovich say when he saw that his chair had been moved?” Children, when answering questions, change the pitch of their voices accordingly.
Guidelines . The adult makes sure that, imitating Mishutka, Anastasia Petrovna and Mikhail Ivanovich, the children do not speak very high (to the point of squeaking) and very low (to the point of hoarseness in their voice), that is, that they raise and lower their voices within the limits accessible to them.
SPEECH HEARING DEVELOPMENT
Game "Guess Who Said"»
Target . Teach children to distinguish between low, medium and high voices by ear. Development of the ability to distinguish the pitch of the voice.
Preparatory work . Select pictures depicting characters from the fairy tale “The Three Bears” (Mikhail Ivanovich, Anastasia Petrovna and Mishutka). For each character - 8-9 pictures.
Short description:
Each child receives a picture of one of the bears. The teacher pronounces phrases from the text of the fairy tale, changing the pitch of his voice, and the children pick up the corresponding pictures.
Guidelines . In order to activate the attention of children, the teacher breaks the sequence of statements of the characters adopted in the fairy tale.
DEVELOPING THE POWER OF YOUR VOICE
Game "Echo"
Target . Developing the ability to use a quiet and loud voice. Teach children to speak loudly and quietly.
Preparatory work . The teacher selects the picture “The children got lost in the forest.”
Short description:
Children are divided into 2 groups. One depicts children who are lost in the forest, the other is an echo. Each group is located in different corners of the room. Children who are lost in the forest loudly call the children of another subgroup by name; “Ay, Olya! Hey, Petya! Children pretending to be an “echo” repeat the same words quietly. Then the participants in the game change roles.
Guidelines . Make sure that the children pause after calling the name, giving the “echo” the opportunity to repeat their words.
DEVELOPMENT OF SPEECH BREATHING
Game “Locate the toy”
Target . Achieve the ability to pronounce a phrase of five to six words together, on one exhalation. Development of prolonged speech exhalation.
Preparatory work . The adult selects various toys that are well known to the children.
Short description:
The teacher lays out various children's toys (car, pyramid, ball, bear, doll, etc.) on the table in one row. Calling the child, he asks: “Between which toys is the pyramid standing?” The child must give a complete answer: “The pyramid stands between the car and the ball.” After two or three answers, the adult changes places of the toys. Gradually, as you repeat the game, you can replace the toys with others one by one. Methodical instructions. When conducting the game, the teacher makes sure that the children speak slowly, without separating one word from another with long pauses. You must answer the question with a complete answer, for example: “The ball lies between the doll and the bear.”
SPEECH HEARING DEVELOPMENT
Game "Guess what to do"
Target . Teach children to determine the tempo of speech by ear and perform movements at the appropriate pace. Development of the ability to detect by ear changes in the tempo of speech.
Preparatory work . Choose phrases that indicate actions that can be performed at different paces.
Short description:
The teacher pronounces the phrase: “The mill grinds grain” several times at different tempos. Children, imitating the operation of a mill, make circular movements with their hands at the same pace at which the teacher speaks. The following phrases are also played out: “Our feet walked along the road”, “The children swam in the river”, etc.
Guidelines . An adult should pronounce the phrase smoothly, continuously, repeating it 2-3 times in a row at any pace, so that it is easier for children to perform the movements.
DEVELOPING THE POWER OF THE VOICE.
Game "Blizzard".
Goal To teach children to change the strength of their voice from quiet to loud and from loud to quiet in one exhalation. Changing the strength of the voice.
Preparatory work . Choose a picture that shows a blizzard.
Short description:
The teacher shows a picture of a blizzard. Children sitting in a row depict a blizzard howling on a winter evening. At the teacher’s signal “the blizzard is starting,” the children quietly say: “uuu ...”; at the signal “strong blizzard” they say loudly: “ uuu ...”; at the signal “the blizzard ends” they speak more quietly; at the signal “the blizzard is over” they fall silent.
Guidelines . quietly on one exhalation , then loudly and quietly again, so the adult quickly replaces one signal with another.
DEVELOPMENT OF SPEECH BREATHING
The game “Who can inflate the toy better?”
Target . Teach children to inhale through their nose and exhale through their mouth. Development of differentiated breathing.
Preparatory work . An adult prepares small inflatable children's toys for each child, such that they can be inflated in 3-4 exhalations.
Short description:
The teacher shows the children how to inflate the toy: he takes in air through his nose and slowly exhales it through his mouth into the hole of the toy. Anyone who completes the task correctly can play with an inflatable toy. Methodical instructions. The game is best played with subgroups of children of five to six people.
SPEECH HEARING DEVELOPMENT
Game “To whom did the wolf come, from whom did it leave?”
Target . Teach children to identify a character by changing the tone of their voice. Developing the ability to detect by ear a change in voice tone.
Preparatory work . Pick up plot pictures: the wolf came to the hut to the kids; the wolf came to his cubs; the wolf came to the hunter; the wolf leaves the piglets' hut; the wolf leaves the wolf cubs; the wolf runs away from the hunter.
Short description:
The teacher puts 3 pictures on the board, which depict a wolf coming to the kids, to the wolf cubs, to the hunter. He pronounces the phrase The wolf came with different intonations: with fear, with joy, with surprise. Children must determine who said this - goats, wolves or a hunter. Similar work is carried out on three other pictures (the phrase The wolf left is said with joy, with regret, with annoyance).
Guidelines . Children must listen carefully to the teacher; they must be activated with questions like “Why did you guess that the kids said that?”
DEVELOPMENT OF SPEECH BREATHING
Exercise "Divers"
Target . Teach children to inhale through their mouth and exhale through their nose. Development of differentiated breathing.
Preparatory work . The teacher selects pictures that depict children diving and jumping from a tower.
Short description:
Children, spreading their arms to the sides, inhale through their mouths. Wrapping your arms around yourself and squatting (“sinking under the water”), exhale through your nose.
Guidelines . Each child repeats the exercise no more than two or three times.
Speech therapy manual “Speech”
The purpose of this manual: Using visual aids, increase the effectiveness of speech therapy, generate interest in classes, and create positive motivation in children with speech disorders.
Tasks:
— expansion and enrichment of vocabulary on lexical topics;
— development and improvement of the grammatical structure of speech;
— automation of sounds in speech;
— development of visual gnosis;
— learn to establish logical connections between objects;
— development of phonemic hearing, analysis, synthesis;
— development of coherent speech skills;
- development of spatial concepts, mathematical concepts, perception of color, shape, size;
— development of mental processes (attention, perception, memory, logical thinking);
- development of fine motor skills.
The main job of a teacher-speech therapist is to develop all aspects of speech in children. Often speech therapists are in dire need of didactic and gaming aids, since repeated repetitions of the same material tire not only the child, but also the adult. And then the speech therapist has to figure out how and how to diversify the classes so that the material being worked on does not bore the child and is interesting for him. After all, only positive motivation will contribute to effective work, which will subsequently lead to the desired result.
It is this fact that leads to the search for new methods of work, new universal aids that make it possible to work on the formation of all aspects of a child’s speech.
The “Rechevichok” manual corresponds to a system-active approach, is accessible and safe. The Velcro album helps to work on the development of all aspects of speech, from consolidating correct sound pronunciation to working on the formation of coherent speech. The exercises offered to children help not only eliminate speech disorders, but also contribute to the formation of attention and memory, increase efficiency, activate mental operations, and prepare children for school.
The work uses visual aids in the form of bright and interesting laminated pictures - bases with silhouettes and contour drawings, and pictures on Velcro, stickers and toys, which allow a beneficial effect on the emotional state of children, maintain interest in classes, and form voluntary attention when working with the proposed material.
This manual is intended for different age categories (from 3 years to 7 years). The manual can be used both in individual work with a child and in working with two children at the same time, since it has two and three working surfaces. It is also possible to perform exercises as a team.
“Speech” can be used by educators in classes on speech development and literacy. This fact is very important, because the teacher-speech therapist has the opportunity to recommend consolidation of certain speech skills and help in the selection of visual material (interaction with kindergarten teachers and specialists).
The relevance of this manual lies in the fact that when working with children with speech impairments, it can be very difficult to interest and retain their attention, to awaken interest in the content of the lesson and the learning process as a whole. The use of this game aid facilitates the learning of educational material by children and increases the effectiveness of speech therapy work. The versatility of the manual is expressed in the variety of didactic material that can be used in accordance with the intended purpose. The manual is multifunctional, its use depends on the tasks of the speech therapist in a particular lesson. Pictures from one game can be peeled off and used in other games.
Thanks to the use of Velcro games, the learning process takes place in an accessible and attractive environment for preschool children. The manual can be supplemented as necessary with other games and details. It is convenient to put away parts that were not needed for a particular lesson in the pockets located in the folder. Working with this manual allows you to systematize all the visual material available to the teacher-speech therapist and use it productively in the classroom.
Below are examples of using the “Speech” manual.
Game “Glue the flowers and butterflies yourself”
Goal: learning and consolidation of color, development of thinking, development of visual concentration.
The child needs to find a picture by color and glue it to a house or flower.
You can immediately offer the child games - tasks: “One - many”, “Which picture is the odd one out?”, “Who-what?”, “Make a sentence.”
Game “What fruits and berries do you know?”
