Formation of sound culture of speech in preschool children

The sound culture of speech is established during the period when a child learns to speak. At the age of three to seven years, children master pronunciation, intensively fill their vocabulary, discover the grammatical structure of speech, and learn to speak coherently. For each child, these processes are accompanied by unequal success. If speech disorders are not eliminated in childhood, then in subsequent years it is much more difficult to overcome them.

What refers to the sound culture of speech

Sound culture is part of the more general phenomenon of speech culture. Nurturing the sound culture of speech includes various areas of work:

Development of speech hearing;
Establishing correct sound pronunciation;
Formation of the orthoepic side of speech;
Teaching the means of sound expressiveness of speech;
Practicing diction.

The basis for the formation of a sound culture of speech is good speech hearing, therefore the formation of this aspect of speech culture includes both the development of the articulatory apparatus and the improvement of speech perception.

Incorrectness in the formation of the sound culture of speech can negatively affect the child’s personal characteristics: he becomes less sociable, ashamed of his shortcomings, loses interest in games, and decreases curiosity. On the contrary, a preschooler with a well-developed sound-speech culture is able to clearly and easily express his thoughts and desires; he does not experience difficulties in communicating with peers and adults.

The sound culture of speech should be formed by the age of 5-7, since later at school age defects in this aspect of speech can negatively affect educational activities.

“Sound culture of speech in the work of a preschool teacher, taking into account the Federal State Educational Standard”

“Sound culture of speech at work

preschool teacher taking into account the Federal State Educational Standard"

1. The concept of sound culture of speech.

2. The tasks of developing the sound culture of speech.

3. Methods and techniques for educating the sound culture of speech.

4. Work on the development of sound culture of speech, taking into account the Federal State Educational Standard.

5. Organizing work on the sound culture of speech by age.

6. Organization of work on the sound culture of speech in preschool educational institutions.

1.
The concept of sound culture of speech
The sound side of speech represents a single whole, but a very complex phenomenon that needs to be studied from different angles. Modern literature examines several aspects of the sound side of speech: physical, physiological, linguistic.

Studying various aspects of the sound aspect of speech contributes to understanding the patterns of its gradual formation in children and facilitates the management of the development of this aspect of speech.

Each language is characterized by one or another system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness of the pronunciation of many consonants, and the originality of the pronunciation of each consonant sound. The emotionality and generosity of the Russian language are expressed in the richness of intonation.

The sound culture of speech is a fairly broad concept; it includes the phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

A culture of speech

- this is the ability to correctly, that is, in accordance with the content of what is being presented, taking into account the conditions of verbal communication and the purpose of the statement, to use all sound means
(including intonation, vocabulary, grammatical facts)
.

The concept of “sound culture of speech” is broad and unique. It includes the actual pronunciation qualities that characterize the sound of speech (sound pronunciation, diction, etc.)

, elements of sound expressiveness of speech
(intonation, tempo, etc.)
, associated motor means of expressiveness
(facial expressions, gestures)
, as well as elements of the culture of speech communication
(general tone of children's speech, posture and motor skills during a conversation)
. The constituent components of sound culture: speech hearing and speech breathing are a prerequisite and condition for the emergence of sounding speech.

Preschool children master the sound culture of speech in the process of communicating with the people around them. The teacher has a great influence on the formation of a high culture of speech in children.

O. I. Solovyova, defining the main directions of work on the education of sound culture of speech, about

Nurturing the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. Formation of correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children master correct speech breathing, correct pronunciation of all sounds of their native language, clear pronunciation of words, the ability to use their voice, teaches children to speak slowly and expressively.

At the same time, when working on the formation of the sound side of speech, educators can use some speech therapy techniques, just as a speech therapist, in addition to speech correction, is engaged in propaedeutic work aimed at preventing speech deficiencies.

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

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

Nurturing sound culture is one of the important tasks of speech development in kindergarten, since preschool age is the most sensitive for solving it.

Nurturing sound culture involves

- formation of correct sound pronunciation and word pronunciation, which requires the development of speech hearing, speech breathing, and motor skills of the articulatory apparatus;

- education of spelling-correct speech - the ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, and individual grammatical forms. Orthoepy includes not only pronunciation, but also stress, i.e., a specific phenomenon of oral speech. The Russian language has a complex system of variable and mobile stress;

- formation of speech expressiveness - mastery of the means of speech expressiveness presupposes the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noticed that in everyday communication the child has natural expressiveness of speech, but needs to learn voluntary, conscious expressiveness when reading poetry, retelling, and storytelling;

- development of diction - clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

— fostering a culture of verbal communication as part of etiquette.

The sound units of a language differ in their role in speech . Some, when combined, form words. These are linear (arranged in a line, one after another) sound units : sound, syllable, phrase

. Only in a certain linear sequence does a combination of sounds become a word and acquire a certain meaning.

Other sound units, prosodemes, are supralinear . This is stress, elements of intonation

(melody, voice strength, speech tempo, timbre). They characterize linear units and are a mandatory feature of oral speech. Prosodic units are involved in the modulation of articulatory organs.

For preschoolers, first of all, the acquisition of linear sound units is of particular importance , since the most difficult thing for a child is mastering the articulation of individual sounds.

Researchers of children's speech and practitioners note the importance of correct pronunciation of sounds for the formation of a child's full personality and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with well-developed speech easily communicates with adults and peers and clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, complicates relationships with people, delays the child’s mental development and the development of other aspects of speech.

Correct sound pronunciation becomes especially important when entering school . One of the reasons for the failure of primary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite a child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills.

2.Tasks of development of sound culture of speech

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

1. To educate children’s speech hearing, gradually developing its main components:

- pitch hearing;

- auditory attention;

- perception of tempo and rhythm of speech.

2. Form the pronunciation side of speech:

- teach children the correct pronunciation of all sounds of their native language;

— develop the articulatory apparatus;

- work on speech breathing;

- develop the ability to use the voice in accordance with the conditions of communication;

- develop a clear and precise pronunciation of each sound, as well as words and phrases as a whole, i.e. good diction;

- form a normal speech rate, i.e. the ability to pronounce words;

- phrases at a moderate pace, without speeding up or slowing down speech, thereby creating the opportunity for the listener to perceive it clearly.

3. Develop the pronunciation of WORDS in accordance with the norms of orthoepy of the Russian literary language.

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

Work on the sound culture of speech is carried out in various forms

1. in classes that can be conducted as independent classes in the sound culture of speech or as part of classes in the native language;

2. various sections of speech sound culture can be included in the content of classes in the native language;

3. separate sections of work on the sound culture of speech are included in musical classes (listening to music, singing, musical-rhythmic movements)

;

4. additional work on the sound culture of speech outside of class (various games, play-based exercises, etc.)

3. Methods and techniques for educating the sound culture of speech:

- didactic games

- active or round dance games with text

— didactic stories including educational tasks for children (repeat words with difficult sounds, change the pitch of the voice, etc.)

— method of exercises (learning and repeating familiar tongue twisters, game exercise “Let’s blow on the fluff”, etc.)

Using these methods, the teacher uses a variety of techniques that directly affect the pronunciation aspect of children’s speech:

- a sample of correct pronunciation and task completion given by the teacher;

- a brief or detailed explanation of the demonstrated qualities of speech or speech movements of the motor apparatus;

- exaggerated (with emphasized diction)

pronunciation or intonation of a sound
(a stressed syllable, a part of a word distorted by children)
;

- figurative naming of a sound or sound combination ( z-z-z
- mosquito song, tup-tup-tup - kid stomps)
;

- choral and individual repetitions;

— justification of the need to complete the teacher’s task;

— individual motivation for the task;

- joint speech of the child and the teacher, as well as reflected speech (immediate repetition by the child of a sample speech)

;

— evaluation of response or action and correction;

- figurative physical education pause;

- demonstration of articulatory movements, demonstration of a toy or picture.

Work on the development of sound culture of speech taking into account the Federal State Educational Standard.

When implementing the Federal State Educational Standard, first of all, it is necessary to highlight the following systematizing factors: 1. The Federal State Educational Standard identifies 4 main areas of child development and 10 educational areas that should not be implemented in preschool educational institutions in a “pure” form.

· communicative and personal development; ● cognitive and speech development; ● artistic and aesthetic development; ● physical development.

They should complement each other and be focused on the development of the physical, intellectual and personal qualities of children. The tasks of psychological and pedagogical work on the formation of these qualities are solved integratively. That. we can say that work on the section: sound culture of speech is the basis for the implementation of the following educational areas: “Communication”, “Cognition”, “Reading fiction”, “Socialization” These educational areas are implemented through the following types of organized activities: • Game • Communicative • Cognitive and research • Reading • Musical and artistic • Productive • Labor

2. Federal State Educational Standards aim teachers at the formation of integrative qualities of the individual, the graduate. Work on the ZKR is aimed at developing the following parameters: The graduate • knows the means of communication and ways of interacting with adults and peers, asks questions to an adult. • Adequately uses verbal and non-verbal means of communication, speaks dialogical speech • Able to propose his own idea and translate it into a story. • Able to change the style of communication with adults or peers depending on the situation 3. there is a need to develop a “creative field”, i.e. opportunities for creative activity of children, both jointly with the teacher and independently. We know that according to the Federal State Educational Standard, the educational process includes two main components: - Joint partnership activities of adults and children; — Free independent activity of children, which involves the activity of pupils in the conditions of the creation by teachers of a subject-development environment that ensures that each child chooses activities based on his interests and allows him to interact with peers or act individually.

Block 1 reveals the guidance of children’s cognitive activity during educational activities. It consists of: - a clear formulation of educational and cognitive tasks for children and age-appropriate motivation: educational, practical, playful; - in the use of various forms of organizing children’s cognitive activity: frontal, group, individual. — in enhancing learning through content, methods, techniques, and forms of organization.

Block 2 is revealed in independent cognitive activity. Here, children’s understanding of sound is improved, deepened and expanded, their ability to listen to the sounds of speech, repeat sound combinations and words, and phonemic hearing develops. Its organization is possible only with a certain level of children’s speech development, the availability of a variety of didactic and gaming materials, games with speech content, and the guidance of this activity by an adult. In addition, children should be able to independently perform some actions caused by interest. Signs of independent cognitive activity are children’s interest in it, their manifestation of creative initiative, independence in choosing a game and the method of implementing their plans. These can be children’s games with didactic materials, educational and educational games, entertaining tasks and exercises, role-playing games using objects that arise in work and everyday activities. . The independent cognitive activity of children has a direct connection with educational activities. The work of educating the sound culture of speech is organized both in the process of free speech communication of children with the teacher in kindergarten and other adults at home, and in educational activities on the speech development of children. Adults correct children’s mistakes in the articulation of sounds or in voice modulation during intonation. In the process of such communication, the child seems to “tune in” to the perception of pronunciation and other features of his native language. A child’s speech develops in communication with adults and peers in joint activities. A game organized in a certain way has a positive impact on interaction and communication between children. As scientists emphasize, games remove psychological barriers, instill self-confidence, and improve children’s communication with peers and adults. Among the main tasks are the formation of correct pronunciation skills and the development of good diction. Thus, the education of sound culture of speech is carried out in the process of all types of children's activities.

The implementation of the tasks of educating the sound culture of speech is carried out in the main directions: 1. Development of speech perception. Here the problems of developing auditory attention and speech hearing (phonemic, pitch, rhythmic hearing, perception of tempo, voice strength, speech timbre) must be solved. 2. Development of the articulatory and vocal apparatus, development of a moderate rate of speech, correct speech breathing, skills in the skillful use of intonation means of expressiveness. 3. Formation of the pronunciation side of speech: correct sound pronunciation, clear and precise pronunciation of words in accordance with language norms. Depending on the physiological and psychological capabilities of children, the tasks of educating the sound culture of speech at different age stages become more complicated. For example, in early preschool age, more attention is paid to developing correct pronunciation skills based on onomatopoeia and the use of nursery rhymes. At an older age, attention is focused on developing clear diction, developing intonation means of expressiveness, and improving phonemic perception.

5. Organizing work on the sound culture of speech by age

EARLY AGE (third year of life).

- learn to speak clearly, slowly, loudly enough, develop speech hearing;

- practice the correct pronunciation of vowels and simple consonants (except for hissing and sonorant ones);

- support games with sounds in onomatopoeic words and with a variety of sound accompaniment of game actions;

- teach to recognize characters by onomatopoeia (“ko-ko”, “mu-mu”, “ku-ka-re-ku”);

— learn to exhale through the mouth smoothly and slowly (use the breath to set plumes, boats on the water, cotton balls in motion).

JUNIOR PRESCHOOL AGE (Fourth year of life)

- learn to speak loudly, slowly, and pronounce words clearly;

- develop the ability to listen to the sound of words;

- learn to correctly and clearly pronounce all vowel sounds, simple consonants and whistling sounds, improve articulation;

- prepare for the correct pronunciation of hissing sounds;

- encourage you to use intonation correctly, exhale slowly and smoothly through your mouth.

Fifth year of life.

- improve the perception of speech and its pronunciation side in close connection with the development of communication, the child’s desire to be heard and understood;

- improve speech hearing, phonemic perception (the ability to hear identical sounds in a series of 3-4 words, select 2-3 words with a given sound, hear a highlighted sound);

— clarify and consolidate the correct pronunciation of vowels and consonants, achieve the correct pronunciation of the sounds of the native language (including whistling, hissing and sonorant sounds);

- improve diction (clear pronunciation of words and phrases);

- develop the vocal apparatus, intonation expressiveness of speech, learn to arbitrarily regulate the pace of speech, voice strength, speech breathing.

SENIOR PRESCHOOL AGE (Sixth year of life)

— improve auditory perception, correct pronunciation, intonation expressiveness of speech;

- learn to distinguish mixed sounds by ear (hard and soft consonants, whistling and hissing, voiced and voiceless consonants, sounds [L] and [R]);

- encourage you to correctly pronounce words, pure jokes, tongue twisters containing mixed sounds (Sasha walked along the highway and sucked on a dryer), strengthen and develop the articulatory and vocal apparatus (teach to clearly and distinctly pronounce words and phrases (improve diction);

- train in the pronunciation of words and sentences at different tempos, with different voice strength and intonation.

Seventh year of life.

— improve all aspects of the sound culture of speech (phonemic perception, sound pronunciation and diction, intonation side of speech);

- practice differentiation of sounds by ear and pronunciation (hard and soft consonants, whistling and hissing, voiced and voiceless consonants, sounds [L] and [R]);

- eliminate sound pronunciation errors, learn to pronounce words according to the norms of the literary language, strengthen and develop the articulatory and vocal apparatus (pronounce words and phrases clearly and distinctly (improve diction));

- develop speech breathing, develop the ability to change the strength and pitch of the voice, the pace of speech in accordance with the specific conditions of speech communication, learn to correctly use intonation means of expressiveness.

Conditions for completing tasks for the development of sound culture of speech:

— Selection of optimal methods and techniques for developing the sound culture of speech, taking into account the physiological and psychological capabilities of children. — Availability of a complete speech environment.

6.Organization of work on the sound culture of speech in a preschool educational institution

To organize work on the development of sound culture of speech in groups, speech corners are created and effectively used. Where a variety of practical and visual, as well as methodological materials are collected and constantly updated to solve all problems in the development of sound culture of speech. Among them: • albums for different sounds; • subject pictures; • articulation and breathing exercises with pictures; • attributes for the formation of the correct air stream, • card indexes of tongue twisters, tongue twisters, speech games, dialogue poems, etc. • a variety of speech games • books • phono and video libraries

When working to educate the sound culture of speech in children, the teacher must take into account the age characteristics of the children and the speech characteristics of each child. Use the help of parents, keep in touch with a speech therapist.

Formation of sound culture of speech of preschool children

Sound pronunciation

The purity of sound pronunciation is guaranteed if the child’s articulatory apparatus is sufficiently mobile and easily switches from one mode to another.

The work of correcting sound pronunciation is divided into several stages.

Preparation stage. The teacher develops the ability to recognize and distinguish speech sounds from each other. Also at this stage, the speech therapist establishes correct articulation with the help of gymnastics. Reference sounds are being practiced.

At the next stage, primary pronunciation skills are developed. During this period, the teacher is engaged in producing sounds. This is done in three possible ways:

By imitation. The speech therapist gives a sample of correct sound articulation, and the preschooler repeats.
The mechanical method involves the use of auxiliary means - speech therapy probes or their substitutes. The necessary structure of the speech organs is imparted with the help of these devices.
The mixed method synthesizes the previous two.

Once the sound is delivered, it needs to be automated in speech. Training exercises involve sequential sound practice. First, they automate at the beginning of a word, before vowels, then at the end (with the exception of voiced consonants), after that - in the middle of a word, and lastly - in lexemes with a combination of consonants.

It is also necessary to teach the child to differentiate the problematic sound from others with similar articulation.

At the last stage of work, communication skills are formed - the preschooler learns to use the practiced sound in various communication situations.

Speech expressiveness

The expressiveness of speech is achieved through intonation means and implies the following components: melody, rhythm, tempo, stress, pause, timbre.

Melodics is a change in the pitch of the voice. Thanks to melody, a person can express all kinds of emotions of a statement, its subtext, as well as his own attitude to what he is talking about.

Rhythm is the alternation of stressed and unstressed speech elements, occurring in a certain sequence, at certain time intervals. The elements of speech here are a syllable or a word.

Tempo is the speed at which a statement is delivered. The pace of speech can be faster or slower. This characteristic may depend on the length of the speech unit. In a longer word, the time spent pronouncing one syllable is less. During a normal conversation, a person pronounces 5-6 syllables per second. Tempo helps to shape the intonation integrity of the utterance. The listener understands that the phrase ends by the slowing down of the tempo, which usually occurs at the end of the utterance. Tempo also allows you to contrast what is important and what is unimportant in a statement. Sections of speech with more significant information are spoken more slowly.

Stress helps to highlight one of the speech elements. This emphasis occurs due to the fact that the utterance is lengthened or the tone changes. Depending on what the speaker wants to mark in his statement, a distinction is made between logical stress (a single word is highlighted) and phrasal stress (a group of words is highlighted).

Pauses are breaks in the sound of speech and are a very significant means of influencing the listener.

Games for children from 2 to 4 years old for speech development - tips for parents

Timbre gives an individual flavor to the voice. It is created due to additional tones of the voice accompanying the main tone. The individuality of this component depends on the structure of the larynx, nasal and oral cavities of a particular person.

Speech expressiveness appears in two forms: expressiveness of everyday speech and expressiveness when pronouncing a previously prepared statement. The latter is deliberate and arbitrary. It is difficult for preschool children to simultaneously answer a question and give expressiveness to their statements. It is the teacher’s task to develop this skill.

Theatrical activities provide great opportunities for developing arbitrary expressiveness of speech. It is advisable to start such work by inviting the child to talk for the doll. The teacher can build a whole dialogue with the preschooler who is voicing the toy. The game form of the lesson will help relieve stress and achieve a positive emotional mood.

Additional logorhythmics classes will help consolidate acquired skills. Logorhythmic exercises contain exercises that vary in speed, movements in time with the music, which helps to develop a sense of rhythm, pitch and strength of the voice.

Speech breathing

To pronounce a phrase, you need to stock up on a sufficient amount of air. Among the most common errors in speech breathing are:

Inability to calculate the amount of air needed to pronounce a phrase
Short exhalation that occurs irregularly, from time to time
Frequent intakes of air.

The most common mistake is clavicular or upper costal breathing during speech production. This type of breathing is easy to recognize by its signs: the shoulder girdle and chest rise strongly, the neck muscles are tense, the breathing is noisy and tense.

Breathing exercises help eliminate such deficiencies. It solves the following problems:

Learn to use lower costal diaphragmatic breathing
Engage your abdominal muscles
Learn to consciously control your breathing rhythm
Learn to correctly correlate inhalation and exhalation.

The tasks should be gradually made more difficult. You need to train speech exhalation first of all on single sounds, then on words, then on a short phrase, when reading poetry and prose. Control of correct speech breathing is carried out using the palm of the hand, which is placed on the diaphragmatic area.

A set of breathing exercises includes static (at rest) and dynamic (in combination with movements of the torso, arms and neck) exercises.

Forms, methods and techniques of work on educating the sound culture of speech; article on speech development on the topic

Topic: Forms, methods and techniques of work to educate the sound culture of speech

The concept of sound culture of speech

Sound culture of speech - includes phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Education of sound culture involves:

1. formation of correct sound pronunciation and word pronunciation, which requires the development of speech hearing, speech breathing, and motor skills of the articulatory apparatus;

2. education of spelling-correct speech - the ability to speak according to the norms of literary pronunciation. Orthoepy includes not only pronunciation, but also stress, i.e. a specific phenomenon of oral speech.

3. formation of speech expressiveness - mastery of the means of speech expressiveness presupposes the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noticed that in everyday communication the child has natural expressiveness of speech, but needs to learn voluntary, conscious expressiveness when reading poetry, retelling, and storytelling;

4. development of diction - clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

5. fostering a culture of verbal communication as part of etiquette.

In the sound culture of speech, there are two sections: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions:

1. development of the speech-motor apparatus (articulatory apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;

2. development of speech perception (auditory attention, speech hearing, the main components of which are phonemic hearing).

Forms of work to educate the sound culture of speech

The “Sound Culture” section of speech includes the following: developing in children attention to the sound side of audible speech, auditory memory, improving general speech skills: learning a leisurely pace of speech, correct speech breathing, maintaining the necessary rhythm when speaking, working on the voice, being able to lower and raise your voice. It is also necessary to improve the pronunciation of words that are complex in their structure, in accordance with the rules of orthoepy, observing the correct stress, and strive to clearly pronounce the sounds of the native language.

Work on the sound culture of speech also includes distinguishing by ear similar sounds, often mixed by children: S - Sh; L – R; W – F; Z – F; NW; P – B; T – D, etc., try to pronounce these sounds correctly in words, phrases, phrases, tongue twisters and poems. If such violations are permanent, you need to contact a speech therapist.

The formation of the sound side of speech is carried out in a kindergarten in two forms: in the form of training in class and outside class.

The main role in teaching belongs to special classes that combine pronunciation demonstrations with active exercise for children. Classes are complemented and interact with special exercises outside of class.

The leading form of training is collective frontal forms of work (rather than individual) classes with children. The team is a strong factor of mutual influence for children. In group activities, work productivity increases and fatigue decreases.

It is enough to conduct group-wide classes on teaching sound pronunciation 1-2 times a month. In addition, individual exercises are included in other classes on speech development, as well as in music, gymnastics and outdoor games. The number of classes is determined by the level of children's speech development.

Weekly (1-2 times a week) work in speech classes, taking from 2 to 10 minutes. Once a month, you can conduct a comprehensive lesson entirely devoted to the sound culture of speech. Such classes are especially needed in the second junior group, where the amount of work on sound pronunciation is very large. Most of the time in such a lesson is devoted to working on the pronunciation of one sound or a group of related sounds (in the older group - differentiation of pairs of sounds that are similar in acoustic characteristics: z - zh, s - s', etc.) The rest of the time is devoted to cultivating other qualities of speech (two -three).

Other forms of frontal work that are carried out outside of class are of great importance: dramatization games, round dances, holidays and entertainment. In junior and middle groups, speech gymnastics is effective (1-2 minutes of articulation exercises at the end of morning exercises, 2-3 times a week).

It is also widely practiced to work with subgroups of children at a time convenient for the teacher (didactic games, jokes, etc.). Thus, the calendar plan provides for work on the sound culture of speech almost every day.

All age-related pronunciation errors disappear in children by the age of 5. But this process does not occur on its own, but under the influence of the speech of adults and their pedagogical influence. This influence is beneficial when a child hears normal speech, receives instructions from adults on how to speak, and as a result begins to experience an interest in correct, clear speech.

During classes, during walks, during routine processes, it is necessary to very carefully monitor the children’s speech and ensure that it is clear, precise and intelligible. In the formation of correct sound pronunciation, timely training, based on the age characteristics of children, plays a decisive role.

The greatest effect is achieved by training that began at earlier stages of preschool childhood. The age of children at the start of training is a more important factor than the duration of training itself.

Methods and techniques for developing correct sound pronunciation

What methods are typical for educating the sound culture of speech?

The work is carried out using didactic games, game exercises with the inclusion of speech material: tongue twisters, sayings, nursery rhymes, poems, proverbs, riddles, stories in accordance with the program content in the native language. It is good to use speech with movement in this work. Such exercises activate the process of developing pronunciation skills.

It is advisable to introduce preschoolers to the sounds of speech in a playful way, associating each sound with a specific symbol (“Z” is the song of a mosquito, “R” is the operation of an airplane engine, “Sh” is air coming out of a burst balloon).

Such aids help to effectively prepare children with speech development problems to master writing and reading.

Games developed with symbols in which sounds are automated and differentiated are useful for children. In addition, visual symbols develop memory, attention, and imagination.

Didactic stories that include educational tasks for children are very useful (repeat words with difficult sounds, change the pitch of the voice, etc.). In junior and middle groups, they are often accompanied by a display of pictures on a flannelograph or a demonstration of toys. On the teacher’s table, you can use toys to stage a performance, during which the educational material is repeated (sound combinations, simple sayings, songs).

To develop the expressiveness of speech, classes in retelling and memorizing poems are effective. Individual elements of intonation (prosodemes), speech hearing and breathing are also practiced using the method of exercises: memorizing and repeating familiar tongue twisters, the game exercise “Let’s blow on the fluff”, etc.

Using these methods, the teacher uses a variety of techniques that directly affect the pronunciation side of children’s speech.

The leading technique is the example of correct pronunciation and task completion given by the teacher. If a teacher uses a model at the initial stage of teaching, then he often reinforces this technique with a brief or detailed explanation of the demonstrated qualities of speech or movements of the speech-motor apparatus (“You, children, hear that I don’t just say a word with the sound r, but I specifically highlight this sound, I pronounce it long, drawn out: a-r-r-r-buzz..."). When developing phonemic hearing, sound and word pronunciation, a specific technique is recommended - exaggerated (with emphasized diction) pronunciation or intonation of a sound (a stressed syllable, a part of a word distorted by children).

In younger groups, figurative naming of a sound or sound combination is often used (zzz - a mosquito song; tup-tup-tup - a kid stomps).

The demonstration and explanation of articulation in these groups is often included in the game plot (“The Tale of the Merry Tongue”). An active technique is choral and individual repetitions. They are the ones who provide training for children’s speech-motor apparatus, which is so important in the formation of the sound culture of speech. Quiet pronunciation of sounds (sound combinations) in small subgroups is especially useful, when children can listen to the answers of their comrades.

A technique such as justifying the need to complete the teacher’s assignment improves the quality of answers. It is given either in an emotional and humorous form (“Let’s teach the turkey to sing a funny song!”), or in a businesslike form (“We must firmly, firmly remember how to pronounce the word shofe-e-er, chauffeurs, otherwise speaking is simply illiterate, ugly - who wants to get into a funny situation?”).

Related to this is another technique - individual motivation for the task, an individual instruction before the child’s answer (“It seems to me that Seryozha’s lullaby will work especially well - he knows how to be affectionate and caring”).

In case of erroneous answers, such active techniques based on imitation as joint (conjugate) speech of the child and the teacher, as well as reflected speech (immediate repetition by the child of a sample speech) are possible.

In the process of practicing and consolidating a child’s pronunciation skills, an example of the correct speech of his peers is valuable. This factor should be used not only in classes, but also in freely organized games and exercises, in which both children who have not mastered some skill and those who speak correctly and clearly are involved.

Traditional techniques include evaluating a response or action and correcting it. Teachers should be warned against the annoying, too frequent use of corrections and hints (sound pronunciation, tempo, etc.), as this irritates the child. During classes, such a specific technique can be used - a figurative physical education pause, which, thanks to the combination of children’s movements with the utterance of practiced sounds or sound combinations (game situation), serves at the same time as relaxation and consolidation of educational material (leave from the tables, walk around, sit down and show like chickens clucking).

In the process of working on the sound culture of speech, visual techniques are also appropriate - showing articulatory movements, demonstrating a toy or picture. Games and exercises often involve additional equipment - a “magic” wand to signal the beginning or end of an answer, chips and other handouts that serve to indicate the sound structure of a word

Methods and techniques for developing phonemic hearing Speech hearing is a broad concept. It includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities of speech: timbre (find out by voice who called you?), expressiveness (listen and guess whether the bear was scared or happy?). Developed speech hearing also includes good phonemic hearing, i.e. the ability to differentiate all the sounds (phonemes) of the native language - to distinguish the meaning of words that sound similar (duck - fishing rod, house - smoke). Speech hearing begins to develop early. A child aged two to three weeks has a selective reaction to speech and voice; at 5-6 months he reacts to intonation, and somewhat later - to the rhythm of speech; By about two years, the baby can already hear and distinguish all the sounds of his native language. We can assume that by the age of two, a child has developed phonemic hearing, although at this time there is still a gap between the assimilation of sounds by ear and their pronunciation. Having phonemic awareness is sufficient for practical speech communication, but this is not enough for mastering reading and writing. When mastering literacy, a child must develop a new, higher level of phonemic awareness - sound analysis or phonemic perception: the ability to determine which sounds are heard in a word, determine their order and quantity. This is a very complex skill, it involves the ability to listen attentively to speech, to keep in memory the word heard, the sound named. Work on the formation of speech hearing is carried out in all age groups. A large place is occupied by didactic games for the development of auditory attention, i.e. the ability to hear a sound and relate it to the source and place of presentation. In younger groups, games conducted during speech classes use musical instruments and voiced toys so that children learn to distinguish the strength and nature of sound. Simulating thunder; in the game "Guess what to do?" When the sounds of a tambourine or rattle are loud, children wave flags; when sounds are weak, they lower the flags to their knees. Widespread games are “Where did they call?”, “Guess what they are playing on?”, “What is Parsley doing behind the screen? In older groups, children’s auditory perceptions are developed not only through games similar to those described above, but also by listening to radio broadcasts, tape recordings, etc. Short-term “minutes of silence” should be practiced more often, turning them into “Who can hear more?” exercises. , “What is the room talking about?” As these exercises progress, you can ask individual children to use onomatopoeia to reproduce what they heard (water dripping from a tap, a squirrel wheel whirring, etc.). Another category consists of games for the development of speech hearing itself (for the perception and awareness of speech sounds and words). Games are offered for each age group (lasting 3-7 minutes), which are preferably played with children 1-2 times a week in and outside of class. Already in the younger group, children are asked to listen attentively to the sound of speech, distinguish its various qualities by ear, and “guess” them (the word is spoken in a whisper or loudly, slowly or quickly). So, for example, the game “Guess what I said?” encourages the child to listen attentively to the speech of the teacher and peers. This is facilitated by the game rule, which the teacher says: “I will speak quietly, you listen carefully and guess what I said. Whoever I call will say loudly and clearly that he heard.” The content of the game can be made more rich if you include in it for guessing material that is difficult for children, for example, in the middle group - words with hissing and sonorant sounds, in the older group - polysyllabic words or words that are difficult in orthoepic terms, close to each other in sound (juice -suk), as well as sounds. Middle age is the time to improve auditory perception and phonemic hearing. This is a kind of preparation of the child for the subsequent mastery of sound analysis of words. In a number of games that are played in this age group, the task is of increased complexity - from the words called by the teacher, by ear, select those that have a given sound (for example, z - the song of a mosquito), marking them with a clap of your hands, a chip. Auditory perception facilitates the slow pronunciation of a word or the prolonged pronunciation of a sound in a word. In older groups, naturally, they continue to improve their speech hearing; children learn to identify and identify various components of speech (intonation, pitch and strength of voice, etc.). But the main, most serious task is to bring the child to an awareness of the sound structure of a word and the verbal composition of a sentence. The teacher teaches children to understand the terms “word”, “sound”, “syllable” (or part of a word), to establish the sequence of sounds and syllables in a word. This work is combined with the cultivation of interest and curiosity in words and speech in general. It includes the child’s independent creative work with words, requiring verbal and poetic hearing: coming up with words with a given sound or with a given number of syllables that are similar in sound (gun - fly - drying), finishing or coming up with a rhyming word in poetic lines. In older groups, during exercises and games, children are first introduced to highlighting sentences in speech, as well as words in sentences. They compose sentences, finish words to familiar poetic lines, correctly arrange scattered words into one complete phrase, etc. Then they begin to soundly analyze the word. Exercises and games for this purpose can be arranged approximately in the following sequence: 1. “Let’s remember different words, look for similar words” (in meaning and sound: bird - titmouse - singer - small). 2. “There are sounds in a word, they come one after another. Let’s come up with words with certain sounds.” 3. “A word has parts - syllables, they, like sounds, follow one after another, but sound differently (stress). What parts does the given word consist of?” Often such exercises are of a playful nature (jump rope as many times as there are sounds in the named word; find and put into a “wonderful bag” a toy in the name of which the second sound is u (doll, Pinocchio); “buy in a store” a toy, name which begins with the sound m). Thus, in the process of learning the sound analysis of a word, speech for the first time becomes an object of study for the child, an object of awareness.

Methods and techniques for developing speech breathing

Non-speech breathing is characterized by the fact that the exhalation is equal in duration to the inhalation, they follow rhythmically one after another; in one go, all the air from the lungs is exhaled, inhalation is done through the nose, the glottis is open. When we speak, we inhale during pauses through the mouth and nose, and then exhale gradually in separate bursts, sparingly. Inhalation is performed relatively quickly, it is much shorter than exhalation. The best type of speech breathing is diaphragmatic-lower costal breathing (when inhaling, the diaphragm lowers, the lower ribs move to the sides, but the shoulders do not rise). Correct speech breathing ensures sound and voice formation and good voice sounding. Timely inhalation and long exhalation are necessary for the smooth sound of speech. The teacher’s task is to teach the child to breathe correctly during speech and to eliminate age-related deficiencies in speech breathing. First of all, children need to develop a silent, calm breath without raising their shoulders. The duration of exhalation should correspond to the age of the child: for a two- to three-year-old child, the exhalation ensures the pronunciation of a phrase of 2-3 words, for a child of middle and senior preschool age - a phrase of three to five words. Gradually, children become accustomed to exhaling more forcefully. At the same time, you need to ensure that the child has the correct posture so that tension or fatigue does not occur. To work on speech breathing, some gymnastic exercises are used (“Wood splitter”, “Pump”), as well as game exercises (blowing paper birds, balls, etc.). Of great importance is the correct, detailed explanation by the teacher of the breathing requirements of children, reproducing the pattern of inhalation and exhalation. Thus, the work of educating the sound culture of speech is a whole system carried out from the first days of a child’s stay in kindergarten. Without the special attention of adults, the development of the sound side of children's speech is delayed, and negative speech habits may develop that are very difficult to overcome.

Methods and techniques for the formation of sound culture of speech

Among the methods of influence used in the formation of the sound culture of a child’s speech, there are practical, visual and verbal. Hands-on methods include games, exercises and simulations.

Games can be educational, active, creative. It would be good if each of these cases included speech support from children to practice certain speech skills. Each game involves the unfolding of an imaginary situation. This could be a plot outline, role distribution or other game actions. In games you can practice all components of the sound culture of speech.

Phonetic-phonemic underdevelopment of speech in preschool children

Exercises involve multiple repetitions of given actions - both practical and mental. Exercises are of great importance in correcting sound pronunciation. Thus, articulatory gymnastics exercises are aimed at producing sounds.

Verbal methods (memorizing poems and retelling) are effective in developing expressive speech.

Demonstration of correct pronunciation is a leading technique in developing the sound culture of speech. In certain cases, a specific technique of exaggerated pronunciation may be necessary. It is often used when practicing phonemic hearing and sound pronunciation. The teacher pronounces words with emphasized diction or emphasizes the desired sound with intonation.

In younger groups, figurative naming of sounds is often used.

Lesson on the formation of sound culture of speech

The content, structure and frequency of classes on the formation of speech sound culture depend on the age category of preschoolers.

In the younger group, it is recommended to include classes on educating the sound culture of speech 1-2 times a month. Also, several exercises need to be included in the structure of classes aimed at solving other speech problems. This could be focusing on the expressiveness of the voice when reading literary material. The most effective way to practice various sounds at this age is onomatopoeia.

The material is best learned when the teacher associates a sound with some image: sound A - a doll is crying, sound U - the rumble of an airplane, a combination of AU - children are lost in the forest.

In the middle group, sound culture classes are held 3 times a month. On them, children learn to find words that sound similar and practice pronouncing texts with different intonations. In addition, the sounds already delivered are consolidated.

In the older group, elements of expressive speech are practiced using the material of tongue twisters and tongue twisters, and poems are memorized. Children are taught to change the volume of their voice and rate of speech depending on the conditions of communication and the content of the statement.

In the preparatory group, children continue to learn to isolate the sound or syllable being studied in words. A special role is given to the development of the intonation side of speech: melody, rhythm, timbre, tempo. By developing a sense of rhythm, the teacher prepares the child to perceive poetic speech.

Education of sound culture of speech in preschool children

What kind of speech a preschooler will have depends to a large extent on the attentive attitude of parents and educators to this issue. A culture of speech must be instilled and nurtured.

The first thing that adults need to observe is to set an example for the child with their competent speech and culture of verbal communication.

Secondly, parents are obliged to closely monitor their child’s progress in mastering their native language. What is important here is not being touched by children's pronunciation, but careful tips on how to use words correctly, an incentive to formulate a narrative sentence. It is necessary to systematically train in the pronunciation of difficult sounds in order to prevent possible speech disorders.

Formation of correct pronunciation

Parents should focus on age-related norms for the formation of pure pronunciation. Having passed the 5-year mark, the child must learn to pronounce all sounds. Already approaching this age, adults need to stimulate the development of their auditory attention as a preventive measure for possible speech problems in their child. This can be done everywhere in a playful way:

Invite your child to close his eyes and listen to the sounds around him. Then ask what he heard.
Practice telling fairy tales together, imitating the voices of fairy-tale characters.
Learn to isolate sounds in a word: an adult names words, and a preschooler determines whether it contains a designated sound.

It is also easy to perform articulation gymnastics. Such tongue exercises as “Spatula”, “Needle”, “Slide”, “Clock”, “Horse” are known to everyone. These articulatory movements are simple to perform, but their effectiveness has been proven by many years of practice.

Diction and expressiveness training

The formation of diction and expressiveness is effectively promoted by memorizing and reciting small, entertaining poems. Children love funny rhyming lines. These are accessible and simple techniques for developing speech in children 3-4 years old. Kids recite poems with inspiration, trying to repeat all the accents they heard in their mother or grandmother’s recitation. Moreover, children's quatrains often include simultaneously narrative, interrogative and incentive sentences. As in this example:

In addition to training intonation expressiveness, such recitations are a fertile environment for automating sounds that are difficult for a preschooler.

Theatrical activities, which are easy to organize at home, also contribute to the development of speech expressiveness. Children love to listen to their favorite fairy tales almost every day. They know the content exactly and carefully ensure that the narrator does not miss any episodes.

It's time to assign the preschooler one of the roles that is attractive to him. Even without additional guidance, the child will try to portray the character of the hero, using the appropriate tempo and tone of speech.

Didactic games

Phonemic awareness and the ability to recognize non-speech sounds can be trained using the Orchestra game. Children stand with their backs to the teacher, who makes sounds using various instruments. At first, it is advisable to give one instrument for recognition. For example, a ratchet. Then simultaneously offer 2 sounds - a rattle and a drum. Gradually increase the number of sounds. Children must say what musical instruments they heard in the orchestra.

Didactic games are suitable for differentiating sounds, in which you need to distribute given sounds into 2 groups. For example, in the game “Colorful Baskets,” the speech therapist pronounces the names of objects and phenomena, and children pick up an orange basket if they hear one sound in a word, and a yellow basket if they hear another. Similar tasks can be implemented by distributing words with the required sounds into different houses, cabinets, pots, etc.