Development of the sound aspect of speech in preschool age. Features of the development of the phonetic side of speech in preschoolers Features of the phonetic side of speech in children
Introduction
Basic Concepts
Age-related features of the development of speech sound culture
Objectives and content of work on the development of sound culture of speech
Methodology of work for the development of sound culture of speech
Analysis of the degree of research of the problem
Bibliography
Applications.
Appendix 1 Articulation gymnastics
Appendix 3 Didactic games
Introduction
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.
The concept of “sound culture of speech” is broad and unique. The sound culture of speech is an integral part of general culture. It covers all aspects of the sound design of words and sounding speech in general: correct pronunciation of sounds, words, volume and speed of speech utterance, rhythm, pauses, timbre, logical stress, etc. [Maksakov A.I., p. 2] Components of sound speech culture - speech hearing and speech breathing - are a prerequisite and condition for the emergence of sounding speech.
Education of the sound culture of speech is aimed at the development of the phonetic-phonemic component of the speech system; its full development; ensures a favorable course of the level of motor programming of speech activity. Preschool age is sensitive to the development of sound culture. This is due to a number of reasons:
· active maturation of speech centers in the cerebral cortex responsible for speech occurs (Broca's center: articulation, motor skills; Wernicke's center: phonemic hearing);
· Anatomical and physiological maturation of the articulatory apparatus occurs.
The importance of educating the sound culture of speech:
· education of a full-fledged personality of the child;
· sound culture of speech is the basis for favorable social contacts and communication;
· the full formation of phonetics and phonemics forms the basis of the lexicogrammatical component of speech;
· Mastering phonetics and phonemics are the conditions for successful preparation for school.
The sound side of preschool children's speech has been studied in different aspects: as the development of speech perception and as the formation of the speech motor apparatus (E.I. Tikheeva, O.I. Solovyova, V.I. Rozhdestvenskaya, E.I. Radina, M.M. Alekseeva, A. I. Maksakov, M. F. Fomicheva, G. A. Tumakova). Many researchers emphasize the role of children’s developed awareness of the phonetic aspect of speech. Children early begin to notice shortcomings in their own and others’ speech (A.N. Gvozdev, K.I. Chukovsky, M.E. Khvattsev, D.B. Elkonin, S.N. Karpova). From understanding the features of the sound side of speech, one can stretch a thread to the formation of voluntary speech (F.A. Sokhin, G.P. Belyakova, E.M. Strunina, G.A. Tumakova, M.M. Alekseeva). The power of influence on listeners largely depends on the sound design of speech, so special work on the sound side of speech is necessary.
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:
* development of the speech motor apparatus (articulation apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;
* development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).
For preschoolers, first of all, the acquisition of linear sound units of speech is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (r, l, zh, w). In phonetic and speech therapy works, the work of the articulation organs is described in detail. The participation of prosodemes in the modulation of sounds is less studied.
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.
However, despite the obvious importance of this section of work, kindergartens do not use all opportunities to ensure that every child leaves school with clear speech. According to survey materials, 15-20% of children enter school from kindergarten with imperfect pronunciation of sounds.
The problem of forming the sound side of speech has not lost its relevance and practical significance at the present time.
Chapter 1. Basic Concepts
The sound of speech is the minimal, indivisible speech unit
Diction - intelligible, clear pronunciation of words and their combinations
Stress is a linguistic phenomenon based on the intensity, strength of sound [Russian E.N.]
Orthoepy - a set of rules for exemplary literary pronunciation
Rate of speech - speed of speech pronunciation, relative acceleration or deceleration of its individual segments (sounds, syllables, words, sentences, etc.)
Intonation is a sound form of utterance, a system of changes (modulations) of pitch, volume and timbre of the voice, organized using tempo, rhythm and pauses (temporhythmically organized) and expressing the communicative intention of the speaker, his attitude towards himself and the addressee, as well as towards the content of speech and the situation , in which it is pronounced [Artemyev V.A.].
Intonation is a complex set of phonetic means expressing a semantic attitude to what is being expressed and emotional shades of speech [Maksakov A.I.]
Intonation is a set of sound means of language that phonetically organize speech, establish semantic relationships between parts of a phrase, give the phrase a narrative, interrogative or imperative meaning, and allow the speaker to express different feelings [Fomicheva M.F.]
Speech hearing is a person’s ability to accurately perceive and correctly reproduce all aspects of spoken speech, i.e. recognize, hear and convey all phonological means of the language, correlating them with the generally accepted linguistic norm.
Speech breathing is a set of processes that ensure the entry of oxygen into the body (on inhalation) and the removal of carbon dioxide from it (on exhalation) [Dmitriev].
Speech breathing is the ability to produce a short inhalation and a long, smooth exhalation, which is necessary in order to be able to speak freely in phrases in the process of speech utterance
“Speech expressiveness is the ability to clearly, convincingly and at the same time express one’s thoughts and feelings as concisely as possible; the ability to use intonation, choice of words, construction of sentences, selection of facts, examples to influence the listener and reader” [Rozhdenstvensky N.S.].
Rhythm - uniform alternation of stressed and unstressed syllables, varying in duration and strength of pronunciation
Timbre - emotional and expressive coloring of speech
Melodics - tonal contour of speech - modulation of the pitch (raising and lowering) of the fundamental tone of the voice when pronouncing a statement [Russian E.N.]
Pause - temporary stop in speech
A pause is an intonation device that, according to its acoustic expression, can be real or imaginary (zero). A real pause is a stop, a break in the sound [Russian E.N.]
Sound pronunciation - the ability to correctly reproduce the sounds of your native language
Phonemic hearing is the ability to perceive by ear and accurately differentiate all speech sounds, especially those that are similar in sound.
Pure speech - rhythmic speech material containing complex combinations of sounds, syllables, words that are difficult to pronounce
A tongue twister is a difficult to pronounce rhythmic phrase or several rhyming phrases with the same sounds occurring frequently.
Auditory attention is the ability to determine by ear a particular sound and direction of sound.
Perception of the tempo and rhythm of speech - the ability to correctly hear and reproduce the rhythmic pattern of a word, its accent-syllable structure in unity with the tempo of speech
Articulatory gymnastics is a set of special exercises aimed at developing speech motor skills and developing the correct articulatory patterns for pronouncing sounds.
Chapter 2. Age-related features of the development of speech sound culture
Before talking about age characteristics, let's look at how the speech apparatus works. The speech apparatus consists of two closely interconnected parts: the central (or regulatory) speech apparatus and the peripheral (or executive).
The central speech apparatus is located in the brain. It consists of the cerebral cortex (mainly the left hemisphere), subcortical ganglia, pathways, brainstem nuclei (primarily the medulla oblongata) and nerves going to the respiratory, vocal and articulatory muscles.
Speech, like other manifestations of higher nervous activity, develops on the basis of reflexes. Speech reflexes are associated with the activity of various parts of the brain. However, some parts of the cerebral cortex are of primary importance in the formation of speech. These are the frontal, temporal, parietal and occipital lobes of the left hemisphere (in left-handers, the right). The frontal gyrus (inferior) is a motor area and is involved in the formation of one's own oral speech (Broca's area). The temporal gyri (superior) are the speech-auditory area where sound stimuli arrive (Wernicke's center). Thanks to this, the process of perceiving someone else’s speech is carried out. The parietal lobe of the cerebral cortex is important for understanding speech. The occipital lobe is a visual area and ensures the acquisition of written speech (the perception of letter images when reading and writing). In addition, the child begins to develop speech thanks to his visual perception of the articulation of adults.
The subcortical nuclei control the rhythm, tempo and expressiveness of speech.
The cerebral cortex is connected to the speech organs (peripheral) by two types of pathways: centrifugal and centripetal.
Centrifugal (motor) nerve pathways connect the cerebral cortex with the muscles that regulate the activity of the peripheral speech apparatus. The centrifugal pathway begins in the cerebral cortex in Broca's center.
From the periphery to the center, i.e. From the area of the speech organs to the cerebral cortex, centripetal paths go. The centripetal pathway begins in the proprioceptors and baroreceptors. Proprioceptors are found inside muscles, tendons and on the articular surfaces of moving organs. Proprioceptors are excited by muscle contractions. Thanks to proprioceptors, all our muscle activity is controlled. Baroreceptors are excited by changes in pressure on them and are located in the pharynx. When we speak, irritation of the proprio and baroreceptors occurs, which follows a centripetal path to the cerebral cortex. The centripetal path plays the role of a general regulator of all activities of the speech organs.
The cranial nerves originate in the nuclei of the brainstem. All organs of the peripheral speech apparatus are innervated by cranial nerves. The main ones are: trigeminal, facial, glossopharyngeal, vagus, accessory and sublingual.
The trigeminal nerve innervates the muscles that move the lower jaw; facial nerve - facial muscles, including muscles that carry out lip movements, puffing out and retracting the cheeks; glossopharyngeal and vagus nerves - muscles of the larynx and vocal cords, pharynx and soft palate. The accessory nerve innervates the muscles of the neck, and the hypoglossal nerve supplies the muscles of the tongue with motor nerves and gives it the possibility of a variety of movements.
Through this system of cranial nerves, nerve impulses are transmitted from the central speech apparatus to the peripheral one. Nerve impulses move the speech organs.
The peripheral speech apparatus consists of three sections:
respiratory;
· articulatory (or sound-producing)
The respiratory section includes the chest with the lungs, bronchi and trachea. Producing speech is closely related to breathing. Speech is formed during the exhalation phase. During the process of exhalation, the air stream simultaneously performs voice-forming and articulatory functions (in addition to another, main one - gas exchange). Breathing during speech is significantly different from usual when a person is silent. Exhalation is much longer than inhalation. In addition, at the time of speech, the number of respiratory movements is half that of normal breathing. The inhalation during speech becomes shorter and deeper.
The vocal section consists of the larynx with the vocal folds located in it. The vocal folds with their mass almost completely cover the lumen of the larynx, leaving a relatively narrow glottis. During phonation, the vocal folds are closed. A stream of exhaled air, breaking through the closed vocal folds, somewhat pushes them apart. Due to their elasticity, as well as under the action of the laryngeal muscles, which narrow the glottis, the vocal folds return to their original state, i.e. middle position, so that as a result of the continued pressure of the exhaled air stream, it again moves apart, etc. Closing and opening continue until the pressure of the voice-forming exhalatory stream stops. Thus, during phonation, vibrations of the vocal folds occur. These vibrations occur in the transverse direction, i.e. vocal folds move inward and outward. As a result of vibrations of the vocal folds, the movement of the stream of exhaled air turns over the vocal folds into vibrations of air particles. These vibrations are transmitted to the environment and are perceived by us as vocal sounds.
Articulation department. The main organ of articulation is the tongue. The tongue is a massive muscular organ. The complex intertwined system of tongue muscles and the variety of their attachment points provide the ability to change the shape, position and degree of tension of the tongue within a wide range. This is of great importance, since the tongue is involved in the formation of all vowels and almost all consonant sounds (except labials). An important role in the formation of speech sounds also belongs to the lower jaw, lips, teeth, hard and soft palate, and alveoli. Articulation consists in the fact that the listed organs form slits or closures that occur when the tongue approaches or touches the palate, alveoli, teeth, as well as when the lips are compressed or pressed against the teeth.
The volume and clarity of speech sounds are created thanks to resonators. Resonators are located throughout the extension pipe.
In humans, the mouth and pharynx have one cavity. This creates the possibility of pronouncing a variety of sounds. In humans, the pharynx and mouth form a common tube - the supernatus. It performs the important function of a speech resonator. Due to its structure, the extension pipe can vary in volume and shape. Changes in the shape and volume of the extension pipe are of great importance for the formation of speech sounds. These changes in the shape and volume of the extension pipe create resonance phenomena. As a result of resonance, some overtones of speech sounds are enhanced, while others are muffled. During the formation of speech sounds, the extension pipe performs a dual function: a resonator and a noise vibrator (the function of a sound vibrator is performed by the vocal folds). The noise vibrator is the gaps between the lips, between the tongue and teeth, between the tongue and the hard palate, between the lips and teeth, between the tongue and the alveoli, as well as the closures between these organs broken by a stream of air. Using a noise vibrator, voiceless consonants are formed. When the tone vibrator is turned on simultaneously, voiced and sonorant consonants are formed.
In order for words to be pronounced in accordance with the intended information, commands are selected in the cerebral cortex to organize speech movements. These commands are called the articular program. The articular program is implemented in the executive part of the speech motor analyzer - in the respiratory, phonatory and resonator systems. Speech movements are carried out so precisely that as a result, certain speech sounds arise and oral (or expressive) speech is formed.
For the correct implementation of a speech act, control is necessary
· using hearing;
· through kinesthetic sensations.
In this case, an important role belongs to kinesthetic sensations going to the cerebral cortex from the speech organs. It is kinesthetic control that allows you to prevent an error and make a correction before the sound is pronounced. Auditory control operates only at the moment of pronouncing a sound.
An important role is played by systems of temporary neural connections - dynamic stereotypes that arise due to repeated perception of language elements and pronunciation. The feedback system ensures automatic regulation of the functioning of the speech organs.
The child learns the sound side gradually. The process of mastering the sound structure of the Russian language by preschool children has been studied and described quite fully in the works of A.N. Gvozdev, V.I. Beltyukov, D.B. Elkonin, M.E. Khvattsev, E.I. Radina. Mastering the articulation of speech sounds is a very difficult task, and although the child begins to “practice” pronouncing sounds from the age of one and a half to two months, it takes him three to four years to master speech pronunciation skills. Many authors note the uneven, spasmodic nature of speech development in children. It can slow down, stop, and in some cases regression is sometimes observed (A.N. Gvozdev; D.B. Elkonin, etc.), which is associated not only with the state of health and the characteristics of the hereditary program, but also with the flow of information coming through various information channels. There is a certain sequence in the development of both pre-speech vocalizations and in the acquisition of grammatical categories.
V.A. Bogorodsky identified 4 periods:
* preparatory period, or the period of reflex screams and humming, starting from the day of birth and ending in the second year of life;
* a period of simplified pronunciation of audible words, lasting about four months;
* a period of greater approximation to the pronunciation of others, lasting about six months;
* the period when a child, having already sufficiently mastered the sounds of the language, moves on to normal speech.
N.Kh. Shvachkin identified two periods in the development of children's speech - pre-phonemic (prosodic) speech and speech of the second period - phonemic.
A.N. Leontyev establishes four stages in the development of children’s speech:
J - preparatory - up to one year;
Y - pre-preschool stage of initial language acquisition - up to three years;
J - preschool - up to 7 years;
Y - school
In order for the process of speech development to proceed in a timely and correct manner, certain conditions are necessary. So, the child must:
· be mentally and physically healthy;
· have normal mental abilities;
· have normal hearing and vision;
· have sufficient mental activity.
The child is born, and he marks his appearance with a cry. A cry is the child's first vocal reaction. Both the scream and the crying of a child activate the activity of the articulatory, vocal, and respiratory sections of the speech apparatus. In the sound structure of congenital infant cries, which arise in connection with the development of uncomfortable states, four zones of different subjective value are found that transform into each other. Where the defensive reaction is most or least intense (zones of maximum and minimum subjective value), the vocal reaction is distorted and masked by noise or is not detected at all and is replaced by noise. Where the intensity of the defensive reaction is moderate (zones of moderate subjective value) - at the beginning of the screams and at their decline - there the vocal reaction is most distinct and vaguely resembles the vowel sounds of speech or the murmur of a stream. For a child of the first year of life, “speech training” in pronouncing sounds is a kind of game, an involuntary action that gives the child pleasure. A child can stubbornly repeat the same sound for many minutes and thus practice its articulation. The period of walking is observed in all children. A.N. Gvozdev characterized humming, in contrast to shouting, as “consonants that arise against the background of a sliding vowel and are phonetically poorly defined in terms of their place of formation.” Already at 1.5 months, and then at 2-3 months, the child exhibits vocal reactions in the reproduction of sounds such as a-a-bm-bm, bly, u-gu, boo, etc. It is they who later become the basis for the development of articulate speech. Humming (according to its phonetic characteristics) is the same among all children of the world. At 4 months, sound combinations become more complex: new ones appear, such as gn-agn, la-ala, rn, etc. In the process of humming, the child seems to be playing with his articulatory apparatus, repeating the same sound several times, while enjoying it. To develop the skills of walking, teachers recommend to parents the so-called “visual communication”, during which the child peers at the adult’s facial expressions and tries to reproduce it. In most cases, at the first manifestations of humming, his parents begin to talk to the baby. The child picks up the sounds he hears from the speech of adults and repeats them. In turn, the adult repeats the child’s “speech reactions.” Such mutual imitation contributes to the rapid development of increasingly complex pre-speech reactions of the child. During the period of humming (modulated pronunciation of individual sounds, their characteristics corresponding to vowels), the sound side of children's speech is devoid of four important features inherent in speech sounds:
· correlation;
· “fixed” localization (“stable” articulation);
· constancy of articulatory positions (there is a large and largely random “scatter” of articulations);
· relevance, i.e. compliance of these articulations with orthoepic (phonetic) norms of the native language [Glukhov V.P.].
Only during the period of babbling (which is expressed in the pronunciation of combinations of sounds corresponding to a syllable and the production of syllable series of different volume and structure) these normative features of sound pronunciation gradually begin to appear. During this period, a “syntagmatic organization” of speech takes shape: the “structuring” of a syllable is formed (the appearance of a “proto-consonant” and a “proto-vowel”), the division of the flow of speech into syllabic quanta is noted, which indicates the formation of a physiological mechanism of syllable formation in the child. After 2-3 months, speech manifestations acquire a new “quality”. A unique equivalent of a word appears, namely, a closed sequence of syllables, united by accentuation, melody and unity of articulatory organs. With normal child development, “humming” at 6-7 months gradually turns into babbling. According to R. Jacobson, babbling begins with undefined sounds that are not yet consonants or vowels. Vinarskaya E.N. notes that the initial babble is reproduced autoecholaly according to the mechanism of feedback tactile-kinesthetic connection. The child imitatively reproduces auditory stimuli from the external environment that are similar to his own sounds. At 8.5-9 months, babbling already has a modulated character with a variety of intonations. The importance of babbling in the development of speech cannot be overestimated, since A.N. Gvozdev noted that babbling contributes to the development of elements of pronunciation, the articulation of individual sounds becomes more stable and defined, auditory concentration on the speech of adults begins to function, and active reproduction of syllables develops under the guidance of hearing. At the age of 7-9 months, the child makes attempts to imitate an adult, pronouncing sounds. At the age of 9-10 months, a qualitative leap occurs in the child’s speech development. The first “normative”, subject-related words (corresponding to the lexical system of a given language) appear. The range of articulations does not expand within two to three months, just as there is no attribution of sounds to new objects or phenomena; Moreover, the identity of the use of a pseudoword is ensured not only and not so much by the identity of articulation, but by the identity of the sound appearance of the whole word. According to research by I.E. Isenina, babbling words are proto-signs: they contain the rudiments of nominative meanings, intonations, grammatical categories, their use correlates with the elementary rules of dialogue. They do not designate a separate object, but the entire situation as a whole; to functionally determine their status, it is necessary to involve paralinguistic material. At the age of 10-12 months, the child uses all nouns (which are practically the only part of speech represented in the child’s “grammar”) in the nominative case in the singular. The “suspension” of phonetic development during this period of “speech ontogenesis” (for a period of 3-4 months) is associated with a significant increase in the number of words in the active vocabulary and, most importantly, with the appearance of the first real generalizations, although corresponding, according to the concept of L.S. Vygotsky, “the syncretic coupling of objects according to random characteristics.” A linguistic sign appears in the child’s speech. The word begins to act as a structural unit of language and speech.
A child’s assimilation of the sequence of sounds in a word is the result of the development of a system of conditioned connections. The child imitatively borrows certain sound combinations (sound pronunciation options) from the speech of the people around him. At the same time, mastering language as an integral system of signs, the child masters sounds immediately as phonemes.
According to a number of studies, phonetic hearing is formed at a very early age. First, the child learns to separate the sounds of the surrounding world from the sounds of speech addressed to him. The child actively searches for sound designations of elements of the surrounding world, catching them from the lips of adults. However, he uses the phonetic means of the language borrowed from adults “in his own way.” The ability to perceive phonemically all the sounds of a language, to differentiate them according to the least significant features, is formed in a child only by the end of the second year of life [Rzhevkin 1936, Shvachkin 1948], and at the age of two and a half to three years, children begin to act as fighters for correct pronunciation, despite the fact that they themselves still make many phonetic errors due to their insufficient ability to control their speech apparatus [Bernstein 1966; Gvozdev 1961; Chukovsky 1964]. The identification of phonemes (according to Shvachkin) occurs in the process of their phonemic opposition in the following time sequence: first, the vowel a is isolated, in contrast to other vowels; then they differentiate and - uh, y-o, and - y, uh - oh, and - oh, uh - y. Then consonant sounds are differentiated into sonorant and noisy. After about a year, the softness and hardness of consonants differ. According to well-known researchers of speech hearing in children (F.A. Rau, F.F. Rau, N.H. Shvachkin, L.V. Neiman), by the beginning of the third year of life, the child’s phonemic hearing turns out to be sufficiently formed.
By the age of three, children generally master sound pronunciation. However, speech is still imperfect phonetically. She is characterized by general softness; replacement of back-lingual sounds k, g with front-lingual sounds - t, d, sometimes replacing voiced sounds with unvoiced ones. A significant proportion of three-year-old children do not know how to pronounce hissing sounds, most often replacing them with whistling sounds. By the beginning of the fourth year of life, a child, under favorable upbringing conditions, masters the sound system of the language. A significant proportion of children master many sounds; word pronunciation improves; The child’s speech becomes understandable to others. Thus, in preschool age there are all the prerequisites for successful mastery of the sound side of the Russian language. These include the corresponding development of the cerebral cortex as a whole, phonemic perception of speech and the speech motor apparatus. Such characteristics of a preschool child as high plasticity of the nervous system, increased imitation, special sensitivity to the sound side of language, and children’s love of speech sounds also contribute to mastering the sound composition of speech. Ahead you can see the dynamics of speech formation at an early age (Table No. 1)
Table No. 1
No. Form of speech Approximate age of appearance 1 Intonates screams (you can distinguish between screams of pleasure and displeasure) 1-2 months 2 Hooting, humming (the child repeats after you or independently pronounces individual syllables, as if playing with them) 1.5 - 3 months 3 Babbling (child repeats after you and says something similar to words, but consisting of the same syllables) 4-5 months 4 Babbling words (the child uses “nanny language” in speech - words consist of two or three open syllables, a lot of onomatopoeia) 8 months . - 1 year 2 months 5 Two-word sentences (the child, when communicating with you, combines two words) 1 year 6 months. - 2 years 2 months. 6 Active growth of vocabulary (the child asks what it is called) 1 year 9 months. - 2 years 6 months. 7 Appearance of grammatical forms of words (the child changes words in speech according to numbers, gender, cases, etc.) 2 years 4 months. - 3 years 6 months 8 Word creation (the child “composes” his own words, but at the same time uses the laws of his native language 2 years 6 months - 3 years 5 months 9 The child actively communicates with adults he knows well 1 month - 1.5 months.
Chapter 3. Objectives and content of work on the development of sound culture of speech
The following tasks can be identified for developing the sound culture of speech:
) formation of correct pronunciation of sounds;
Sounds as material signs perform two functions: bringing speech to the ear and distinguishing significant units of speech (morphemes, words, sentences). Establishing correct sound pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task includes the following:
· improving the movements of the organs of the articulatory apparatus - articulatory gymnastics;
· consistent work on clear pronunciation of vowels and simple consonants already mastered by children, and then on complex consonants that make it difficult for children;
· strengthening the correct pronunciation of sounds in contextual speech.
) development of diction;
Reasons for poor diction:
* insufficient mobility of the articulatory apparatus;
* careless attitude towards one’s own statement;
* excessively accelerated speech;
* deficiencies in sound pronunciation;
* weak control over one's own statements.
) work on correct pronunciation and verbal (phonetic) stress;
The uniqueness of the speech of a preschooler, especially a younger one, dictates the need to put forward the formation of correct word pronunciation as a separate task. Sometimes a child clearly pronounces all sounds and has good diction, but makes mistakes in the pronunciation of individual words. The child sometimes finds it difficult to place word stress. Our language is characterized by unfixed, variable stress: the stress can be on any syllable, even going beyond the syllable. The placement of stress by children in some nouns in the nominative case and in the past tense verbs of the masculine singular requires attention. The attention of children of the seventh year of life can be drawn to the fact that with a change in the place of stress, the meaning of the word sometimes changes. Stress in Russian is a means of distinguishing grammatical form.
) work on orthoepic correctness of speech;
Orthoepic norms cover the phonetic system of the language, as well as the pronunciation of individual words and groups of words, individual grammatical forms. It is easier to form correct literary pronunciation in childhood than to correct errors of this kind later as an adult. This task is of particular importance in those areas where dialect pronunciation is common.
The pace of speech depends on the style of pronunciation, the meaning of speech, the emotional state of the speaker, and the emotional content of the statement. Easy-to-understand speech is characterized by the following qualities: average tempo, rhythm, moderate strength and average pitch of the voice. They can act as habitual qualities that determine the overall individuality of speech. At the same time, the tempo of speech (the degree of speed of alternation of sounding elements of the speech flow) and the quality of the voice must be sufficiently mobile and flexible to express individual states and feelings, i.e. you need to be able to speak in a whisper, and loudly, and slowly, and quickly, etc. Attention to these aspects of speech is required at all age stages. It is necessary to teach children to coordinate the strength of their voice with the surrounding conditions, to take care of it: this has great pedagogical and hygienic meaning.
) education of expressiveness of speech;
When talking about developing speech expressiveness, we mean two aspects of this concept:
· natural expressiveness of everyday children's speech;
· arbitrary, conscious expressiveness when conveying a pre-thought-out text (a sentence or story compiled by the child himself on the instructions of the teacher, retelling, poem)
The expressiveness of a preschooler’s speech is a necessary characteristic of speech as a means of communication; it reveals the subjectivity of the child’s attitude to the environment. Expressiveness occurs when a child wants to convey in speech not only his knowledge, but also feelings and relationships. Expressiveness comes from understanding what is being said. Emotionality is manifested, first of all, in intonation, in emphasizing individual words, pauses, facial expressions, eye expression, in changes in the strength and tempo of the voice. A child’s unforced speech is always expressive. This is the strong, bright side of children's speech, which we must consolidate and preserve.
It is more difficult to form arbitrary expressiveness. N.S. Karpinskaya notes that, while maintaining the spontaneity of performance, one should gradually and carefully develop in children the ability for arbitrary expressiveness, i.e. to expressiveness that arises as a result of conscious aspiration and volitional efforts.
The development of arbitrariness and reflection in oral speech serves as the basis for subsequent mastery of written speech.
A very important task is to develop the child’s independence and creative initiative when reading by heart and retelling.
In older children, along with their own emotional speech, they should develop the ability to hear the expressiveness of the speech of others, i.e. analyze by ear some qualities of speech (how the poem was read - cheerfully or sadly, humorously or seriously, etc.).
A.M. Leushina outlined three stages in the development of expressive speech. In the early stages of childhood, speech performs an emotional function. The emotionality of speech is a reflection of the attitude towards the world; the child does not control it.
As the child assimilates the demands from adults, he masters the means of intonation expressiveness and begins to consciously use them. This level is not limited by age, it depends on the teacher.
The highest level is characterized by the transition from intonational expressiveness to linguistic expressiveness. The child masters the means of figurative speech: metaphors, epithets, comparisons to convey thoughts figuratively. This level also has no specific age limits. It appears towards the end of preschool childhood and develops throughout life.
) development of speech hearing and speech breathing;
Practical knowledge of a language presupposes the ability to distinguish by ear and correctly reproduce all sound units of the native language.
A well-developed hearing for speech is a necessary condition that ensures normal assimilation of sounds, correct pronunciation of words, and mastery of speech intonation. It includes the following components:
· phonemic hearing;
· pitch hearing;
· rhythmic hearing.
Phonemic hearing is the ability to perceive the sounds of speech, phonemes, thanks to which the distinction of words that are similar in sound is made: rak-lak-mak. By listening to sounds and imitating the speech of those around them, children learn from a huge number of different sounds to isolate only those that carry semantic meaning, i.e. hear the sounds of a language in accordance with their phonemic characteristics. A well-developed phonetic ear ensures the correct formation of sound pronunciation, clear and intelligible pronunciation of words in accordance with generally accepted literary norms [Maksakov A.I., p.4].
When mastering the sound side of a language, notes D.B. Elkonin (1964), phonemic hearing appears twice: once, on its basis, a sample pronunciation of a sound is set, the other time - the result of an action.
Proper speech breathing ensures the best sounding voice. Timely inhalation and subsequent smooth exhalation create the conditions for the continuous and smooth sound of speech, for the free movement of the voice in height, for the transition from quiet speech to loud and vice versa. Impaired speech breathing can be caused by insufficiently loud pronunciation of words, incorrect modulation of the voice, and impaired speech fluency.
) fostering a culture of verbal communication
This concept includes the general tone of children's speech and some behavioral skills necessary in the process of verbal communication. It is necessary that the child be able to speak quietly, look into the face of the speaker, hold his hands calmly, greet and say goodbye politely and without reminders, know that when greeting elders, one should not shake hands.
More attention should be paid to developing the correct posture of the child at the time of public speech: when answering in class, he should turn to face the children and not block the aids in question; When speaking with a poem or story, do not make unnecessary movements.
Taking into account the age-related characteristics of children’s speech development, the formation of speech sound culture can be divided into three main stages:
stage - from 1 year 6 months to 3 years;
stage - from 3 to 5 years;
stage - from 5 to 7 years [Sokhin F.A.]
The content of the work on educating the sound culture of speech of children in the younger group includes games and exercises for the development of auditory perception, sound pronunciation, tempo of speech, and its intonation expressiveness. At the same time, it is important to ensure the gradual complication of the material and its repetition. The sequence of consolidation and differentiation of sounds is given taking into account the difficulty of their pronunciation and the sequence of their appearance in the process of speech development (A.I. Maksakov, G.A. Tumakova). The researchers emphasized that, along with work on all elements of the sound side of speech - on the tempo of speech, voice strength, intonation. These skills contain the most important condition for the development of all aspects of speech and especially its coherence. Working on the intonation expressiveness of speech helps to avoid such shortcomings of utterance as monotony, undifferentiated speech, unclear diction, slow (or fast) tempo, since understanding the content and emotional meaning of the utterance depends on the sound design of speech. In early preschool age, it is necessary to teach children to hear, distinguish and pronounce sounds in words. Work on the correct pronunciation of vowel sounds and their differentiation must be carried out in order to form a clear articulation of the sounds of their native language, as well as in order to teach children to listen attentively to the speech of an adult, to distinguish individual sounds and sound combinations by ear. The pronunciation of consonant sounds (their sequence has been substantiated in sufficient detail in the works of speech therapists) prepares the organs of the articulatory apparatus for the pronunciation of hissing sounds. To work with pronunciation, games and exercises are used aimed at developing children’s ability to differentiate sounds related to the place of formation in small speech units. Then the differentiation of hard and soft consonants is practiced, and children are guided to the correct pronunciation of sibilants.
In the education of the sound culture of speech of children of the fifth year of life, scientists note some contradiction: on the one hand, special sensitivity to the phenomena of language, awareness of pronunciation skills, and on the other hand, imperfect pronunciation of many sounds (E.I. Radina, M.M. Alekseeva , A.I. Maksakov, M.F. Fomicheva, G.A. Tumakova). It is in the fifth year of life that the child also improves the elements of the sound side of the word necessary to formulate a statement - tempo, diction, voice strength and intonation expressiveness. M.M. Alekseeva believes that the style of his coherent speech will depend on the child’s proficiency in pronunciation norms and the use of prosodic units. Work on cultivating the sound culture of speech includes the formation of correct sound pronunciation, the development of phonemic perception, the vocal apparatus, the speech apparatus, speech breathing, the ability to use a moderate rate of speech, and intonational means of expressiveness. For children of middle preschool age, it is important to form and consolidate the pronunciation of all sounds of their native language, including whistling and sonorant sounds, hard and soft. When working with children in the middle group, the terms “sound” and “word” are used. Children begin to understand that the sounds in a word are different. Developed speech hearing allows children to distinguish between rising and falling voice volumes, slowing down and speeding up the rate of speech of adults and peers. Children develop awareness of the pronunciation side of speech.
The main task of working with children of the sixth year of life to master the phonetic aspect of speech and correctly pronounce all the sounds of their native language is to further improve their speech hearing and consolidate the skills of clear, correct, expressive speech. 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.
Chapter 4. Methodology for developing the sound culture of speech
Mastering the pronunciation of all sounds of the native language by the age of five is possible with proper guidance in the development of children's speech. Purposeful training and the use of appropriate techniques create conditions for the implementation of the prerequisites that children have. The formation of the sound side of speech is carried out in a kindergarten in two forms: in the form of training in the classroom and education of all aspects of the sound culture of speech outside of class.
Morning speech gymnastics, walks, children coming and going home are also used by the teacher to cultivate the sound culture of speech. Work outside of class can be organized with a subgroup of children, as well as individually. The main role in teaching belongs to special classes that combine pronunciation demonstrations with active exercise for children. Classes are complemented and interact with special exercises outside of class. The leading form of training is collective (rather than individual) classes with children. In a social environment, the development of speech skills proceeds especially favorably and gives more lasting results than in the conditions of individual work (A.P. Usova, M.E. Khvattsev). The team is a strong factor of mutual influence for children. In group activities, work productivity increases and fatigue decreases. The greatest effect is achieved by training that began at earlier stages of preschool childhood. The age of children at the start of training is a more important factor than the duration of training itself. During the learning process itself, it is necessary to use a methodology that ensures the development of motor skills of the speech apparatus, speech breathing and speech hearing, taking into account that these processes are interrelated. During training, the child should also develop an awareness of the peculiarities of his pronunciation. This has a positive impact on the development of the phonetic side of speech, leads to an understanding of the need for training to master correct speech skills and creates a desire to learn.
Means of sound culture of speech (subject and subject pictures, works of fiction, genres of small folklore) contribute to solving problems in developing correct pronunciation and expressiveness of speech.
Formation of correct pronunciation of sounds
A.M. Borodich
The formation of sound pronunciation is carried out in three stages:
) preparation of the articulatory apparatus;
) clarification of the pronunciation of an isolated sound;
) fixation of sound in syllables, words and phrasal speech
The first stage - preparatory articulatory movements - can be carried out during daily morning exercises, in the form of short exercises in any classes, as well as within the framework of a single-topic lesson on the sound culture of speech. All three stages can be carried out either in one lesson or in two with a break of 1-5 days.
Thus, the typical structure of the process of learning a single sound is as follows:
· demonstration, explanation of the articulation of a sound (or a group of related sounds), repeated pronunciation of a sound by a teacher (in figurative form);
· pronunciation of an isolated sound by children with simultaneous exercises in speech breathing (duration of exhalation) and expressiveness of speech;
· children pronouncing syllables, onomatopoeia with the reproduction of changing strength, pitch of voice, tempo of speech;
· exercise in pronunciation of sounds in words and phrasal speech (jokes, dramatization of stories, didactic and outdoor games, reading poems).
M.M. Alekseeva
Sound pronunciation training is carried out in accordance with the stages of work on sounds adopted in speech therapy.
preparatory stage, which involves preparing the speech apparatus for mastering speech sounds. It includes the preparation of the speech motor apparatus, its motor skills, speech hearing, and speech breathing. In order to prepare the speech apparatus, various exercises are used, which are carried out mainly in the form of a game, which creates conditions for their repeated repetition. Articulation gymnastics exercises are divided into static and dynamic. Static exercises are aimed at developing in children the ability to maintain a given articulatory method (“Fence”, “Baranka”, “Slide”, “Mushroom”, “Cup”). Dynamic exercises are aimed at developing the volume of articulatory movements (“Sweet jam”, “Accordion”, “Tsokaniye”, “Pistol and machine gun”). The rules for performing articulatory gymnastics and some exercises will be given in the appendix. The development of motor skills of the articulatory apparatus is facilitated by various sound pronunciation games (“Who is screaming?”, “Whose house?”), and articulatory gymnastics. To develop speech breathing, breathing exercises are performed. They are aimed at developing diaphragmatic breathing, deep silent nasal inhalation and long oral exhalation (without puffing out the cheeks).
stage - the formation of speech sounds, or sound production. This is the creation of a new neural connection between sound, motor-kinesthetic and visual sensations. In most cases, it is necessary to simultaneously inhibit the incorrect connection between the idea of a sound and its pronunciation (Pravdina O.V.). The sound production starts with the easy ones and ends with the more difficult ones; their sequence is maintained for both frontal and individual work. The basic principle of sound production is that sounds are placed in groups depending on the similarity in place of articulation. Sound production is based on imitation (we use a mirror). A verbal explanation of the method of sound articulation is required.
stage - consolidation and automation of sounds. . From the point of view of higher nervous activity, sound automation is the introduction of a newly created and consolidated relatively simple connection - a speech sound - into more complex sequential speech structures - into words and phrases in which a given sound is either skipped completely or pronounced incorrectly (O.V. Pravdina). The sound is given in different sound combinations, at the beginning of the word, in the middle, at the end.
stage - the stage of differentiation of mixed sounds. It is based on differential inhibition. Work on the differentiation of sounds begins when both mixed sounds can be correctly pronounced by the child in any combination and yet are not always used correctly and one sound is replaced by another.
Work on the formation of sound pronunciation should be based on consistent, step-by-step development of all sounds of the native language. You should start with simple ones: i, f, t, s, etc. By consistently practicing the clear pronunciation of all vowels and consonants, the child gradually masters the phonemic system of the language.
Systematic, sequential lessons on practicing all sounds (conducted from the second youngest to the oldest), as well as on differentiating sounds, simultaneously prepare children for learning to read and write. Stages of formation of phonemic hearing
stage - recognition of non-speech sounds. At this stage, in the process of special games, children develop the ability to recognize and distinguish non-speech sounds. At the same time, these same activities contribute to the development of auditory attention and auditory memory (without which it is impossible to teach children to differentiate phonemes). Non-speech hearing - perception of the noise of water, wind, household noises, sounds of music. A child can learn to speak and think only by perceiving natural, everyday, musical noises, the voices of animals, birds and people. It is useful to perform exercises with your eyes closed, analyzing noises only by ear, without relying on vision.
stage - distinguishing words that are similar in their sound composition. The ability to transform words at this stage has a positive effect on the formation of the entire phonetic aspect of speech, including syllabic structure.
stage - differentiation of syllables. The child is already prepared to learn to distinguish syllables.
stage - differentiation of phonemes. It is imperative to start working with differentiating vowel sounds, because they are easier to perceive, isolate and differentiate in words.
stage - development of skills of elementary sound analysis
Development of diction.
The formation of sound pronunciation is closely related to the development of diction. The teacher’s task in developing good diction is to strengthen and develop children’s articulatory apparatus with the help of special exercises, teach them to correctly and clearly pronounce all the sounds of their native language, develop speech hearing, and develop a moderate speech rate. To develop diction in young preschoolers, you can use a number of games on onomatopoeia, while slightly changing the requirements for children. Showing an example of the pronunciation of a sound combination, the teacher makes very clear movements with his mouth, the vowel sound is slightly drawn out (but he says it easily, without stress). Children in conjugate and reflected speech involuntarily imitate the speech style of the teacher. The diction apparatus is much easier to develop at a younger age (fourth to fifth year), when children learn to make active, correct movements with their lips and open their mouths during speech. To improve diction, pure and tongue twisters are used (the method for learning tongue twisters is given in the appendix). Tongue twisters, as well as more complex tongue twisters, are used in older groups.
Work on word pronunciation, stress and spelling.
This work is of particular importance in younger groups, where children distort the syllabic composition of a word. To maintain the correct structure of a word, a leisurely pace of speech and smooth pronunciation are important. These qualities are well cultivated in children in round dance games with melodious text, and in slow reading of nursery rhymes. To work on word pronunciation, didactic games (“Orders”, “Shop”) are used. When conducting them with children, it is advisable to first use toys whose names children can pronounce easily, and then more complex ones.
The degree of development of auditory concentration in children of senior preschool age is sufficient to instill in them sensitivity to the syllabic structure of a word and to form solid spelling skills in the correct placement of stress. To do this, you need to show the child the correct pronunciation in different forms of the same word. In this case, it is necessary to use the initial forms of voluntary attention and memorization, only then is it possible for the child to develop a qualitatively new attitude towards his speech and conditions appear for analyzing and synthesizing auditory perceptions.
To reinforce the emphasis in the indirect cases of a noun, you can offer children a short didactic story (of three or four phrases), into which you need to insert the missing words.
In general, the orthoepic correctness of children's speech is formed by imitating the speech of adults.
It is important to teach children to speak at a medium tempo, smoothly, without unnecessary stops. Individually targeted techniques will help the teacher with this: comments (“I didn’t understand what to give you, tell me more slowly!”), conjugate speech. The best technique is to conduct round dances, outdoor games with melodious text, and at the same time accompany speech with movements.
In older groups, training exercises are carried out to develop vocal flexibility (pronunciation of tongue twisters, games “Roll Call”, “Hoop”, “Echo”).
Older children are interested in tasks where they learn to change the pitch of their voice. For example, when looking at toys or pictures depicting animals and their babies, they pronounce onomatopoeia with different pitches of voice. Didactic stories with onomatopoeia should also be used more widely.
Developing expressive speech.
The teacher has great opportunities to influence the intonation expressiveness of speech. It is very important to develop intonations that the child will need in his everyday life. There are a number of games and round dances, where the text, most often folklore, is pronounced with particularly vivid intonations: “Ladushki”, “The horned goat is coming”.
Through painstaking daily work, tasks such as cultivating a soft, friendly tone of conversation are also solved. During all classes, the teacher ensures that while answering the child addresses the audience and assumes a calm posture. In younger groups, you can use a game exercise, which involves the doll performing the necessary actions. In older groups, the following technique is used: including the demonstration of individual verbal communication skills in the game “So or wrong?” Children evaluate correct actions with a red chip, raising it for everyone to see, and incorrect actions with a black one.
The initial technique is an example of expressive reading. The sample must be accompanied by a number of other active techniques. Their purpose is to help the child understand the peculiarities of performing a given work, practice in advance, and learn to read it, especially difficult parts. The reading sample is supplemented by the teacher’s explanations and instructions for the expressiveness of children’s speech. A reminder of a similar incident is used, a vivid representation from the lives of children, reviving previously experienced feelings.
In all groups, the use of a suggestive form of question is justified, especially with regard to the choice of intonation, since such a technique makes it easier for the child to find a means of expression and helps to find the most accurate definition.
A very effective technique is reading in faces (by roles). The material can be short poems, nursery rhymes, jokes. In younger groups, reading is accompanied by playful actions and movements of children, promoting naturalness, as if involuntary intonation. The liveliness and naturalness of intonation is facilitated by the inclusion in the text of a nursery rhyme (poem) of the name of one of the children present at the lesson.
Techniques for developing expressiveness in reading and retelling are very diverse. As a rule, several techniques are used simultaneously in one lesson.
Formation of speech hearing.
Work on the formation of speech hearing is carried out in all age groups. Didactic games for the development of auditory attention occupy a large place, i.e. the ability to hear a sound, correlate it with the source and place of presentation. In younger groups, games conducted during speech classes use musical instruments and voiced toys so that children learn to distinguish the strength and nature of sound.
In older groups, children's auditory perceptions are developed by listening to radio broadcasts, tape recordings, etc. You should practice “minutes of silence” more often, turning them into exercises “Who will hear more?”, “What is the room talking about?” As these exercises progress, you can ask individual children to use onomatopoeia to reproduce what they heard.
Already in the younger group, children are asked to listen attentively to the sound of speech, distinguish its various qualities by ear, and “guess” them.
Middle age is the time to improve auditory perception and phonemic hearing. This is a kind of preparation of the child for the subsequent mastery of sound analysis. In a number of games that are played in this age group, the task is of increased complexity - from the words called by the teacher, by ear, select those that have a given sound, marking them with a clap of the hands, a chip. Auditory perception facilitates the slow pronunciation of sound in a word.
Education of speech breathing.
The teacher’s task is to teach the child to breathe correctly during speech and to eliminate age-related deficiencies in speech breathing. First of all, children need to develop a silent, calm breath without raising their shoulders. The duration of exhalation should correspond to the age of the child: for a two- to three-year-old child, the exhalation ensures the pronunciation of a phrase of 2-3 words, for a child of middle and senior preschool age - phrases of three to five words. Gradually, children become accustomed to exhaling more forcefully. At the same time, you need to ensure that the child has the correct posture so that tension or fatigue does not occur.
Work on the development of speech breathing is carried out in stages:
· exercises to develop physiological breathing;
· breathing exercises without speech;
The purpose of the proposed exercises:
· development of strong smooth oral exhalation;
· activation of the labial muscles.
To work on speech breathing, some gymnastic exercises are used (“Wood splitter”, “Pump”), as well as game exercises (blowing paper birds, balls, etc.).
Of great importance is the correct, detailed explanation by the teacher of the breathing requirements of children, reproducing the pattern of inhalation and exhalation.
Thus, the work of educating the sound culture of speech represents an entire system carried out from the first days of a child’s stay in kindergarten. Without special attention from adults, the development of the sound side of children's speech is delayed, and negative speech habits can develop that are very difficult to overcome.
Chapter 5 Analysis of the degree of research of the problem
Linguists - R.A. Avanesov, G.O. Vinokur, V.A. Bogoroditsky, I.L. Baudouin de Courtenay, A.N. Gvozdev, L.R. Zinder, F. de Saussure, A.I. Thomson , L.V. Shcherba - consider the sound side of the language from different points of view. According to F. Saussure, the basic units of language (words, phrases, sentences) have a semantic side (meaning) and a material side (they are a series of sounds). Such double-sidedness is possessed by signs that have a signified (meaning) and a signifier (material reality). Sounds and their combinations are denotative. The sound units of language - sound, syllable, beat, phrase - are interconnected and form a system.
The power of influence on listeners largely depends on the sound design of speech, so special work on the sound side of speech is necessary. The Russian language has a complex sound system, which is why many researchers who study the theory of sounding speech pay attention to it. It is on the basis of an analysis of the sound structure of a language that a basis is created for a theoretical understanding of the processes occurring in the language. Scientists characterize the sound units of a language in terms of sound formation (these are the articulatory properties of the language), sound (the acoustic properties of the language) and perception (the perceptual qualities of the language). All these units are interconnected.
The sound side of preschool children's speech has been studied in different aspects: as the development of speech perception and as the formation of the speech motor apparatus (E.I. Tikheeva, O.I. Solovyova, V.I. Rozhdestvenskaya, E.I. Radina, M.M. Alekseeva, A. .I.Maksakov, M.F.Fomicheva, G.A.Tumakova). Many researchers emphasize the role of children's developed awareness of the phonetic side of speech. Children early begin to notice shortcomings in their own and others’ speech (A.N. Gvozdev, K. Chukovsky, M.E. Khvattsev, D.B. Elkonin, S.N. Karpova). From understanding the features of the sound side of speech, one can stretch a thread to the formation of arbitrariness of speech (F.A. Sokhin, G.P. Belyakova, E.M. Strunina, G.A. Tumakova, M.M. Alekseeva).
The works of A.N. Gvozdev, K.I. Chukovsky and others note that even at an early age, it is the sound side of speech that becomes the subject of children's attention.
The role of different elements of the sound side of speech in the construction of any utterance is important. Each of the elements influences the sound design of the text in a different way: the understanding of its content largely depends on the tempo of speech and its volume, and the semantic perception of the spoken statement also depends on diction. Ultimately, the strength and depth of the impact of the statement on the listener largely depends on awareness of the sound side of speech.
Of course, such characteristics of the sound culture of speech as tempo, volume, diction largely depend on the individual characteristics of the child, his temperament, the conditions of upbringing and the speech environment that surrounds the child. Therefore, special work is needed to teach the child, depending on the speech situation, to change both the strength of the voice and the tempo of speech in order to use expressive means of speech appropriately and consciously. And this work must be carried out systematically.
In order for a child to be able to understand the sound of speech in elementary forms, record knowledge about the sound side of it in his mind, and also use it in his own speech, it is necessary to create special pedagogical conditions.
Bibliography
sound culture speech pronunciation
1.Alekseeva M.M., Yashina B.I. Methods of speech development and teaching the native language of preschoolers: Textbook. aid for students higher and Wednesday pedagogical education establishments. - 3rd ed., stereotype, - M.: Publishing Center "Academy", 2000, - 400 p.
Artemyev V.A. Psychology of speech intonation. - M., 1979
Bogoroditsky V.A. Phonetics of the Russian language in the light of experimental data. - Kazan, 1930. - 357 p.
Borodich A.M. Methods for the development of children's speech: A textbook for students of pedagogical institutes in special fields. "Preschool pedagogy and psychology." - 2nd ed. - M.: Education, 1981. - 255 p.
Vinarskaya E.N. Early speech development of a child and problems of defectology: Periods of early development. Emotional prerequisites for language acquisition / E.N. Vinarskaya. - M.: Education, 1987
Gvozdev A.N. Issues in the study of children's speech / A.N. Gvozdev. - St. Petersburg: “Childhood-Press”, 2007. - 472 p.
Gvozdev A.N. A child’s acquisition of the sound side of the Russian language. - M., L.: Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1948.
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Dmitriev Phoniatry and phonopedia. - M., 1990
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Appendix 1. Articulation gymnastics
Reasons why you need to do articulatory gymnastics
· Thanks to timely articulation gymnastics and exercises to develop speech hearing, some children can learn to speak clearly and correctly, without the help of a specialist;
· children with complex sound pronunciation disorders will be able to quickly overcome their speech defects when a speech therapist begins to work with them; their muscles will already be prepared;
· articulatory gymnastics is very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth”;
· Articulation gymnastics classes allow everyone - both children and adults - to learn to speak correctly, clearly and beautifully.
Rules for articulation gymnastics
· carried out 2-3 times a day for 5-7 minutes;
· carried out in a friendly manner;
· carried out in front of a mirror;
· carried out in a playful manner;
· 3-4 exercises are taken per lesson;
· exercises are selected depending on which group of sounds we are working on;
· precise execution of the exercise is necessary;
· These exercises should be practiced at home.
Examples of articulation exercises.
Exercise “Smile” (performed practically to make all sounds)
Goal: strengthen lips
Progress of the exercise: keep your lips in a smile, teeth are not visible
“Pull your lips straight to your ears
Frogs really like it
Smile, laugh,
And their eyes are like saucers"
Exercise "Spatula"
Goal: to develop the ability to make the tongue wide, keep it in a calm, relaxed state
The mouth is open, the lips are in a smile, the teeth are exposed. The wide tip of the tongue lies on the lower lip. Make sure that the tongue is relaxed.
“Put your tongue with a spatula
And keep him accountable
The tongue needs to be relaxed"
Exercise "Proboscis"
Goal: strengthening the orbicularis oris muscle, developing the ability to hold the lips with a tube
Pull out your lips like when making the sound “u”
"Imitating an elephant
I pull my lips with my proboscis
And it looks like a straw
We can blow our horn on it"
Exercise "Pie"
Goal: strengthen the muscles of the tongue, develop the ability to raise the lateral edges of the tongue
The mouth is open, the lips are in a smile. The tongue is protruded, the lateral edges are slightly raised. A groove is formed in the last line. Hold for a count of 1-10; make sure that the lips do not help the tongue and remain motionless
"I wanted to throw a ball
And he invited guests to his place
I took the flour and took the cottage cheese
Baked a crumbly pie"
Fairy tale "Zoo"
Once upon a time there was a tongue, and he wanted to go to the zoo. And together with Tongue we went to the zoo: we will depict all the animals that Tongue saw. So Tongue came to the zoo and saw that someone huge, like a mountain, was sitting in the pond, and his mouth was opening wide. It was...a hippopotamus.
We open our mouths wider and play hippos;
Let's open our mouth wide like a hungry hippopotamus.
You can’t close it, I’m counting until five.
And then we close our mouth - the hippopotamus is resting.
Tongue looked at the hippopotamus and was just about to go further when he heard: qua-qua-qua. They were... That's right, frogs. Let's depict how the frogs smiled.
We imitate frogs:
Pull your lips straight towards your ears.
Now pull your lips -
I'll see your teeth.
We will pull - we will stop
And we won’t get tired at all.
I will imitate the elephant!
I pull my lips with my trunk.
And now I'm letting them go
And I return it to its place.
Tongue admired the elephant and went to another cage. And there seems to be no one there, only a long hose lies in the middle. But suddenly the hose began to move, and Tongue saw that it was... a snake. Let's draw her.
We imitate the snake
We will be on par with her:
Let's stick out our tongue and hide it,
Only this way, and not otherwise.
I'm a happy horse
Dark as chocolate.
Click your tongue loudly -
You will hear the ringing sound of hooves.
Tongue rolled around and suddenly thought, isn’t it time for him to go home? I looked at my watch, I need to find out what time it is. Show how the clock works.
Tick-tock, tick-tock,
The tongue rolled like this
Like the pendulum of a clock.
Are you ready to play with the clock?
Unfortunately, it's time to go home. Tongue bought several balloons as a gift for his mother and began to inflate them. Some of them burst. Show how Tongue inflated the balloons. Inflate one cheek and deflate. Then another.
I blew up a balloon
A mosquito bit him.
The balloon burst, no problem!
I'll inflate a new balloon!
"Goodbye, zoo!" - said Tongue and went home cheerfully.
Appendix 2 Tongue twisters and tongue twisters
Methods of learning tongue twisters.
· the teacher pronouncing tongue twisters by heart at a slow pace with clear emphasis on complex sounds;
· we read the tongue twister several times not loudly, rhythmically, with muffled intonations;
· children pronounce the tongue twister independently at a slow pace in a whisper;
· individual speaking at a slow pace;
· gradual increase in tempo.
Methodology for working on pure language.
· the teacher pronounces the phrase 1-2 times;
· children speak in chorus 1-2 times;
· the teacher says again, intoning (What sound is heard most often?);
· children are asked to speak like a teacher, emphasizing the sound with their voice.
Appendix 3. Didactic games
."Red White"
Goal: finding sound in words perceived by ear
Equipment: 2 mugs for each child (red and white)
Description of the game: The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a sound, the children raise a red circle; if not, a white circle.
. "Ringing - buzzing"
Goal: differentiation of sounds “z” and “zh”
Game description: The leader is selected. He leaves the room. The remaining children each come up with one word in the name, which has the sound z or z. The driver, having returned, approaches each child, and he says a word to him. If the driver hears the sound “z” in a word, he says “ringing”, if “zh” - “buzzing”. Both the driver’s answers and the words invented by the children are evaluated.
. “Hush, hush: Masha is writing!”
Goal: automation of the “sh” sound in a sentence
Description of the game: children, holding hands, walk around a girl (Masha) or a boy (Misha) and quietly say: “Hush, hush: Masha writes, our Masha writes for a long time, and whoever disturbs Masha, Masha catches up with him.” After these words, the children run to the house (the place assigned by the teacher), and the one whom Masha caught up with must say a word with the sound “w”. Then they choose a new Masha.
Note: the teacher should ensure that children speak slowly, clearly, and in an undertone.
. "Alarm"
Goal: automation of the sound “r”
Game description: All the children go to bed. One child is an alarm clock. The teacher says what time the children need to be woken up and begins to count slowly. When he says the time to get up, the alarm clock begins to chirp “rrrr”. All the children stand up.
. “Whose stream are you?”
Goal: automation of iotized sounds in text
Game description: The leader is selected. He approaches one child or another and asks questions, and the children answer him.
Host: Whose forest stream are you?
Brook: No one's!
Host: But where are you from, stream?
Stream: From the Springs
Host: Well, whose keys are those?
Brook: Draws!
Host: Whose birch tree is by the stream?
Brook: Draw!
Host: Whose sweetheart girl are you?
Girl: I am my mother's, my father's and my grandmother's.
Unfortunately, we cannot give examples of all games, since there are a lot of them. This is the famous “Mousetrap” (automation of the “sh” sound in the text), and “Bubble”, also loved by many children “Carousel”. Many games are used as outdoor games.
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Under the phonetic side of speech understand the pronunciation of sounds as the result of the coordinated work of all parts of the speech-motor apparatus.
The peripheral department of the speech motor analyzer is the speech apparatus, which includes:
– the respiratory apparatus that provides the energy basis for speech (diaphragm, lungs, bronchi, trachea, larynx);
An articulatory apparatus that converts sound originating in the larynx into a variety of speech sounds (oral and nasal cavities).
The phonemic aspect of speech is understood as the ability to distinguish and differentiate phonemes of the native language.
The phonemic aspect of speech is provided by the work of a speech-hearing analyzer. Its peripheral section is located in the organ of Corti and receives auditory information, including speech sounds.
In the book “Educating Children Correct Pronunciation” M. F. Fomicheva emphasizes that the perception and reproduction of the sounds of the native language is the coordinated work of the speech-auditory and speech-motor analyzers, where well-developed phonemic hearing allows the development of clear diction - mobility and fine differentiated work of the articulatory organs, ensuring the correct pronunciation of each sound (1989).
In ontogenesis, the development and formation of the phonetic and phonemic aspects of speech occurs gradually.
In mastering speech, the main role belongs to hearing. Simultaneously with the development of hearing, the child develops vocal reactions: various sounds, various sound combinations and syllables. At 2–3 months. The child begins to hum at 3–4 months. - babble. At this age, the primary development of phonemic hearing occurs: the child listens to sounds, looks for the source of the sound, and turns his head towards the speaker.
By 6 months Clear sounds appear in the child's babble, but they are not yet stable enough and are pronounced in short sound combinations. Among vowels, the sound a clearly sounds, among consonants - p, b, m, k, t. At this time, the child understands the adult’s intonation well and reacts to the tone of voice.
By the age of one year, the child can well pronounce sounds that are simple in articulation: vowels - a, u, and and consonants - p, b, m, n, t, d, k, g.
The development and formation of pronunciation in all children occurs at different times. Some children pronounce more sounds and more clearly, while others pronounce fewer and less clearly. The quality of pronunciation depends on the condition and mobility of the organs of the articulatory apparatus, which is just beginning to actively function. A. I. Maksakov wrote about this more than once in his works. In the second year of life, children begin to actively pronounce the sounds e, s, and, but their hard consonants sound like soft consonants - t. d, s, s. Their ability to imitate the speech of adults increases, and their understanding of the speech of others intensively develops. By this time, the child begins to actively and independently use words with simple structure in speech.
In the third year of life, the mobility of the articulatory apparatus increases, but the child’s pronunciation does not yet correspond to the norm. At this age, the child tries to bring his pronunciation closer to the generally accepted one; he replaces sounds that are difficult to articulate with simple ones. For example, the sound ц is replaced by the sound ь or сь, the sounds ch and sch - by the sounds ь and з, respectively, the sounds l and r - by the sound l or y, hissing and hard whistling sounds - t, d. By the age of three, the articulation of the labial-dental muscles is clearly formed: f, em f, v. Phonemic perception at this time is already well developed: children almost do not mix words that sound similar and try to maintain the syllabic structure of the word.
In the fourth year of life, the articulatory apparatus is further strengthened, and muscle movements become more coordinated. Hard consonants and hissing sounds appear in speech, and words with a combination of several consonants are pronounced correctly. At this time, children notice errors in the pronunciation of others, easily distinguish sound combinations and words that are similar in sound, i.e., their phonemic perception further develops.
In the fifth year of life, the mobility of the articulatory apparatus increases in children. Most children correctly pronounce hissing sounds, sonorant sounds - l, r, rъ; for some of them, the pronunciation of whistling and hissing sounds remains unstable, they are interchangeable. In simple words, children clearly pronounce these groups of sounds, and in complex and unfamiliar words they replace them.
By the age of five, children's phonemic processes improve: they recognize sounds in a stream of speech, can choose a word for a given sound, distinguish between increasing or decreasing the volume of speech and slowing down or accelerating the tempo.
By the age of six, children are able to correctly pronounce all the sounds of their native language and words of various syllable structures. A well-developed phonemic ear allows a child to identify syllables or words with a given sound from a group of other words and differentiate phonemes that are similar in sound.
The pronunciation side of the speech of a child of the seventh year of life is as close as possible to the speech of adults, taking into account the norms of literary pronunciation.
As a rule, a child has a fairly developed phonemic perception and has some skills in sound analysis (determines the number and sequence of sounds in a word), which is a prerequisite for mastering literacy.
So, by the time a child enters school, his sound pronunciation has been formed, all aspects of speech are well developed, which gives him the opportunity to successfully master the program material at school.
Lexico-grammatical aspects of speech in children.
The lexical and grammatical side of speech refers to the dictionary and its grammatically correct use.
A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.
There are passive and active dictionaries. A passive dictionary is understood as the ability to understand words, while an active one means their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators.
By the first year of life, the child begins to develop amorphous, babbling words consisting of stressed syllables. The so-called “root words” do not combine according to the rules of grammar and mean both actions and objects in a given situation.
By the age of two years, a child’s vocabulary contains about 300 words, where each word is associated with a specific object or action. At this stage, the passive vocabulary is larger than the active one: the child understands spoken speech well and follows the adult’s instructions.
The grammatical structure of a sentence is acquired by the child in stages. The following forms of words appear first: nominative case singular and plural, accusative case of nouns; imperative mood, 3rd person singular present tense form of verbs. The sentence includes up to three or four words.
By the age of three, a child’s vocabulary contains more than 1,000 words. Generalization words are formed that denote generic concepts.
The meanings of words are clarified. The volume of the vocabulary increases due to the enrichment of the child’s life experience and communication with surrounding adults.
Children learn the general rules of form formation; simple prepositions appear in their speech: in, on, at, with. A sentence consists of 5 - 6 words. Lexico-grammatical relations in it are expressed using prepositions and inflections. The agreement of adjectives with nouns in indirect cases is fixed.
By the age of four, the vocabulary increases to 1600-1900 words. Of these, according to A.N. Gvozdev, 50.2% are nouns, 27.4% are verbs, 11.8% are adjectives, 5.8% are adverbs.
At this stage, verbal control is formed. Complex prepositions appear: because of, from under. The agreement of the adjective with the noun is fixed. The sentence becomes more common, compound and complex sentences with conjunctions appear: so, because, which.
By the age of five, children master a set of words denoting basic geometric shapes, know the measurements of certain quantities, and define spatial relationships differentially and accurately. The dictionary consists of 2200 words.
With normal speech development, children by the age of five master all types of declension of nouns. Some difficulties relate to the use of nouns in the genitive and prepositional plural cases. By this time, children have mastered the basic forms of word agreement.
After five years, children identify parts of objects, compare them based on general and particular features, learn the properties of objects, and begin to use words denoting abstract concepts.
Thus, by the end of the preschool period, by the time they enter school, children have a fairly diverse vocabulary and a sufficient command of the grammatical structure of their native language.
Morphological aspect of speech
Grammatical structure is a system of interaction of words with each other in phrases and sentences. There are morphological and syntactic levels of the grammatical system.
The morphological level presupposes the ability to master the techniques of inflection and word formation.
Among the skills of inflection (formation) the following is tested:
The ability to correctly use the endings of plural nouns of the genitive case (the speech therapist begins the phrase, the child finishes: “Tanya has pencils, but Masha doesn’t ... (pencils),” or: “There are a lot of people living in the forest ... (bears, squirrels)" ", or: "In our room there are many... (tables, chairs)"); - ability to use prepositional case constructions (under the table, in the table, from the table).
Word formation skills are tested:
the ability to form words using suffixes (1. Where is the bread? - In the bread bin. Where is the salt put? What can you call a person who skis? Who works in the library? Who teaches children? 2. Whose tail? Whose ears? Whose hole ? 3. Tanya speaks loudly, and Misha can speak even... louder); the ability to form words using prefixes (Boy to the house... (approaches); from the house... (leaves); across the street... (crosses). A mushroom that grows under a birch tree... (boletus). To make a blanket it didn’t get dirty, they put it on... (duvet cover).
The child’s mastery of morphology begins with changing the word by case.
The assimilation of morphological norms of language contributes to the fact that the child’s speech begins, along with the function of communication, to perform the function of communication through correctly combined words in a sentence, when he masters the monologue form of coherent speech.
Children are helped to master ways of forming words using suffixes and verbs using prefixes.
The development of the morphological aspect of speech is associated with a number of difficulties associated with the peculiarities of the Russian language.
First of all, the Russian language has a very complex system of noun endings, the place of stress in words is not fixed, and there is an extremely large variety of alternations of vowels and consonants in the stems of verbs. In addition, preschoolers find it difficult to master the gender of nouns and understand and use spatial prepositions and adverbs.
It is obvious that there are a great many difficult grammatical forms in the Russian language; many of them occur to children, and, naturally, lead to mistakes.
A.N. Gvozdev outlined the main periods in the formation of the grammatical structure of speech.
The third period is the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations (3 years - 7 years). During this period, all single, stand-alone forms are assimilated to a greater extent. The system of endings is learned earlier, and the system of alternation in basics is learned later.
Syntactic side of speech.
The syntactic component of speech is the ability to compose sentences and combine words in a sentence in a grammatically correct manner.
Syntax is the variety of ways to construct simple and complex sentences. A.N. Gvozdev outlined the main periods in the formation of the grammatical structure of speech.
The first period is the period of sentences consisting of amorphous root words that are used in one unchanged form in all cases when they are used (1 year 3 months - 1 year 10 months).
The second period is the period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression (1 year 10 months - 3 years).
The third period is the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations (3 years - 7 years). During this period, all single, stand-alone forms are assimilated to a greater extent. The system of endings is learned earlier, and the system of alternation in basics is learned later. The sixth and seventh years of life are the stage of mastering the methods of grammatically correct construction of detailed coherent statements, the active development of complex syntax in the arbitrary construction of a monologue, the stage of the formation of grammatically and phonetically correct speech, the development of methods of isolating (awareness) sentences, words, sounds from speech.
Sentence structures (structural patterns) begin to form at an early age, when the child manipulates objects and toys.
The first sentences are structured in such a way that part of the information is transmitted by non-speech, non-verbal means (movements, facial expressions, gestures, gaze, touch, objective action), and part - verbally. These methods - speech and non-speech - coexist. Subsequently, their ratio changes in favor of speech.
Mastyukova E.M.
I agree E.M. Mastyukova stages of speech development correlate with the stages of mental development of the child as a whole, which are presented in the following logical sequence:
In infancy (from birth to one year): It is important to establish close emotional interaction between mother and child. By the end of the first year of life, he masters the initial understanding of speech addressed to him, begins to pronounce the first babbling words and relate them to faces and objects. It was during this period that the formation of speech as a means of communication began.
Already during this period, the baby reacts faster to a voice than to a sounding toy. By 6 months, the child, in the presence of an adult, gurgles more actively, and then babbles; from the second half of life, he begins to imitate the syllables pronounced by adults. At the age of 6 to 9 months, expressive communicative gestures appear, an initial understanding of addressed speech is formed, babbling is activated, self-imitation and imitation of adult sounds develop. By the end of the year, with appropriate training, the child understands and follows several verbal commands.
Pre-school (from 1 year to 3 years) the formation of a new type of communication based on the intensive development of speech. The baby begins to use the objects around him correctly and for their intended purpose. By the age of 3, the child communicates with others in detailed phrases. His active vocabulary increases significantly. The child constantly comments on his actions, begins to ask questions. Speech becomes the leading means of communication and development of thinking. He develops an interest in listening to fairy tales, stories, poems, i.e. understanding of speech begins to go beyond the immediate communication situation. An indicator of the normal development of children's speech at this age stage is the ability of a child by 3 years to construct sentences of 3-4 words or more and use familiar words in several grammatical forms. By the age of 3, the child begins to talk about himself in the first person, he develops a sense of “I”, i.e. the ability to separate oneself from the surrounding world.
In preschool age (from 3 to 7 years.) Play, indirect activity with objects, and speech are intensively developing, which contributes to the formation of abstract forms of thinking, arbitrariness of mental processes, the ability to form an internal plan of action and evaluate one’s own actions and behavior. An internal assessment is formed. The child can express his thoughts correctly.
Speech development factors: A game. Indirect activity with objects. Productive activity.
Leontyev A.A.
Based on the research of A.A. Leontyev, we can distinguish the leading periods of speech development: 1-preparatory (from birth to one year old) 2-pre-preschool (from 1 to 3 years old) 3-preschool (from 3 to 7 years old) 4-school (from 7 to 17 years old)
Preparatory stage
The period of walking is observed in all children. Already at 1.5 months and then at 2-3 months, the child exhibits vocal reactions in the reproduction of sounds such as: a-a-bm-bm, bly, uh-gu, boo, etc. At 4 months, sound sounds become more complex combinations: new ones appear, such as: agn-agn, la-ala, rn, etc. To develop humming skills, the mother is recommended to have visual communication, during which the child peers at the adult’s facial expressions and tries to reproduce it. At 7-8 months, children pronounce syllables like ba-ba, dyad-dya, etc., relating them to certain people around them. At 9-10 months, the volume of babbling words that the child tries to repeat after adults expands. At 8.5-9 months, babbling is modulated in nature with a variety of intonations.
Pre-school stage
The volume of babbling words is expanding. Speech activity increases. The words used by the child are polysemantic: at the same time, with the same babbling combination, the child denotes several concepts: “bang” - fell, lies, stumbled; “give” - give, bring, give; “bibi”, etc. After a year and a half, there is a growth in the children’s active vocabulary; the first sentences appear, consisting of amorphous root words: “Dad, di-dad, go;” By the age of 3, the child independently uses the simplest grammatical structures. By the end of the preschool period, children communicate with each other and others using the structure of a simple common sentence, while using the simplest grammatical categories of speech. The child masters the main grammatical forms of his native language and accumulates a certain vocabulary.
Preschool stage
This period is characterized by the most intensive speech development of children. There is often a qualitative leap in the expansion of vocabulary. The child begins to actively use all parts of speech, and word formation skills are gradually formed. After 3 years, children with a good level of speech development communicate freely not only using grammatically correct simple sentences, but also many types of complex sentences, but also many types of complex sentences, using conjunctions and allied words. At the age of 5-6 years, children’s statements are quite extensive, and a certain logic of presentation is captured. Often in their stories there appear elements of fantasy, a desire to invent episodes that did not actually happen. Thus, by the end of the preschool period, children should have developed phrasal speech, phonetically, lexically and grammatically correct.
School stage
Improvement of coherent speech continues. Children consciously learn the grammatical rules for the design of free statements and fully master sound analysis and synthesis. At this stage, written speech is formed
Gvozdev A.N.
According to the point of view of A.N. Gvozdev, 3 stages are identified in the development of children's speech:
- Period of sentences consisting of amorphous root words:
A) time of a one-word sentence
B) time of sentences of several words.
2. period of mastering the grammatical structure of a sentence:
A) time of formation of the first phonemes
B) time of use of the inflectional system of the Russian language.
C) time for mastering function words.
3. The period of mastering the morphological system of the Russian language.
According to the point of view of A.N. Gvozdev, the formation of speech begins with the assimilation of the sound composition of the language and occurs along with the expansion of the vocabulary. The number of sounds correctly pronounced by a child is closely related to the child’s stock of words actively used. In his opinion, by the 3rd age all basic forms of coherent speech take place in a child’s speech. A child in preschool age fully masters the conversational style of speech, but grammatical elements remain unmastered by him. The acquisition of grammatical elements characteristic of a literary language occurs at school age.
Practical answer
Practical part:
Question: Determine the level of general speech underdevelopment in a child of senior preschool age using the following example: speech deficiency is clearly manifested in all components, communication is carried out through the use of a constant, although still distorted and limited, stock of commonly used words; the names of objects, actions, and individual characteristics are differentiated; a preschooler uses only simple sentences consisting of 2-3, rarely 4 words; vocabulary significantly lags behind the age norm; There are gross errors in the use of grammatical structures. Suggest methods for a more in-depth study of the child’s speech development level. (SK-1).
Practical answer:
The child has level 2 general speech underdevelopment.
The following methods can be suggested:
- Methodology for examining the active vocabulary of senior preschool age. Filicheva T. B., Chaveleva N. A., Chirkina G. V.
Goal: to determine the vocabulary stored in the child’s active memory.
- Methodology for examining coherent speech Glukhova V.P.
Purpose: a comprehensive examination of the coherent speech of children with ODD.
- Methodology T.A. Fotekova's speech examination consists of three series.
Episode 1: Explores the background to writing. It includes tests for language and sound-letter analysis, which require determining the number of words in a sentence, the number of syllables and sounds in a word, etc.
Second series: aimed at assessing writing. First graders must write letters, their name and two words (table, trunk) under dictation. Students in grades 2-3 are offered a short dictation.
Episode Three: Tests reading skills.
In my practice, I consider the development of figurative speech in several directions, as work on children’s mastery of all aspects of speech - phonetic, lexical and grammatical, the perception of various genres of literary and folklore works, and as the formation of the linguistic design of an independent connected statement.
Lexical work aimed at understanding the semantic richness of a word helps the child find the exact word in the construction of a statement, and the appropriateness of using a word can emphasize its figurativeness. We consider specially trained lexical work aimed at developing in preschoolers the ability to select lexical means that most accurately correspond to the revealed concept in the context of the arbitrariness of constructing a coherent utterance. We put work on the semantic side of a word in the first place, since it is the selection of words in accordance with the context and speech situation that has the most significant impact on the formation of awareness of the phenomena of language and speech.
In formationgrammatical When constructing speech, we attach special importance to the possession of a stock of grammatical means, the ability to feel the structural place of the form of a word in a sentence and in the whole utterance. This is where a developed “sense of style” comes into play, the ability to use a variety of grammatical means. We consider syntactic structure to be the main fabric of a speech utterance. In this sense, the variety of syntactic structures makes the child’s speech expressive.
Consideringphonetic side of speech, we note that the intonation of the statement largely depends on it, and hence the emotional impact on the listener. The coherence of the presentation of the text is also influenced by such characteristics of the sound culture of speech as the strength of the voice, clear diction, and tempo of speech. In the formation of coherent speech, the relationship between speech and aesthetic aspects plays an important role. A coherent statement shows how much the child masters the richness of his native language, grammatical structure, and at the same time reflects the level of his mental, aesthetic and emotional development.
Advice to parents on methods of developing the lexical, grammatical, phonetic aspects of speech:
1)In developmentlexicalOn the aspect of speech, pay the main attention to the accumulation and enrichment of vocabulary based on knowledge and ideas from the life around the child, the active use of various parts of speech - not only nouns, but also verbs, adjectives, adverbs.
This is facilitated by various verbal games: “Who does what”; “It flies - it doesn’t fly”; “What first, what then”; "Vice versa".
Teach children to use generalizing concepts (peppers, carrots, turnips are vegetables), develop the ability to compare objects (the game “Find the Differences”, “How are they alike and how are they different”), to relate the whole and its parts (for example, a steam locomotive, wagons - a train) .
Using visual aids, introduce children to polysemantic words (leg - table, mushroom; scythe - for a girl, tool; needle - for a hedgehog, for a spruce, for sewing)
2) When becominggrammaticalWhen constructing speech, develop your child’s ability to construct sentences of different types - simple and complex. For example, ask your child to complete the sentences:
- Gena knows how ...
-
Spring has come because... 
Form in your child ideas about the elementary structure of statements of descriptive and narrative types. The game “Find out by description”, “Guess who it is?”, “What kind of object?” will help you with this.
Help your child write narrative stories, teach him to see the structure of a story (beginning, middle, end). To help you see the beginning and end of actions, suggest laying out pictures depicting the characters’ actions in their sequence. Teach your child to construct a statement consisting of three statements, and then increase their number.
3) Formation
phoneticaspects of speech includes work on teaching correct sound pronunciation. To develop the articulatory apparatus, use onomatopoeic words and animal voices. Improve the child’s diction with the help of special speech material:Pure sayings (“If-if-if-there’s smoke coming out of the chimney”)
Tongue twisters (“There is grass in the yard, there is firewood on the grass”)
Nursery rhymes (“Grandfather Hedgehog, don’t go to the bank, you’ll get your feet wet there, red boots”)
Exercise on naming words that sound similar (mouse - bear; rooks - doctors)
Pay great attention to intonation, tempo of speech, and strength of voice, since here are the most important conditions for the further development of all aspects of speech. The game “Guess by Voice”, “Whose Voice?” will help you with this.
Invite your child to pronounce a phrase with different voice strengths, changing intonation (ask, answer, convey joy, sadness, surprise).
But do not forget that a characteristic feature of preschool children is imitative speech. Not being able to think critically, children of this age imitate everything they see and hear in the environment, and the behavior, speech and appearance of adults are a model for them.
Compiled by:
Teacher of the highest category
MBDOU "TsRR - kindergarten No. 179" Demina T. N.Some techniques and exercises aimed at developing the phonetic means of language and other processes closely related to them.
Formation of phonetic means of language and processes closely related to them in preschool children with OHP
Speech therapists know that with general underdevelopment of speech, speech as a system as a whole suffers, that is, the phonetic side of speech, lexico-grammatical and coherent speech are impaired. Problems with phonetic and phonemic processes always come to the fore and are visible to the naked eye. Often, the first complaint from parents and teachers is that the child speaks poorly. This means that he pronounces sounds poorly and distorts the syllabic structure of a word.
It is precisely the problems on the phonetic-phonemic side of speech that prevent the child from sufficiently preparing for learning to read and write.
The phonetic means of language include sounds, stress (verbal and phrasal) and intonation. The mechanisms of phonetic means of language are very complex and are closely intertwined with various mental functions and processes. The development of phonetic and phonemic processes, and all other speech processes, is closely related to non-speech processes, such as spatial orientation, gross motor skills and fine motor skills of the fingers, sense of tempo and rhythm.
And, as a rule, in all children with general speech underdevelopment, these processes are also disrupted along with speech ones. These are so-called secondary defects.
Violations of spatial orientation are expressed in an unformed or insufficiently formed perception of objects in space, the perception of objects relative to each other and relative to oneself.
Impaired spatial orientation also affects articulatory motor skills. Namely, disruption of these processes affects the correct position of the speech organs relative to each other when pronouncing a specific sound. These disorders also affect the perception of sounds by ear: the perception of the number of sounds in a word, their sequence, i.e., phonemic hearing and phonemic perception.
Violations of general motor skills are expressed in insufficient volume, pace, coordination, and switchability of general body movements. How might this affect speech? With these disorders, we often have the same picture in terms of articulatory motor skills: insufficient volume, tempo, coordination, switchability of movements of the speech organs - violations of articulatory motor skills.
The importance of developing fine motor skills of the fingers is difficult to overestimate. Much has already been written and said about this. We all imagine the importance of these functions in the development of speech in general and literacy in particular.
Violations of general tempo-rhythmic processes affect the development and violations of the syllabic structure of a word (omission, rearrangement of syllables), the development of vocal processes (pitch, voice strength), and the tempo-rhythmic design of a coherent utterance.
Here are some techniques and exercises aimed at developing the phonetic means of the language and other processes closely related to them.
Massage facial muscles with a massage ball
Massage of facial muscles allows you to normalize muscle tone and sensitivity. Once children learn how to do these exercises, they can do it independently. It is useful to recommend doing massage at home with your parents.
Note: The massage ball, individual for each child, is stored in a separate closed container. Before class, the child must wash their hands with soap. After each session, the massage ball is washed with a Javel Solid solution, then with soap and water, dried and packaged in a container.
1. Roll the ball in a circle, first on one cheek, then on the other for 10 seconds, first in one direction, then in the other.
2. Similar actions with puffed up cheeks.
3. Roll the ball over relaxed lips in a circle for 10 seconds, first in one direction, then in the other.
4. Roll the ball from side to side between your nose and upper lip for 10 seconds.
5. Roll the ball under your lower lip from side to side for 10 seconds.
6. Roll the ball in a circle on your chin for 10 seconds, first in one direction, then in the other.
Finger training with a massage ball
1. Play hide and seek with the ball 3 - 5 times. Hide it first in one fist, then in the other.
2. The hand is pressed to the table surface, fingers together. Place the ball on your fingertips, cover it with your other palm and roll from your fingertips to your wrist and back.
3. Roll the ball between your palms from your wrist to your fingertips and back.
4. One hand lies palm up, with a ball on it. The other palm presses the ball very firmly from above. Roll the ball in a circle between your palms for 10 seconds. Then the position of the hands changes.
5. Press the ball with your palm to the carpet and roll it back and forth, then change your palm.
6. Roll the ball, rolling it from the back of the right hand, and then from the left.
7. Using the fingertips of one hand, screw the ball into the middle of the palm of the other hand, then change hands.
8. Fold the fingers of one hand into a pinch and place the ball on the fingertips, holding it, then change hands.
Pure tongue twisters, poems, and tongue twisters are gradually superimposed on the exercises. It can also be used to automate sounds, pronounce combinations of syllables and words.
Rhythmic patterns with wooden spoons accompanied by counting and music
This type of work has enormous corrective value. There are many functions and processes involved. All these exercises are accompanied by speech accompaniment.
1. Tapping rhythmic patterns with spoons according to the pattern.
For example: two hits with spoons in a row, pause, one hit with spoons, pause, three hits with spoons in a row. At the initial stage, you can count: one-two, pause, one, pause, one-two-three.
2. Tapping rhythmic patterns with spoons according to the pattern, adding some movement to the count.
For example: one-two - two hits with spoons, three-four - two “crosses” (children cross their arms bent at the elbows twice).
3. Tapping rhythmic patterns with spoons according to the pattern with movements and moving the spoons in space to count.
For example: Children sit in a circle, holding spoons in their arms bent at the elbows. On the count of one-two-three-four, make four blows with spoons. On the count of five or six - two “crosses”. On the count of seven, spoons are placed on the floor in front of the neighbor on the right (left). On the count of eight, take the spoons lying in front of you, sit down, straighten your back and hold the spoons in your arms bent at the elbows.
At a later stage of work, you can put music on the learned rhythmic patterns and use them to decorate your children’s favorite songs.
Rhythmic movements with wooden spoons to counting and music
(repeat 3-4 times, increasing the pace).
1. Starting position - wooden spoons in hands, arms bent up at the elbows, legs together. On the count of one - step to the right; two - put your left foot down; three - one blow with spoons; four - sit down, holding the spoons in your arms bent at the elbows. Likewise to the left.
2. The same movements, only steps forward and backward.
3. Starting position - wooden spoons in hands, arms apart, legs together. On the count of one - step to the right; two - put your left foot down; three - hands up and one blow with spoons above the head; four - spread your arms to the sides. Likewise to the left.
4. The same movements, only steps forward and backward.
5. Starting position - wooden spoons in hands, arms bent up at the elbows, legs together. On the count of one - step to the right; two - put your left foot down; three - rise on your toes, one hit with spoons above your head; four - hands to the starting position, lower to the feet. Likewise to the left.
6. The same movements, only steps forward and backward.
7. Starting position - wooden spoons in hands, arms bent up at the elbows, legs together. On the count of times - right foot on the heel; two - right foot on toe; three - put your right leg in its original position; four - sit down and one hit with spoons. Same with the left leg.
8. Starting position - wooden spoons in hands, arms bent up at the elbows, legs together. On the count of times - one blow with spoons; two - one jump on two legs; three - step to the right; four - place your left foot. Likewise to the left.
9. The same movements, only steps forward and backward.
10. Starting position - wooden spoons in hands, arms bent up at the elbows, legs together. On the count of one - arms up, one blow with the spoons above the head and step with the right foot to the side; two - put your left foot down and spread your arms to the sides; three - sit down and hit the spoons overhead once; four - stand in the starting position, only keep your arms bent at the elbows in front of you. Likewise to the left.
These rhythmic movements should first be taught to children to perform counting. Then perform it repeatedly, increasing the tempo. When children have mastered all the movements well, these exercises can be combined into complexes of three or four exercises. And then music is superimposed on these movements. You can use them as elements of dance and as dynamic pauses in classes.
Logorhythmic exercises with wooden spoons
1. All the rhythmic movements listed above, superimposed on tongue twisters, tongue twisters, speech therapy speeches and poems.
2. Children tell tongue twisters, tongue twisters, poems, hitting the given sound with spoons.
For example: hit with spoons when you pronounce or hear the sounds R and R.
The ship was carrying caramel.
The ship ran aground in the port.
And sailors for three weeks
ate caramel broke.
Two hits with spoons.
Two hits with spoons.
Two hits with spoons.
One hit with spoons.
Variations of this exercise may vary. One child recites a poem, while the rest of the children listen and hit the given sound with their spoons. You can divide the children into several teams and each team hits their spoons with their own sound.
3. Children telling tongue twisters, pure tongue twisters, and poems in pairs while simultaneously playing with spoons. Movements are learned in advance.
For example: Two children have wooden spoons in their hands. Children stand facing each other. One child (both children or children in turns) tells a tongue twister. At the same time, the following movements are performed: one blow with your spoons; one blow with a spoon in your right hand against a spoon in your friend’s right hand; one blow with your spoons; one blow with a spoon in your left hand against a spoon in your friend’s left hand; one blow with your spoons; one hit of both spoons on each other's spoons. And so on several times. One movement is performed for one word of the tongue twister. On the last word - three blows with both spoons on each other's spoons.
Elements of psycho-gymnastics
Six emoticon images showing different emotions (happy, sad, surprised, angry, scared) are used in all types of activities.
Here are some exercises.
In a sound automation lesson, children choose or randomly draw one emoticon and pronounce sounds or syllables, showing a given emotion.
In classes on the formation of the lexical-grammatical structure of speech and coherent speech, phrases, sentences, and tongue twisters are pronounced, respectively.
Reading tongue twisters with moving logical stress
In this type of work, children repeat the same tongue twister several times in a row, consolidating and improving sound pronunciation, and at the same time do not experience boredom or lose interest. They also learn to distinguish the semantic shades of speech, discussing how the meaning of a tongue twister changes with the shift of logical emphasis to different words. In this type of work, the expressiveness of speech is also improved.
For example: Read the tongue twister, highlighting the main word with your voice. What meaning is given to the tongue twister if it is the main word.
1. If it rains, you need an umbrella.
You need an umbrella if it rains.
2. If it rains, you need an umbrella.
You need an umbrella if it rains.
3. If it rains, you need an umbrella.
You need an umbrella if it rains.
List of used literature:
1. Alyabyeva E. A. Logorhythmic exercises without musical accompaniment. Toolkit. – M., Sphere shopping center, 2006
2. Vygotsky L. S. Questions of child psychology. – M., 1997
3. Vygotsky L. S. Selected psychological studies. – M., “Enlightenment”, 1956
4. Efimenkova L. N. Formation of speech in preschoolers. – M., “Enlightenment”, 1981
5. Zabramnaya S. D., Kostenko Yu. A. Developmental activities with children. – M., Institute of General Humanitarian Studies, 2002.
6. Meet "Expressive Movement". Gorshkova E. - Zh. “Preschool education”, No. 9, 1999
7. The use of rhythmic elements in speech therapy work. From work experience. Shatskikh S. – Zh. “Preschool education”, No. 12, 1999
8. Kashe G. A. Preparing children with speech impediments for school. – M., 1995
9. Correctional and developmental environment of the speech therapy group. Shigina G. F., Popkova E. Yu. - Journal “Speech therapist”, No. 5, 2008
10. Lopatina L. V., Serebryakova N. V. Overcoming speech disorders in preschool children. – St. Petersburg, 2001
11. The baby speaks poorly: tactics of parents and educators. Miklyaeva N.V., Miklyaeva Yu.V. - Journal “Speech therapist”, No. 5, 2008
12. About a comprehensive method for correcting speech and psychophysical disorders in preschool children. Pozhilenko E. - Zh. “Preschool education”, No. 10, 1994
13. Paramonova L. G., Ilyina M. N. Tests for children “Is your child ready for school.” Collection of tests and developmental exercises. – M., 1998
14. Preparation for teaching literacy to five-year-old children. Methodical recommendations ed. N. S. Varentsova. – Minsk, 1987
15. Education and training program in kindergarten. – edited by M. A. Vasilyeva, V. V. Gerbova, G. S. Komarova. – 3rd edition, corrected and expanded. – M., 2005
16. Program for training and education of children with phonetic-phonemic speech underdevelopment. Filicheva T. E., Chirkina G. V. - M., 1993
17. Seliverstov V.I. Games in speech therapy work with children. – M., 1987
18. Rhythm lessons. Lifits I. – Zh. “Preschool education”, No. 5, 1990
19. Filicheva T. B., Chirkina G. V. Program of speech therapy work to overcome general speech underdevelopment in children. Collection “Correction of speech disorders” / pod. ed. G. V. Chirkina. M., 2008.
20. Filicheva T. B., Chirkina G. V. Elimination of general speech underdevelopment in preschool children: a practical guide. – M., 2004
21. Fomicheva M. M. Education of children with correct pronunciation. – M., 1980
Lavrenova O.A.,
teacher speech therapist
MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
Federal State Budgetary Educational Institution of Higher Education
"Volgograd State Social and Pedagogical University"
(FSBEI HE "VGSPU")
Faculty of Preschool and Primary Education
Department of Pedagogy of Preschool Education
FEATURES OF DEVELOPMENT OF THE PHONETIC ASPECT OF SPEECH IN PRESCHOOL CHILDREN
Course work
in the discipline “Theories and Technologies of Speech Development”
directions 44.03.01 “Pedagogical education”
profile "Preschool education"
Volgograd
Introduction. 3
CHAPTER 1: THEORETICAL FOUNDATIONS FOR STUDYING THE DEVELOPMENT OF THE PHONETIC ASPECT OF SPEECH IN A PRESCHOOL CHILDREN... 5
1.1. Sound culture of speech, its patterns of development. 5
1.2. Methods and means of forming the phonetic side of speech. 9
Conclusions for Chapter 1. 14
CHAPTER 2: FORMATION OF SOUND PRONUNCIATION.. 17
2.1. Primary diagnosis by examining sound pronunciation. 17
2.2. Game exercises influencing the process of development of the phonetic aspect of speech in middle group preschoolers. 19
2.3. Control diagnostics for examining sound pronunciation. 44
Conclusions for Chapter 2. 46
Conclusion. 49
REFERENCES... 52
Applications. 55
Appendix 1. 55
Appendix 2. 64
Appendix 3. 65
Introduction
Researchers in the field of speech of preschool children and practicing teachers emphasize the role of sound culture of speech for the formation of the full communicative development of children, for the speech preparation of children for school. If children with correct pronunciation and clear diction, most often, do not experience difficulties or inconvenience in communicating with peers and adults, then children with pronunciation defects are embarrassed to communicate with people around them. In addition, they may encounter difficulties in the future when mastering literacy. If speech defects are identified only when the child enters school, they can be difficult to compensate for, which negatively affects the success of learning. Of particular importance are the issues of timely identification of deficiencies in the sound side of speech and their timely elimination. It is no coincidence that recently close attention has been paid to the development of sound culture of speech at the stage of primary preschool age. This is what relevance our research. It follows from this problem, consisting of incorrect sound pronunciation.
The problem of sound pronunciation disorders and its correction has been the subject of research by many psycholinguists, including N. S. Varentsova, E. V. Kolesnikova, A. N. Gvozdev, A. A. Kopylova, A. I. Maksakov, O. S. Ushakova, Strunina E.M., Filicheva T.B. and many others.
Purpose of the study: To study the influence of game exercises on the process of development of the phonetic aspect of speech in older preschoolers.
Object of study: Development of the phonetic aspect of speech in preschool children.
Subject of study: Formation of the phonetic aspect of speech in preschool children in game exercises.
Research hypothesis It was assumed that the use of special game exercises in individual lessons will improve the state of the phonetic aspect of speech in children of senior preschool age.
Research objectives:
1. Study the theoretical foundations, methods and means of forming the phonetic side of speech;
2. To identify the level of development of the phonetic aspect of speech in older preschoolers;
3. Organize the process of forming the phonetic side of speech.
4. Game exercises will be the main means of developing the phonetic aspect of speech in preschoolers
Research methods: method of studying scientific and periodical literature, method of analysis and synthesis, research method.
Work structure: course work consists of an introduction, two chapters, a conclusion and a list of references.
Practical significance of the work: The game exercises we use can be used in the practical work of preschool teachers.
Research base is a GBDOU Kindergarten No. 97 of a general developmental type with priority implementation of activities for the physical development of children in the Kalininsky district of St. Petersburg.
Chapter 1 Conclusions
So , Phonetics is a science that studies the sound units of language - phrases, measures, syllables, sounds, which are interconnected by quantitative and qualitative relationships. The unity of a phrase is created by intonation, the unity of a beat by stress, the unity of a syllable by a wave of sonority, and the unity of sound by its relative acoustic and/or articulatory homogeneity. Phonetic units are interconnected and dependent on each other, so they constitute a system.
When considering the theory of the phonetic side of speech, one should first consider the concept of speech culture, then the sound culture of speech, and only after that the phonetic side of speech, which is part of the sound culture of speech.
In Chapter No. 1, we also looked at how work is carried out to develop the sound culture of speech, and looked at the tasks that a teacher faces at different age periods.
Based on preschool educational programs, as well as the authors’ research on the sound culture of speech, we can draw up a recommended sequence of studied sounds:
1. Vowels
2. Whistling sounds
3. Hissing sounds
Sound correction is carried out in stages. There are usually four main steps:
· preparatory
· sound production
· sound automation
· and, in cases of replacing one sound with another or mixing them, the stage of differentiation.
We also carried out an analysis of the main comprehensive exemplary educational programs, as a result of which we came to the conclusion that in almost all programs the “Speech Development” section occupies a significant place, with the exception of the Babaeva Childhood program, where the fight against deficiencies in sound pronunciation occurs only in the senior group.
Thus, we come to the conclusion that speech plays a significant role in the development of personality. This is a complex function and its development depends on many aspects. Here the influence of others plays an important role - a preschooler learns to speak from the example of the speech of parents, teachers, and friends. People around should help the child form correct, clear speech. It is very important that a preschooler from an early age hear correct, clearly sounding speech, from which his own speech is formed.
Parents of children should take into account that the intensity of a preschooler’s speech development depends on the nature of his relationships with adults and the characteristics of his communication with them. The influence of the family environment and active participation in the development of a preschooler create the prerequisites for the formation of correct speech. Parents' participation in daily activities significantly reduces the speech therapist's speech production time. Teachers and parents should listen carefully to the most insignificant successes of a preschooler, appreciating his perseverance and hard work.
If a preschooler has speech impediments, he is often subject to ridicule from peers, offensive remarks, and does not participate in concerts and children's parties. The child is in pain, he does not feel equal among other children.
Gradually, the preschooler moves away from the group and withdraws into himself. He tries to remain silent or answer in monosyllables, not to take part in verbal games.
This is why it is so important to notice and work on phonetic deviations in preschool children.
Part I: Whistling sounds.
WHISTLING SOUNDS S, 3, C
The sounds C, 3, C have one place of formation: during their pronunciation, the tip of the tongue is at the lower incisors. In Russian studies they are called dental anterior lingual.
Sounds С and Сь
CORRECT ARTICULATION
The lips are stretched, slightly pressed against the teeth. The teeth are brought together at a distance of about 1 mm. The tongue is wide, the tip rests on the lower incisors. The back is curved, with a groove running through the middle of it. The lateral edges of the tongue touch the upper molars, preventing air from passing along the sides of the tongue. The exhaled cold stream of air passes along the groove of the tongue and is directed downward through the incisors.
With soft CL, the back of the tongue is additionally raised, the entire tongue is more tense, and the tip of the tongue rests more strongly on the lower incisors.
PRODUCING SOUND WITH
A well-produced and practiced “basic” sound C will ensure in the future the rapid assimilation of normal articulations not only of “derivatives” of the sound C (3 and C), but also the sounds of the upper rise of the tip of the tongue (Ш, Ж, Ш, Шch).
In the simplest cases, the sound C is placed by imitation:
In front of the mirror, the child is asked to smile broadly and show his teeth (“make a fence”), and then, without unclenching his teeth (do not break the fence!), blow strongly, like a pump: s... s... s... You can whistle: s, s, s.
The child’s attention should be drawn to the “thin” whistle and the cold exhaled stream of air, which he can feel on the back of his hand if he places it to his chin.
Lesson 1: Exercises on the sound [С] and [С"]
We take turns reading a poem about a lonely owl with each child:
Lonely owl
It's light in the forest
Owls have been sleeping for a long time.
One owl doesn't sleep
Sits on a branch
It's about to fly away.
We draw a picture of an owl and discuss this bird. We remember another bird, Goose.
Together we read a short story about a goose:
SEMA, SIMA AND GEESE.
Sema has geese. Syoma knows how to herd geese, and they walk in single file. And Sima has two small geese, they are cheerful, but for now they are goslings, not geese.
To reinforce C and Cb, we again remember about the owl and take turns reading the poem with both sounds.
OWL
It's dark in the forest
Everyone has been sleeping for a long time,
One owl doesn't sleep
Sits on a branch
Sees and looks everywhere
Sounds 3 and 3
CORRECT ARTICULATION
When pronouncing sounds 3 and 3b, the installation of parts of the articulatory apparatus (lips, lower jaw, tongue, soft palate) is the same as in the pronunciation of sounds C and Cb, only the rise of the back of the tongue with Z is slightly higher than with C, and is tense, due to which causes the oral canal to narrow somewhat. The vocal cords are closed and vibrate, causing a slight tickling sensation on the tip of the tongue. The exhalation is less intense than with the sound S.
PRODUCING SOUNDS 3 AND 3.
The sounds 3 and Зь are easily placed on the basis of their corresponding paired unvoiced С and Сь. After eliminating the pronunciation defects C and Cb, as a rule, the corresponding defects of the whistling 3 and 3b are eliminated by themselves. And if necessary, you need to use the same techniques as when making the sounds C and Сь. When deafening sound 3, you must first invite the child, putting your hand to the larynx, to voice: a-a-a, o-o-o. Ask if your neck is trembling? Then compare the sounds F (not trembling) and V (trembling), S (without voice) and 3 (with voice).
Lesson 2: Exercises on sound [Z], [Z"]
We remember about Dr. Aibolit, who he is, what he does, we learn or repeat the word veterinarian (we check the pronunciation of sonorous sounds again).
We read the story about Lisa and the bunny.
LISA AND BUNNY
The bunny is sick and has a splinter in his paw. The bunny's teeth are sick. Lisa took out the splinter and gave the bunny drops for the toothache.
We read purely talk
Zi-zi-zi - don’t carry gasoline.
Ze-ze-ze - Zina is riding on a goat.
Lesson 3: We consolidate and differentiate the sounds [З], [З"] and [С] and [С"]
Differentiate the sounds З and Зь
Reading stories:
Baby goat and his mother.
My goat has green eyes. The baby goat loves to walk in the lowlands, and his mother, the fidget goat, loves to walk on the lawns behind the house.
Zina, don't go into the lowlands.
Children, don’t go to the lowlands to buy strawberries, there are no strawberries in the lowlands, but there may be snakes.
Let's differentiate the sounds S and Z.
We read a story and then a poem.
Zoya, bunny and goat
They bought Zoya a goat and a bunny. The goat was groovy. Zoya began to get a clockwork goat. And the bunny got a toothache from boredom. Zoya began to cradle the bunny, but the bunny is not sleeping, he is afraid that the goat is about to gore the bunny.
A. Barto “Rubber Zina”
Rubber Zina was bought in a store,
Rubber Zina was brought in a basket.
She was gaping, rubber Zina,
She fell out of the basket and got covered in mud.
We will wash rubber Zina in gasoline,
We will wash it in gasoline and threaten with our finger:
“Don’t be such a gaper, rubber Zina,
Otherwise we’ll send Zina back to the store!”
Sound C (T+S)
The fused sound T consists of a simultaneous combination of two sounds: the plosive stop T and the fricative fricative S.
CORRECT ARTICULATION OF THE SOUND
The lips are stretched, slightly pressed against the teeth. The teeth are clenched or 1 mm apart. The tip of the tongue rests on the lower incisors (as with the sound C). The first component is the sound T, pronounced with the tip of the tongue lowered to the lower incisors, the stop is formed by the steeply curved front part of the back of the tongue. The soft palate is raised. Vocal cords are open.
SOUND PRODUCTION
Producing the sound C is not difficult and is ensured by the correct pronunciation of its components and, above all, the sound C. In the case of a defect in the articulation of the sound T (which is rare), this defect is eliminated first.
The sound C is best placed in reverse syllables through the moment of dismembered pronunciation of its components: at+s, from+s, ut+s, et+s. Gradually, the pause between the pronounced T and S is reduced to the simultaneous pronunciation of two sounds on one strong exhalation. The child is asked to stretch his lips strongly and, as it were, spit through bared teeth - Ts. After practicing the exaggerated pronunciation of Ts (showing the incisors), first in reverse syllables, and then in forward syllables, it is advisable to maintain “pressure” on the sound Ts for some time words and phrases.
Lesson 4: Exercises on the sound [Ts]
We read purely talk
Ats-ats-ats - the hare was not caught.
Ets-ets-ets is a young fighter.
Tsa-tsa-tsa is a sheep
Tsu-tsu-tsu - I’m leading a sheep.
Tse-tse-tse - don't go near the sheep.
Tsk-tsk-tsk - no sheep.
EXERCISE
Tell me, what is the hare doing?
The hare washes itself*.
| Washing... | Dresses... | Shoes… | Bathing... | Dare... |
DIFFERENTIATION OF SOUNDS C and S
We discuss caterpillars, their necessity in nature, and read the story:
ABOUT CATERPILLARS AND BIRDS
There are many insects in gardens and fields. Caterpillars are especially dangerous. Caterpillars in gardens and forests eat leaves and flowers. And the caterpillars are eaten by birds. Without birds, forests will be left without leaves, and gardens will be left without apples, plums and berries. Take care of the birds! Feed them in winter.
EXERCISE
Let's change the words according to the model, be careful about the endings of the words. Finish the sentence.
SIZZING SOUNDS Ш, Ж Ж, Ш
The hissing sounds Ш, Ж, Х, Ш have one place of formation: during their pronunciation, the wide tip of the tongue rises to the front of the palate and is located behind the upper incisors - these are the upper hissing sounds. Hissing sounds can also be lower (which is less desirable). With lower sibilants, the tip of the tongue moves away from the lower incisors, and the back of the tongue rises towards the front palate. When pronouncing sibilants, the edges of the tongue should be pressed against the upper molars.
In Russian studies, all hissing sounds, based on the place of their formation, are called anterior palatal sounds. When pronouncing both upper and lower sibilants, a stream of air passes through the gap (groove) that is formed between the tongue and the hard palate, which is why the entire group of sibilants, by the method of their formation, are called cleft (fricative) sounds.
Sound Sh
CORRECT ARTICULATION
The lips are slightly rounded and pushed forward. Teeth 1 mm apart.
The tongue is wide, the spade-shaped tip of the tongue is raised to the upper alveoli (“tubercles”), but does not touch the hard palate, with which it forms a gap. The lateral edges of the tongue are pressed tightly against the upper molars. The soft palate is raised. The vocal cords do not vibrate. The exhaled stream of air is abundant and warm.
SOUND PRODUCTION Ш
If a child has correct articulation of the sound S or has mastered its pronunciation, producing the sound Ш is not difficult.
1. It is best to place the sound Ш from the sound S. To do this, invite students to pronounce S (long sound s-s) or the syllable SA and at the moment of pronouncing, lift its tip of the tongue with a spatula, probe or finger by the upper teeth, onto the alveoli. Instead of S or SA, Sh or ShA is heard. Focusing the child's attention on the upper position of the tip of the tongue (make sure that he does not stick his tongue into the roof of his mouth!), invite him to listen to what happened: “SA said, but what happened?”
2. It is easy to set the sound Ш from the sound Р by slowing down the vibration of the tip of the tongue with mechanical assistance (probe). You can stop the “rolling” of the sound R, for example, with the word “stop!”, suggest holding articulation and remember the place behind the upper incisors where the sound R was pronounced. At “this place”, behind the upper teeth, say “sa” and listen to what happened . The sound Ш can also be made from the whisper sound R.
3. In exceptional cases, you can make the lower sound Ш by moving the tip of your tongue back with a spatula at the moment of pronouncing the long sound S - s-s.
The delivered sound is fixed in syllables, words and is automated in individual phrases, sentences and texts.
During the initial diagnosis, it was revealed that play exercises involving hissing sounds are necessary for all children except Katya and Nora and Matvey.
Lesson 5: Sound exercises [Ш]
We read purely talk
Sha-sha-sha - our Masha is in the shower.
Shi-shi-shi - our kids eat whiting.
Osh-osh-osh - you go and sing.
Ish-ish-ish - how quiet, baby!
Shea and shea, shea and shea - wash your neck and ears.
We discuss hobbies, needlework, embroidery, and read a story about Natasha.
EMBROIDERY
Natasha was embroidering a pillow for her grandmother. Natasha embroidered a cat and a mouse on the pillow. But the mouse does not run away from the cat. And the cat has embroidered ears on the top of its head.
EXERCISE Let's change the words according to the example.
CORRECT ARTICULATION
The position of the organs of articulation (lips, tongue, vocal cords) is the same as with the sound Ch (indicated below). The upper Ш usually corresponds to the upper Ш, and the lower – to the lower.
SOUND PRODUCTION
If the child has the correct articulation of whistling sounds, especially Сь (soft), producing the sound Ш does not present any difficulties. A technique similar to the production of the sound CH from Т (soft) is used.
Invite the speech pathologist to pronounce the syllable SY or ASL and at this time lift the tip of his tongue with a spatula or probe by the upper incisors. Even without mechanical assistance, you can suggest saying SY or ASL behind the upper incisors “on the tubercles” and listen to what happened: “I said one thing, but it turned out something else.”
Lesson 6: Exercises on the sound [Ш]
Reading nursery rhymes with children
Nursery rhymes
I drag the pike, I drag it,
I won't miss the pike.
Mom, don’t look for us -
We pinch the sorrel for cabbage soup.
A pike is walking
Near the bream,
Looking for food for lunch.
DIFFERENTIATION OF SOFT SOUNDS AND HARD III SOUNDS (one place of formation)
Sorrel is for cabbage soup, and sage is for rinsing.
The cloak protects, but the broadsword kills.
The hood of the cloak is not sewn up, but left free.
The letters sh, zh, ch, sh are hissing.
Our Masha was given cabbage soup and semolina porridge.
Our frog has both cheeks and ears.
Two puppies cheek to cheek
They are breathing noisily in the corner.
Sound Zh
CORRECT ARTICULATION
The position of the lips, teeth, tongue and soft palate is the same as when pronouncing Sh. But the tip of the tongue is raised slightly higher, which creates a narrower gap for the passage of air.
The stream of exhaled air is abundant, but less strong than with Sh.
SOUND PRODUCTION
Defects in the pronunciation of the sound Ж are usually eliminated by themselves if the defects in the pronunciation of the sound Ш are eliminated.
In rare cases, it becomes necessary to produce the sound Zh, for example, when it is deafened:
1. The sound Zh is placed on the basis of the sound Sh by calling the voice in the same way as the sound Z is placed on the basis of the sound S.
2. The sound Ж can be made from sound 3 with mechanical help (probe, spatula) in the same way as the sound Ш is made from the articulation of the sound S.
3. The sound Zh is easy to set from the sound R, by mechanically slowing down the vibration of the tip of the tongue.
Lesson 7 and 8: Sound exercises [F]
We read poems about beetles.
I'm a bug, I'm a bug!
I live here,
I look, I lie,
I'm buzzing, I'm buzzing
And I don’t bother.
SICK BEETLE
The beetle has fallen and cannot fly.
He is waiting for someone to help him.
DIFFERENTIATION OF THE SOUNDS W and F
We read a poem about a toad. We discuss its place in nature.
TOAD
- Here's a toad, a toad! Let's run away -
Natasha pulls Maya,
And the toad answered them:
- Oh, you!
After all, I'm not bothering you.
I live alone by the water
I eat bugs and midges,
There is no harm to children from a toad,
How there is no harm from midges,
You need to respect the toad,
You don't need to run from toads.
EXERCISE Pronounce the endings of words clearly.
Summer (what?) is hot... Days (what?) are hot... Oven (what?) is hot... Day (what?) is hot...
One iron chair, two iron chairs... many iron... chairs... Passengers sat on iron... chairs...
SOUND CH (Ть + Шь)
The anterior palatal, continuous sound CH consists of two components. It is formed from the simultaneous connection of the plosive soft Ть and fricative (fricative) Шь, and belongs to the group of affricates.
CORRECT ARTICULATION
Lips. Slightly pushed forward, but less than with W. The distance between the lips is 1 mm.
Language. The upper and lower position of the front part of the tongue is possible. With the “upper Ch”, the tip of the tongue is in a position close to the upper Sh, with the lower Ch in a position close to the lower Sh. In both cases, the edges of the tongue are pressed against the upper molars.
The soft palate is raised.
The air voltage is strong.
SOUND PRODUCTION
Developing the correct articulation of any affricate does not present any particular difficulties if it is carried out on the basis of firmly acquired and impeccable sounds and their components.
For the sound CH, this is the presence of well-articulated sounds T, Т (soft) and the sound Ш, as well as С and Сь.
1. The lower Ch can be placed from the perfectly pronounced C, regardless of how the sound Ш is articulated. To do this, at the moment of pronouncing the sound C, you need to push the downward tip of the tongue a little back with a probe, spatula or finger, which should result in a Ch. With a lower Ch the softness of the sound is achieved by itself. Labialization (rounding of the lips) should be taken care of only when correct articulation of the tongue has been achieved, since the position of the lips is still of secondary importance.
2. The placement of the upper Ch* presupposes the perfect pronunciation of Т. Invite the child to pronounce the syllable AT and at this time place a spatula or probe under the tip of his tongue, lifting it by the upper incisors. If a student is taught to perform sound-syllable exercises well, tongue below - tongue above (swing): sa-sha, so-sho; za-zha, zo-zho, etc., the tone without any mechanical assistance will be able to say at, ot, ut “above, on the tubercles, behind the upper teeth.” As the sound Ch is consolidated in the reverse syllables: ach, och, uch, ich and the opposition of the syllables at-ach, ot-och, etc., at first this sound should be pronounced exaggeratedly clearly both in words and in phrases.
Lesson 9 and 10: Exercises on the sound [H]
We read purely talk
Cha-cha-cha - that's luck.
Chu-chu-chu - I want some Easter cake.
Chi-chi-chi - bake Easter cakes.
A boy reads in the reading room.
The girl is mending her stockings.
Mom is baking cookies.
Vanya is swinging on a swing.
A girl pours water into a saucer for the birds.
Small birds are pecking barley.
A squirrel is on a Christmas tree, and a spider is on a branch.
Mom pours water into the kettle.
There is a kettle on the stove with tea boiling in it.
SPIDER AND WEB
A spider weaves a web. Thread to thread, from thread to twig. the spider swings: “A fly will get caught in the web. This is where I’ll finish it.” But then the bird flew and shook the web, and the web burst. The spider has neither a fly nor a web.
EXERCISE
Retell the story looking at the picture.
EXERCISELet's change the word four.
These are four little siskins. Four little ones have a siskin mother. The siskin mother is happy with her four siskins. And four little dogs are sitting on a quadrangle: two at the bottom, two at the top, and the mother flies in the middle.
REMEMBER:four, but four. A quadrilateral has four corners.
SONORAS L I R
In the initial diagnosis, it was revealed that the whole group needed to work on sonorities, with the exception of Katya (who, as it turned out, went to a speech therapist, who gave her all the sounds).
SOUNDS L AND L
CORRECT ARTICULATION OF THE SOUND L (HARD)
The lips are oriented towards the vowel following L.
The tip of the tongue is slightly raised and meets the upper incisors.
The root of the tongue in the position of the vowel И (raised) and moved back, the middle part is lowered and takes a spoon-shaped form.
The edges of the tongue are not adjacent to the molars, leaving a passage for air (sometimes on one side).
The soft palate is raised.
PRODUCING THE SOUNDS L AND L
The soft sound Л is easy to make if the child is able to raise the front edge of the tongue to the upper alveoli. It is enough to invite him in front of the mirror to open his mouth wide, raise his tongue up and dance with his tongue “on the tubercles” behind his upper teeth, singing the song la-la-la. We dance and sing (the tongue jumps and sings) la-la-la.
The hard sound L can be made using one of the following techniques.
1) Chew the tip of your tongue with your front teeth. The tongue lies freely between the teeth, its tip is clearly visible, but the lips do not touch it!
Without retracting your tongue behind your teeth, “chew” its tip with your front teeth, opening your mouth wide and at the same time pronouncing: in a low voice aaaaa (chanting), you can hear la-la-la.
2) Easily holding the tip of the tongue between the teeth, invite the child to “get angry at the tongue” and “hum” - Y (for a long time), then “be able to command” to quickly remove (“pull out”) the tip of the tongue “back”.
Exercise: say A; lightly bite the tip of your tongue and hum, get angry: Y (long); quickly put it back.
Listen to what happened: AL, AL, AL.
Then fix the resulting sound in the reverse syllables: al, ol, ul, yl.
3) While pronouncing the sound (for a long time) U-U-U, suggest sticking the tongue between the lips and getting a bilabial L, which must be promptly transferred to the tooth position, otherwise the defect will become fixed.
Lesson 11 and 12: Sound exercises [L]
Let's read together:
Al-al-al
Ivan was late for the station.
Vadim was tired and slept for a long time.
Katya's pencil case fell to the floor.
Dad went to the station.
Vasya put on a robe and made a salad,
Ol-ol-ol
Katya forgot her hairpin on the shelf.
Nikolka looked for a needle for a long time.
The wolf howled behind the hill for a long time.
Ul-ul-ul
The cat Manul yawned and fell asleep,
Dima put on his shoes
And he smiled.
The owl hooted loudly.
The white cat winked
And he fell asleep sweetly.
Ly-ly-ly
Nina washed the floors.
There are ripe scarlet fruits on the apple tree.
Donkeys and goats do not eat wormwood.
Bast shoes are made from bast.
White glasses are on the tables.
Lesson 13 and 14: Exercises on the sound [L"]
We read together, and then the child is alone.
Pure talk
Kolya stabs the stakes.
Fields field flight.
Galya and Lyalya are drying plums.
We were driving
We were driving, we came to a pit,
Meli Emelya is your week.
Many people love July, but Lyuba loves May.
A light moth flies onto a green stem.
LASKA
Weasel is a small beautiful predatory animal. The body of the weasel is thin, elongated, with a smooth curve and a short tail. The weasel's paws are very short, but with unusually sharp claws. The weasel's head is small and graceful, and its nose is blunt and slightly forked. The weasel's ears are wide and slightly rounded. The back of the weasel is red-brown, and the belly and paws are white. In winter, the weasel turns noticeably white.
WEASEL HABITS
The weasel lives in fields and forests, sometimes close to human habitation. The weasel settles in hollows, ruins, burrows and barns. Weasel is very dexterous, fast and agile. She is incredibly brave. The weasel loves to hunt mice, field and forest, and by exterminating mice brings great benefit to humans. But she loves to eat chicken, chicks, young rabbits, and pigeons. She eats frogs, lizards, and snakes. Weasel, a brave, bloodthirsty hunter, successfully fights off his enemies - large birds of prey.
SOUNDS R and R (SOFT)
CORRECT ARTICULATION OF THE SOUND R (HARD)
The position of the lips, corners of the mouth and the distance between the incisors depends on the next vowel.
The tongue is wide, the lateral edges of the tongue are pressed against the upper molars. The anterior edge of the tongue is raised toward the alveoli and comes into contact with them during vibration. The tip of the tongue vibrates under the pressure of air flowing from the larynx into the oral cavity.
The soft palate is raised.
CORRECT ARTICULATION OF THE SOUND R (SOFT)
The front edge of the tongue moves forward and “sinks” lower and closer to the upper incisors, there is no vibration.
The back of the tongue rises higher, and the entire mass of the tongue is more tense.
SETTING THE SOUND R
Techniques for producing the sound P (anteropalatal) have been known for a long time. According to literary data given by M.E. Khvattsev, their number at the beginning of the last century reached 50.
The timing of setting vibrant P ranges from several minutes to several months and depends both on the psycho-physiological capabilities of the student and the structure of his speech apparatus, as well as on the skill and methodological equipment of the speech therapist.
The production of the sound P is carried out in two directions: a) holding the tongue, when its front edge rises to the alveoli, leaving a narrow gap through which exhaled air passes; b) generation of vibration.
Preparatory exercises for proper tongue retention.
1. First, introduce the child to the parts of his tongue by showing them on his palm: the tip of the tongue, its back, the edges of the tongue (edges of the palm) and the “tummy”; under the back, the “tummy” has a string.
2. In front of a mirror, teach your child to click his tongue (mouth open “to the ears”) and suck the back of his tongue to the roof of his mouth. Pay attention to the hyoid ligament: it looks like a “fungus”. Click fast and slow, loud and quiet.
3. Be able to hold the tongue in a suction state (counting) with a clearly visible stretched sublingual ligament.
4. Be able to produce a loud click of the tongue from the suction state at the command of the speech therapist - “shpok”.
5. Stick your tongue between your lips and make a “chatter”.
Development of the fricative P. If the child has a good command of his language, use the method of Professor F.F. Rau, the essence of which is the temporary replacement of the vibrant with a fricative sound. This fricative sound has a common place of formation with the normal sound P and differs from the latter in the absence of vibration. The child is asked to say FOR or 3-3-3 behind the upper incisors, on the “tubercles” (alveoli) and listen to what happens. The resulting fricative (proto) sound is similar in sound to the English r in the words dry, drive.
Fricative P is used in syllables RA (ZA), RY (ZY) and words. With your tongue raised, pronounce: FOR, ZY, ZYBA, ZYBak, ZABOTA, ZAKETA.
If the fricative P is well established, you can temporarily use it in speech.
If the child has not found the right “place” for the tongue, offer the following exercises:
1) The mouth is wide open, the front edge of the tongue is raised behind the upper teeth towards the alveoli. The child speaks with an aspirated D-D-D or T-T-T. The tongue "jumps on the tubercles." The blows of the tip of the tongue are clearly visible, which either touches the alveoli or bounces off. For a better view, you can place a spatula between the molars.
2) Alternate repetition with aspiration on the “tubercles” TDA-TDA-TDA-TDA... TDA-TDA-TDA-TDA.
3) “Drum”: quickly “knock” on the palate DDDD, start from the “top” palate and go down
"down" to the upper incisors.
4) “The breeze on the tubercles”: DZA-DZY (P fricative).
5) “Balalaika on the tubercles”: DAY-DAY-DAY.
6) “Balalaika with the wind”: DZN-DZN-DZN (fricative).
Producing tongue vibration.
1) At the moment the student pronounces the fricative P, his tongue is mechanically set into vibration, first by a speech therapist using a special probe, and then, taking the child’s index finger in his hands, the speech therapist places it under the tongue. Invite the student to pronounce the fricative R for a long time and quickly move the finger left and right to oscillate the tongue. The result is an intermittent drumming sound.
2) The student quickly says the syllables on the “tubercles”: dy-dy-dy-dy - and at this time he moves his tongue with his index finger, the finger under the tongue.
As a result of regular exercises (no more than 35 seconds with breaks), rough vibration is replaced by normal vibration. If the process of strengthening the vibrant R is slow, the child can pronounce individual words with the sound R, helping himself with his finger.
PRODUCING THE SOUND
After establishing the sound P hard and working it out in words and phrases Pb soft can appear spontaneously.
If necessary, place the soft Rb from the soft fricative (ZI, ZY), excluding vibration and teaching to make one blow with the tip of the tongue where the upper incisors grow or on them.
Mastering the correct articulation of the sounds P and Pb sometimes requires careful work on vibration, both long-term for hard P and single-impact for soft Pb.
Lesson 15, 16, 17: Exercises on the sound [P] and [P"]
We recite the following lines with the child:
Ra-ra-ra - we caught a mosquito. Ra-ra-ra - that's the game.
Ro-ro-ro - Roma has a bucket. Ro-ro-ro - Roma dropped the bucket.
Ru-ru-ru - I hit the top note. Ru-ru-ru - I sing, not yell.
Ry-ry-ry - these are not my chickens. Ry-ry-ry - the sheep are running from the mountain.
Ar-ar-ar - we will supply a samovar.
Or-or-or - we sweep the yard.
Ur-ur-ur - feed the chickens.
Ir-ir-ir - Ira will buy cheese.
THE SAVAGE AND THE ABC BOOK
One savage
I read the primer
And I read the word: January.
What is January?
The savage thought.
He opened the dictionary
And reads: January -
This is the month when
