Development of speech breathing in preschoolers

Abdullina Guzel Irikovna,
teacher speech therapist,MBDOU kindergarten No. 1 “Sunny”
Yazykovo village, Blagovarsky district,
rep. Bashkortostan

Certificate of Publication:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Balloon
The exercise is similar to the exercise “The tire burst,” but while exhaling, the children pronounce the sound “f-f-f.”

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

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

Geese
Starting position: place your hands on your belt. Slowly tilt your torso forward without lowering your head down. Say “G-a-a-a” in a drawn-out manner. Taking the starting position, inhale.

The duration and force of exhalation can be trained in exercises such as:
* Exhale to a mental count (inhale for a count of 1-2-3; exhale: 4-5-6-7-8 to 15).
* Pronounce slot sounds (s, sh, f, etc.) while exhaling, controlling the duration of exhalation with a stopwatch.
* “Exhale and roll” an imaginary cotton ball along the length of your entire arm.

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

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

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

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

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

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

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

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

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

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

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

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

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

List of used literature.

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

"Bulbulki."

Take two transparent plastic cups. Pour a lot of water into one, almost to the brim, and pour a little into the other. Invite your child to play “bulbulki” using cocktail straws. To do this, you need to blow weakly through a straw into a glass with a lot of water, and you can blow strongly into a glass with little water. The child’s task is to play “bulbulki” in such a way as not to spill water. Be sure to draw your child’s attention to the words: weak, strong, much, little. This game can also be used to reinforce color knowledge. To do this, take multi-colored cups and tubes and invite the child to blow into a green cup through a green tube, etc.

"Magic Bubbles"

Invite your child to play with soap bubbles. He can blow soap bubbles himself, but if he can’t blow or doesn’t want to practice, then you blow the bubbles, directing them at the child. This encourages the baby to blow on the bubbles to prevent them from hitting him.

"Pipe".

Invite your child to stick out his narrow tongue forward, lightly touching the glass vial with the tip of his tongue. Blow air onto the tip of your tongue so that the bubble whistles like a pipe.

"Fly, butterfly."

Goal: development of long continuous oral exhalation; activation of the labial muscles. Equipment: 4 bright paper butterflies (yellow, orange, crimson, gold)

Progress of the game: Before starting the lesson, tie a thread 20-40 cm long to each butterfly, attach the threads to the cord at some distance from each other. Pull the cord so that the butterflies hang at the level of the standing child’s face.

The teacher shows the child butterflies and invites them to play with them. Look how beautiful the colorful butterflies are! Let's see if they can fly. The child stands near the butterflies and blows on them. It is necessary to ensure that the child stands straight, does not raise his shoulders when exhaling, blows on one exhalation without taking in air, does not puff out his cheeks, and slightly pushes his lips forward. You can blow for no more than 10 seconds with pauses to avoid dizziness.

"Balloon"

Goal: development of strong smooth oral exhalation; activation of the labial muscles.

Equipment: a regular balloon on a string.

How to play: Hang the balloon at the level of the child's face. Blow on the balloon so that it flies high, then offer to blow on the child. A more complex version of the game is possible. Throw the balloon up. Invite your child to blow on the ball several times so that it does not fall to the floor longer. Let's blow on the ball so it doesn't fall down. Like this! Stronger!

"Spinner"

Goal: development of long, smooth exhalation; activation of the labial muscles.

Equipment: spinning toy.

How to play: Before starting the game, make a pinwheel toy out of paper. We suggest that the child blow on the pinwheel so that it spins. Let's make some wind - let's blow on the turntable. That's how it turned out! Blow even harder - the spinner spins faster. The game can be played individually or in a group of children.

“The Christmas tree was covered.”

Goal: formation of a smooth long exhalation; activation of the labial muscles.

Equipment: Christmas tree, snow (foam), cocktail tube

How to play: The child is asked to blow on the foam through a tube so that the Christmas tree is covered with snow. Look how beautiful our Christmas tree is, but there is no snow on it at all! Let's think about snow so that it covers our Christmas tree.

"Peas vs Nuts"GOAL: alternating long, smooth and strong exhalation.

The match is held on a “hockey field” (candy box), “sticks” and cocktail straws. The winner is the one who blows his “players” into the enemy’s goal faster. “Players” (2-3 peas and 2-3 nuts) are pre-scattered throughout the field.

"Mill"

Goal: formation of a smooth, strong, long exhalation; activation of the labial muscles.

Equipment: windmill

Progress of the game: The child is asked to blow on the wind wheel so that it spins. How sunny the weather is today, but unfortunately there is no wind, and in order for our mill to work, we need wind.. Let's depict it with you.

"Race"

Goal: formation of a smooth, long exhalation; activation of the labial muscles.

Equipment: sailboat on wheels, car, ATV

Progress of the game: The teacher shows the child the cars and invites him to play with them. The vehicle is placed on a flat surface, on the starting line. First, the adult shows how hard they need to blow on the car so that they roll to the opposite end of the table. Then we invite the child to blow on the transport. By organizing a game in a group, you can arrange a competition to see whose car will reach the finish line faster.

"Fragrance boxes"

Goal: training nasal inhalation, smell recognition. Equipment: 3 pairs of boxes with scents (tangerine, tea, cloves)

Progress of the game: The child is given 3 boxes with different smells, which he is asked to smell and find a pair of the corresponding smell.

"Birds (butterflies)"

Task : strengthen the lip muscles, develop V slow air stream.

Equipment : figurines of birds or butterflies, in s cut and brightly colored.

Description . “Birds” (“butterflies”) are planted on the edge table. Two players compete in whowill be able to push your figure as far as possible R ku on the surface of the table. Before the game starts A take one deep breath through the nose, an additionalinhalation is not allowed. Instead of surfacetable figurines can “fly” on strings, alsousing a strong, directed exhalation.

"Hippopotamus"

Goal: improve the function of external respiration, master the primary techniques of breathing exercises.

The child, who is in a supine position, places his palm on the diaphragm area. An adult pronounces a rhyme:

The hippos lay, the hippos breathed.

Then the tummy drops (exhale).

The exercise can be performed in a sitting position and accompanied by rhyming:

The hippos sat down and touched their bellies.

Then the tummy rises (inhale),

Then the tummy drops (exhale).

“Grow up, foam!”

Goal: development of strong oral exhalation; activation of the labial muscles.

Equipment: glass of water, cocktail straws of different diameters, dishwashing liquid.

Progress of the game: This game can be offered to the child after he learns to blow well through a straw into a glass of water (does not drink water, does not bend the straw). Add a little dishwashing liquid to the water, then take a straw and blow into the water - with a loud gurgle, a cloud of iridescent bubbles will grow before the child's eyes. Then offer to blow on the child. When there is a lot of foam, you can blow on it.

Now I'm going to do hocus pocus! I take the dishwashing liquid and drop it into the water... Now I’ll stir it - ary-bar-top-top-top! I take a pipe and blow. Look what happened! This is a foam of small and large bubbles! Now you try to blow.

Hug yourself

Standing, feet shoulder-width apart, arms to the sides at shoulder level, hands turned forward, fingers spread.

1. Take a deep breath.
2. Cross your arms in front of your chest with lightning speed so that your hands hit your shoulder blades.
3. Smoothly and slowly return to the standing position, taking a deep, slow breath.

Age.

Card index of games for the development of correct speech breathing in preschool children.

Breathing exercises must be performed daily, including them in physical education and recreational gymnastics; during classes, including them at an organizing moment or during physical education. It is better to conduct exercises in a playful way so that children perform them with interest and pleasure.

Exercises to develop physiological breathing

"Flower shop"

(We are in a flower shop. The air is filled with different aromas. The smell of some flower predominates. Look for the smell, name this flower) Slowly, calmly, took a deep breath. How noiselessly the air flows in through the dilated nostrils! The chest is expanded (not raised). Shoulders “hang”. Inhale. Delay (we are looking, we found the smell). Exhalation.

"Skiers Competition"

Skier figures (cut out of thin cardboard) stand on the edge of the table. Children are called in pairs. Each child sits opposite the skier. The teacher warns that a skier can only be propelled with one exhalation; it is impossible to blow several times in a row. At the signal “Let’s go,” children blow on the figures. The rest of the children watch whose skier will go further (slide across the table)

“Whose ship is better? »

Each child is given a clean bottle. The teacher says: “Children, look how my bubble buzzes if I blow into it (beeps). It sounded like a steamship. How will Misha's steamer hum? “The teacher calls all the children in turn, and then invites everyone to honk together. It should be remembered: for the bubble to buzz, the lower lip must lightly touch the edge of its neck. The air stream must be strong. Each child can only blow for a few seconds to avoid dizziness.

“Who can blow on the leaves the longest? »

The teacher has leaves of different trees on strings. “Look, children. These leaves flew to us with the breeze. They are so beautiful and light. Let's blow on these leaves like a breeze, like this. (Show how to blow). I wonder whose leaf can spin in the wind longer than others. The teacher makes sure that the children do not puff out their cheeks, do not tense up, and blow on the leaves easily and calmly.

Exercises for developing speech breathing

"Woodcutter"

The children are standing. Feet are shoulder-width apart, arms are lowered and fingers are clasped together. Quickly raise your hands - inhale, lean forward, slowly lowering the “heavy ax”, say - wow! - on a long exhale.

Spring has come. But winter doesn't want to go away. She gets angry, sends blizzards and blizzards. The blizzard howls: ooh-ooh. The wind whistles: s-s-s-s. The wind bends the trees: sh-sh-sh-sh. But then the blizzard began to subside. (Repeat the same, only quieter). And she fell silent.

"On the seashore"

Imagine yourself on the seashore. Close eyes. Hear the wave running: ssss. Sand is pouring down: s-s-s-s. The wind sings a song: s-s-s-s. And the sand scatters: s-s-s-s.

The teacher loudly pronounces the sound while exhaling: a-a-a-a. And the child quietly responds: a-a-a-a. You can play using vowel sounds, as well as combinations: ay, ua, io. etc. and individual words: “Ay, Olya! Hey Petya! "

"Bubble"

Several children stand with their heads down, holding hands. Then, slowly raising their heads and hands, they say: “Inflate, bubble, swell big, stay like that, but don’t burst. "At the teacher's signal: "The bubble has burst! "Children slowly lower their heads and hands, pronouncing ssss for a long time. or shhhhh, imitating the air escaping. Make sure that when pronouncing a sound, children do not puff out their cheeks (the bubble releases air and does not inflate.).

"Crow"

The children are sitting. The arms are lowered along the body. Quickly raise your arms up through your sides - inhale, slowly lower your arms - exhale. Say “ka-a-ar!” »

"Nice smell"

The teacher has two or three fresh flowers that are most familiar to children, for example, lilies of the valley, violet, and lilac. Flowers can be replaced with fruits with a certain smell (orange, lemon, apple) or leaves (currant, poplar, bird cherry). The child smells the flower and, as he exhales, says the phrase “Smells good” or “Very pleasant smell,” etc.

"Say the truth"

The teacher invites the children to take a deep breath and, as they exhale, say: “Thirty-three Egorkas lived on a hillock, near a Christmas tree.” Take a deep breath and as you exhale say: “One Yegorka, two Yegorkas, three Yegorkas.” »

The child is invited to blow on cotton wool, small pieces of paper, and fluff, and thereby turn an ordinary room into a snow-covered forest. The child's lips should be rounded and slightly extended forward. It is advisable not to puff out your cheeks when performing this exercise.

"Ships".

Fill a basin with water and teach your child to blow on light objects in the basin, for example, boats. You can have a competition to see whose boat has sailed farthest. It is very good for these purposes to use plastic eggs from Kinder Surprises or packaging from shoe covers issued by automatic machines.

"Football".

Build a goal from a construction set or other material, take a ping-pong ball or any other light ball. And play football with your child. The child must blow on the ball, trying to drive it into the goal. You can take two balls and play the game: “Who is faster.”

"Bulbulki."

Take two transparent plastic cups. Pour a lot of water into one, almost to the brim, and pour a little into the other. Invite your child to play “bulbulki” using cocktail straws. To do this, you need to blow weakly through a straw into a glass with a lot of water, and you can blow strongly into a glass with little water. The child’s task is to play “bulbulki” in such a way as not to spill water. Be sure to draw your child’s attention to the words: weak, strong, much, little. This game can also be used to reinforce color knowledge. To do this, take multi-colored cups and tubes and invite the child to blow into a green cup through a green tube, etc.

"Magic Bubbles"

Invite your child to play with soap bubbles. He can blow soap bubbles himself, but if he can’t blow or doesn’t want to practice, then you blow the bubbles, directing them at the child. This encourages the baby to blow on the bubbles to prevent them from hitting him.

"Pipe".

Invite your child to stick out his narrow tongue forward, lightly touching the glass vial with the tip of his tongue. Blow air onto the tip of your tongue so that the bubble whistles like a pipe.

"Harmonica."

Invite your child to become a musician, let him play the harmonica. At the same time, your task is not to teach him to play, so do not pay attention to the melody. It is important that the child inhales air through the harmonica and exhales into it.

Buy large colorful candles and play with them. You light candles and ask the child to blow on a blue candle, then on a yellow one, etc. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. First, you can bring the candle closer to the child, then gradually remove it.

"Mowers."

This exercise can be performed to the sounds of a march: on the weak beat of the melody, inhale and “move the scythe” to the side, on the strong beat, exhale and “swing the scythe.”

"Giraffe and Mouse"

Goal: formation of speech breathing and correct sound pronunciation.

The child stands straight, then kneels down, raises his hands up, stretches and looks at his hands - inhale (“The giraffe is tall.”). He squats, clasping his knees with his hands and lowering his head, exhaling, pronouncing the sound sh-sh-sh (“The mouse has a small one”).

Then the child goes and simultaneously says:

Our giraffe has gone home

Together with the little gray mouse.

The giraffe is tall

The mouse is small.

(Repeat 6-8 times.)

“Frog-wah” (Age - 4 years)

Goal: development of coordination of visual, auditory and motor analyzers, formation of correct speech breathing.

Material: cord, chairs.

In the middle of the site, draw a large circle or place a thick cord in the shape of a circle. Inside the circle is a “swamp”. A group of children sits along the edge of the circle, the rest sit on chairs placed on one side of the area. Together with the children sitting on chairs, the presenter recites:

Along the path, along the path

Frogs are jumping and jumping.

Kva-kva-kva,

Frogs are jumping and jumping.

Kva-kva-kva.

Children sitting in a circle jump up and down pretending to be frogs. At the end of the poem, children sitting on chairs clap their hands (scare the “frogs”). “Frogs” jump into the “swamp”: they jump over the line and squat down, pronouncing “kva-kva” with a deep exhalation.

At the end of the game, the leader asks the children to stretch, raise their hands up, and look at them (inhale).

Goal: development of phonemic hearing - to teach children to recognize sounds and highlight them, determine the place of sound in the name of an object.

"Water"

Goal: development of speech breathing (pronouncing a sound on one exhalation, drawn out, forming the correct pronunciation of the sound C.

Material: water tap, picture of children washing themselves.

An adult opens the water tap and draws the child’s attention to how the water flowing from the tap “sings” (ssss). Then he shows a picture of children washing themselves and reads a nursery rhyme: Water, water, Wash my face, So that my eyes shine, So that my cheeks blush, So that my mouth laughs, So that my teeth bite!

The adult, together with the child, repeats the nursery rhyme 3-4 times and at the end of the game invites him to “sing” the water song. The child sings a “long song,” that is, pronounces the sound C in a drawn-out manner.

"Captains"

Goal: developing the ability to combine the pronunciation of a sound with the beginning of exhalation, alternating long, smooth and strong exhalation; development of the ability to pronounce the sound F for a long time on one exhalation and repeatedly pronounce the sound P (p-p-p) on one exhalation; activation of the lip muscles.

Material: basin with water and paper boats.

On a small table there is a bowl of water with a paper boat floating on it. The child sits on a chair and blows on the boat, pronouncing the sound F or P.

An adult invites the child to take a boat ride from one city to another, marking the cities with icons on the edges of the pelvis.

The adult explains to the child that in order for the boat to move, you need to blow on it slowly, with your lips pressed together as if to pronounce the sound F. You can blow simply - stretching out your lips with a tube, but without puffing out your cheeks. When the wind is even, the ship moves smoothly and confidently sails towards the target.

“But then a gusty wind comes,” says the adult, “it blows unevenly: p-p-p. The child repeats and strives to drive the boat to a certain place.

The adult makes sure that when pronouncing the sound F the child does not puff out his cheeks; I pronounced the sound P 2-3 times on one exhalation and also did not puff out my cheeks. Finishing the game, the child and adult sing together:

Wind, breeze, pull on the sail! Drive the ship to the Volga River!

"Attentive radio operator"

Goal: development of a sense of rhythm, formation of speech breathing

The presenter says: “You will be a radio operator and must, at my signal, tap (“knock”) with the edge of your palm and say how many claps I have made and in what rhythm, and I will clap.”

The presenter claps and says “clap.” The child listens to the rhythm and says “knock”:

a) with increasing row: knock - clap; knock, knock - clap, clap; knock, knock, knock - clap, clap, clap, etc.;

b) with a change of pace (fast - slow);

c) with a change in volume (from a quiet half-whisper to a loud voice) and motor efforts (from light touches to intense tapping).

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Exercises for the development of speech breathing, speech hearing and articulatory apparatus in children

1. Exercises for the development of speech breathing

The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.

1) “Blow the balloon”

Goal: development of correct speech breathing - prolonged pronunciation of the consonant sound F on one exhalation.

Invite the kids to play this game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, at the same time bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.

- Let's play marbles! Spread your arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon and it began to deflate. The air comes out of the ball: F-F-F! The balloon is deflated!

Remind the children to inhale more air while the balloon is inflated, and then gradually exhale it smoothly, making the sound F. Do not suck in air.

2) “Snake”

Goal: development of correct speech breathing - prolonged pronunciation of the consonant sound Sh on one exhalation.

Invite the kids to play with snakes. The game is played on the carpet.

- Let's play snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: “SH-SH-SH! »

Remind children to take a deep breath and hiss for a long time. During prolonged pronunciation of the sound Ш, you cannot take in air.

3) "Pump"

Goal: development of correct speech breathing - prolonged pronunciation of the consonant sound C on one exhalation.

Invite the kids to play with pumps. The game is played on the floor and is accompanied by movements that simulate inflating a wheel using a pump.

How many of you like to ride a bike? What about by car? Everyone loves it. But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!

An adult shows the movements of the pump and explains that you should inhale more air while the pump is running, and then gradually exhale it smoothly, pronouncing the sound C. You cannot take in air while pronouncing the sound. The pump can continue to operate after a pause when the child takes another breath. It is necessary to ensure that children do not overexert themselves while playing.

4) “Funny song”

Goal: development of correct speech breathing - pronouncing several identical syllables on one exhalation - LA-LA.

The teacher brings a doll or matryoshka doll and invites the children to sing a funny song with it.

– Today the doll Katya came to visit us. The doll dances and sings a song: “LA-LA-LA! LA-LA-LA! "Let's sing together with Katya!

While singing, make sure that children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhalation - 6-9 syllables in a row. Make sure children are not overtired.

5) “Happy Journey”

Goal: development of correct speech breathing - pronouncing several identical syllables on one exhalation - BI-BI, TU-TU.

Offer the kids an active game.

– Which of you likes to travel? Raise your hands who rode in the car. Now raise your hands who has ridden the train. Let's play cars - the car drives and honks “Beep! "And now let's turn into trains - "TU-TU! »

Show how the car drives - walk around the room, turning the imaginary steering wheel. Imagining a train, rotate your arms bent at the elbows forward and backward.

Make sure that children pronounce two syllables in a row on one exhalation. Gradually, you can learn to pronounce more syllables in one exhalation: BI-BI-BI! TU-TU-TU-TU! Make sure children are not overtired.

6) “Sounds around us”

Goal: development of correct speech breathing - singing the vowel sounds A, O, U, Y in one exhalation.

An adult invites children to play such a game.

In the world around us we hear a variety of sounds. How does a baby cry? “A-A-A!” And how does a bear cub sigh when his tooth hurts? “O-O-O!” The plane in the sky hums: “U-U-U!” And the steamboat on the river hums: “Y-Y-Y”! Repeat after me.

The adult draws the children’s attention to the fact that each sound should be pronounced for a long time, on one exhalation.

2. Exercises for the development of speech hearing

Speech (phonemic) hearing is the ability to capture and distinguish by ear the sounds (phonemes) of the native language, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps differentiate human speech by volume, speed, timbre, and intonation.

1) Exercise “Bunny”

Goal: To teach children to recognize who owns the spoken phrase. To carry out this exercise, children choose a driver and blindfold him with a thin handkerchief. Next, each child in turn, changing his voice, recites a poem: “Bunny, bunny, bunny bunny, come to me for tea, I’ll get a samovar. But first, guess who called you, find out! " Those children whose voice is recognized by the presenter become presenters themselves.

2) Exercise “Bear”

Goal: to teach children to identify a friend by voice.

For this exercise, choose a driver who is given a teddy bear (you can take any other toy). Next, the children sit in a small semicircle, and the leader sits a little away from them and turns his back to them. Next, one of the children, at the teacher’s unspoken command, calls the bear: “Mishenka, come.” The driver must guess who called the bear, turn around and approach that child, growl at him like a bear.

Exercise “Memorize and repeat words”

Goal: To promote the accumulation of vocabulary and, as a result, memory development.

For this game, forfeits are prepared; these can be either stars cut out of paper, flags, etc. Before the start of the exercise, children are given several pieces of forfeits. Then the teacher explains to the children the course of the game. The game begins. The teacher pronounces several words in a row (5-6 words, and the children must repeat them in the same sequence as the teacher called them. If the child makes a mistake when repeating, that is, swaps them or forgets them completely, then this is already considered a loss and The child, in order to continue to remain in the game, gives away one of his forfeits. The child who has the most forfeits remains wins.

3) Exercise “Be Attentive”

Goal: expand children's vocabulary and teach them to correctly identify an object with its action.

The teacher explains to the children the course of this exercise: when he says incorrectly, then there is no need to raise your hands, otherwise it will be considered a mistake. Children sit on chairs, calm down and begin to listen carefully to the teacher. The teacher sits opposite the children so that everyone can see him. And at first he begins to say slowly, clearly pronouncing each phrase: “The car is moving” (children raise their hands). Further: “The crow flies, the dog barks, etc.” Then the teacher begins to “get confused”, for example: “The cow is barking, the horse is flying, etc.”, here the children who listened carefully should not raise their hands, since the phrase is not correct. When the children have mastered this exercise, it can be complicated, that is, the leader can offer it to the children.

4) Exercise “Hot - cold”

Goal: To teach children to use the concepts of “hot” and “cold” more accurately.

To carry it out, children are seated in a semicircle on the floor (on the carpet, and given a ball. Children must roll the ball across the floor to each other. At the same time, the child who sends the ball says: “Cold,” this means that the child to whom the ball has been sent, he can calmly take it with his hands. But if the child says the word “hot,” then the ball cannot be touched with his hands.

3. Exercises for the development of the articulatory apparatus.

1) “Spatula”

The mouth is open, a wide, relaxed tongue rests on the lower lip.

One two three four five,

We're going, let's go for a walk,

Let's take all the spatulas and go to the sandbox.

I have a shoulder blade -

Wide and smooth.

2) "Cup"

The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

Do you like to drink tea?

Then don't yawn!

Open your mouth

Put the cup down.

3) "Arrow"

The mouth is open. The narrow, tense tongue is pushed forward.

Open your mouth wider

And push your tongue forward.

One two three four five -

We will follow the arrow.

4) “Tube”

The mouth is open. The lateral edges of the tongue are curved upward.

Pull the tongue forward

Yes, bend its edges.

How good is it?

Our tube is a tube!

5) "Mushroom"

The mouth is open. Suck your tongue to the roof of your mouth.

Like a real wild mushroom, the tongue rose and stuck.

And mushrooms grow in the forest,

They are very tasty.

We put the tongue like a fungus and got it out.

We went for a walk in the forest

And collect mushrooms.

Dynamic exercises for the tongue

1) “Watch”

The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.

We open our mouth wider,

Come on tongue forward

Left, right,

Tick ​​tock

The time is right on the clock.

We open our mouths wider,

We direct the tongue to the right.

We open even wider,

We direct the tongue to the left.

Left - right, left - right,

Tip of the tongue, keep up with us.

Tongue and this way and that,

This is the clock hanging.

We walk: tick-tock, tick-tock.”

We take every step.

Very definitely we are going,

We never fall behind.

2) “Snake”

The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.

What's on the bench?

This is our snake.

Thin, lingering

And so important.

3) "Swing"

The mouth is open. With a tense tongue, stretch alternately to the nose and chin, or to the upper and lower incisors.

We sang songs today

And swung on the swing

The tongue swayed too.

Show me how? It seems.

Up - down, up - down,

Tongue, don't be lazy!

Get your chin out

And don't forget about your nose!

Above the house

On the swing

We took off.

4) “Hide the candy”

Mouth closed. With a tense tongue, rest on one or the other cheek.

One - I see candy behind my right cheek,

Two - I see candy behind my left cheek,

Three - I don’t see any candy!

We reach out to the buffet; we need to hide some candy.

5) "Reel"

The mouth is open, the tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper lateral teeth. The wide tongue “rolls out” forward and retracts into the depths of the mouth.

My name is reel

But I'm not your toy.

Threads are dangling at me

sew up all of your pants.

6) "Horse".

Suck your tongue to the roof of your mouth and flick your tongue. Click slowly and firmly, pulling the hyoid ligament.

Clack - clack - clack!

We all said

how the horses galloped.

Here the horses galloped

Tongue, cluck with us.

Hey, where's the smile?

Teeth and stickiness.

7) "Accordion"

The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.

Antoshka has an accordion.

Play for us a little.

Exercises for pronunciation of individual sounds S - S'

When pronouncing the sound “s” correctly, the lips take the position of the next vowel, the teeth are brought together, the tip of the tongue rests on the lower incisors, the back of the tongue is curved, and a groove is formed in the middle of it, along which the exhaled stream of air is directed to the incisors. When pronouncing a soft sound “s”, the back of the tongue is more curved towards the hard palate and the entire tongue is tense; the tip of the tongue rests more firmly on the incisors.

They gave Sanya a pacifier,

He sits quietly with us.

3 – Зь When pronouncing the sounds “з”, “з””, the articulatory structure is the same as when pronouncing the sounds “с”, “с””, only the vocal folds are closed and vibrate, the voice.

Near the forest behind the ravines.

The snake crawled in zigzags.

T The sound “ts” is formed as a result of the rapid merging of the sounds “t” and “s” (“ts”).

Our Vasily is a great guy,

Ate a pickled cucumber.

When pronouncing the sound “sh”, parts of the articulatory apparatus occupy the following position:

-lips slightly pushed forward;

– the tip of the tongue is raised to the palate, but does not touch it, forming a gap;

– the lateral edges of the tongue are pressed against the upper molars, not allowing a stream of exhaled air to pass along the edges.

Grandmother Natasha whispers:

“Don’t be naughty, grandson Pasha! »

There is a car on the highway -

Her tire got punctured.

F When pronouncing the sound “zh”, the position of the speech organs is the same as when pronouncing the sound “sch”, only the vocal folds are closed and vibrate, the voice sounds.

A beetle circles over the grass

And it buzzes, buzzes, buzzes.

3 – F Under the green under the bush

The hedgehog is building a house for himself.

Ch The sound “ch” is formed as a result of the rapid connection of the stop sound “t” followed by the fricative “sch”.

Piglet and Winnie the Pooh

Draw a clear circle.

The sound “sch” sounds like a long sound “sh”, while the lips are pushed forward, the tip of the tongue is raised, as when pronouncing the sound “sh”, and forms a gap, the root part of the tongue is raised.

The frost stings our cheeks,

It stings the forehead and stings the nose.

When pronouncing the sound “l”, the position of the lips depends on the subsequent vowel pronounced. The upper and lower incisors are located at a slight distance from each other. The tip of the tongue rests on the upper incisors or gums. The lateral edges of the tongue do not meet the molars, leaving passages for exhaled air on the sides. The root part of the tongue is raised, due to which the tongue takes the shape of a saddle.

The soft sound “l” differs in articulation from the hard one in that it is not the root part of the tongue that rises, but the middle part of its back.

The cat laps milk

His belly became round.

When pronouncing the sound “r”, the position of the lips depends on the subsequent sounds. There is some distance between the upper and lower teeth. The tongue takes the shape of a spoon. Its lateral edges are adjacent to the upper molars, and the front edge (tip of the tongue) is raised to the alveoli, comes into contact with them and vibrates under the pressure of exhaled air.

The soft sound “r” differs in articulation from the hard one by the additional rise of the back of the tongue towards the palate and some movement of it forward.

Roma was happy today -

He went with his dad to the parade.

Lara was walking in the meadow

And I lost my Panama hat.

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Methodological development in speech therapy on the topic: Health-saving methodology: Development of speech breathing in preschoolers with speech disorders

Purpose of breathing exercises– increase breathing volume,

normalize its rhythm, develop a smooth, seamless, economical exhalation.

Age: from 3 years

1) Lessons should begin with development physiological breathing.

The most important in the development of physiological respiration are the so-called classic exercises.

Their goal: coordination of oral and nasal breathing, development of the lower costal type of breathing with the active participation of the diaphragm.

2) Work on the development of speech breathing is carried out in the following sequence:

• without speech,

Games for the development of speech breathing in the middle and senior groups

Development of speech breathing in speech therapy classes. Games to develop speech breathing

Description: this article can be used by teachers both for speaking to parents at parent-teacher meetings and for speaking to colleagues at methodological associations. The games described below can be used in speech therapy classes and in direct educational activities carried out by educators. Games for the development of speech breathing are intended for children of middle and senior preschool age.

Correct speech breathing is necessary for speech development, since the respiratory system is nothing more than the energy base for the speech system. Breathing affects sound pronunciation, articulation and voice.

The disadvantages of baby breathing can be overcome:

1) development of deeper inhalation and longer exhalation;

2) developing in children the ability to breathe correctly during speech.

We present exercises to the child only in a playful way; we do not forget that there are preschoolers next to us and play comes first for them.

When playing games aimed at developing breathing in a child, you need to know and remember that breathing exercises quickly tire him and can cause dizziness. Therefore, games should be limited in time to 3-5 minutes with rest breaks. It should also be borne in mind that in all games that develop breathing, the rule is strictly observed: inhalation coincides with the expansion of the chest, exhalation with its narrowing. During speech, children learn to inhale only through the mouth, and not through the nose, as should be done outside of speech acts.

Many breathing games are used to develop a child’s breathing:

blow snowflakes, pieces of paper, fluff off the table, from your hand;

blow on light balls, pencils, candles;

blow on ducks and boats floating in a basin, blow on all kinds of turntables, etc.;

inflate inflatable toys, balloons, blow soap bubbles;

In our kindergarten, games for the development of breathing are carried out not only in speech therapy classes, but are also actively used in direct educational activities carried out by teachers.

Here is a description of some of the games used in our classes:

1. "Score a goal for Drakosha"

Target: development of strong continuous exhalation, development of labial muscles.

Equipment: light table tennis ball (foam ball and other), dragon toy.

Progress of the game: Today you and I will be football players and you need to score as many goals as possible for Drakosha.

We stretch out our lips with a tube and smoothly blow on the ball, driving it into the Drakosha gate. At the same time, the teacher can move the dragon with his hand, thereby creating difficulty in scoring a goal.

Attention! Make sure that the child does not puff out his cheeks. If necessary, you can hold them with your fingers.

2. "Who will put the ball into the goal"

Target: development of a strong smooth exhalation.

Equipment: table tennis ball or cotton ball, gate from a yogurt cup.

Progress of the game:- Today, guys, we are holding a competition to see who can put the ball into the goal. So here we go. Participants, smile, place your wide tongue on your lower lip (exercise “Spatula”) and smoothly, with sound, blow on the ball.

Attention! Watch the child’s cheeks and ensure that he pronounces, and not, that is, that the air stream is narrow and not scattered.

3. "The fastest pencil"

Goal: development of long and smooth exhalation.

Equipment: colored pencils with a smooth or ribbed surface.

How to play: Place a pencil in front of the child sitting at the table at a distance of 20 cm. First, we show the child how to blow on a pencil so that it rolls to the opposite edge of the table. You can play this game together, sitting opposite each other and rolling the pencil to each other.

4. "Magic Butterflies"

Target: development of prolonged continuous oral exhalation.

Equipment: artificial flower (paper flower, painted flower) multi-colored (solid) paper butterflies.

Progress of the game:- Look what a beautiful, magical flower I have. Do you know that butterflies live on it? But the trouble is that an evil wizard bewitched them and they forgot how to fly!

Let's break the spell with you so that they flutter in the sky again. Look how I do it (teacher blows on butterflies). Now it's your turn!

5. "Butterflies flutter"

Target: development of long, smooth exhalation.

Equipment: a shoe box decorated in the shape of a summer meadow, paper butterflies tied on a thread.

Progress of the game:- a beautiful, warm morning came, the sun rose high in the sky. The birds woke up and began to sing, the bunnies ran off to look for food. Oh, look at the butterflies fluttering in the sky.

Show me how?

6. "Hot tea"

Target: development of strong, smooth and prolonged exhalation.

Equipment: cups made of colored cardboard.

Progress of the game:- Hello, girls and boys! Today you are my guests and I am treating everyone to hot tea, and in order not to get burned, I suggest you blow!

7. "The snow is spinning, flying, flying"

Target: development of strong smooth exhalation.

Equipment: a shoebox decorated with a winter motif, paper snowflakes hanging down on a thread.

Progress of the game: Winter has come and snow began to fall from the sky. A child blows on snowflakes.

8. "Focus"

Target: development of a strong, targeted exhalation.

Equipment: a small piece of cotton wool.

Progress of the game: Let's imagine that you and I are magicians. Before showing the trick to your family, you and I need to practice.

We open our mouth. We make a “cup” (the side edges of the tongue are pressed to the upper lip, and a groove remains in the middle). Place a small piece of cotton wool on your nose. We inhale through the nose.

We blow strongly onto the cotton wool through our mouth so that it flies up.

For activities with children, I also created an album with the help of Microsoft Office PowerPoint, printed out the sheets on cardboard and it turned out an interesting guide, where children must help a hedgehog find mushrooms under the leaves, wake up a princess by blowing off her blanket, feed a fish a worm, disperse the clouds so that the sun appears, cool the tea for the chanterelle, and so on.

The purpose of the exercises is to develop a strong, prolonged exhalation.

Result: Every speech therapist and teacher has games for developing speech breathing, and this is very important. These games contribute to: the development of differentiated breathing; longer, smoother and more even exhalation; activate the labial muscles, which helps to achieve good results in the process of correcting children's speech.

Exercises to develop breathing

Breathing development in children

If the child speaks poorly, then start working on speech development should first of all from the development of breathing. Various things help develop breathing games and exercises . What is it for?

Proper (physiological) breathing will help the child learn to speak calmly, smoothly, without rushing. Some exercises for breathing development They also help teach the child to pronounce certain sounds correctly.

If a child puffs out his cheeks while speaking, then his speech is slurred precisely for this reason. And before starting the production, for example, whistling sounds, it is necessary to teach the child the correct production of an air stream. I offer you some games and exercises for developing proper speech breathing in children:

Exercises to develop breathing

Target: development of a long, smooth and strong exhalation, activation of the lip muscles.

One child blows soap bubbles, the rest of the children blow on them and do not let them fall.

"Bubble"

Target:

Children stand in a circle, tilting their heads down, imitating a bubble. Then, repeating after the adult “blow up a bubble, blow up big, stay like that, don’t burst!”, the children raise their heads and gradually move back, forming a large circle. At the adult’s signal, “The bubble has burst,” the children go to the center of the circle, saying “C,” imitating the air escaping.

Target: development of a long, smooth exhalation, activation of the lip muscles.

Birds made from thin colored paper are placed on the edge of the table. Two children stand opposite the birds. At the signal: “The birds have flown!” children blow on the figurine.

You can advance the birds only with one exhalation. The rest of the children watch whose bird will fly farther.

"Butterfly - fly"

Target:

An adult takes turns presenting the children with a piece of paper with a butterfly lying on it (a piece of green cardboard, a light butterfly made of tracing paper, tied to the piece of paper with a thread). Each child should exhale smoothly, so that the butterfly flies off the flower smoothly, and not abruptly or jerkily.

"Dandelions"

Target: development of a long, smooth and strong exhalation.

The game can be played in the country house or in the park. Children blow on dandelions to make all the fluff fly off.

"Butterfly"

Target: development of a long, smooth exhalation, activation of the lip muscles.

The child, stretching out his lips with a tube, without puffing out his cheeks, blows on the butterfly so that it flies (the butterfly is attached to a rectangular frame with a handle on a string).

“Whose cube will rise higher?”

Target: develop diaphragmatic breathing.

Children lie on the carpet and a light plastic cube is placed on their stomach. Children take a deep breath through their nose and exhale through their nose, and the adult watches whose cube rises higher.

"Captains"

Target: alternating long, smooth and strong exhalation, activating the lip muscles.

Children sit in a semicircle. In the center on a small table is a large basin of water. An adult invites children to take a boat ride from one city to another, marking the cities with icons on the edge of the basin.

In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if to make the “F” sound. The ship moves smoothly. But then a gusty wind blows in “P-p-p..”.

You should blow without puffing out your cheeks, with your lips stretched out like a tube. The called child blows while sitting on a small chair pushed up to the table.

Hello! My name is Ekaterina and I am glad to welcome you to the site " Speech therapy for everyone"If you liked the materials on the site, then you can subscribe to new publications by RSS or Email. Also join our speech therapy group at Facebook And In contact with.

Material from the site www.logolife.ru

Consultation for parents. Developmental exercises and games for the development of speech breathing and voice of children of the 2nd junior group

(The mouth is closed. The teeth are exposed. With the tense tip of the tongue, tap the teeth, repeating “t-t-t” repeatedly.)

There's a can of paint next to it. The fence needs to be updated. Our fence is unrecognizable. (Exercise “Painter”.) Our tongue finished the job. - I’ll take the horse for a walk, (Exercise “Horse.”) I’ll play the pipe for her. (Exercise “Pipe”.) The sun disappeared behind the mountain, (Exercise “Gorka”.) The tongue went home.

He locked the door. He lay down in bed and fell silent.

Exercises and games to develop speech breathing

The development of speech breathing also plays an important role in the development of children’s speech. The purpose of breathing exercises is to develop a strong, smooth, long-lasting oral stream.

You can teach your baby to take a quick deep breath and then a smooth, long exhalation using toys: pipes, whistles, and also by blowing soap bubbles. To make exhalation through the mouth strong and targeted, invite your baby to blow on pinwheels, paper toys, a dandelion, a light feather, or a cotton ball. When blowing on toys, the child should inhale without raising his shoulders (that is, while inflating his tummy), but exhale continuously.

Singing vowel sounds as you exhale: A, O, U, I, Y. The duration of singing sounds depends on age. So, a 2-year-old child can sing one sound for 2 seconds (or sing two different vowel sounds in a row), a 3-year-old child can sing one sound for 3 seconds (or three different vowel sounds in a row), a 4-year-old child can sing a sound for 4 seconds. The rule is simple: for preschoolers, the duration of singing on one exhalation in seconds corresponds to the number of full years.

1. The total duration of the exercise with breaks is no more than 5 minutes.
2. Frequency of execution: daily.
3. Exercises are carried out in a ventilated room.
4. An important condition is that the toy on which the baby blows must be at the level of the child’s lips, at a distance of 10–15 cm.
5. The cheeks should never puff up during breathing exercises - you can invite him to hold his cheeks with his palms
6. Exercises are short-term (from a few seconds to several minutes)
7. Exercises should not be done immediately after meals (it is recommended 1.5-2 hours after the last meal).
8. It is recommended to do only one type of exercise per day. The number of repetitions is 2-3 times, and it is necessary to monitor the child’s well-being: if dizziness and weakness occur, stop the exercise.

Games and exercises that train the respiratory system

Exercise 1. “Roll the pencil.”

The child is asked to inhale through his nose and, exhaling through his mouth, roll a round pencil across the table.

Exercise 2. “The leaves are rustling.”

They offer strips of thin green paper, cut into leaf shapes and attached to a “branch.” At the signal “the breeze has blown,” the child gently blows on the leaves so that they bend and rustle.

Exercise 3. “Snowflakes are flying.”

Light pieces of cotton wool or snowflakes cut out of thin paper are attached to the strings. The child is asked to blow on them for a long time at the signal “snowflakes are flying.”

Exercise 4. “Push the ball into the goal.”

1. Stretch your lips forward with a tube and blow smoothly onto a cotton or foam ball (2-3 cm in diameter) lying on the table in front of the baby, driving it between two cubes or any other suitable objects. (This is a “soccer goal”.)

Exercise 5. “Windmill”.

This game requires a toy mill from the sand set or a spinner. A child blows on the toy blades, an adult accompanies

baby's actions in poetic text:

“Wind, wind, you are powerful, you drive flocks of clouds!”

A. S. Pushkin.

Butterflies

Cut out small butterflies from paper and hang them on threads. Invite your child to blow on the butterflies so that they fly.

Launch the boat

Pour water into a bathtub or basin, launch a light boat into the water and blow on it to make it float.

To develop the articulatory apparatus, onomatopoeic words, animal voices, and pure jokes and nursery rhymes are widely used.

For example:

“If only there was smoke coming out of the chimney”

"Sha-sha-sha - we are giving the baby a bath"

Material dohcolonoc.ru

Games and exercises for the development of speech breathing in preschoolers who stutter | Social network Pandia.ru

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GBOU Kindergarten No. 000 of the combined type of the Northern District Education Department of Moscow

The use of innovative speech therapy technologies in the training and education of preschoolers who stutter.

Games and exercises to develop speech breathing in preschoolers who stutter

(From the experience of speech therapists at GBOU d. s. No. 000 SOOO

Dergacheva E.V., Krasavina N.V., Sokolova N.A.)

Moscow

2012

It is known that breathing plays an important, if not the main, role in the speech act. Correctly formed speech exhalation ensures smoothness, completeness, and continuity of speech utterance.

In children with pathologies of speech development, especially those who stutter, this function, in most cases, is impaired. Such children, first of all, need to develop lung capacity and form a thoraco-abdominal type of breathing. Since this is the basis for the development of speech breathing.

Since 2010, our creative group has been actively involved in testing the methodology for the development of speech breathing in preschool children with speech pathology, developed by teachers of the Department of Speech Therapy at Moscow State University under the guidance of Doctor of Medical Sciences, Professor

Belyakova L.I.

Training using this method, which includes certain provisions of paradoxical breathing exercises by A. N. Strelnikova, helps stuttering children normalize the fluency of speech, feel the intonation expressiveness of speech, and contributes to the improvement of the body as a whole.

(publishing house, Moscow 2005), which describes in detail the stages of work on the development of respiratory function and speech breathing in children with speech disorders.

Working with children using this method, testing its main provisions, analyzing the results of monitoring respiratory function, the dosed volume and number of breaths, the activity and mood of children during exercises, we came to the conclusion that in the form of a game, the acquisition of breathing skills in most children occurs faster .

Game exercises evoke joy in children, a positive emotional mood, self-confidence, and a desire to engage, and therefore the effectiveness of our joint work with children should be more noticeable.

In addition, we always remember and take into account when planning correctional and educational work, that play is the main activity of a preschooler.

For each stage proposed in the methodology,

We have selected game exercises.

Preparation for the development of thoraco-abdominal breathing

Target:

development of sensations of movement of the respiratory organs, mainly the diaphragm and the anterior wall of the abdomen, which corresponds to the thoraco-abdominal type of breathing.

At this stage, the child’s attention is focused not on the duration of inhalation and exhalation, but on the work of the diaphragm. (The child watches visually and tactilely the contraction and relaxation of the diaphragm. He either tenses it, raising the front wall of the abdomen up, or relaxes it, lowering it)

Games and play exercises of this stage are performed sequentially: first lying down, then sitting and standing and are accompanied by rhymes pronounced by a speech therapist.

Here are some of them:

More details on the website pandia.ru

Preview:

Speech therapy technology for the development of speech breathing in preschoolers with speech disorders (edited by L. I. Belyakova) is aimed at acquiring breathing skills in the majority of children 5-6 years old with speech disorders. Training is carried out both using well-known methodological techniques and using the one we have developed a technique that includes individual provisions of paradoxical breathing exercises by A. N. Strelnikova and sound breathing exercises by Lobanov.

It is advisable that no more than 7-8 people study in a group at the same time.

Stage I Preparation for the development of the thoraco-abdominal type of breathing using traditional methods

Goal: development of sensations of movement of the respiratory organs, mainly the diaphragm and the anterior wall of the abdomen, which corresponds to the thoraco-abdominal type of breathing.

The stage includes four exercises. The duration of each exercise is 4-5 minutes. During the day, the exercises are repeated 2-3 times.

Each exercise is practiced for one week.

The first stage lasts as long as necessary for the development of the thoraco-abdominal type of breathing.

The approximate duration of the stage is four weeks. During this time, the child consistently performs exercises, first in a lying position, then sitting and standing.

During the first lessons, when conducting breathing exercises, it is necessary to maintain the active attention of children.

Stage II Development of the thoraco-abdominal type of breathing with the inclusion of elements of breathing exercises by A. N. Strelnikova

Goal: further development of the contractile activity of the diaphragmatic muscle, as well as the development of coordination relationships between two functions: breathing and movements of the torso or limbs.

The stage consists of three sets of exercises, in which the sequential complication of motor tasks is carried out.

The approximate duration of the stage is 12-14 weeks.

The speech therapist is faced with the task of teaching children the techniques of special breathing exercises (FOOTNOTE: When describing the stage, the authors relied on certain provisions of paradoxical breathing exercises by A. N. Strelnikova). Particular attention should be paid to the following conditions:

1. the child’s active attention is attracted to the inhalation phase;

2. inhalation is carried out at the moment of physical activity;

3. all exercises are carried out at a pace and rhythm that is comfortable for children.

In children with speech impairments, hyperventilation easily occurs when breathing deeply. Taking this feature into account, a technique of dosed “quick breaths” has been developed (FOOTNOTE: In what follows, the term “quick breath” will be used as a symbol for these special breathing movements), which are carried out through the nose. The passage of air through the nasal passages is accompanied by the greatest noise and the adjoining of the nostrils to the nasal septum.

So that children can correctly understand and master the breathing exercise, the speech therapist offers instructions: “Let's try to sniff the air the way animals do, for example: dogs - noisy and fast. Their breaths resemble clapping their hands - “sniff-sniff.”

The skill of taking two “quick breaths” in a row is developed. The speech therapist visually and auditorily (double noise) monitors the children’s “quick breaths.” Children's attention is drawn to the movement of the nostrils, i.e. to muscle contraction and double noise.

Stage III Development of phonation exhalation

Goal: development of phonation (voiced) exhalation.

The stage includes seven exercises, during which children’s attention is directed not to “quick inhalation”, but to the sound of the voice during the exhalation process.

The approximate duration of the stage is eight weeks.

Stage IV Development of speech breathing

Goal: development of one’s own speech breathing.

This stage is basic. It is closely associated with speech therapy work on the formation of planning of speech utterances. In the process of exhalation, children learn to pronounce first syllables and individual words, then phrases of two, and then of three or four words, short poetic texts.

In the first lessons, non-verbal instructions are actively used: a quick movement of the hand with an open palm up, meaning the beginning of a quick inhalation through the mouth. As children begin to breathe independently before speaking, the number of such instructions decreases.

Each exercise lasts no more than five minutes and is repeated 3-4 times a day.

The approximate duration of the stage is five weeks.

Stage V Development of speech breathing in the process of pronouncing a prose text

The purpose of the stage: training speech breathing in the process of pronouncing a prose text.

The approximate duration of the stage is four weeks.

Elena Oreshonkova
Exercises for the development of speech breathing, speech hearing and articulatory apparatus in children

Exercises for developing speech breathing in children, speech hearing and articulatory apparatus

1. Exercises for developing speech breathing

The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.

1) "Blow the Balloon"

Target: – prolonged pronunciation of the consonant sound F on one exhalation.

Invite the kids to play this game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, at the same time bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.

- Let's play marbles! Divorce arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon and it began to deflate. Air comes out ball: F-F-F! The balloon is deflated!

Remind children to breathe in more air while the balloon is inflated, and then gradually breathe it out, pronouncing the sound F. You cannot get air.

2) "Snake"

Target: development of correct speech breathing– prolonged pronunciation of the consonant sound Ш on one exhalation.

Invite the kids to play with snakes. The game is played on the carpet.

- Let's play snakes! The snakes have come out of their holes and are basking in the sun. Snakes hiss: “SH-SH-SH!”

Remind children to take a deep breath and hiss for a long time. During prolonged pronunciation of the sound Ш, you cannot take in air.

3) "Pump"

Target: development of correct speech breathing- prolonged pronunciation of the consonant sound S on one exhalation.

Invite the kids to play with pumps. The game is played on the floor and is accompanied by movements that simulate inflating a wheel using a pump.

How many of you like to ride a bike? What about by car? Everyone loves it. But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!

An adult shows the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually breathe it out, pronouncing the sound S. You cannot take in air while pronouncing the sound. The pump can continue to operate after a pause when the child takes another breath. It is necessary to ensure that children do not overexert themselves while playing.

4) "Funny song"

Target: development of correct speech breathing- pronouncing several identical syllables on one exhalation - LA-LA.

The teacher brings a doll or matryoshka doll and invites the children to sing a funny song with it.

– Today the doll Katya came to visit us. The doll dances and sings song: “LA-LA-LA! LA-LA-LA!” Let's sing together with Katya!

While singing, make sure that children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhalation - 6-9 syllables in a row. Make sure children are not overtired.

5) "Happy Journey"

Target: development of correct speech breathing- pronouncing several identical syllables on one exhalation - BI-BI, TU-TU.

Offer the kids an active game.

– Which of you likes to travel? Raise your hands who rode in the car. Now raise your hands who has ridden the train. Let's play cars - the car is driving and honking “BEE-BEE!” Now let's turn into trains - "TU-TU!"

Show how the car drives - walk around the room, turning the imaginary steering wheel. Imagining a train, rotate your arms bent at the elbows forward and backward.

Make sure that children pronounce two syllables in a row on one exhalation. Gradually, you can learn to pronounce more words in one exhalation. syllables: BI-BI-BI! TU-TU-TU-TU! Make sure children are not overtired.

6) "Sounds Around Us"

Target: development of correct speech breathing- singing the vowel sounds A, O, U, Y in one exhalation.

An adult invites children to play such a game.

In the world around us we hear a variety of sounds. How does a baby cry? "A-A-A!" But as the little bear sighs when does his tooth hurt? "OOO!" Airplane in the sky buzzing: "UHHH!" And the steamer on the river buzzing: "Y-Y-Y"! Repeat after me.

Adult pays attention children for that that each sound should be pronounced for a long time, on one exhalation.

2. Exercises to develop speech hearing

Speech(phonemic) hearing is the ability to perceive and distinguish hearing sounds(phonemes) native language, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps differentiate human speech by volume, speed, timbre, intonation.

1) Exercise"Zainka"

Target: Teach recognize children to whom the spoken phrase belongs. To carry out this exercises Children choose a driver and blindfold him with a thin handkerchief. Next, each child in turn, changing his voice, says poem: “Bunny, bunny, bunny bunny, come to me for tea, I’ll get a samovar. But first, guess who called you, find out!” Those children whose voice is recognized by the presenter become presenters themselves.

2) Exercise"Bear"

Target: learn children identify a friend by their voice.

For this exercises choose a driver who is given a teddy bear (you can take any other toy). Next, the children sit in a small semicircle, and the leader sits a little away from them and turns his back to them. Next, one of children by secret command the teacher calls teddy bear: “Mishenka, come.” The driver must guess who called the bear, turn around and approach that child, growl at him like a bear.

Exercise“Memorize and repeat the words”

Target: Promote the accumulation of vocabulary and, as a result, memory development.

For this game, forfeits are prepared; these can be either stars cut out of paper, flags, etc. Before you start exercises Children are given several pieces of forfeits. Then the teacher explains to the children the course of the game. The game begins. The teacher pronounces several words in a row (5-6 words, and the children must repeat them in the same sequence as the teacher called them. If the child makes a mistake when repeating, that is, swaps them or forgets them completely, then this is already considered a loss and The child, in order to continue to remain in the game, gives away one of his forfeits. The child who has the most forfeits remains wins.

3) Exercise"Be careful"

Target: Expand words knowledge children and learn to correctly identify an object with its action.

The teacher explains to the children the course of this exercises: when he says incorrectly, then there is no need to raise your hands, otherwise it will be considered a mistake. Children sit on chairs, calm down and begin to listen carefully to the teacher. The teacher sits opposite children like that so that it can be seen by everyone. And he begins slowly at first, clearly pronouncing each phrase, pronounce: "Car rides" (children raise their hands). Further: “The crow flies, the dog barks, etc.” Then the teacher begins to “get confused”, For example: “The cow barks, the horse flies, etc.”, here the children who listened carefully should not raise their hands, since the phrase is not correct. When children learn how to carry out this exercises, it can be complicated, i.e. be the leader and offer it to the guys.

4) Exercise"Hot Cold"

Target: Teach children use concepts more accurately "hot" And "cold".

To carry it out children they sit in a semicircle on the floor (on the carpet, and give them a ball. Children must roll the ball on the floor to each other. In this case, the child who sends the ball speaks: “Cold”, this means that the child to whom the ball was sent can calmly take it with his hands. And if a child says the word “hot,” then you cannot touch the ball with your hands.

3. Exercises for the development of the articulatory apparatus.

1) "Spatula"

The mouth is open, a wide, relaxed tongue rests on the lower lip.

One two three four five,

We're going, let's go for a walk,

Let's take all the spatulas and go to the sandbox.

I have a shoulder blade -

Wide and smooth.

2) "Cup"

The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

Do you like to drink tea?

Then don't yawn!

Open your mouth

Put the cup down.

3) "Strelochka"

The mouth is open. The narrow, tense tongue is pushed forward.

Open your mouth wider

And push your tongue forward.

One two three four five -

We will follow the arrow.

4) "Tube"

The mouth is open. The lateral edges of the tongue are curved upward.

Pull the tongue forward

Yes, bend its edges.

How good is it?

Our tube is a tube!

5) "Fungus"

The mouth is open. Suck your tongue to the roof of your mouth.

Like a real wild mushroom, the tongue rose and stuck.

And mushrooms grow in the forest,

They are very tasty.

We put the tongue like a fungus and got it out.

We went for a walk in the forest

And collect mushrooms.

Dynamic tongue exercises

1) "Watch"

The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.

We open our mouth wider,

Come on tongue forward

Left, right,

Tick ​​tock

The time is right on the clock.

We open our mouths wider,

We direct the tongue to the right.

We open even wider,

We direct the tongue to the left.

Left - right, left - right,

Tip of the tongue, keep up with us.

Tongue and this way and that,

This is the clock hanging.

We walk: tick-tock, tick-tock.”

We take every step.

Very definitely we are going,

We never fall behind.

2) "Snake"

The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.

What's on the bench?

This is our snake.

Thin, lingering

And so important.

3) "Swing"

The mouth is open. With a tense tongue, stretch alternately to the nose and chin, or to the upper and lower incisors.

We sang songs today

And swung on the swing

The tongue swayed too.

Show me how? It seems.

Up - down, up - down,

Tongue, don't be lazy!

Get your chin out

And don't forget about your nose!

Above the house

On the swing

We took off.

4) "Hide the candy"

Mouth closed. With a tense tongue, rest on one or the other cheek.

One - I see candy behind my right cheek,

Two - I see candy behind my left cheek,

Three - I don’t see any candy!

We reach out to the buffet; we need to hide some candy.

5) "Coil"

The mouth is open, the tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper lateral teeth. Wide tongue "rolls out" forward and retracts into the depths of the mouth.

My name is reel

But I'm not your toy.

Threads are dangling at me

sew up all of your pants.

6) "Horse".

Suck your tongue to the roof of your mouth and flick your tongue. Click slowly and firmly, pulling the hyoid ligament.

Clack - clack - clack!

We all said

how the horses galloped.

Here the horses galloped

Tongue, cluck with us.

Hey, where's the smile?

Teeth and "sticky".

7) "Harmonic"

The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.

Antoshka has an accordion.

Play for us a little.

Exercises on the pronunciation of individual sounds С – Сь

When pronouncing the sound correctly "With" the lips take the position of the next vowel, the teeth are brought together, the tip of the tongue rests on the lower incisors, the back of the tongue is curved, a groove is formed in the middle of it, along which exhaled a stream of air is directed to the incisors. When pronouncing a soft sound "With" the back of the tongue is more curved towards the hard palate and the entire tongue is tense; the tip of the tongue rests more firmly on the incisors.

They gave Sanya a pacifier,

He sits quietly with us.

3 – з When pronouncing sounds "z", "z"" articulatory structure is the same that when pronouncing sounds "With", "With"", only the vocal folds are closed and vibrate, the voice.

Near the forest behind the ravines.

The snake crawled in zigzags.

Ts Sound "ts" formed as a result of the rapid fusion of sounds "T" And "With" ("ts").

Our Vasily is a great guy,

Ate a pickled cucumber.

When pronouncing a sound "sh" parts articulatory apparatus occupy the following position:

-lips slightly pushed forward;

– the tip of the tongue is raised to the palate, but does not touch it, forming a gap;

– the lateral edges of the tongue are pressed against the upper molars, without letting the stream pass along the edges exhaled air.

Grandma Natasha whispers:

“Don’t be naughty, grandson Pasha!”

There is a car on the highway -

Her tire got punctured.

G When pronouncing a sound "and" position speech organs the same that when pronouncing a sound "sch", only the vocal folds are closed and vibrate, the voice sounds.

A beetle circles over the grass

And it buzzes, buzzes, buzzes.

3 – F Under the green under the bush

The hedgehog is building a house for himself.

H Sound "h" formed as a result of the rapid connection of a stop sound "th" followed by slit "sch".

Piglet and Winnie the Pooh

Draw a clear circle.

Sound "sch" sounds like a long sound "sh", while the lips are pushed forward, the tip of the tongue is raised, as when pronouncing a sound "sh", and forms a gap, the root part of the tongue is raised.

The frost stings our cheeks,

It stings the forehead and stings the nose.

When pronouncing a sound "l" The position of the lips depends on the subsequent vowel pronounced. The upper and lower incisors are located at a slight distance from each other. The tip of the tongue rests on the upper incisors or gums. The lateral edges of the tongue do not meet the molars, as a result of which passages remain on the sides for exhaled air. The root part of the tongue is raised, due to which the tongue takes the shape of a saddle.

Soft sound "l" differs in articulation from solid themes that it is not the root part of the tongue that rises, but the middle part of its back.

The cat laps milk

His belly became round.

When pronouncing a sound "R" The position of the lips depends on subsequent sounds. There is some distance between the upper and lower teeth. The tongue takes the shape of a spoon. Its lateral edges are adjacent to the upper molars, and the anterior edge (Tip of the tongue) raised to the alveoli, comes into contact with them and vibrates under pressure exhaled air.

Soft sound "R" differs in articulation from the hard one by additionally lifting the back of the tongue towards the palate and moving it slightly forward.

Roma was happy today -

He went with his dad to the parade.

Lara was walking in the meadow

And I lost my Panama hat.

Pronunciation largely depends on proper breathing. Every person from birth breathes using the diaphragm. This is the muscular partition between the chest and abdominal cavities. As a person grows up, the type of breathing changes and muscle tension appears. For lung health, as well as beautiful diction, you should get rid of clamps.

When you breathe, air enters your lungs. This causes a decrease in pressure, due to which the lungs do not receive a large dose of oxygen. The features of diaphragm breathing allow you to breathe much deeper. Therefore, speech breathing has many advantages:

• Diaphragmatic breathing enriches the blood with oxygen. Due to this, the functioning of the circulatory and vascular systems improves.
• The lungs are cleansed, which is beneficial for smokers; they are less susceptible to bronchopulmonary diseases.
• If you constantly breathe through your diaphragm, you will be much less likely to experience shortness of breath.
• Features of speech breathing affect not only the lungs and blood flow. Diaphragmatic breathing improves the functioning of the gastrointestinal tract, pancreas and kidneys. It is even possible to lose excess weight from proper breathing.
• And most importantly, proper breathing affects our speech. Therefore, it is so important to learn how to breathe correctly from childhood.

Development of speech breathing for adults

You can start exercises for proper breathing at any age. Let's look at the most common of them:

• Reading poetry is an effective training to develop proper breathing. Try doing your homework or dusting while reading poetry. Your main task is to maintain even breathing. Try reciting poetry while doing physical exercise. For example, jumping rope. For each syllable of the word - one jump. Or pump up your abs. The task is difficult, start at a low pace. But by gradually increasing the load, you will ensure that your breathing does not become interrupted.
• Modify the first exercise. Try reading poetry, taking small breaths after each line. Exhale deeply - only at the end of the quatrain.
• Come up with a long phrase of at least five lines and try reading it out loud in one breath. If you completed the task easily, increase the number of lines.
• A good training for oral speech is the pronunciation of tongue twisters. Pronounce them clearly and with one inhalation and exhalation. Tongue twisters are necessary not only for speech breathing, but also for the formation of diction.
• Speech breathing occurs during a long exhalation. Try to draw out the sounds as you exhale for as long as possible. Say it in a whisper, gradually adding your voice. You can use hard to pronounce words. Say a difficult word clearly, but in a whisper. To find out if you succeeded, ask someone to listen to you. If, while standing in the room, he heard a whisper and understood it correctly, you have completed the exercise. If not, determine what sounds are being swallowed and try again.

Diaphragm breathing technique

Conduct training to form correct speech breathing in the morning and evening hours. The technique involves classes from fifteen minutes to half an hour every day. You may immediately feel discomfort. For example, slight dizziness. It appears due to the fact that the lungs begin to be completely saturated with oxygen. You will notice changes in your breathing for the better within a week.

• Lie on your back. Relax. Place your right hand on your stomach, your left hand on your chest. Then breathe so that your left hand does not move. The basis of the exercise is to try to strongly inflate your stomach as you inhale, so that you get a full inhalation and a full exhalation.
• Rest after the first exercise. Then place a book on your stomach. Its weight should be felt well. And start breathing. Try to keep the book rising and falling evenly.
• From a sitting position, breathe through your diaphragm. Hands should be placed in the same way as in the first position. Try to feel as much as possible how you breathe. Completely relax and distract yourself from surrounding objects and sounds.
• Get on all fours. Relax and begin to breathe frequently through your mouth. Feel where the diaphragm is. From this position it is easiest to feel it. You don’t need to do this exercise for a long time, a couple of minutes is enough. Monitor your condition carefully. Rapid breathing may cause dizziness.

DIY games for children

It is advisable to master techniques for developing proper breathing in childhood, when the child is just starting to talk. This will allow you to develop speech skills much faster and avoid sessions with a speech therapist in the future. The development of speech breathing in young children takes place in the form of play. Many manuals suggest making games yourself.

It is important to follow the recommendations if you are going to work with your child on the development of oral speech. Ventilate the room where the game will take place. After eating, at least two hours should pass. The basis of training is a moderate duration of the lesson. There is no need to offer your child different games at once. Stop at one or two. If your child suddenly feels unwell, stop the activity immediately.

Games with straws

You will need:

• two tubes;
• cotton ball or pea;
• sheet of cardboard;
• markers;
• two matchboxes.

Preparing for the exercise requires a little work. Draw a football field on a piece of paper for the future game. Matchboxes are gates. Children need to “score the ball” into the opponent’s goal by actively exhaling into the tubes.

You can play alone. Then only one gate is needed. To make it more interesting for your child, count every goal scored. Set goals. For example, hitting a box with a ball five times in a row.

Ball games

To play you will need a light ball. A tennis or ping pong ball is suitable.

• Draw a target on a piece of paper. Ask your child to blow on the ball so hard that it rolls to the center of the target.
• Put up a small gate. This could be an upside down mug or a small box. Ask your child to score a goal for you by blowing on the ball as hard as he can. Make the game more exciting by placing a goalkeeper on the makeshift goal. Don't let them hit the goal by protecting it with your fingers. Or move a small toy.
• Play the game "Who is stronger." At the same time, blow on the ball and see who it will roll towards. Whoever the ball rolled to faster lost.

Games with pencils

Some DIY games require no extra work at all. For example, make a fun game using a simple pencil. Roll it from yourself to the child and back using air.

Methods of teaching breathing control

It is important for a child to learn not only to take deep breaths and exhales in order to saturate the lungs well with oxygen, but also to control the breathing process. The manuals offer various exercises:

• Teach your child to breathe quickly and shallowly through their mouth, as if they are having a bad dream. Make a short story out of this exercise. For example, “The piglets are sleeping quietly. Take a deep breath and exhale smoothly. But then they dreamed of a wolf! How did the piglets breathe?”
• Do physical exercises with your child. Let him remember how quickly he breathes. And then ask your baby to repeat this breathing when he is not tired. Just watch your child so that he doesn’t get dizzy from the increased supply of oxygen to the lungs.
• Connect movement and breathing. Invite your child to imagine that he is a bird. And as you inhale, the wings rise, and as you exhale, they fall. Let the baby “fly” slowly.
• In a conversation, a person adheres to a certain pace and rhythm of speech. Do activities with your child that will help him talk at the same pace. Tap rhythmically on the table and let the child breathe in the rhythm you set.
• It can be helpful to teach children to hold their breath. Place different toys in the basin and invite the child to find one of them, while holding his breath.
• Cleaning up toys can also be a healthy exercise. Invite your child to take a noisy breath in through his nose when he bends down to pick up the toy, and as he exhales, put it in the box.

You can teach your child proper breathing without resorting to various games. Encourage your baby to drink all drinks through a straw. Do not forbid creating a “storm in a glass” by blowing bubbles out of the drink. This exercises the child's lungs.

Proper speech breathing will not only allow you and your children to speak clearly and beautifully, but will also make you healthier, since a person’s well-being depends on oxygen saturation of the body. By doing just fifteen minutes a day, you will notice results within a few weeks.