Speech games with non-speaking children. The initial stage of working with non-speaking children

Owners of patent RU 2557696:

The invention relates to speech therapy and can be used in teaching spoken language not talking children with pronounced articulatory difficulties and difficulties phonemic discrimination. There are 3 stages of stimulating speech in a child. At the first stage, the pronunciation of involuntary consonant sounds is challenged and reinforced in a play situation, using the association of the movement of an object with a gesture to enable the child to reproduce them voluntarily. At the same time, the sound obtained during the game is accompanied by a gesture associated with the movement of the object, until a stable relationship is formed between a specific sound and a specific gesture with an object, and the gesture and the movement of the object must indicate one sound. Next, they teach the pronunciation of consonant sounds that are absent in the child’s speech by forming a blowing air stream with the creation of an obstacle using the articulatory organs and consolidating consonant sounds in a play situation, using the movement of an object and a gesture to pronounce sounds, and the gesture and the movement of the object must indicate one sound. At the second stage, training is carried out to complete the pronunciation of a word using the gravity effect unstressed syllable to a shock and/or unstable note - to a stable and/or to the completion of a rhythmically given structure of a word. Next, words are taught with two or more open syllables and one closed syllable. At the third stage, training is carried out to pronounce the phrase using simultaneously its rhythmic and melodic structure, gestures, pictures and/or objects denoting the entire word. The method allows you to speed up the evocation of sounds, voluntary pronunciation of sounds, and also increase the effectiveness of teaching a child to pronounce words through speech therapy techniques. 1 salary f-ly,

The invention relates to speech therapy and can be used in teaching spoken language to non-speaking children with severe articulatory difficulties and difficulties in phonemic discrimination.

Speech perception is an extremely complex phenomenon. Sound waves, carrying information about various signs speech sounds, are characterized by high diversity and instability. The characteristics of the same sound may vary depending on the timbre of the interlocutor’s voice, on his emotional state, on the position of the sound in the word (a certain sound is at the beginning or end of the word). IN currently There are two main theories of speech perception. Each of them has its own strengths and weak sides. The sensory theory assumes that the perceived acoustic signal is sequentially processed in the auditory analyzer and compared with the existing standard. When processing a signal acoustic signs are transformed into auditory sensations, then phonetic features are extracted from them and a perceptual image is created, including a description of many signal features. But it turns out that the acoustic characteristics of speech sounds vary so widely that it is almost impossible to distinguish them. However, a number of concepts have also been developed to explain the operation of the auditory analyzer. Some of them assume the presence of an innate receptive ability, while others assume the formation of this ability during ontogenesis on the basis of linguistic experience. According to the motor theory of speech perception, audio signal processing occurs in connection with the activation of motor articulations. The perception of an acoustic signal is associated with the automatic activation of motor impulses that reproduce the incoming signal. Recognition of an incoming acoustic stimulus is carried out on the basis of comparison of these motor commands with existing standards. But this theory also encounters its difficulties. Motor standards are formed based on speech practice. From the motor theory it follows that a child who does not speak speech does not distinguish audible speech. But that's not true. Typically, speech understanding precedes the onset of speech production.

There is still no consensus on issues related to the mechanisms of speech perception. However, the generally accepted position is that both speech perception and reproduction depend on the emergence and adequate joint functioning of the motor and sensory centers. Normally, this connection can form quite early. But, despite the existence of such a possibility, it is not always realized. The delay in the appearance of speech in children is often explained precisely by the blocking of this connection. Another common difficulty in mastering speech is a lag in the formation of symbolic function in a child. J. Piaget, based on a study of infant development, put forward the concept of symbolic function as the ability to replace a really existing object with a sign of various modalities (motor, object, visual, auditory). To master speech (at least in the initial stages), it is important not intellectual development the child as a whole, but the level of development of the symbolic function.

The process of stimulating speech in non-speaking children is preceded by a diagnostic process, when several aspects are assessed, including how much the child understands the spoken speech and instructions.

If the child does not speak, then pay attention to the presence of voluntary and involuntary vocalizations, as well as the ability to imitate sounds in a situation of emotional involvement.

To implement the proposed method, it is also necessary to establish trusting physical and emotional contact with the child. Since the process of stimulating speech also involves physical impact, including in the face area, the child may experience unpleasant emotions and sensations. It is important to maintain a good, emotionally safe relationship: to encourage the child to do something, using his motivation, interests, and emotional contagion.

There is a known method of teaching a child to speak primarily simulation method, carried out by relying on real objects, in which they use the education of auditory concentration when listening to singing, the sound of musical toys and instruments (L.P. Fedorenko, G.A. Fomicheva, V.K. Lotarev “Methods for the development of speech in preschool children,” M., 1977) .

There is a known method of stimulating speech in non-speaking children with disabilities in the development of intelligence, which includes conducting classes in a game mode, presenting visual information and pronunciation of speech material in the form of words and sentences in the form of a dialogue, in which sound articulations, words, simple sentences and video images corresponding in meaning to the lexical structure are preliminarily formed in increasing complexity (RF Patent No. 2120314, application 95100985/14, 01/24/1995), accepted as a prototype.

Disadvantages known methods is their low efficiency, leading to an increase in the time of the speech acquisition process.

The technical result of using the invention is to accelerate the production of sounds, voluntary pronunciation of sounds and increase the efficiency of teaching a child to pronounce words.

The declared result is achieved as follows.

The method of stimulating speech in non-speaking children includes sequential implementation of 3 stages.

At the first stage:

Teaching the pronunciation of consonant sounds that are absent in the child’s speech by forming a blowing air stream with the creation of an obstacle with the help of articulatory organs and consolidating consonant sounds in a play situation, using the movement of an object and a gesture to pronounce sounds, and the gesture and the movement of the object must indicate one sound.

At the second stage:

Learning to complete the pronunciation of a word by using the effect of gravity of an unstressed syllable to a stressed one and/or an unstable note to a stable one and/or to the completion of a rhythmically specified structure of a word;

Learning words with two or more open syllables and one closed syllable.

At the third stage, training is carried out to pronounce the phrase using simultaneously its rhythmic and melodic structure, gestures, pictures and/or objects denoting the entire word.

At the same time, devices that make sounds can be used as objects: children's toys, musical instruments and so on.

By involuntary utterance of a sound we understand the so-called sensorimotor reactions, when a child makes various sounds, “playing” with his articulatory apparatus or emotionally accompanying his own actions, but cannot intentionally repeat these sounds after an adult. We will call voluntary pronunciation the ability to repeat a sound after an adult or reproduce a specific sound at will. Difficulty in voluntarily controlling one's articulatory apparatus to produce a series of sounds is a common cause of delay. speech development.

If there is no important consonant in the child’s arsenal of involuntary sounds, we try to evoke it first through emotional play and imitation, and if that doesn’t work, then with mechanical help. In this case, the presence of sound and the ability to reproduce it are essential, and not the purity of pronunciation. At certain stages of speech acquisition, whistling and hissing consonants may be pronounced the same way, while other complex sounds may not be pronounced at all (for example, r or l).

Speech sounds have certain characteristics (intensity, tension and duration) that can be reproduced through movements of the whole body. Thus, the basis of phonetic rhythm according to the verbotonal method is to reproduce rhythmic movements with given characteristics while pronouncing words, sentences, poems. That is, body movements with the characteristics of a certain sound help the child pronounce this sound. Music and speech have similar characteristics: speech - rhythm, intonation, tension, pauses and intensity; and music - rhythm, melody, method of sound production (staccato-legato), tempo, dynamics. The proposed method differs from the verbotonal method model, since music is used not only as a way to stimulate speech development, but also as a support (an object that allows better retention in any process).

Rhythm interruptions, pauses, and syncopation using already familiar material are used as rhythmic stimulation, giving the child space to engage in sound. All poems and phrases are pronounced on an “emotional attack”, i.e. exaggerating the emotion, directing it towards the child.

Support is understood as an object or human action that helps the child better navigate and stay in the activity. And motivation involves an activating action that will cause certain responses from the nervous system. Support is a transitional tool and its use is gradually minimized over time. The support object should be attractive to the child; this can increase motivation to master a new activity.

In the proposed method, several types of supports are used: support on a gesture, on a musical phrase, on a rhythm, on a picture, on a letter, on an object.

Gesture in many speech acquisition systems (makaton, sign speech of the deaf, etc.) is a replacement or partial replacement sounding speech. In the proposed method, the gesture does not replace sound, but is a transitional link between the perceived sound and its motor reproduction. The peculiarity of this method is that the gesture does not denote the entire word, but only the sound.

The sound received during the game is accompanied by a certain gesture, also associated with the game situation in which the sound was caused. For example, they launch a ball and show a gesture indicating both the flight of the ball and the sound sh. In the future, they constantly use this gesture when pronouncing this sound in words, poems and songs and gradually encourage the child to repeat this gesture. After some time, a stable relationship is formed between a specific sound and a specific gesture. When demonstrating a gesture to a child, he makes the corresponding sound.

In a similar way, they rely on a musical phrase, a rhythm, a picture, a letter, or an object.

Reliance on a musical phrase. The teacher sings the same melody several times: “Give me a cow.” After the melody is already familiar to the child, the teacher sings it and stops on the penultimate note: “give me a koro...” and pauses, simultaneously suggesting the sound “B” with this gesture.

Reliance on rhythm. The teacher pronounces a rhythmic phrase several times: “I left my grandmother, I left my grandfather, and I will also leave you, hare!” After a few repetitions, the teacher stops on the penultimate syllable and shows a gesture to the sound “D”: “And from you, fox, also yay...”

Reliance on an object. The child already associates the sounds “P” with a cork, and “K” with a cube. Several times the teacher plays two games with the child: he spits out corks, while the child must command: “pa,” and pushes cubes off the table with his fist with the exclamation “ka.” Then the teacher lays out a row of alternating corks and cubes. By running his finger along the row, he encourages the child to pronounce the syllables one by one: “pa-ka-pa-ka-pa-ka” at the end of the row the teacher waves his hand and pronounces the whole: “bye”, encouraging the child to repeat.

Reliance on the picture. Let’s say a child can already pronounce words separately, but has not yet reached the level of a phrase. We shows him a photograph of his mother drinking juice. Below, under the photo, we post three small cards: mom, drinks (pictogram), juice. By running your finger over each of the small cards, we encourage the child to name them sequentially, preferably by singing, in order to unite them with the integrity of “mother drinks juice.”

At the third stage, the support is simultaneously the musical-rhythmic structure, the gesture denoting the whole word (verb), and the subject, in the case of a phrase with a verb in imperative mood. Example: the teacher sings “Tanya, throw the ball!” In this case, with a proactive gesture before each word, the teacher points to his face (Tanya), makes a “throw” gesture (symbolically swinging his hand), and points to the ball (ball). After the phrase is sung by the child, the teacher throws the ball.

In the case of a narrative sentence, musical-rhythmic support and support for pictures are used simultaneously. Example: the teacher shows the child a photograph of a mother drinking juice. Below the photo, the teacher lays out three small cards: mom, drinks (pictogram), juice. By running a finger over each of the small cards, the teacher encourages the child to name them sequentially, singing to unite them with the integrity of “mother drinks juice.”

It's not talking child after certain stimulation, it begins to develop rapidly and this development can in no way be attributed either to the efforts of the parents or to the increased intensity of classes. There is a kind of “launch” of speech, although if the child initially had serious difficulties, for example, of a communicative nature (autism) or organic lesions, the process may be slower and require additional classes related specialists.

1. A method for stimulating speech in non-speaking children, including
sequential implementation of 3 stages, and
at the first stage:
- calling and consolidating the pronunciation of involuntary consonant sounds in a game situation, using the association of the movement of an object with a gesture to enable them to be voluntarily reproduced by the child, while the sound obtained during the game is accompanied by a gesture associated with the movement of the object until a stable relationship is formed between a specific sound and a specific gesture with an object, and the gesture and the movement of the object must indicate one sound;
- teaching the pronunciation of consonant sounds that are absent in the child’s speech by forming a blowing air stream with the creation of an obstacle with the help of articulatory organs and consolidating consonant sounds in a play situation, using the movement of an object and a gesture to pronounce sounds, and the gesture and the movement of the object must indicate one sound;
at the second stage:
- learning to complete the pronunciation of a word by using the effect of gravity of an unstressed syllable to a stressed one and/or an unstable note to a stable one, and/or to the completion of a rhythmically specified structure of a word;
- learning words with two or more open syllables and one closed syllable,
at the third stage they carry out
learning to pronounce a phrase using simultaneously its rhythmic and melodic structure, gestures, pictures and/or objects denoting the entire word;

2. The method according to claim 1, in which devices that make sounds can be used as objects: children's toys, musical instruments, etc.

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The invention relates to speech therapy and can be used in teaching spoken language to non-speaking children with severe articulatory difficulties and difficulties in phonemic discrimination. There are 3 stages of stimulating speech in a child. At the first stage, the pronunciation of involuntary consonant sounds is challenged and reinforced in a play situation, using the association of the movement of an object with a gesture to enable the child to reproduce them voluntarily. At the same time, the sound obtained during the game is accompanied by a gesture associated with the movement of the object, until a stable relationship is formed between a specific sound and a specific gesture with an object, and the gesture and the movement of the object must indicate one sound. Next, they teach the pronunciation of consonant sounds that are absent in the child’s speech by forming a blowing air stream with the creation of an obstacle using the articulatory organs and consolidating consonant sounds in a play situation, using the movement of an object and a gesture to pronounce sounds, and the gesture and the movement of the object must indicate one sound. At the second stage, training is carried out to complete the pronunciation of a word by using the effect of gravity of an unstressed syllable to a stressed one or an unstable note to a stable one or to the completion of a rhythmically specified structure of a word. Next, words are taught with two or more open syllables and one closed syllable. At the third stage, training is carried out to pronounce a phrase using simultaneously its rhythmic and melodic structure, gestures, pictures or objects that denote the entire word. The method allows you to speed up the evocation of sounds, voluntary pronunciation of sounds, and also increase the effectiveness of teaching a child to pronounce words through speech therapy techniques. 1 salary f-ly,

Formation of interest in activities in speechless children.

The group of speechless children is heterogeneous; it includes children with temporary delay in speech development, expressive and impressive alalia, anarthria, early childhood autism, and intellectual disability. However, all these children are characterized by a lack of motivation to speech activity, insufficiency of basic ideas about the meanings of objects and phenomena of the surrounding reality, lack of formation of communicative, regulatory, planning functions of speech, insufficiency of the sensorimotor level of speech activity. Lack of motivation to communicate, inability to navigate the situation, increased emotional exhaustion. All this interferes with the full development of speech and the child’s interaction with the outside world.

Thus, at the initial stages of working with non-speaking children, the goals and objectives will be similar, regardless of the etiopathogenesis and mechanisms of speech impairment.

A comprehensive system of work with speechlessness at the initial stages is aimed at the formation of the mechanisms of speech activity, its motivational, incentive, sensorimotor level.

Reliance on various types of activities provides the speech therapist with various opportunities in terms of increasing motivation for classes and overcoming negativism. Forming the basis of the motivational and incentive level of speech activity is possible through unusual types of activity that are close to the child: gaming, visual, object-practical.

Using various types of activities to develop the interest of speechless children, we developed speech initiative, created motivation for speech activity at the same time as enriching the internal and external vocabulary, formed in the child the need to pronounce a simple phrase, to take a joint action, to comment on it in speech, to verbal activity the child himself.

Speech therapy work with non-speaking children involves corrective influence on both speech and non-verbal mental processes, emotional and personal side of child development.

The main objectives of correctional work with non-speaking children

Let us define the main tasks of correctional work with non-speaking children (1st level of speech development according to R.E. Levina).

1. Stimulation of speech and mental activity;
2. Development of emotional communication with adults;
3. Improving imitative activity;
4. Formation of motivational and incentive level of speech activity
5. Formation of a vocabulary that ensures minimal communication

To develop the child’s motivation, classes should be conducted systematically (2-3 times a week). The classes take a multimodal approach, i.e. reliance on visual, auditory, tactile, olfactory and taste sensations. The teacher (or parent) must be emotional, bright and support the child’s interest in various activities.

• Creating a positive emotional background for joint activities.
• Reliance on various types of activities of the child, constant change of types of activities during the lesson.
• Variability of visual and didactic material for children.
• The use of elements of competition, including food reinforcement, which helped to increase motivation and interest in games.
• Using a visualized reward system.

The work took into account individual characteristics of the child. Many speechless children have no interest in the world around them, and they play with great interest geometric figures, make up objects from counting sticks and figures. Other children love more numbers and counting objects. Still others like to paint, others like to sculpt. It is necessary to find in the child what is most interesting to him and use this as motivation for the lesson and for speech in general.

For example: a child is given difficult task, which he is not interested in - placing baby animals with their parents. The child is shown that after completing the task he will color. The child willingly completes the task. Next, the child is given a coloring book with a lot of birds on a tree. We say that these are birds, but some birds sitting on the tree cannot fly, which means they could not climb the tree. And we ask the child to find and color these birds. Next, we look for the bird with the largest tail, smallest beak, etc.

More attractive to some children food motivation. This can also be used for training. For example: after completing a task, the child must show with his fingers (or using sticks or pebbles) how many small candies or crackers to give him.

To create a positive emotional mood joint activities, it is advisable to use games, drawing, modeling. These types of activities develop concentration. Emotional meaning is introduced into tasks based on sensory stimulation - rocking, spinning, pouring water, spreading cream on various surfaces, playing with semolina, kinetic sand. And also for the development of the cognitive sphere: seriation, classification, comparison, finding similarities and differences, understanding hidden meaning- all this is included in any activity in the most unobtrusive and natural way. All actions are accompanied by emotional comments and small rhythmic poetic texts.

Tasks to activate sensations

Goal: To develop the child’s sensations using various surfaces, with the help of light massage movements, to develop pleasure and interest.

Exercise 1. In front of the child on the table is a plate with warm and cold water, cotton wool, and a hard brush. An adult acts with the child’s hand, alternately slapping water, cotton wool, or a hard brush, accompanying the actions with the words [oh, ah]. If the child enjoys participating in the game, you can encourage him to act independently. In the future, various surfaces are used - sandpaper, a plate with cream.

Task 2. Game "Traces". On the table in front of the child is a toy house and pre-softened plasticine in the shape of a path. The speech therapist explains to the child that if someone follows the path, footprints will be left, and shows how to make them using combined actions. The game is played sequentially: with each finger separately; each pair of fingers of both hands (thumbs, index, middle); index and middle fingers of each hand. Children reproduce the sound words “top-top”, Misha-[be], bunny-[op-op], frog-[kva-kva], kitty-[meow-meow]

Tasks to develop the ability to use nonverbal means of communication

Goal: Reproducing the movements depicted in the plot picture, developing facial expressions and an adequate emotional reaction.

Exercise 1. The child, looking at the story picture, answers questions with a gesture or movement. In the plot picture “a butterfly is flying” - the child waves his arms, imitating the flapping of his wings, accompanied by onomatopoeia [mah-mah]; “the girl is eating”, “the cat is lapping milk” - imitating movements of the tongue, movements of the hand from the table to the mouth, accompanied by onomatopoeia [am-am].

Classes in sensory rooms and corners, conducting sensory games contribute to the establishment of emotionally positive contact between a child and an adult; sensory games are an important tool for overcoming the negativism of a speechless child. Most children with developmental disabilities learn new things more easily if teachers use a multisensory approach, i.e. All the child’s senses are involved in the work (Newman S).

Sensory games are an attractive activity for a child, providing an emotionally rich background for speech therapy sessions and overcoming negativism. Sensory education of speechless children consists of the following sections: tactile-motor perception and development of motor functions; visual perception, perception of the properties of objects through touch, smell, taste; auditory perception. Sensory education contributes to the formation of speech activity.

Examples of sensory play and play activities

Here are examples of sensory games and game exercises aimed at stimulating motivation for activity and the formation of speech activity.

Examples of games aimed on the development of the sense of smell: “Pleasant-unpleasant”, “Scent bags”.

Development games auditory perception: “noise boxes”, “Bell”, “Musical instruments”.

Visual perception: “Find out the picture”, “Collect the picture”.

Kinesthetic perception: “Dry pool”, “Colored jar”, ​​“Light-heavy”.

Development games motor functions: “Toad-bug” - children imitate the habits of animals and stimulate children to pronounce onomatopoeia “Kva-kva”, “Zh-zh-zh”.

Games: “Zoo”, “Bird yard”. An adult shows pictures and asks to transform into the animal shown in the picture. Dictionary: frog - “kva-kva”, dog - “tyaf-tyaf”, turkey - “ball-ball”, cat - “meow-meow”, sheep - “be-be”, etc.

After the child has a need to imitate the word of an adult, it is necessary to get him to reproduce the stressed syllable, and then the intonation-rhythmic pattern of one-, two-, three-syllable words. Any attempt to pronounce is encouraged, picked up, mistakes are not corrected.

Are used games to activate speech imitation, stimulation of the appearance of the first words: Game “Train”, “Boats”, “Birds”, “ Balloon", "Fishing", etc.

Procedural and role-playing game has a positive effect on the development of speech and mental activity.

For example: in the space of the gaming room there is a big world: forests, fields, rivers; the child goes out into this world and explores it. Children travel: crawl on their stomachs and on all fours, “swim”, “fly”. If the “river” ends, we stop; if there is a “mountain” ahead, we go up. Children, together with an adult, pretend to walk through the forest, step over a windfall, and look around. At the same time, the phrases are pronounced: “Ugh, how hot!”, stimulating children to repeat facial expressions and the interjection “Ugh.” Suddenly it began to rain. Everyone is hiding under an umbrella. Children hide under an umbrella, an adult drums on the umbrella with his fingers and says the onomatopoeia “Drip-drip. Like rain dripping: drip-drip.” Children pronounce.

During the game, teachers organized a dialogue with the children, as a result of which the children developed a need for verbal communication. We used games with a bibabo doll, role-playing games, and games with imaginative toys.

To awaken children's play activity and enrich the play experience, various techniques were used:

• supporting the child's play initiative,
• increasing the number of game characters,
• expanding the range of game items and actions,
• enrichment of game plots.

With the help of story toys, the teacher involved the child in an imaginary situation (performed play actions with the doll, talked to it, addressed him on behalf of the doll).

Techniques used to stimulate verbal communication children. We stimulated the child to play with different characters: dolls, dogs, bears, etc., which contributed to the generalization of play actions and their diversity. Verbal commentary made it possible to translate objective actions with story toys into a plan of communication with the characters of the game. Playing with the child, connecting to his actions, the teacher, with leading questions and suggestions, stimulated the child to use or find the necessary toys.

In the dramatization games “Ryaba Hen”, “Turnip”, “Kolobok” and others, part of the text was pronounced by adults, and part by children. Before dramatization, the speech therapist showed the children a fairy tale on a tabletop theater and stimulated the children to negotiate and repeat words.

Conducted singing games, in which children performed movements in accordance with the instructions of an adult while the teacher sang: “Fingers and arms”, “Loaf”, “Where is our Vanya?” and etc.

Stimulation role behavior carried out through a playful interpretation of the child’s usual actions, giving them a playful meaning: “Come on, Dasha, you will sleep like a bear cub, very tightly, now I will cover you as if you were in a den,” “And you, Denis, will sleep like a kitten.” . We created conditions for the child to accept role behavior. For example, a teacher says to a girl playing with a doll: “How you, Lenochka, rock the doll well [kach-kach], like a mother. The doll is sleeping. [bye-bye] You are the mother, and the doll is the daughter. Let’s rock the doll- [a-a-a-a].”

Another technique was adult taking on a play role during the game with the child. For example, the teacher said: “I am a mother, and this is my son” or “I am a doctor, and this is a patient” and addressed the character. During the games, the child gradually mastered different role relationships, learned to build dialogues, and communicate with his play partner.

We used at work games with rules. Outdoor games with rhyming text and rhythmic movements were played every day. In the games: “The bunny is sitting, sitting,” “Cat and Mice,” “My funny, ringing ball,” etc., children were required to match the tempo of movement with speech. Children simultaneously learned about the habits of the animal and imitated its movements and sounds.

It is advisable to include in correctional and developmental classes with children exercises based on the child’s visual activity, which takes second place in the child’s life after play (M.V. Vodinskaya, M.S. Shapiro). Drawing develops hand-eye coordination, coordinates interhemispheric interaction, and contributes to the development of children’s activity and self-esteem (Kiselyova M.V.)

Features of the formation of interest in visual activities of speechless children

Let us consider the features of the formation of interest in the visual activities of speechless children. At the initial stages, we first attracted the children’s attention to the process of drawing, modeling, and the result obtained. At the same time, children were involved in joint action with an adult, resorting to commented demonstration of one’s own actions.

We used elements of non-traditional techniques that helped create unusual works, increased speech motivation, activated perception processes (paper-making, drawing with sticks, palms, vegetable stamps, etc.). Important role at this stage, the development of the child’s understanding of speech addressed to him and the improvement of the active speech in the process of visual activity. The child was required to use at least one word to describe what he drew. In this case, the child could use both babbling and autonomous words.

To develop active speech, we used such techniques as placing images, molded crafts on real objects, playing with objects, playing with multi-colored paints and multi-colored paper.

Let's give examples of game exercises.

• "Drawing on ice." An adult and an adult paint a large piece of ice. At the same time, pronouncing the words “Drip-drip”, “blooper-blooper”, “ice”.
• "Firework". Against a dark background, an adult and a child smear colored plasticine, stimulating the child to pronounce the words: “Hurray,” “fireworks,” “clap-clap.”
• "Vegetable stamps". An adult demonstrates pieces of vegetables (potatoes, tomato, pumpkin). The child determines which vegetables the pieces are cut from, names them, and then draws with them.
• "Magic jelly." Children, together with an adult, draw various figures whose contours resemble objects: a clock, a scale, a ball, a cloud, etc.

Visual activities were used in speech therapist classes in two versions:

1. when compiling descriptive story about the object
2. when using activity products in game situations.

For example, children made vitamins from plasticine, drew them, and then fed them to the sick Mishutka. They drew grains for chickens and hens, and then acted out game situations involving dialogue between children and characters, etc.

During classes, children drew fire, sky, earth, and water. Various techniques were used: showing the subject, depiction techniques, verbal explanation, examining the subject, analyzing the work, comparing the work with a sample, commenting on the actions, etc.

For the assimilation of naming words, the actions of the children themselves with objects were of great importance, for example, the children made a plate and a spoon for the big and small bears, and then fed the cubs. At the same time, preschoolers were happy to pronounce play actions with created objects during the lesson: “Eat, big Misha, - um-am, here’s big Misha [O-O-O]. Here’s little Misha[o-o-o] and others.” Playing with objects included story game or a dramatization game, for example, for the game “three bears”, children together with adults fashioned three cups and three plates of three different sizes.

We also offered children special exercises using finger paints, inducing in them the “joy of experimentation” from playing with color. In the process of performing activities, children were provided with comments on their actions in order to develop attention to speech, increase vocabulary, clarify the meanings of words, and regulate the pace of activity. Visual and tactile perception of the object was purposefully and maximally commented on by the speech of adults.

When examining the subject, we involved all the children and verbalized their actions. This created conditions for children to repeatedly listen to speech patterns, which they mastered in the future. We included this technique in various types of visual activities: drawing, appliqué, modeling. Classes visual activities developed in children the ability to compare objects, signs, and actions.

Thus, the main strategy of correctional and pedagogical influences for speechless children was that, based on the development of the motivational level of speech activity, cognitive activity, the need for verbal communication, the development of children's speech activity was stimulated. As a result of the training, an increase in speech activity was noted. The voluntary regulation of children's activities has improved. Grew up active dictionary, communicative capabilities expanded - children entered into dialogue, communicatively significant phrases appeared. Skills acquired in class speech behavior were used for communicative purposes, elementary grammatical structures were mastered.

Literature:

1. Dedyukhina G.V., Kirillova E.V. Learning to speak. 55 ways to communicate with a non-speaking child. – M.. Publishing center “Techinform” MAI, 1997.- 88 p.
2. Kiseleva M.V. Art therapy in working with children: a guide for child psychologists, teachers, doctors and specialists working with children. – St. Petersburg: Speech. 2006. -160 p.
3. Kolos G.G. Sensory room in preschool institution. – M.: Arkti, 2007. – 80 p.
4. Kuzmina N.I., Rozhdestvenskaya V.I. Speech education in children with motor alalia. – M., 1977.
5. Lynskaya M.I. Formation of speech activity in non-speaking children using innovative technologies. – M., Paradigma, 2012. – 128 p.

Sidorova K.Yu.,
speech therapist

Inna Soldatova

MBDOU " Kindergarten "Birch" p. Purpe Yamalo-Nenets Autonomous Okrug

The initial stage of working with non-speaking children. Methodological techniques and games, contributing to the formation passive dictionary and the child’s impressive speech.

Material developed:

teacher-speech therapist Soldatova Inna Anatolyevna

first quarter cat.

During this period of speech development, children can name toys, familiar objects, actions performed by them or their loved ones, and also express their desires or reluctances in an accessible sound. form.

It would be wrong to try to “skip” this natural period in the development of children’s speech and begin speech therapy. working with non-verbal children from learning correctly pronounced words or, what is even worse, with the production of sounds. However, children's autonomous speech should not be expanded. Need to start learning verbal combinations at the first opportunity arose for the child to reproduce by imitation at least part of some words.

The speech therapist needs to create conditions, in which the child would have a desire to pronounce (repeat) the same sound combinations over and over again. For example, at the request of a speech therapist, a child imitates the cries of animals and birds: “am”, “mu”, “ko-ko”, etc.; tse

the points of these onomatopoeias are extended to 3-4 syllables: “am-am-am” (imitates a dog barking) or "ko-ko-ko" (imitates a chicken clucking).

Activating children’s speech, or inducing speech imitation, should be closely related to the child’s practical activity, to play, to a visual situation, which is achieved with different but mandatory conditions: emotionality of contact with the child, a certain level of understanding of speech, stability of attention, the presence of imitative motivation.

Much will depend on how interestingly organized games how deeply positive emotions are affected non-speaking children, how creative the speech therapist will be.

To achieve the desired effect in activating imitative speech activity, one must start with the development of imitation at all: “Do as I do.” Children need to be taught

express actions with objects (for example, playing ball, teach to imitate the movements of the arms, legs, head (“Let’s fly like birds”; “Let’s stand on one leg”, etc.). The speech therapist accompanies his actions and the actions of the children words, preferably in poetry form.

Task 1 Teach the child to put his hands on the table in the same way as an adult puts them.

Techniques for completing the task

The speech therapist suggests placing your palms on the table as he shows. At the beginning children perform only one movement with both hands, for example, placing their hands on the table with their palms down.

(Tasks 1-3 have one common goal - the development of imitation of bodily movements, facial, respiratory, articulatory, vocal.)

Having completed this movement to imitate an adult, children remove their hands from the table, placing them on their laps. Then they are asked to alternately place their hands palms up, place them on an edge, clasp them into a fist, etc.

After the child learns to reproduce just one movement with his hands, he is asked to combine two movements, For example: Place your hands with your palms down and place them on their edges, and then remove them from the table. By practicing the reproduction of two alternating postures of the hands, children gradually master a series of movements that a speech therapist can accompany with a short quatrain:

Palms up, palms down, and now they’re on their sides and clenched into a fist.

For this purpose, children are invited to smell flowers, warm their hands, blow soap bubble etc. ; draw out the sounds “a-a-a-a” (the girl is crying, “o-o-o” (the trumpet is humming, “ay” (the children are lost), “i-i-i” (the mouse is crying, “wa”) (Lala is crying , “oh-oh, ah-ah” (bitten by a wasp).

Task 2. Carry out lip exercises. For example, make a straw; stop the horse, whoa"); alternately stretch your lips into a tube and then show your teeth.

Task 3. Carry out exercises for the language, For example: lick lips; show how a cat laps milk; give “injections” in each cheek; “brush your teeth with your tongue; click your tongue.

Gaming techniques that combine breathing exercises, movements and pronunciation of individual sounds, syllables

The speech therapist reads the text, the children perform the appropriate movements and pronounce individual sounds, syllables.

"Walking.

Speech therapist. We checked our posture.

Children stand straight, legs together, head slightly raised.

Speech therapist. And they pulled their shoulder blades together (children pull their shoulders back).

We walk on our toes (walk on tiptoe).

We're walking on our heels (walk on heels).

We're going like all the guys (walking in a marching manner).

And like a clubfooted bear (they walk in a swaggering manner).

"Walking".

Everything is carried out as in the previous exercise, the movements are accompanied by pronouncing the syllables ah, oh, uh in time with the steps.

Speech therapist. Like a clumsy bear

Let's all go quieter

Then we'll walk on our heels,

And then on your toes.

Then we'll go faster (Oh oh oh)

And then we’ll move on to running. (They run, then stop: wow)

“Let’s blow on your shoulder.”

Speech therapist. Let's blow on your shoulder (head straight - inhale, head turned - exhale). Let's think about something else (blows on shoulder).

The sun is hot for us

The heat of the day sometimes (raise head up, blow through lips).

Let's blow on our chests too (blow on chest)

And let's cool our chest.

We'll blow on the clouds (raise their face again and blow) And let's stop for now.

"Pipe".

Speech therapist. We came and sat down (sitting on a chair).

We play the trumpet (they bring their hands, clenched into fists, to their lips).

Let's blow our own trumpet.

Children. Tu-tu-tu, boo-boo-boo.

"Pump".

Speech therapist. This is very Just: pump the pump.

Children. Ssssss (depict pumping, bending down, exhale, straightening up, inhale).

Speech therapist. Pump up the pump. It's very simple.

Children. Sssssss.

"Small house, big house."

Speech therapist. The bear has a big house, oh, oh, oh (spreads his arms to the sides).

Children (angrily). Oh oh oh (raise hands up).

Speech therapist. And the hare has a small one, ah, ah, ah (complaining).

Children squat, exhale, lower their heads, and clasp their knees with their hands.

Children (complaining). Ah ah ah.

Speech therapist. Our bear has gone home (children waddle).

Children (angrily). Oh oh oh.

Speech therapist. And a little bunny.

Children (jump on two legs). Ah ah ah.

Speech therapist. Here the hedgehog is curled up into a ball,

Because he was cold.

Children are squatting.

Children (complaining). Oh oh oh.

Speech therapist. The hedgehog's ray touched

The hedgehog stretched sweetly.

Children straighten up and stretch.

Children (funny). Ah ah ah.

Speech therapist. Boldly spreading his mustache,

Beetles buzz in the grass.

Children sit with their arms spread apart.

Speech therapist. “Well, well,” said the winged beetle, “

I'll sit and buzz.

Children fold their arms on their chest.

Children. W-w-w-w.

Speech therapist. Chickens mutter at night.

(Children stand with their backs bent, their arms hanging down and their heads down. They pat themselves on the knees, pronounce: tah-tah-tah.)

Children. Tah-tah-tah.

Speech therapist. Let's raise our hands to our shoulders.

(Children straighten up and take a breath.)

Then lower it like that.

Children tilt their body forward.

Children. Co-co-co.

"Airplane.

Speech therapist. Look to the skies -

The plane is there like a wasp.

Children look up.

Speech therapist and children. Z-z-z-z.

Speech therapist. The plane hums and flaps its wings.

Children spread their arms and turn their torso left and right.

Children. Z-z-z.

Task 4. Summon amorphous words. Possible sound pronunciations are given in brackets words. Any answers are acceptable.

Note on completing the task.

The speech therapist calls those words that he wants to receive in expressive speech non-speaking child. It is necessary to select sound combinations based on the children’s capabilities. In some children, labial sounds are easier to evoke ("baba", mu-mu", in others - posterior palatal sounds, "ka-ka", ga-ga", in others - anterior lingual sounds ("di-di", "ti-ti").

Successful sound complexes are necessary in the gaming form repeat with your child several times (up to 5-6 repetitions). Pronounce these sound combinations now quietly, now loudly, now slowly, now quickly, now angrily, now tenderly, affectionately. Inducing speech imitative activity is good to combine with breathing, vocal and articulation exercises. It is better to give articulation exercises only in the game form.

Name of the child's loved ones persons: mom, ma“, dad, pa“, baba, ba“, uncle, dad“, aunt, t“).

Names of loved ones or toys, dolls: Olya ("o", oya", Nina, ni", Vova ("ova", va").

Requests: give it to ("dya", nya", where?, de", there, tya", here, de"). Expressing a desire to repeat something again once: more ("iso", se").

Expressing one’s condition with interjections “ay”, “oh” (it hurts, “shh” (quiet).

Imitation of animal calls: dogs - aw-aw, am-am ("af"); cows-moo-moo"); donkey - ea-ia, a“); cats - meow-meow ("au", miyau"); goat - be-be, pee-pee“).

Imitation of screams and squeaks: mosquito - and-and-and; birds -

pi-pi-pi or ti-ti-ti ("and", ti"); cuckoos - cuckoo ("uku"); chickens - ko-ko-ko, ko-ko-ko, oko"); frogs - kva-kva, va-va“, tyap-tyap, yap“).

Animal calling and control animals: cat - kss-ks-ks or kitty-kis-kis, scat, beat"); control of the horse - but (let's go, prue (stopped); call the chickens - tip-tip-tip or chick-chick-chick.

Imitation of musical toys: pipe - doo-doo-doo

Du"); balalaika - la-la-la ("I); to the bell - bom-bom-bom ("ohm-ohm").

Imitation of transport noise: car - beep, di-di; airplane - ooh-ooh (in a low voice) ; locomotive - tu-tu.

Imitating noises made falling object, - bang or bang ("ah", wah"); sounds of footsteps - top-top ("op", op"); knock of the hammer - knock-knock, knock-knock"); drops of water - drip-drip.

Emotional exclamations: ah, oh, oh-uh, uh“).

Game technique for the task

“What a high porch Masha has. Masha's doll's house is on the mountain. Children build a porch for it using cubes. Toys depicting animals, birds, etc. are laid out on the table. Animals and birds come to visit Masha. When they go up the steps, at each step they “serve voice: Some express their fatigue, while others express joy. “Ga-ha-ha. - says the goose, “ko-ko-ko.” “ -

the chicken screams, “oh-oh-oh.” .- the fox complains, “pi-pi-pi-pi,” - the mouse squeaks joyfully.

Task 5. Invite children to name their toys and familiar objects (or subject pictures); Distortions and substitutions of sounds are acceptable.

Approximate lexical material

Pussy, bunny, bear, fish, goat, dog, Petya, squirrel, fox, donkey.

Ball or ball, agi“, mushroom or fungus, gi“, house or hut, omi“, cube, ku“, car, sina“, plane, ale“, steamship, hunting“).

Note. To activate speech, we recommend using games in the store"(children buy toys, objects, "Find out new toy"(children name unexpectedly appearing toys, “What toy is missing?” (child names a toy that they hid him, “Arrange the toys as I say, and then name them yourself,” “Who can bring the toy faster,” “Tell me what you need.” word"(speech therapist reads a poem, children suggest rhyming words).

Task 6. Offer to repeat after the speech therapist the names of the subject pictures. You can organize a lotto game. The speech therapist clearly, exaggeratedly pronounces stressed vowels in words. Children pronounce words as best they can. Pronunciation of vowels a, o, u, and (under emphasis) preferably then work off.

A: Anya, Alik, Katya, Tata, ball, sleigh, slippers, hat, stick, poppy, bunny, cancer, boy, finger, cup.

O: Olya, Kolya, Zoya, donkey, house, boots, goat, mouth, cat, nose, spoon, cat, boat.

at: duck, fly, cube, shoes, ears, teeth, lips.

And: Dima, kitty, Inna, mushroom, linden, Zina, Nina.

Task7. Summon the children two-word proposals using connection words where, give, on, here, here and pronounced words from tasks 5, 6.

Where is the ball? ("Where am I?")-Here is the ball ("ot ati").

Where's the car? ("de sina?")-Here's the car ("take away the sin").

Give me the car ("dya sina", "dya si").

Give it to the kitty ("dya ki", "give ks", "dya ks").

Example: fragment lotto games

The speech therapist selects subject pictures that depict objects, animals, the names of which are accessible to children. When organizing a lotto game (or any other game), the speech therapist confronts the child with the need to ask for a familiar picture.

When giving the picture, the child must say words to, give it, here, take it.

Gaming technique

They hide toys whose names the children know. If the child

asks the presenter a question including word where is the name of the toy (in any pronunciation), the presenter gives the toy that the child asked about.

Task 8. Teach your child to let him drink ("dya pi") Give more ("Dya iso") mom, let's go ("mama dem") Let's go home ("de amo")

express your desires verbally: I want to drink ("atyu pi") I want to go out ("atyu guya") go for a walk ("do guya")

Result of speech therapy work

As a result, speech therapy work at this stage of formation children must learn oral speech passive relate objects and actions to their verbal designation.

Passive dictionary must consist of names items that the child often sees; actions that he himself performs or those performed by persons familiar to him; some of their conditions (cold, warm, hot).

Children should develop a need to imitate adult's word. Verbal imitative activity can manifest itself in any speech-sound expressions, without correction by an adult.

Development of mental functions

Classes with a non-speaking child should begin with development of his higher mental functions: attention, memory and thinking.

The purpose of correctional pedagogical work is the consistent development of mental functions that ensure the timely formation of the child’s speech and personality. At the same time, correctional pedagogical work is based on a thorough study of impaired and intact functions. Differentiated approach During classes, it takes into account the child’s capabilities and builds a system of exercises located in the “zone of proximal development.”

Development of motor functions

It is necessary to ensure the baby’s full motor development.

Motor development promotes the formation of a variety of motor skills in young children. The better a child’s movements are formed, the better his speech develops. When performing movements, sound and speech stimuli are widely used. It is useful to do many exercises for the development of general motor skills while listening to music. Clear verbal instructions and accompanying movements with poetry develops purposefulness of actions, creates a positive emotional background, improves speech understanding, enriches vocabulary - movements become precise and coordinated

One of the main directions of correctional and pedagogical work with young children is stimulation of motor development and correction of its disorders (speech motor disorders, disorders of the functionality of the hands and fingers and general motor skills).

In the course of correctional and developmental work, the following are decided: tasks : formation of control over the position of the head and its movements; training in extension of the upper body; training the support function of the hands (support on the forearms and hands); development of body rotations; formation of the function of sitting and sitting down independently; learning to get on all fours, developing balance in this position and crawling on all fours; learning to kneel, then stand; stimulation of independent walking and running and correction of its disorders.

In the development of manual motor skills they use: actions with objects; correlating actions; unfastening and fastening; training in clenching and unclenching fists, strong squeezing of one hand with the other; alternate flexion and extension of the fingers of the right and left hands; make a lattice of fingers; alternate connection thumb and index, middle, ring, little fingers; rhythmic execution of the “palm-fist-palm” movement; development of the ability to grasp an object with a pinch and use the index type of grasping (with two fingers - index and thumb); development and improvement of grasping movements; learning to grasp large objects with both hands and small objects with one hand. In the process of performing exercises, children improve their motor functions; the tone of small muscles is normalized; accuracy of hand movements (coordination of movements of both hands), hand-eye coordination develops; Praxis of posture develops when imitating the movements of an adult. The child learns to construct images using his fingers and hands. Finger games have a beneficial effect on the development of children's speech (speech areas are formed under the influence of impulses from the fingers) and prepare the child for drawing and writing.

Sensory development

In close connection with the development of movements, it is carried out sensory education, aimed at improving optical-spatial and auditory functions, improving sensory-perceptual activity. The solution to the two above problems is carried out on the basis subject activity as the leading activity of early age (from 1 year to 3 years).

As a result of systematic work on sensory education, children learn to identify and take into account color, shape, size; by doing practical actions, learn to group objects according to a pattern by color, shape, size; when choosing from four varieties, correlate dissimilar objects by color, shape, size; actively use “objectified” words-names to denote shapes (brick, ball, sphere, roof, egg, cucumber).

Speech therapy massage

Speech therapy massage necessary for a child with delayed speech development. Using the methodology of O.A. Novikovskaya, the following exercises are performed:

• "Funny song." Touching your lips with your fingers, make a sound similar to... B-B-B... Moving your fingers to the right, left.
• Comb” Lightly bite your lower lip and scrape it several times with your upper teeth, as if combing your hair. Then bite your upper lip and scrape it several times with your lower teeth.

Tongue exercises

• "Curious tongue." Smile, closing your teeth, but not tightly. Squeeze the tongue outward between the teeth so that the upper incisors scrape along the upper surface of the tongue.
• “Let’s punish your tongue.” Stick your tongue out of your mouth and lightly bite it. When performing these movements, pronounce sounds... ta-ta-ta...

In correctional and developmental work, speech therapy massage is used, proposed by K.A. Semyonova, E.F. Arkhipova (“Speech therapy work with young children” - 2006)

Speech therapy massage normalizes muscle tone and motor skills of the articulatory apparatus. At an early age, namely six or seven months, you need to start massaging the baby’s hand.

Articulation gymnastics

Correct pronunciation of sounds is ensured by good mobility and differentiated work organs of the articulatory apparatus. Articulatory gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus.

Objectives of correctional and pedagogical work on the development of the articulatory apparatus: development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, etc.); development of sufficient lip mobility - the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth; development of the ability to hold lower jaw in a certain position (this is very important for pronouncing sounds).

When selecting material for articulatory gymnastics, the principle of consistency is observed (from simpler to more complex). All exercises are carried out in a playful way. Children perform articulation gymnastics while sitting in front of a mirror, since in this position the child has a straight back, arms and legs are in a calm state. At the end of the year, children perform exercises with an individual mirror.

Games

“Okay”, “Come to me”, “Take the ball”, “Round dance with a doll”, “Catch up”, “Come to me - run to me”, “Take, put, throw”, “Take, roll”, “ Feed the bird”, “Find your toy”, “The bear hid”, “Where did the ball go”, “Hide the nesting doll”, “Ride the bunny”.

Teaching objective actions and understanding the speech accompanying these actions

Games

“Catch the ball”, “Let’s dance with rattles”, “Move the toys”, “Roll the balls”, “Roll the balls through the gate”, “Let’s plant mushrooms” (guide), “Pyramids”, “Close the boxes”, “Make a whole toy” "", "Playing the baby grand piano", "Hide the toy"" "Hide the picture", "Find your chair", "Run to me", "Who has this?", "Find a pair", "Guess what's missing" .

Natural everyday situations

Task 1. What does it wash with? What washes? (water, soap, face, hands)

Task 2. What does he wipe with? What does it wipe? (towel, face, hands)

Task 3. What does he play with? What does it play on? (doll, ball, accordion, pipe)

Task 4. What does he eat? What does he eat? (spoon, fork, soup, porridge, potatoes)

Task 5. What does he draw with? What does he draw? (pencil, house, car)

Task 6. What does he use to pin him down? What's pinning? (with a tray, a picture, etc.)

Task 7. What does it cut with? What does it cut? (knife, bread, cheese)

Games

“Guess who’s screaming”, “Loudly - quietly”, “Who’s screaming?” A. Barto, “Poultry farm”, “Feeding the chicks” - speech gymnastics, “Cat and mice” (the word “meow”), “On the ride” (sound U), “Horses”, “Feed the calves” (mmuu).

Task 3. Development of a long directed oral exhalation (on the sound F) -

Task 4. Whose steamer hums better? (on the sound U)

Task 5. Calm the doll. Pronunciation of the sound A.

Task 6. Who screams? (Aw, wa, ea, ha-ha, pee-pee, meow)

Task 7. Let’s smile at Parsley, (sound I)

Task 8. Show and name. (Katya, geese, cat, horse)

Task 9. Game " Magic chest"(this is a house, this is Katya, this is a kitty, this is a duck, this is a goose, this is a bear, etc.)

Task 10. When does this happen? (signs of the seasons)

Task 11. Game “Cars”, (pronunciation “6-bi...”)

Task 12. Guess who said it. Fairy tales “Three Bears”, “Teremok”, “Wolf and Seven Little Goats”.

Task 13. Game “Echo”. (Ay, Olya, Ay)

Performing in a playful way articulatory gymnastics, exercises on the sound culture of speech, while playing, children gradually master the pronunciation of sounds: a, y, o, i, e, m, p, b, f, c, k, d

In onomatopoeia (au, ua, ia, uh-uh, mmuu, p-p-p, ff-uu, v-v-v, ko-ko, ga-ga, meow, ai, oh, oo-oo -u, o-o-o).

Games

“Chauffeurs and builders”, “What we did - we won’t say...”, “Who said “meow””, “Feed the animals”, “Look and name”, “Where you go, what you find”, “Who screams how” , “Geese - geese”, “Wolf, shepherd and geese”, “Who needs what”, “Shop”, “To whom the wolf came, from whom the wolf left”, “Tanya’s doll’s birthday”, “Who does what”, “ Guess who came to us”, “High - low”, “Who is eating what”, “Who is sitting where”, “Guess what it is”.

Third stage. Formation of a simple unextended sentence in the active speech of children

Learn to understand simple unexpanded proposals;

Learn to perform simple steps according to speech instructions;

Learn to understand and construct phrases such as verb in the imperative mood + noun in the accusative case;

Learn to use phrases in speech such as verb + noun in the accusative case; verb + noun in instrumental case; adjective + noun; verb + adverb;

Learn to use in communication sentences such as subject + predicate, expressed by a 3rd person present tense verb;

Learn to understand and use sentences like subject + predicate + object; subject + predicate + adverbial;

Learn to distinguish between some forms of inflection and the number of nouns;

Teach some productive ways to form nouns and verbs;

Learn to reproduce the syllabic-rhythmic structure of two- and three-syllable words.

Types of retelling

1) Selective retelling.

Task: to highlight only individual episodes from the story.

2) Brief retelling.

Task: while maintaining consistency, highlight only the main, essential.

3) Creative retelling.

Task: continuation of the story with the addition of invented facts.

Techniques for teaching retelling

Sample reading of a work,

Questions,

Explanations, instructions,

Exercises,

Appeal to personal experience children,

Display of visual material,

Suggest a word or phrase

Joint retelling of teacher and child,

Reflected retelling,

Retelling in parts,

Retelling by roles,

Dramatization game

re-enactment,

Choral speaking,

Assessment of children's speech.

Teaching Techniques

The leading technique is a question. Search and problematic nature require inferences about connections between objects: Why? For what? Because of which? How are they similar? For what? How to find out?

Questions of a stimulating nature: Which guys can we say are friends?

Simple, reproductive questions: Where? How many? Who?

The sequence of presenting questions in a conversation: first, reproductive ones to revive the memory and experience of children, then 1-2 search questions, and finally 1-2 generalizing questions.

Constructing a conversation

Starting a conversation. The goal is to evoke and revive impressions in children’s memory. Reminder questions, riddles, poems, paintings, photographs, objects are used.

The main part of the conversation. Micro-topics and stages are identified. For example, in the conversation “About Health” the following stages are highlighted:

1. Fresh air(indoors, on walks).

2. Morning exercises.

3. Clean hands.

4. Hardening.

End of conversation. This part is short, emotional, practically effective, and may contain wishes for the children for their further observations.

Literature

1. Becker K.P., Sovak M. Speech therapy. - M, 1981.

2. Vasilyeva KN., Novotortseva N.V. Educational games for preschoolers. - Yaroslavl: Development Academy, 1996.

3. Preschool education abnormal children: A book for teachers and educators / Ed. L.P. Noskova. - M., 1993.

4. Efimenkova L.N. Formation of speech in preschool children. -M, 1985.

5. Zhukova NS. Formation of oral speech: Educational and methodological manual. - M: Social. - political magazine, 1994. - 96 p.

6 Zhukova NS. and others. Overcoming speech delay in preschool children. - M: Education, 1973. 220 p.

7. Zeeman M. Speech disorders in childhood- M: Medgiz, 1962. - 268 p.

8. Games in speech therapy work with children / Edited by V.I. Seliverstov. - M, 1977.

9. Kuzmina N., Rozhdestvenskaya V.I. Speech education in children with motor alalia. - M., 1977.

10. Underdevelopment and loss of speech / Ed. LEE. Belyakova et al. - M, 1985.

11. Speech therapy: Tutorial for pedagogical students institutes with a specialty in “Defectology” / L.S. Volkova, R.I. Lalaeva, EM. Mastyukova and others; Ed. L.S.Volkova. - M.: Education, 1989. - 528 p.

12. Speech impairment in preschool children / Comp. R.A. Belova - David. - M., 1972.

13. Novotortseva N.V. Children's speech development. - Yaroslavl: Academy of Development, 1994.

14. Fundamentals of the theory and practice of speech therapy / Ed. R.E.Levina. - M.: Education, 1967. 367 p.

15. Khudenko E.D. Practical guide to speech development: V2ch.-M., 1994.

Methods of working with non-speaking children.

The main directions of correctional and pedagogical work with non-speaking children:

1. Development cognitive activity: development various forms communication between a child and an adult; formation cognitive activity; development of knowledge about the environment and understanding of spoken speech; stimulation of sensory activity (visual, auditory, kinesthetic perception); formation of substantive activity.
2. Stimulation of the development of vocal reactions, onomatopoeia and one’s own speech activity.
3. Stimulation of motor development and correction of its disorders (speech motor disorders, impaired functionality of the hands and fingers and general motor skills).

The system of correctional and developmental work with non-speaking children includes the following areas.

Speech therapist S.N. Zamyatina Salekhard, MBDOU d/c No. 22 “Blue Bird”
In a situation where a 2-4 year old child does not have active speech, teachers and parents are faced with the question: should they start special speech therapy classes immediately or should they wait?
Parents usually compare their child's speech abilities with the level of speech development of his peers. And, of course, adults begin to worry about the fact that their child is falling behind. However, on household level There are ideas that “boys generally start talking later” or “it happens that he is silent, silent, and then speaks,” etc.

If a child aged 2-4 years does not have active speech, it is necessary to consult competent specialists - a speech therapist, psychologist, psychoneurologist, otolaryngologist, conduct a series of medical examinations and, if necessary, organize classes with the child. Observations of specialists, medical research data, as well as the dynamics of child development during special classes will allow us to clarify the nature of the violation, possible causes, and the degree of its complexity.
At the same time, some of the children who had speech disorders in early and pre- school age, as a result of systematic speech therapy sessions, they can completely overcome their speech defect and subsequently study successfully in a public school. Others, even in the course of systematic studies, are not able to completely overcome the shortcomings of speech development, and at school age they have problems mastering written speech.
If non-speaking children have a low level of speech understanding, then first of all it is necessary to begin speech therapy work to expand speech understanding. Only with a sufficiently good understanding of speech can a child begin to speak.
The content of each lesson should include several areas, the first of which is the development of speech understanding. First, the child learns to understand the speech of others, associate the names of objects and actions with specific sound combinations and words, and only then begins to speak.
Development of speech understanding. First stage.
Methodological instructions: the proposed tasks for developing understanding of speech are intended for working with children who have great difficulty understanding basic requests addressed to them to show or bring something from the objects around them, to show parts of their body: nose, ears, mouth, etc. .
During classes to develop speech understanding, the main task - accumulation children's passive vocabulary: words-objects and words-actions, as well as words denoting certain phenomena and states. For memorization, children are offered only those words that denote familiar objects, actions, phenomena and conditions that they constantly encounter in everyday life, what they can observe, what they can act with, what they feel. When working with non-speaking children, it is not recommended to overload their passive vocabulary with words with an abstract meaning or generalizing words. Here is a dictionary of recommended words for memorizing by topic.
Groups of words suggested for memorization
1. Subject dictionary.
Toys: ball, cube, car, doll, bear, bunny, ball, spinning top, bucket, spatula, pencils, books, etc.
Body parts: head, legs, arms, finger, eyes, ears, mouth, lips, teeth, nose, cheeks, eyebrows, forehead, neck, hair.
Clothing and footwear: hat, scarf, mittens, jacket, coat, dress, skirt, jacket, shirt, trousers, tights, underpants, T-shirt, socks, slippers, boots, shoes, sandals, etc.
Toilet items: soap, toothbrush, toothpaste, sponge, towel, comb, handkerchief, etc.
House, apartment: house, door, lock, key, stairs, elevator, window, kitchen, room, bathroom, lamp, floor, ceiling, wall, etc.
Furniture: table, chair, sofa, bed, wardrobe, shelf, hanger, etc.
Household appliances, dishes and household items: TV, telephone, clock, stove, refrigerator, fork, spoon, plate, cup, blanket, pillow, mirror, etc.
Food and dishes: bread, rolls, cheese, sausage, sausages, milk, butter, sour cream, cottage cheese, yogurt, cookies, juice, egg; porridge, soup, salad, sandwich, tea, compote, etc.
Vegetables and fruits: cabbage, potatoes, carrots, onions, cucumbers, tomatoes; orange, banana, apple, pear, plum, etc.
Plants: tree, bush, grass, flowers, berries, etc.
Names of animals and birds that the child often sees: dog, cat, bird, dove, sparrow, crow, horse, etc.
Names of individual objects of social life: street, road, traffic light, car, plane, swing, slide, park, etc.
Names of individual natural objects and phenomena of the surrounding world: water, earth, sun, sky, rain, snow, night, day, etc.
2. Dictionary of verbs.
The child’s own actions: walks, sits, stands, runs, jumps, sleeps, eats, plays, draws, builds, walks, rolls, washes, bathes, dresses, undresses, combs his hair, carries, falls, screams, speaks, sweeps, wipes and etc.
Names of actions that people close to the child perform: reads, writes, draws, cleans, washes, irons, cooks, fries, sweeps, etc.
Other actions (objects): the phone rings; the car drives and hums; the plane is flying; leaves are falling, etc.
3. Adjectives, adverbs. Names of some signs, sensations and states: sweet, salty, sour, wet; cold, warm, hot, painful, tasty, big, small;
We must remember that in children with speech underdevelopment, the verbal passive dictionary may be much smaller than the subject passive dictionary. Therefore, if children know the names of objects, some animals, etc., then it is necessary to begin training as soon as possible to understand the names of actions, as well as to understand the questions asked about the actions taking place: where? Where? What? to whom? where? for whom?
At the first stages of development of speech understanding, the child is not required to understand accurately individual words, and therefore the task is not to distinguish between words such as there - here, here - there, open - close, where - where, etc. When learning to understand the questions where? to whom? Where? where? etc. Children initially rely not on the different sound expressions of these words, for example where - from where, but on the broad linguistic context of the question. To do this, the adult’s questions must contain “prompting” words that are well known to children. After children learn to understand these questions, “prompting” words are removed from them. For example: where did you get (the books), but where did you put them, and to whom did you give them? At the next stages, different question words will be used with the same verbs: where did you come from - where did you come, what do you eat - what do you eat with, etc.
So, at the very beginning speech therapy work children focus on understanding complete word combinations, supported by visual object actions, and not on sound distinctions between words.
With non-speaking children who poorly understand speech addressed to them (with normal hearing and primary intact intelligence), correctional work begins with repeating the situation repeatedly.
Creating a speech environment
It is necessary to constantly talk with the child, repeatedly talking through all routine moments (dressing and undressing, washing, bathing, feeding, walking, getting ready for bed) and various everyday situations (putting toys in places, preparing food, clearing the table, washing dishes, sweeping the floor and etc.). The same work should be done while playing with toys and pictures, and while reading books. At the same time, the adult speaks in simple short sentences of 2-4 words, pauses, repeating the same phrases several times, changing intonation and strength of voice. Words are pronounced clearly, with emphasis on the stressed syllable, for which the stressed syllable is slightly stretched. An adult often turns to the child and asks questions. But you should not demand an immediate answer from the baby. Thus, the adult asks a question, pauses, then answers the question himself. After the child has heard the name of an object many times, taken it, felt and examined it, and acted with it, you can ask the child to bring (show, find, give) a familiar object or perform some action with it.
When working with non-speaking children, it is not recommended to overload their passive vocabulary with words with an abstract meaning or generalizing words.
Materials for classes can be toys, household items, clothing, dishes, food, etc.
Sample tasks for parents of a non-speaking (or poorly speaking) child to develop speech understanding
1. Name the objects, actions of the situation in which the child is.
"Feeding the animals." The child is asked to arrange dinner for the animals: “Let’s feed all your animals. They were hungry. Wow, they are so hungry! Who will we feed? Bring the cat, dog, goat here. Look how they ask to eat! How does a goat ask for food? Me-me! How does the dog ask for food? Am-am! How does a cat ask for food? Meow meow! Oh, we forgot about the bear. Call him quickly! Here comes the bear: stomp, stomp, stomp. How does the bear walk? Top-top-top. Now set up the table. Put? The guests were placed around the table. Doggy here, pussy here. Where's the goat? Right here. And they forgot about the bear again. You know? Let's put the bear on a chair. Let him sit at the table."
"Getting ready for a walk." When getting the child ready for a walk, the adult says: “Now we’ll go for a walk with you. (The clothes needed to get ready for the walk are laid out on the chair). Where will we go? Find where our hat is. Found? Here it is, the hat. Bring your hat here. Did you bring it? Let's put a hat on our head. Look in the mirror, what a beautiful hat you have. Is it warm now? Yes?" etc. the whole walk, returning home, undressing is spoken out.
"Washing." When leading the child to the washbasin, say: “Let’s go wash. Let's open the tap. No, not in that direction, in the other direction. Did you open it? Take soap. Did you take it? Lather your hands properly. Let me help you wash your hands. Like this. That's how good it is! Now let's wash off the soap. Rinse off the soap yourself. Three, three pens. Washed away? Now let’s wash our face,” etc.
“Let's build towers.” “Let's build towers.” (Cubes are laid out on the carpet: red, blue, white.) Let's build two towers: one blue and the other red. We will build a red tower in this corner, and a blue one in this corner. We will build big, big towers. We will transport the cubes by car. We will carry red cubes to this corner, and blue ones to this corner. (Adult shows opposite angles carpet or room.) And we’ll leave the white cubes here where they lie, we won’t touch them. Go get the car. Did you take it? Well, start it. Started it? Wow, how loud the engine is! How does the motor work? Check the signal. Works? How does the car sound? B.B. Good very good! B.B."
An adult and a child transport cubes around different angles carpet, names all the actions performed. When choosing a cube by color, the adult names the color of the cube and teaches the child to take a cube of the same color.
From single-color cubes located in two corners of the carpet, you can build two towers. The first tower is built by an adult, the second by a child according to a given model. An adult, when building a tower, must take into account the ability of children to reproduce this pattern.
2. Expand children’s passive subject vocabulary with the help of subject pictures.
The child is shown and named an object picture, for example, “Mittens.” Explains their purpose. Next, the object picture is compared with a life-size toy or object. The new picture needs to be found among other familiar subject pictures. Then the child is asked to perform several actions - instructions related to the picture, for example: take the mittens to mom, give the mittens to a friend. Then the child must find an image of the object with which he became acquainted in the plot picture.
3. Expand your passive verb vocabulary with
plot pictures in which people or animals perform different actions.
For children, plot pictures are prepared in which faces or animals well known to the child perform various actions, for example: a boy sits, a horse runs, a girl eats. First, it is proposed to show the subject of the action: “Show where the boy is, where the girl is, and where the horse is.” If the child easily understands such questions, then the names of the actions that the subject performs are included: “Show me where the boy sleeps, where the girl eats, and where the horse runs.”
4. Teach children to understand the names of actions that
committed by the same person, for example: a boy eats, drinks, sleeps, reads, etc.
5. Teach children to quickly navigate the names of actions when they are given without designating objects and subjects of actions.
For children, several plot pictures are selected in which different subjects perform various actions with or without an object.
First, you need to find out whether the child understands questions that include both the names of actions and the names of familiar objects, faces, animals, for example: “Show me where the boy rides a bicycle, where the girl eats soup. Where does the cat sleep?” Then the child is asked another question with the same pictures, for example: “Show who is riding, who is sleeping, who is eating.”
You can also ask the children the following questions: “Show me which girl does the laundry and which one reads. Which one is sleeping and which one is combing her hair?
6. Teach children to understand the questions where? Where? where? on what?, finding out the location of objects.
The adult himself places various objects in the places where these objects are usually located. When an action with an object is completed, the adult asks a question, for example: “Show me where the books are. Where did Vova put the matryoshka doll? Where did they put the doll? The adult approves of correctly performed actions and once again names the actions and objects.
7. Teach children to understand questions that help to find out in whose interests this or that action is being performed.

Who does mom put the hat on? Who is the girl pouring milk for? Who does dad read a fairy tale to? etc.

8. Teach children to understand the questions what? whom? (from whom?), which help to clarify the object of the action.

Who is the girl drawing? What is the boy carrying? What does mom wash? Who is mom taking? Who has flowers in their hands?

9. Teach children to understand the question of what?

How does dad cut bread? What does the kitten play with? What do you eat soup with? How does the girl comb her hair?

10. Invite the child to arrange pictures or toys in the sequence specified by the adult.

Sample. “Listen carefully and place the toys one after another as I call them for you: dog, cow, horse; and now put it like this: horse, dog, cow.”

11. Offer to perform actions in a certain sequence without an object.

Sample. Sit - stand - hop on one leg. Jump on one leg - raise your arms up - sit down. Jump on one leg - sit down - hop on two legs.

12. Invite children to perform actions with selected objects (or object pictures) in a certain sequence.

There are various toys or object pictures on the table. The child is asked to take several object pictures (toys) from those that are on the table. Then the adult asks to perform several actions with the selected pictures (toys), following each other in the specified sequence. The names of the actions are combined into one verbal request, after which the child fulfills them, for example: “Listen carefully and do as I say: put the handkerchief in your pocket, give me the dog, and put the flower on the window.”

Result of the work:

Children must passively correlate objects and actions with their verbal designation. Passive vocabulary should consist of the names of objects that the child often sees; actions that he himself performs or those performed by people he knows. Children should develop a need to imitate the words of an adult. Verbal imitative activity can manifest itself in any speech-sound expressions, without correction by an adult.

Used Books:

1. E.V.Dolganyuk., E.AKonysheva. “Motor alalia: correctional and developmental work with preschool children”, - St. Petersburg: LLC Publishing House. "CHILDHOOD-PRESS", 2013

2. N.S. Zhukova. Speech therapy. Ekaterinburg ARD LTD, 1998

3. B.M. Grinshpun “On the principles of speech therapy work at the initial stages of speech formation in motor speech disorders.” Moscow VLADOS, 2003