Stimulating speech in young children. Ways to stimulate speech development Stimulating the speech of young children

Irina Nikolaevna Beleva
Stimulation of speech activity in early preschool children

Stimulation of speech activity in young children

Work with children early age requires a special approach. The period from 0 to 5 years is decisive for the development of speech. At this time, the brain intensively develops and its functions are formed. According to research by physiologists, the functions of the central nervous system are easily trained during the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.

So, by the age of 3, the pronunciation aspect of speech is children is not yet fully formed. There remain some imperfections in the pronunciation of sounds, polysyllabic words, words with a combination of several consonants. The absence of most sounds affects the pronunciation of words, causing speech children still not sufficiently clean and intelligible. Children of this age cannot always use their vocal apparatus correctly, for example, they cannot answer an adult’s questions loudly enough and at the same time speak quietly when the situation requires it (in preparation for bed, during meals).

It should be noted that by the age of 3, some children can learn and correctly pronounce most sounds of the language, except for “R” and sibilants, and even pronounce all sounds. Some children, on the contrary, there may be delays in the formation of the pronunciation side speeches: for example, at 3 years old a child replaces hissing and hard hissing sounds with sounds "th", "duh".

In the third year of life, the child intensively accumulates vocabulary. The number of called household items is increasing, not only those that the baby often uses. (but not all the time) enjoys; in his statements he uses almost all parts of speech; masters the elementary grammatical structure of his native language (learns case endings, some forms of verbs from the age of 2.5, begins to agree adjectives with nouns, lengthens simple sentences, uses non-conjunct compound sentences and situational speech. When communicating with adults, the child uses his words less and less often. speech onomatopoeic words, one-word sentences.

In that age, children have a great tendency to imitate, which is a favorable factor for the development active speech of the child. By repeating words and phrases after an adult, the baby not only remembers them; By practicing the correct pronunciation of sounds and words, he strengthens the articulatory apparatus.

Work on speech development in preschool children is being built in the following directions.

1. Development of emotional reaction.

2. Development of visual and auditory perception.

3. Development of speech understanding and expansion of passive vocabulary.

4. Normalization of the condition and functioning of the articulation organs through articulatory gymnastics.

5. Stimulation of speech activity and gradual formation of a full-fledged speech activity.

6. Development of structural components speech systems in accordance with age standards.

7. Purposeful formation of functions in speech (communicative, cognitive, regulatory).

Classes with young children differ not only in the volume and content of the material, but also in specific methods of implementation (imitation of the actions of an adult, the use of a variety of onomatopoeia and speech with movements; work on subject material).

Game situations in individual work with children early age

Game situation "The Hen and the Chicks"

speech activity of children through speech games and exercises.

Developmental tasks. Activation

Development of a directed air jet.

active.

(colors).

Development of fine motor skills.

Equipment. Toys: sun, colorful sticks, hen with chicks; feather, bean, cell from an egg package.

Progress of the situation

1. Organizational moment

Educator

The sun is bright,

The sun is hot,

Come out, sunshine, quickly,

It will be more fun for the kids!

A sun knitted from yellow thread is placed in front of the child.

Educator. Let's play with the sun. What is it like? (yellow, round)

2. Articulation gymnastics

Educator. Let's smile at the sun (exercise "Smile", and the sun will smile back at you. Now let’s show how round the sun is (exercise "Spatula").

Yellow sun

Shines in the sky

Suddenly his cloud

Closes us away

(hides tongue in mouth)

The cloud ran away

The sun was shining.

(Exercise "Spatula")

The exercise is repeated several times.

Educator. The sun played with us, showed its rays (exercise "Watch").

3. Development of sensory concepts and fine motor skills.

Educator. Look, this sun has enough something (rays).

A yellow circle of dough colored with food coloring is placed in front of the child.

Educator. Let's repair the sun. Choose sticks the same color as the sun. What sticks will you take? (Yellow, like the sun.) The child selects yellow ones from the multi-colored sticks and sticks them into the circle of dough.

4. Speech with movement.

Educator.

Sunshine, shine, shine,

To the clearing, to the flowers.

A hen and her chicks came out into the clearing (toys are displayed).

What are they doing in the clearing?

The child, together with the teacher, voices onomatopoeia and performs the movements.

The chicken went out for a walk.

Ko-ko-ko, ko-ko-ko.

Pinch some fresh grass.

Ko-ko-ko, ko-ko-ko.

Where are my boys, yellow chickens?

Pi - pi - pi, pi - pi - pi.

Mommy, we're here, look.

Ko-ko-ko, ko-ko-ko.

Don't go far.

Row your paws,

Look for grains.

5. Development of an air stream.

Educator. The chicken ran and lost a feather. A child and a teacher blow a feather from palms.

6. Development of fine motor skills.

Educator. The chickens played with us, feed them grains. The child places the beans in the cell of the egg carton.

Educator. The chickens ran to the mother hen's house.

Educator.

One two three four five,

We're done playing!

Game situation "Kitsonka - Murysonka"

Educational goal - increase child’s speech activity through speech games and exercises.

Developmental tasks.

Activation movements of the organs of the articulatory apparatus.

Vocabulary activation, translation of words from a passive dictionary into active.

Development of visual perception and sensory representations by indicating the properties of an object in speech (color).

Use in active speech phrases with verb (on the).

Development of fine motor skills.

The educational task is to cultivate interest in joint activities with adults.

Equipment. Toys: cat (sounding, plate, fish, mouse; houses with mice, colorful napkins.

Progress of the situation.

1. Organizational moment. There is a sounding toy on the table under the scarf.

Educator

Who is sitting under the scarf?

Meow - meow says (toy meows)

Kitty, kitty,

Kitty is a little mouse.

2. Articulation gymnastics.

Educator.

Kitty - Murysonka

Sat on the window (opens mouth).

Kitty - Murysonka

She looked at us (exercise "Spatula",

Ran up to the saucer (plate made from doll dishes).

There is milk in the saucer.

Kitty tried it -

It's delicious ( "lacks" tongue).

Kitty - Murysonka

He'll play with us

Wags his tail (exercise "Watch",

Nods head (exercise "Swing").

3. Translation of words from a passive dictionary into active(name of body parts).

Educator. Suddenly the little kitty meowed. How does she meow? (Meow meow).

The little kitty got sick

Kitty is a little mouse.

Kitty's head hurt.

Oh oh oh. (child repeats).

Stroke the kitty's head. What did you stroke the little pussy? (child calls)

Kitty's back hurt. Oh oh oh! (Tummy, little paw, tail, the child strokes different parts of the body and names them.)

4. Making proposals with "on the". A game "Treat the pussy".

The game uses toys: plate, fish, mouse.

Educator.

Pussy, pussy, don't worry,

Drink some milk quickly.

Treat your pussy with milk Tell: “Here, pussy, milk!”

The child treats the pussy with a fish and a mouse. Makes proposals.

5. Speech with movement.

Educator. The little kitty ate our treats and began to wash herself. The child performs movements according to the text and repeats: "Like this!"

All the kittens washed their paws:

That's it, that's it!

Washed ears, washed bellies:

That's it, that's it!

And then they got tired

Sweet, sweet fell asleep:

That's it, that's it!

6. Development of sensory ideas. A game "Hide the mouse from the cat".

Educator.

A mouse ran past

And she squeaked quietly:

“Pi-pi-pi!”

How does the mouse squeak?

Let's hide the mouse from the cat.

Mice are drawn in houses of different colors (red, yellow, blue, green); The child closes the windows with squares of the corresponding color.

Educator. What the hell are mouse houses? If the child does not name, the teacher asks show: "Show me the red house" etc.

7. Development of fine motor skills.

Educator. Do you like to play? Let's make toys for the little kitty - colorful balls. The teacher and the child crumple napkins of different colors (red, yellow, blue, green) into balls.

Educator. Little kitty will play with balls, and you and I will relax.

Stages of development of a child’s own/expressive speech.

Stages of development of a child’s own speech:
Screams - occur from birth
Humming is a drawn-out pronunciation of vowels and syllables with guttural consonants (gu, agu, gee) from 2 to 5-7 months.
Against the background of a melodious hum, syllables with labial and frontal sounds appear, which are then transformed into babble.
Babbling - repeated repetition of syllables, with labial and frontal consonants (ma-ma-ma, boo-boo-boo) begins at 4-7.5 months
Words - the transition is carried out against the background of ongoing babbling: babbling words (mom, dad, bobo, bang, am, give) from 11-12 months
The appearance of words in the adult lexicon (milk - moko, mami - take, maka - small, titiki - watch) began at 1 year 7/9 months. The coexistence of words, correctly and incorrectly pronounced, is the main pattern of the initial stages of speech development in children.

Growth of a child’s vocabulary from one year and older
1 year -5-9 words
1.5 years from 20 to 40 (from different authors)
2 years from 50 to 200 words
3 years from 800 to 1000 words
3.5 years - 1100
4 years 1600 - 1900
5 years 1900 - 2200
Development of phrasal speech
The appearance of phrases from two lexical units (Lala bah, papa am) - beginning from 1 year 9 months to two years
The emergence and development of proposals - from two years
By the age of three, he begins to use complex subordinate clauses, questions “why?” appear. “when?”, uses almost all parts of speech, prepositions and conjunctions.
Uses singular and plural
By the age of four, speech is grammatically correct, suffixes and more complex phrases are used.
Further development of speech is assessed mainly not by the number of words, but by the ability to answer questions, the presence of initiative in a conversation, the construction of logical chains, the ability to compose a story from a picture, talk about an event, retell a fairy tale.
At the same time, understanding of complex grammatical structures is assessed.

Some patterns of speech development in young children

An indicator of the further (after a year) development of a child’s speech is not correct sound pronunciation, as parents for some reason think, but the child’s timely development of the ability to use the words of his vocabulary in various combinations with each other, i.e. developing the ability to connect words into sentences.
***
A characteristic feature of children's speech up to 3 years of age is that many sounds of the native language are omitted or replaced by ones that are similar in sound or articulation. This happens because the articulation of sounds is not developed immediately, but gradually, and the perception of speech is far from perfect. Children speak words consisting of available sounds:
a) early ontogenesis of speech: vowels a, o, y, i, consonants m, p (b), t (d), n", k, g, x, s, -yot;
b) middle ontogenesis of speech: vowel s, differentiation by softness, hardness, voicing of all consonants, l";
c) late ontogenesis of speech: p, p", sh, g, h, sch (requiring elevation of the front part of the tongue), l, c.
***
Children's first words are characterized by polysemanticism: the same sound combination in different cases expresses different meanings, and these meanings become understandable only thanks to the situation and intonation.
***
The fewer words in a child’s vocabulary, the greater the percentage of words that are pronounced correctly. The more words there are in a child’s vocabulary, the greater the percentage of words that are contoured and distorted, which can be explained by the physiological unpreparedness of the child’s speech apparatus to reproduce the difficult words he has newly acquired,
***
After the appearance of 5-6 words, vocabulary development may stop for 4-6 months.

Sound pronunciation

The sound pronunciation of a child raises many questions and worries for parents.
At first the baby spoke 10-20 words and everything was clear. Baba, mom, bibi - bang - all these words were clear to others. And so, with the expansion of the vocabulary, speech became blurred and incomprehensible. What does "tutite mutiti" mean?
"Dati lyapaka." It’s not at all easy to guess that a child asks to turn on music or wants an apple. What especially confuses parents is that one of the neighboring children began to speak immediately and correctly.
Let me remind you again that all children are different. A rapid increase in vocabulary (lexical explosion) prevents the child from coping with correct pronunciation. Someone pronounces sounds clearly, but their syllable structure is disturbed, for example, instead of dog baka, someone maintains the number of syllables, but pronounces babaka, sometimes already being able to say the sound “s”, the child can say “basaka”
What to do about it? First of all, take it calmly. Secondly, try not to speak too quickly. There is no need to correct the child; it is better to correctly repeat his request and fulfill it. For example, a child asks for macaco, you say: “milk? I’ll give it now.”

Let me remind you that there are sounds that are simple and complex in terms of articulation. I have already written about the sounds of early, middle and late ontogenesis. But this does not mean at all that the sound “C” must appear in the baby before the age of two. Hissing (sh, zh) whistling (s and z) africates/double consonants (ts, ch, sch), sonorants (p, l) are not immediately acquired by many children. For example, at 2.5-3 years, instead of sound With baby can make sounds first t, t(there, tyam instead of sam), at 3 - 4 years - sound sya By the age of 4-5 he can learn this sound and pronounce it correctly. The same thing happens when learning other sounds that are difficult to pronounce.
Thus, the acquisition of correct sound pronunciation can take quite a long time to develop and differ for all children. If one child can correctly pronounce all sounds by the age of 3-4 years, then another can learn them by the age of 5-6 years.
Whether a child needs classes with a speech therapist should be decided at a face-to-face consultation.

About the diagnosis of SRD - delayed speech development.
Keyword DELAY. Not a violation, but a delay. They can diagnose a child at two years old.
According to the old standards, 200 words were required by the age of two, so children are sometimes diagnosed with RDD at 50 words, but I already wrote that this is a temporary diagnosis; if there are no problems, it is automatically removed at the age of 4-5.
According to new data, the child’s good understanding of addressed speech, the presence of 50 words in the dictionary, including babble and onomatopoeia, their active use, as well as the appearance of two-part constructions (lala bang, mama di) indicate that speech is developing normally. But there is a need to pay attention to the child’s speech. In particular, it is important that with the child talked, and not asked to repeat words.
Remember that prolonged viewing of TV and constant background noise (audio equipment) reduce the activity of the child’s own speech.
Speech arose and develops for communication, the bias towards listening prevents the child from “talking”

STIMULATION OF A CHILD'S SPEECH
Dear parents, you have become acquainted with the stages of development of a child’s own speech. The question arises, what to do if the baby does not fit into the given standards? First of all, you should tell your pediatrician about your concerns. Perhaps the doctor will consider it necessary to prescribe additional examinations of the baby. Of course, one of the first should be a hearing test. If doctors decide that there are no problems with the child’s development, you can take some measures yourself to stimulate the child’s speech. Everything that I describe below is done intuitively by every mother, but these recommendations will help you act more purposefully.
Note: After six months, the child begins to develop an understanding of the speech of others (impressive speech). This aspect of speech development, which is closely related to thinking, play, objective activities and socialization of the child, together with active/expressive speech, serves the child’s communication with others. This means that speech needs to be developed in the process of communication and joint play between a child and an adult.

Boom stimulation
Draw your child's attention to your face. Call him, blow, cluck to the baby, waiting for his gaze.
Talk to your baby, conducting a kind of dialogue with him. When making sounds reminiscent of humming or cooing, pause to give your baby the opportunity to respond to you. Repeat the sounds your baby makes. Remember that a “talking face” is the most powerful stimulus for attracting a child’s attention. At this age, children enjoy smooth, melodious speech. They listen carefully to the intonation, not yet understanding the meaning of the speech.
Be attentive to your child's signals; perhaps he also wants to communicate with you. This is evidenced by his look, smile, cooing sounds.
While talking to the baby, tickle him and stroke him. Your speech and your smile, combined with tactile-motor stimulation, will help your baby smile at you. In addition, such “inhibition” stimulates the revitalization complex.
If a child looks away, turns away, or puts his hands behind his head, this is a signal that he is tired and you need to take a break from communication.
Stimulating babble
Play with your baby while sitting face to face. To do this, you can use a special chair with an inclined back (children's chaise longue, car seat). Sitting comfortably, your child will be happy to play with you.
Repeat after your child the sounds he makes. Pause to give him the opportunity to respond to you.
While your baby is making long vowel sounds, place your index finger under his lower lip and help him close his lips. Repeat these movements so that the child pronouncing a_________ gets the syllables ba-ba-ba.
Encourage your baby to put comfortable toys in his mouth. They create additional stops in the mouth, which also stimulates the appearance of syllables with consonants.
Use a combination of chains of movements with chains of syllables: when pronouncing syllables, for example, ba-ba-ba, ma-ma-ma, jump with the child. To do this, you can sit the child on a large ball, another springy surface, or simply on your lap.
Shake and toss the baby, this usually makes him laugh and shout loudly.
Imitate the babble of a baby. Try to fully maintain the pace, timbre and pitch of the child’s speech. When pronouncing labial sounds and syllables, draw the child's attention to your mouth. Pause to give your child time to repeat the sounds.
If possible, record the babbling speech of another child and let your baby listen to it. If your child has periods of active vocalization, usually in the morning, record your child's “speech” and give it to him to listen to.

From babbling to babbling words
Below is an example of work on stimulating expressive speech from one year to 2, 2.5 years. If it seems to you that the baby is lagging behind in the development of his own (expressive) speech, you can try the following stimulation techniques.
STEP 1
Introducing meaning into babbling: if a child says “mom” - the mother’s positive reaction (mom, dad, woman, drrr (car) aaaa (sleep) bang (fell) -

Step 2. stimulation of the use of the first 5-7 words. Ask questions: “Who came, who is it, call mom.” Use babbling words and onomatopoeia yourself along with the full words "How did Vanya fall? Bang!" Approximate age - from one year to one and a half years

Step 3.
While watching a child play, record his “speech production”
1. Available words (any sounds, syllables and onomatopoeia that carry meaning)
2. existing babbles (various sounds and syllables that do not carry meaning)

Analyze the child’s articulation capabilities; for example, the child uses the following letters and syllables in words and babbles:
MA, pa, ba, aaa yes-da-da, va-va-va, ka-ka, u, ha-ha

Step 4: Construct a hypothetical dictionary using babble words
The word onomatopoeia
Drum bam-bam-bam
Fell bang, bang
Swing, swing swing-swing
Rain drip drip
Goose ha-ha-ha
frog qua-qua
Give me, give me? give
Dog aw-aw
Crow caw caw
Sleep ah-ah, bye-bye
Perhaps your child will call rain, crow and swing (ka-ka) almost identically, but it will be three words. And if you listen, the baby will say them differently.
Step 3 and 4 - at approximately one and a half years

Step 5 Appearance of words in the adult lexicon:
Babaka (dog)
Titiki (watch)
Mochi (look)
The appearance of a halophrase, for example, a child says “dad” in response to the presentation of a hammer, which means “dad hit with this hammer”
The appearance of two-word constructions: yaya bang (Lala fell)
The approximate age for the onset of this stage is one year 8 months.

To introduce words into the adult lexicon, we suggest playing the game “Repeat”*
All children are different. Some hear their parents speak and repeat it as best they can, that is, they seem to have the ability to simplify the word and pronounce it. For example, he hears “Bolshaya”, says “ayaya” and everyone is happy, instead of the word “tractor”, he says “tacta” or “tata” and again this is good. These are already adult words, the child says them incorrectly, but this is acceptable for this age.
There are children whom I would call “all or nothing” maximalists. They seem to think like this:
“I don’t know how to say “big”, and I won’t say it, I’ll shake my head negatively if I’m asked to do so or I’ll ask an adult to say it using a pointing gesture and a questioning intonation.”
What to do? We cannot ask “say “ayaya””, offering an example of distorted speech. An adult can speak onomatopoeia (ko-ko, ga-ga-ga), but distorted words cannot. Therefore, you can try to play repeaters with syllables . They don't mean anything. Just a fun game. But the child learns to repeat consciously (!) different combinations of sounds and syllables. In addition to the fact that this develops auditory attention and expands pronunciation capabilities, it helps the child say “a piece of an adult word.
It involves the child’s conscious repetition of sounds, syllables and their combinations proposed by adults.
. Always start with the same thing: For example, with the sound “A”. This will allow the child to tune in to the game and also tell you that he wants to play repeat games. All the baby needs to do is come up to you and say “ah!”
. Speak only those sounds and syllables that are in the child’s repertoire
. Use one to three repeating syllables (this is the average number of syllables in Russian words. For example, pa, papa, papa.
. If a child pronounces the wrong syllables, for example, instead of “ga-ga”, he says “pa-pa”, do not correct him, do not say “no”, just repeat “Ga-ga” again.
. When your child easily repeats chains of identical syllables after you, begin to teach him to switch from one syllable to another: pa-pu (change of vowel) pa-ta (change of consonant)
. If you have achieved success here, you can offer simple words consisting of syllables that are well pronounced by the child: bye, go, leg, doll (the child will say “cook”), grass (tawa). Always say the words correctly, but accept whatever your child says.
. Gradually expand your child's repertoire by offering him syllables that he has not yet begun to pronounce himself. Do it in this order:
1. Familiar syllable
2. new syllable
3. new syllable (same)
4. familiar syllable
5. A familiar syllable.
Familiar syllables may be different; it is important that the child repeats them easily.
* It often happens that a child, repeating a word/sound/syllable spontaneously, at the height of emotional upsurge, cannot repeat it at the request of an adult. This means that there is no voluntary repetition yet and it is necessary to create emotionally charged situations when the child’s word “flies out” involuntarily. Over time, the child will learn to repeat at your request, that is, arbitrarily.

Remember that all this should be interesting and attractive to the child. Good luck.

__________________

PRAGMATICS or socio-psychological aspect of speech development

I realized that I need to talk about another important aspect of speech development.
People often forget about it, taking it for granted, and for the same reason I didn’t write it right away. This is the so-called pragmatics of speech or its socio-psychological aspect. All this fully applies to adults, but we will only talk about the beginning of speech formation.

First of all, let us remember that speech arose and develops in communication, that is, in dialogue. A dialogue usually involves two people, one of whom speaks, the other listens and then responds, that is, there is a certain order of exchange of signals.
Attention: when one asks the other to repeat something after him, this is no longer a dialogue!!!

So, what does it take for a child to speak:
The child must have a need/interest/need for communication. Everyone remembers the joke about the boy who, at the age of 7, said that the porridge was not salted and did not say it before because everything was in order.
Both interlocutors should be on the same wavelength, that is, focused on the same topic. If a child brings a ball to play, and his mother asks if he wants to go potty, this is a clear example of what can prevent a child from turning to an adult again. (I write mom, because dads in this case are usually more adequate; if they bring them a car, they play with the car, and do not start wiping the child’s nose)
What is being discussed should be in the child’s interests A child’s speech develops through activities, usually joint with an adult. If this is a game that is interesting to the child, for example, throwing a ball into a trash can and shouting “Bang!”, then there is a greater chance of the child’s own speech activity than in the case when he, at a persistent (very persistent request), sorts objects.
It is very important not to lose sight of the importance of non-verbal means of communication: glance, pause, facial expressions, gestures, movements, tempo, timbre and volume of voice. The adult himself must actively use them and accept them from the child as an answer. If your child brought a book to your question about what you should do, this is his answer. "Shall we read?" you clarify and sit down to read the book.
The benevolence of the listening adult and his ability to understand are important. and correct interpretation of any signals from the child. For example, the baby brought a shovel with which he goes for walks. If you comment on his request in a clear and friendly manner and respond to the child, he will initiate communication again and again.
The adult interlocutor must clearly imagine the child’s speech capabilities: on the one hand, the level of his understanding of speech, and on the other, to imagine how the child will be able to answer, that is, to know his expressive vocabulary. If an adult knows that the child’s vocabulary does not contain the required word, then he should offer the child other forms of response.
For example, the question “What do you want: an apple or a pear?”, in the case when the child does not have these words in the dictionary, not only does not make sense, but also puts the child in a position of failure. If you are holding an apple and a pear in your hands, then the baby will happily answer you with a gesture, which means the dialogue will take place. In addition, you can comment on his choice and give him what he wants.

Everything I wrote about can be briefly described as the child having a RESPONSIVE interlocutor and an ADEQUATE situation.

Speech comprehension/development of impressive speech

Dear parents. Many questions have arisen regarding the development of understanding of addressed speech.
What is speech understanding?
This is the correlation of a subject, object, quality, action, etc. with the words denoting them.

Sequence of work on speech understanding

The basic rule that is absolutely necessary to follow for the successful development of speech understanding: the correlation between a word and what it means should be as obvious as possible for the child.
Classes begin with the child being taught to understand a word in a certain situation. Usually these are words - nouns, then verbs, then simple signs, such as big and small.
Acquaintance occurs gradually, preferably in a specially organized game, then it is consolidated in everyday life.
The most convenient and interesting game is hide and seek. During this game, an object appears and disappears multiple times, for example, a toy, while simultaneously being named. All this helps the baby relate the word and the object/family member/pet.

I will describe the sequence of vocabulary accumulation :
Nouns
. The object is presented and named.
. The child is introduced to the purpose of the object.
. A game is organized during which the object is called repeatedly, for example, hide and seek. (Here is the ball! They hid the ball. There is no ball! Where is the ball? Here is the ball! Throw the ball to mom)
. A child uses a word to find an object when choosing from two.
. The child finds an object upon request, choosing it from a larger number of objects.
. To form a concept, the child is presented with similar, but different in color, size, texture objects and their images.
. The name of the object is included in games, songs, and work begins on including the word in the baby’s active vocabulary.

Verbs
. Introducing the child to the action, or to a picture depicting the action. For example, familiarity with the verb “eats”.
. A game is organized, during which this action is played out many times and called (the bear eats, the bunny eats, the boy eats).
. The child chooses one of two actions (the bear eats - the bear sleeps). Usually carried out using simple, laconic plot pictures.
. Choose from more options.
. Incorporating words into everyday life and games.
. Including a word in the active dictionary.

Introduction to other parts of speech occurs using a similar method.

Offers

Types of simple sentences:
Instructions: Give me the teddy bear.
Descriptions: Give me a big bear.
Questions: Do you want a bear?
Negatives: Is this a bear? (show the bunny)

Examples of possible questions:
. Want...?
. What do you want? (choice of two)
. Where...?
. Which...? (big or small)
. Who's not sleeping?

Sentence difficulty levels.
The complexity of sentences depends on the number of words that influence understanding (so-called keywords).

Level 1:
Equipment: bear and bunny.
Variants of requests: “where is the bunny”, “Where is the bear”
Note: here and below, words that carry information are underlined.

Level 2:
Equipment: bunny, bear, comb, spoon.
Instruction options: “Brush the bunny”, “Brush the bear”, “Feed the bunny”, “Feed the bear”.

Level 3:
Equipment: big bunny and small bunny, washcloth, towel
Instructions like: “Wipe the big bunny’s hands.”

Level 4:
Equipment: bunnies and bears in two sizes, boxes in two colors.
Instructions like: “Put the big bear in the red box.”

You can complicate sentences only after the child can easily cope with the previous level. A new level is given in a special lesson, and the already familiar one is used in everyday situations.

Similar work is carried out using pictures and photographs.

The levels are the same, only instead of performing actions, the child chooses one of the proposed pictures.

Level 1:
Pictures are presented: “Bear and dog”,
An older child can offer these words in a sentence
« bear eating", " Bunny eating".
Questions: “Show: The bear is eating.”

Level 2 involves two keywords.
Pictures are presented: “Boy eating”, “Girl eating”, “Boy combing his hair”.
The instructions are aimed at choosing the same picture, for example, “Boy eating”

Level 3:
Pictures are presented: “Boy puts on a hat”, “Girl puts on a hat”, “Boy hangs up a hat”, “Boy puts on a jacket”.
The instructions are aimed at finding: "The boy puts on his jacket."

Level 4:
Pictures are presented: “The boy puts on blue shoes”,
"The girl puts on blue boots", "The boy cleans blue boots", "The boy puts on blue boots", "The boy puts on yellow boots."
The instructions suggest finding the picture: “The boy puts on blue shoes.”

When working on mastering each level, it is necessary to use sentences of different types, the words in them must perform different functions. For example:

Affiliation: “Wash daddy’s plate.”
. Moving an object: “Put the spoon in the box,” “Put the plate on the table.”
. Transferring the item: “Give the ball to Kolya”
. An action performed on a subject or object: “Brush daddy’s hair,” “Stroke the doll.”
. Questions: “Where is the bag?”
. Negations: “Show me the girl who doesn’t sleep.”

__________________

FILIPOVICH I.V.,

Associate Professor of the Department of Psychological and Pedagogical Disciplines of the International Humanitarian-Economic Institute, Minsk (journal “Speech Therapist”, No. 5, 2004)

The fact that a child masters language in direct communication with significant adults is no longer subject to doubt. It is during this period that he begins to need to increase speech acts and use words and phrases that are understandable to others. Therefore, correctional and developmental work with a young child who has a risk factor in speech development is mainly aimed at stimulating the child’s speech, creating optimal conditions for its development, and providing support in understanding the basics of verbal communication.

Features of the behavior of a young child (these include involuntary or spontaneity, hyper-attachment to the mother or a significant adult, the dependence of performance on the satisfaction of physiological needs and, above all, the need for comfort and safety) set special requirements for the content and procedure of correctional and developmental work:

Short duration, selectivity and effectiveness of diagnostic and corrective measures;
- empathy, caution and authenticity in establishing contact with the child and his parents;
methods based on the age, personality and specifics of the child’s speech impairment;
- the indispensable involvement of parents or significant adults in correctional and developmental work.

The functional immaturity of the central nervous system of a young child determines the peculiarities of methods for regulating his behavior. These include: the use of brief instructions accessible to the child (up to the use of “children’s” language - baby-talk), their numerous repetitions, accompanying instructions with specific gestures (kinetic signs) or actions, the mandatory formation of a positive emotional background (emotional contagion) that supports the child’s performance .
Our experience has allowed us to generalize and analyze the most effective stimulation methods; speech activity both in the process of correctional classes and in the child’s usual home environment.

In correctional and developmental work, we used imitative and naturalistic tactics to stimulate and develop the speech of a young child in communication with significant adults.

The first involves the development of a speech and cognitive program, which is based on the generalization and imitation of speech on the initiative of an adult. An adult not only initiates communication, but also determines its direction, content, volume and pace. The completeness or incompleteness of the action, intensity and emotional background depend on his will. Imitation tactics have positively proven themselves in working with passive children, where the volitional effort of an adult, guiding the child, helps develop his new skills through a large number of repetitions, assigning qualitative and emotional characteristics to actions and statements.

In the second case, the emphasis is on the child’s motivation for situational business communication and the use of speech in various life situations. The emphasis shifts to the needs and interests of the child, and the adult only accompanies the child in search of ways to satisfy them. According to the formulation of G.P. Landreth, “The toes of an adult’s shoes follow the child.” It is not enough to follow him with your gaze and direct his actions with instructions. It is necessary to demonstrate understanding to the child and provide reasonable assistance and non-judgmental support.

Let us take a closer look at the features of the above tactics, tested in work with young children with a risk factor in speech development.
1. Stimulating the development of children’s speech through imitation proceeded simultaneously in several directions:
- provoking involuntary imitation of the action, facial expressions, intonation of an adult;
- provoking the child to echolalia and involuntary speech reactions against the background of emotional infection;
- provoking a child to make a request, refusal, formal dialogue.

Provoking involuntary imitation is a prerequisite for voluntary imitation, when a child consciously copies sounds, sound complexes, and finally words, and also imitates the intonations of an adult’s speech. Soothing and feeding, punishment and praise are accompanied by the appropriate and easily recognizable intonation of the parents. Disinhibition of adult imitation can only occur with encouragement of the child and his behavior. Let us give an example of competent adult behavior that provokes imitation.

Observing the manipulations with a soft toy by Katya S. (2 years 8 months, severe speech delay), it was difficult to qualify these actions as a plot game from the outside. The girl rocked the toy, holding it by its paws, and occasionally made moan-like sounds. We used this situation as a reason to stimulate vocalizations. To begin with, the child received verbal encouragement and support: “How wonderful you are rocking the bunny! He likes! He's very pleased." Then the adult, emphasizing the action with intonation, pronounces it: “The bunny sways and sings: A-ah! Ahh! Let's rock the bunny."
The same technique was used when walking up stairs. “We're going - op-op! We are knocking - top-to-top! or cleaning up toys: “You are my helper! On - cube! Another!". Emotionally, somewhat exaggeratedly, the teacher expressed his attitude to the situation being played out: “Oh-oh-oh! What's happened! The cubes fell! The house has collapsed!” or: “Oh-ho-ho, our bear is tired, it’s hard for him to carry the cube!”
Emotional contagion is by no means violence against a child, it is the transmission of human feelings and states expressed by vocal and facial means. To implement this technique, the child must focus his gaze on the adult’s face, reflecting the emotional state. In addition to the facial expression of emotion, an adult must clearly “say” his state: “Very sad”, “How fun!”, “It hurts”, “Pleasant”, etc.

In most cases, we used a toy (soft or hand-held) for emotional infection. We invited the child to sympathize with her “experiences” or “condition”: “The bunny is in pain, let’s feel sorry for the bunny!”, “The cat is singing, that’s how fun the cat is! Let's clap for him!”, “What a funny monkey! Funny, cheerful!” etc.

Provoking a child who does not use verbal means of communication to make a request can easily be done using any play material that is new to the child. All that is required is to clearly outline the rules of formal dialogue verbally: “Do you want this toy? Yes? On the!" and with the help of movement, accompanying the phrase with a nod. We formulate the refusal in the same way: word - movement - gesture - word, always completing the action with the word: “Shall we draw? We will not. No". With constant and intensive work, formal dialogue becomes a real, valid dialogue between two equal subjects: an adult and a maturing person. In addition, the child likes to “talk” in this way, likes that he is “understood” and answered. Over time, the child’s vocalizations become more diverse, often they are addressed to an adult, as if challenging him to play; sometimes amorphous or real words “slip through”. According to the definition of E.R. Baenskaya thus manages to “fashion” his first meaningful words from the child’s meaningless vocalizations.

For example, the stimulation of the speech of Misha M., (2 years 2 months, severe delay in speech development due to asphyxia during childbirth) was carried out in joint games-manipulations: “Train Engine” (“U-oo-oo!”), “Hide and Seek” (“A-a-oo-oo!”), “Geese” (“Oh! oh! oh!”), “Mouse” (“E-i-i!”) led to the appearance of double syllables in speech: “gu -gu" to indicate the whistle of a steam locomotive; “peek-a-boo” in a search situation; "ga-ga" to indicate the cackling of a goose; “pee-pee” in the sound of a mouse squeak. The sound complexes that appeared in the game were reinforced by the teacher and then by the parents in various everyday situations, “challenging” the child to demonstrate the skill: “Show grandma how a goose cackles...”, “Where is our baby hiding?”, “Who can squeak, How's the mouse? etc. It is worth noting that the parents, on the advice of a specialist, noticed and encouraged every onomatopoeia of the child, and this contributed to the child’s proactive statements. A child’s statement in the context of the following situation can be called quite conscious: looking under the sofa in search of a lost toy, Misha says: “Ku-ku!”, and, having found it, demonstrates to his mother: “Woah! Nasyo!
2. Naturalistic tactics of correctional and developmental work are based on intuitively found, and then methodically analyzed and reinforced techniques in free activity, play, and interaction in repetitive everyday situations. The basis for constructing the outline of a correctional and developmental program for stimulating a child’s speech is suggested by his behavior: priority type of activity, features of interaction with an adult, development of everyday skills, etc. The child’s preferences, hobbies, and habitual actions can become clues and supports.

In our practice, stimulating speech in the context of naturalistic tactics was constantly accompanied by consolidation of the child’s available speech reactions, for which the following techniques were used:

First of all, sounds or words associated with the child’s daily needs were reinforced;
- in play activities, a situation was reproduced in which the child had an appropriate sound or verbal reaction;
- consolidation of the sounds, syllables and words that the child has acquired
occurred through picking up his speech reactions, repeating words or vocalizations, linking them in meaning to the situation, playing them out, responding to them, creating the impression of a real dialogue;
- at the moment of consolidation of vocalizations, - adults produced a positive, warm, joyful and optimistic atmosphere, while infecting the child with positive energy.

Familiar or habitual manipulations with household objects for a child acquired a symbolic character under the condition that adults constantly pronounce names, actions, results, etc. For example, washing a child’s hands was usually accompanied by remarks reflecting:
- process: “We will wash our hands. We'll wipe it off. We’ll dry it”;
- naming the necessary items and their qualities: “For soap. The soap smells. Oh, how nice it smells! Here is your towel";
- an indication of the result of the action: “These are such clean hands! Fine!".

An indispensable condition for this technique is an affirmative and calm intonation of remarks, which creates a positive speech background for any initiative of the child. Questions aimed at clarifying his needs, loud statements with exaggerated intonation are excluded. Even for an outside observer, a large number of questions from an adult creates the impression of misunderstanding, fuss and tension in communication with the child. What is it like for a child who is constantly asked questions without expecting an answer? Therefore, there should only be quiet, friendly comments or verbalization of actions, which over time turn into a familiar background for the baby. It is the background sound of speech that creates the conditions for the involuntary use of words or syllables available to the child that denote an action.
According to our observations, the child’s involuntary utterances more often manifested themselves in the following situations:

At a moment of intense interest in a subject; for example, a banal case of receiving the desired object prompted Seryozha N. (2 years 2 months, delayed speech development due to bilateral cleft lip and palate) not only to point to the object, but also to name the initial sounds, and later the syllable from its name;
- absorption in activity or passion for it; an example is the study of the properties of an object, accompanied by muttering or exclamations;
- in case of dissatisfaction with the actions of an adult or attracting his attention to himself, for example, the desire to receive praise from an adult or his favor;
- if immediate assistance is needed; No matter how unpleasant this example is, it is worth pointing out the situation of an urgent need for help from an adult to a child experiencing pain, inconvenience or discomfort.

“Picking up” the child’s involuntary speech reactions by an adult creates an atmosphere of understanding, and in some cases, two-way interested communication. Speaking the “language” of a child, some researchers emphasize, means becoming his confidant, his guide to the world of adults. Vocal stimulation or imitation of an adult to a child is one of the most “democratic” methods for developing a child’s speech activity. By imitating the child’s statements, or better yet, building them up into simple words or phrases, the adult provides him with support and demonstrates understanding and acceptance of the child’s language.

The following example is typical: Dima F. (1.5 years, delayed speech development due to open mechanical rhinolalia). At the time of the initial examination, the boy’s active speech was characterized by the presence of individual sounds and sound complexes. When communicating with significant adults, the child used characteristic stable kinematic signs, gestures and facial expressions. Dima reacted adequately to the addressed speech: he smiled at the affectionate address, frowned at the stern phrase, followed simple and complex instructions (“Show your nose”; “Find the ball”; “Bring the train and give it to mom”). The boy amazed with his ingenuity and special childish cunning. To avoid inspection, he covered his mouth with his hand, lowered his head low, and hid his face in his mother’s clothes. Pursuing some goal, for example, demanding a high-standing toy, Dima would bring his mother to the shelf and point his finger at the toy. The mother’s “lack of understanding” angered the boy, and he expressed this by growling or squealing. However, the child showed “desperate resistance” in maintaining a dialogue with the specialist and refused to answer simple questions. Dima’s mother explained the child’s lack of speech by the discomfort that frequent medical examinations caused him, since the boy began to hum and early vocalizations (“singing” vowels) by the age of 6 months.

Dima's character traits prompted the use of naturalistic tactics when working with him. The specialist’s picking up of the child’s speech reactions, repeating his statements, tying them in meaning to the situation and playing them out created in the child the impression of acceptance and understanding by adults. In the technique of finishing words, Dima’s amorphous words were used: “kat” - walk, jump, run, ball, roll; “hoy” - home; “ba” - fell, hit, hurt, etc. These sound complexes became the basis for constructing one- and two-part words according to the principle of building up: “roll, run, jump, search; bad, big, gone”, etc. The work on building up the vocabulary lasted almost a year, but by the age of 2.5 years, the child could pronounce a completely understandable phrase of three words without much effort.
The so-called “children's language” or “children's conversation” baby-talk is the speaking of a dialogue with a child in a special “childish” manner, using affectionate intonations and vocal imitations of a child’s voice. The use of “baby language” in communication with children under one year old is natural; over two years old it is perceived as something infantile, retarding the child’s development. However, baby talk takes on special significance in joint activities between an adult and a child, where it is accompanied by “slowing down” or “toning up” the child. These manipulations allow you to activate the child’s emotional reactions or focus his attention on the speaker’s face. In foreign literature there is also the concept of mathering - literally “mothering” or maternal interaction with the baby. This interaction is also accompanied by the use of a child's language, individual in content and form - baby-talk, which creates a unique atmosphere of trust and warmth in early child-parent relationships.
Close interaction with a child, constant “toning” or “inhibiting” him is also correctional work and requires special concentration from adults, constant expenditure of mental strength and colossal patience. A positive background, goodwill and encouragement of any efforts of the child create an atmosphere of freedom in choosing means of communication, and conversely, constant demands for “correct” or “understandable” speaking create additional obstacles to disinhibiting the child’s speech impulse.

When forming the performing part of speech activity, young children encounter difficulties in the order of speaking in a dialogue with an adult. Therefore, we paid serious attention to the gradual, step-by-step “training” of both the child and the adult in the ability to speak out in order of priority. The formation of this skill was facilitated by the reflection of the child’s statements by adults, “calling back”, and pausing by adults to give the child the opportunity to speak. Thus, consolidating the skill of taking turns taught the ability to enter into dialogue. Let's give an example of such work.

The situation of the dialogue between Sasha P. (1 year, 7 months, severe delay in speech development as a result of the consequences of organic damage to the central nervous system) and his mother during the consultation was reminiscent of a ventriloquist speaking for a doll. The boy's silence was perceived by the mother as the need to provide immediate assistance to the child. Without the opportunity to speak out, the child demonstrated his desires, feelings, reactions through actions of a mainly negative nature: whims, throwing objects on the floor, aggressive actions towards his mother. In the process of correctional and developmental work with the child and his mother, conditions were created to change their interpersonal interaction. The specialist not only explained the interaction strategy, but also demonstrated the standard of adequate parental behavior: he patiently listened to the child, giving him the opportunity to speak; did not limit his freedom of choice of activities, controlling his safety; echoed the child; was an accomplice in his games and manipulations with objects; expressed encouragement and support for any of his targeted activities. The result of such work is a lively and interested dialogue between mother and child, expansion of the baby’s active vocabulary, as well as improvement of parent-child relationships.

Note that at first, most parents use suboptimal strategies (lack of pauses and “feedback”, a small number of speech samples and comments, many “testing” questions), but in the process of correctional and developmental work they replace them with other, optimal standards (pausing and turns in dialogue, statements, emotional contagion, etc.).

The tactics under consideration complemented the traditional methods of correctional and developmental work used in the stimulation and development of speech of young children with a risk factor for speech development. The purpose of these techniques was to have an indirect, indirect impact on children’s speech through the creation of optimal conditions for normal communication. Naturalistic methods reflect the principles of support pedagogy in the implementation of early correctional and pedagogical assistance to young children. Despite their apparent simplicity, these techniques make it possible to quite successfully develop a child’s ideas about the world and his speech in a natural setting.
At the same time, we also used some techniques from the methodology of working with autistic children (authors E.R. Baenskaya, M.M. Liebling), for example, teaching parents how to emotionally interact with a child in play, joint drawing, and reading. Teaching such techniques is one of the tasks to improve the pedagogical competence of parents. Joint creative activity with the leading role of an adult (playing, drawing, modeling, designing, caring for plants) and ordinary everyday activities, constantly spoken by an adult, as a result had an effective impact on the development of children's speech. The same effect was achieved by including in the emotional commentary accompanying the game and activities monosyllabic remarks, interjections, sounds and sound complexes that the child could easily pick up. The remarks were aimed at provoking the child to express an attitude and evoke an involuntary verbal reaction.

In addition to the above, when working with young children who have not only a risk factor, but also a speech disorder itself, we used the methods of the following authors: T.V. Volosovets on overcoming rhinolalia; R.E. Levina on overcoming alalia and general speech underdevelopment; M.V. Ippolitova K.A. Semenova on overcoming dysarthria; N.M. Aksarina, A. Arushanova and T. Yurtaikina, E.M. Mastyukova, V.A. Petrova on stimulation and development of speech of a young child; V.V. Gerbova and G.M. Lyamina on the formation of speech activity in the early stages of ontogenesis; O.S. Nikolskaya, E.R. Baenskoy, M.M. Liebling on the development of communication skills in a child with autism; E.I. Isenina on the development of communication in a child with hearing impairment.
The listed tactics and techniques take into account the characteristics of early childhood and contain a set of stimulating and developmental exercises, and also expand the repertoire of tools for developing children’s speech from involuntary vocalizations to communication skills. It should be noted that the specificity of the speech development of a child with a risk factor in speech development determines the specificity of the methodological approach in correctional and developmental work, and the effectiveness of early correction depends on the adequacy of the methodology.

To provide real and complete assistance in speech development at an early age, your baby will be helped by special techniques for speech development and stimulation of speech activity.

Talking to yourself.

When the baby is not far from you, start talking out loud about what you see, hear, think, feel. You need to speak slowly (but without drawing out the words) and clearly, in short, simple sentences - accessible to the baby’s perception. For example: “Where is the cup?”, “I see a cup”, “The cup is on the table”, “There is milk in the cup”, “Tanya drinks milk”, etc.

Parallel conversation. This technique differs from the previous one in that you describe all the child’s actions: what he sees, hears, feels, touches. Using “parallel conversation”, you seem to suggest to the child words that express his experience, words that he will later begin to use independently.

Provocation, or artificial misunderstanding of the child. This technique helps the child master situational speech and consists in the fact that the adult is in no hurry to show his understanding and temporarily becomes “deaf”, “stupid”. For example, if your baby points to a shelf with toys, looks at you pleadingly, and you understand well what he needs at the moment, try giving him the wrong toy. Of course, the child’s first reaction will be indignation at your lack of understanding, but this will also be the first motive that encourages the baby to name the object he needs. If any difficulty arises, tell your child: “I don’t understand what you want: a pussy, a car doll?” In such situations, the child willingly activates his speech abilities, feeling much smarter than an adult. This technique is effective not only for naming objects, but also for verbally denoting actions performed with them.

Spreading. Continue and complement everything your baby says, but don’t force him to repeat it - it’s enough that he hears you. For example:
Child: "Soup."
Adult: “Vegetable soup is very tasty”, “The soup is eaten with a spoon”
By responding to your child with common sentences using more complex language forms and rich vocabulary, you gradually lead him to finish his thought, and, accordingly, prepare the ground for mastering contextual speech.

Sentences. Using play songs, nursery rhymes, and sentences in joint activities with children gives them great joy. Accompanying a child’s actions with words contributes to his involuntary learning of the ability to listen attentively to the sounds of speech, grasp its rhythm, individual sound combinations and gradually penetrate into their meaning. Having learned to distinguish the variability of funny sound combinations, children, imitating adults, begin to play with words, sounds, phrases, capturing the specifics of the sound of their native speech, its expressiveness, and imagery. Most works of oral folk art were created precisely with the aim of developing the baby’s motor activity, which is closely related to the formation of speech activity. The more small and complex finger movements a child performs, the more areas of the brain are involved in the work, because it is directly connected with the hands, or rather, crosswise: with the right hand - the left hemisphere, and with the left - the right.
The important significance of folklore works is that they satisfy the baby’s need for emotional and tactile (touching, stroking) contact with adults. Most children are kinesthetic by nature: they love to be stroked, cuddled, and held by hands. Oral folk art helps to satiate the need for affection and physical contact.

Choice. Give your child the opportunity to choose. The formation of responsibility begins from the moment when the baby is allowed to play an active role in what concerns him personally. The exercise of choice gives the child a sense of self-worth and self-worth. By the age of two, the baby is quite able to make his own choice if this right is granted to him by adults: “Do you want half a glass of milk or a whole glass?”, “Do you want a whole apple or half?”, “Do you want to play with a doll or a teddy bear?”
We wish you success!

Municipal state preschool educational institution - combined kindergarten No. 3

Barabinsky district, Novosibirsk region

Round table for preschool teachers

on this topic:

« Stimulating speech development

in young children"

Completed by: teacher

Tatyana Aleksandrovna Chentsova

Barabinsk

Early age is a crucial period in the speech development of children. At this age, the child develops understandable speech of adults, the ability to imitate it, and the formation of his own active speech, which becomes a means of communication with adults. Today we see how acute the problem of delayed speech development in children is. The teacher must influence the development of active, communicative speech of preschoolers. So target round table - increasing the professional competence of teachers in speech development, and task – intensify the educational process for speech development.

To form active speech, it is necessary to develop in children the ability to listen to an adult’s speech and imitate frequently heard words and sound combinations, the ability to answer questions with accessible, previously learned words, and not with actions.

To do this, you need to constantly talk with children, include everyone in the dialogue, and create the need for your own statements. The teacher should encourage each child to turn to the adults around him as often as possible, while trying to ensure that he uses previously learned words and masters the pronunciation of new ones.

Consistency in the actions of educators, specialists and parents will help improve the quality and efficiency of work on the speech development of preschoolers with maximum consideration of the individual characteristics of each child.

Creating conditions for the full development of children’s speech includes:

Creation of a developing subject-spatial environment;

Purposeful work of educators and specialists on the speech development of children in all types of children's activities;

Increasing the professional growth of teachers in matters of speech development of preschool children;

Creation of paid additional services for children’s speech development;

Studying the state of children's oral speech;

Participation of parents in speech education of children.

To successfully solve the problems of stimulating speech development, an appropriate developmental environment must be created in the group: a sufficiently lit place for a book corner must be chosen, the corner must be replenished with new colorful books with children's folklore, large illustrations for nursery rhymes. The group should have didactic games for children’s speech development:“Dress the doll according to the season”, “Who screams what?”, “Who lives where”, “Tell a fairy tale”, etc.,which are actively used in classes and free speech activities. There is a theater corner in which there are a variety of types of theaters: puppet, finger, tabletop. The bright, attractive environment attracts children's attention and they enjoy finding activities to suit their interests.

To provide real and complete assistance in the development of speech in children 2-3 years of age, we are helped by special techniques for stimulating speech activity.

Talking to yourself.For example, when a particular child is close to you, manipulating with toys or just sitting thoughtfully, you can start talking out loud about what you see, hear, think, feel. You need to speak slowly (but without drawing out words) and clearly, in short, simple sentences - accessible to the child’s perception.For example: “Where is the cup?”, “I see a cup”, “The cup is on the table”, “There is milk in the cup”, “Tanya drinks milk”, etc.

Parallel conversation.This technique differs from the previous one in that we describe all the child’s actions: what he sees, hears, feels, touches. Using “parallel conversation,” we seem to suggest to the child words that express his experience, words that he will later begin to use independently.

Provocation, or artificial misunderstanding of the child.This technique helps the child master situational speech and consists in the fact that we are not in a hurry to show our understanding, but temporarily become “deaf”, not understanding.For example, if a child points to a shelf with toys, looks pleadingly, but we understand well what he needs at the moment, and give him... the wrong toy. Of course, the child’s first reaction will be indignation at your lack of understanding, but this will also be the first motive that encourages the child to name the object he needs. If a difficulty arises, you can prompt the child: “I don’t understand what youdo you want: pussy, doll car?"In such situations, the child willingly activates his speech abilities, feeling much smarter than an adult. This technique is effective not only for naming objects, but also for verbally denoting actions performed with them.

Spreading. We continue and complement everything said by the child, but do not force him to repeat - it is enough that he hears you.For example: Child: “Soup.” Adult: “The vegetable soup is very tasty”, “They eat the soup spoon." By answering children with common sentences, we gradually lead him to finish his thought, and, accordingly, prepare the ground for mastering contextual speech.

Sentences. Using play songs, nursery rhymes, and sentences in joint activities with children gives them great joy. Accompanying a child’s actions with words contributes to his involuntary learning of the ability to listen attentively to the sounds of speech, grasp its rhythm, individual sound combinations and gradually penetrate into their meaning. Everyone knows that carrying out some regime processes causes a negative attitude in children. So, in order for children to wash, eat, undress, getting ready for bed, with pleasure, you should resort to nursery rhymes.So, while washing we use the nursery rhyme “Clean water, washes Anya face." When going to bed, “Bay, bayushki, bay.”

Rhythmic words bring joy to the children, they go away from the feeling of anxiety, homesickness, and mother.

A nursery rhyme can correct children’s behavior and create a good mood in them. That’s why you need to try to ensure that nursery rhyme accompanies the entire life of the kids and puts them in a good mood. Having learned to distinguish the variability of funny sound combinations, children, imitating adults, begin to play with words, sounds, phrases, capturing the specifics of the sound of their native speech, its expressiveness, and imagery. Most works of oral folk art were created precisely with the aim of developing the child’s motor activity, which is closely related to the formation of speech activity. The more small and complex finger movements a child performs, the more areas of the brain are involved in the work, because it is directly connected with the hands, or rather, crosswise: with the right hand - the left hemisphere, and with the left - the right.

The important significance of folklore works is that they satisfy the child’s need for emotional and tactile (touching, stroking) contact with adults.

Choice. Giving the child the opportunity to choose is another technique. The formation of responsibility begins from the moment when the child is allowed to play an active role in what concerns him personally. The exercise of choice gives him a sense of his own importance and self-worth.For example: “Should I pour you half a glass of milk or a whole glass?”, “Do you want a whole apple or half?”, “Do you want to play with a doll or a teddy bear?”

Substitution. “Imagine that...” - these words are filled with a special attractive force for a child. At the age of two or three years, a child enjoys imagining that a cube is a pie, and a shoebox is an oven. At this age, children also really like pantomime games, which activate the child’s curiosity and observation skills.You can involve children in such a game using a question-sentence: “Guess what I’m doing now.”It is preferable to start with basic actions: combing your hair, brushing your teeth, eating an apple, pouring milk, reading a book.

Pantomime games and simulation games are the first step in theatrical and role-playing games.

Games - manipulations: the train hums - ooh-ooh; hide and seek - ah; search for an object - peek-a-boo; geese-ga-ga-ga; mice - pee-pee-peelead to the appearance of double syllables.

Role-playing game . For example, a game of telephone, when a child, using a toy device, can call mom, dad, grandma, and fairy-tale characters. Playing with the phone stimulates a child’s speech development, builds self-confidence, and increases communicative competence.

Musical games.The importance of musical games in a child’s speech development can hardly be overestimated. Kids sing along with pleasure, love noise-making musical instruments, ritual games such as “Loaf”, “Over the hummocks”, “Baba sowed peas”, etc.

One of the most effective ways of a child’s speech development, which enriches the baby’s vocabulary, develops his auditory perception and stimulates speech activity, is reading him children's books. When reading works, all means of expressive speech are used: facial expressions, gestures, voice strength, timbre, emotionality, because children are not only responsive to the emotional behavior of adults, they show emotional sensitivity to all the actions of the teacher.

In classes, we use the technique of staging a work with the help of pictures, screens, and toys. With their help, you can achieve the utmost understanding of the content. Kids should see a sequential chain of events described in the text. In this case, children grasp the relationships and begin to understand the cause-and-effect relationships arising from the content of the text.

In work it is necessary to usereception of effective complicity.It is designed for children to actively participate in the action unfolding before their eyes.Children are asked to call, for example, a rooster, water chickens, place them on bird branches. The technique of effective complicity helps the child become, as it were, an accomplice in the events in question.

The inclusion of parents in the pedagogical process is the most important condition for the full speech development of the child. As is known, the educational impact consists of two interrelated processes - the organization of various forms of assistance to parents and content-pedagogical work with the child. This approach to raising children in a preschool educational institution ensures continuity of pedagogical influence. The most important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the positions of parents and teachers are adjusted.

All stimulation techniques are carried out: provided the child and adult are in a good mood; in a playful way, fun and funny; accompanied by smiles, kisses and various sounds.

Speech, a wonderful gift of nature, is not given to a person from birth. It will take time for the baby to start talking. And it should be remembered that in order for a child to have an incentive to speak, he must have someone nearby with whom he can do this. And we, adults, must make a lot of efforts to ensure that the child’s speech develops correctly and in a timely manner.