Competent, clear, pure and rhythmic speech of a child is not a gift, it is acquired through the joint efforts of parents, teachers and many other people, surrounded by whom the baby grows and develops.First of all, such speech is characterized by the correct pronunciation of sounds, which, in turn, is ensured by good mobility and differentiated work of the organs of the articulatory apparatus. Articulation gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus. A set of exercises is offered to the attention of parents, with the help of which you can help your child pronounce the sound [l] correctly.

k[L]assnaya cog[L]asnaya

At an early age, the child's imitative abilities are extremely great, he easily and naturally learns a huge number of new words, learns to pronounce the words he likes with pleasure, and strives to use them more often in speech. However, his articulation capabilities are not yet perfect, phonemic hearing develops gradually, so the correct pronunciation of complex sounds will remain inaccessible to the child for a long time.

Some exercises a child can master in one or two lessons, others are given to him not immediately. Perhaps the development of a certain articulation pattern will require many repetitions. Sometimes failure causes a child to refuse further work. In this case, do not focus on what is not working. Encourage him, return to a simpler, already worked out material, reminding him that once this exercise also did not work.

Rules and nuances

To make it more interesting for the child, invite him to become a teacher, educator: take the child’s favorite toy (doll, bear) and let them perform articulation exercises, pronounce sounds and syllables, repeat words and tongue twisters.

It is necessary to carry out articulation gymnastics daily so that the motor skills developed in children are consolidated and become more durable.

Direct work on the development of articulatory motor skills should take at least 5 minutes, and the entire lesson should take 10-12 minutes. Do the exercises yourself in front of a mirror.

Doing articulation exercises is a difficult job for a child. Praise and encouragement will give the baby self-confidence and help to quickly master this or that movement, and therefore, quickly master the correct pronunciation of speech sounds.

Sound [l]

For the correct pronunciation of the sound, it is necessary to develop: lifting the tip of the tongue up, lifting the back of the back of the tongue up.

We call sound. Bare your teeth in a "smile" and bite your wide tongue without sticking it out too much or straining. Do not make the tongue narrow, otherwise the sound will soften. Biting the tongue, at the same time we pronounce the sound [a], getting - la-la-la, then we slow down and start just buzzing: “l-l-l” (without the vowel “a”). Make sure that the corners of the mouth are stretched in a “smile”: warm air comes out through them.

Sometimes, under tension, the child cannot turn on the vocal folds when pronouncing the open syllable “la-la-la”. In this case, you can start with the vowel "A" - "a-la-la", "a-la-la". A wide tongue constantly lies on the lower teeth without tension. If a child can hold out the sound [l] for a long time, then it means that he succeeds in it and it is possible to consolidate it.

Fixing the sound. To consolidate the sound [l], [l "] in speech, you can use the game "Wonderful bag" or a variant of the game "What is hiding under the tablecloth?" The child must by touch determine which object lies in the bag or under the tablecloth. such that the desired sound in the words-names was in a different position: at the beginning of the word, in the middle, at the end.

To consolidate the sounds, use the ability of four-year-old children to easily memorize verses. Read the poems of Marshak, Barto, Zakhoder and other children's authors to children, ask the child to finish the last word in the line, the last line in the poem, then the quatrain, then the whole poem.

An exercise

Find pictures in the names of which the sound [l] is at the beginning of the word: paw, lamp, shovel, lotto, bow, moon; middle: saw, blanket, doll, clown; and at the end: table, floor, woodpecker. Then come up with sentences with these words, for example: Mila put the lamp on the table.

Sound [l "]

After automation [l] hard, soft sound is easy to imitate. In front of the mirror, say the syllables: "li-li-li", while the lips are in a smile, the upper and lower teeth are visible, and the tip of the tongue knocks on the tubercles behind the upper teeth.

Disadvantages of pronunciation of sounds [l], [l "] are called lambdacisms. Lambdacisms include the absence of sound [l] and its distortion (interdental, nasal or bilabial sound, etc.).

Since the articulation of a hard sound [l] is more difficult than the articulation of a soft one, it is most often violated.

Replacing the sounds [l], [l "] with other sounds is called paralambdacism.

The reasons leading to the incorrect pronunciation of the sound [l]: a shortened hyoid ligament, which limits the upward movement of the tip of the tongue; weakness of the muscles of the tongue; phonemic hearing impairment.

Distortion of sounds [l], [l "]

The sound is pronounced interdentally. The tip of the tongue, instead of rising beyond the upper incisors, comes out between the teeth.

Nasal pronunciation of sound. The tongue touches the back of the soft palate, and not the tip of the upper incisors, as happens with the correct pronunciation of the sound [l]. In this case, the air stream partially or completely passes through the nose. The child’s speech will sound like this: “Mouse of the spring jinga, down in the unggu spanga.”

Replacing the sound [th]. In this disorder, the tip of the tongue stays down instead of rising past the upper incisors, and the middle back arches up instead of down. The child says this: "The mouse is happier, down in the coal junction."

Sound replacement [y]. With this violation, the lips, not the tongue, take an active part in the formation of sound. With this substitution, the child’s speech sounds like this: “Mouse veseuo zhiua, down in fluff in uguu spaua.”

Sound replacement [s]. With this violation, the back of the back of the tongue is raised, and the tip is lowered. Children do not notice that they are replacing the sound, and adults often believe that the sound [l] is skipped. The child says: "The mouse is veseyo zhya, down in the ugu spaya."

Sound replacement [e]. With such a replacement, the tongue does not take part, the lower lip moves to the upper incisors. Children and adults often believe that this is not a lack of speech, but only a slurred pronunciation. With this substitution, we hear: "The mouse is alive, in fluff in the ugvu spava."

Sound replacement [g]. In this case, the tip of the tongue does not rise to the upper incisors, but descends and retracts from the lower incisors, the back of the back of the tongue rises and rests against the soft palate, instead of just rising. The child’s speech sounds like this: “The mouse of the weight is jig, down in the ugg spaga.”

Games to prepare for the pronunciation of the sound [l]

pancake

Purpose: to develop the ability to keep the tongue in a calm, relaxed position.

Smile, open your mouth and put a wide tongue on your lower lip (do not pull your lip over your lower teeth). Hold in this position for a count of 1 to 5-10.

delicious jam

Purpose: to work out the movement of the wide front of the tongue up.

We lick the upper lip with the wide tip of the tongue, making tongue movements from top to bottom, but not from side to side. Do not help with the lower lip.

The steamer is humming

Purpose: to develop a rise in the back and root of the tongue, to strengthen the muscles of the tongue.

With your mouth open, pronounce the sound [s] for a long time. Make sure that the tip of the tongue is at the bottom, deep in the mouth.

Turkey

Purpose: to develop the rise of the tongue, to develop the flexibility and mobility of its front part.

With your mouth open, move the wide tip of the tongue along the upper lip back and forth, try not to tear your tongue away from the lip, as if stroking it, gradually speed up the movements until you get the sound [blbl] (like a turkey mumbles).

Swing

Purpose: to develop the ability to quickly change the position of the tongue, to develop the flexibility and accuracy of the movements of the tip of the tongue.

With your mouth open (lips in a smile), put the tip of the tongue behind the lower teeth and hold in this position for a count of 1 to 5, then lift the wide tip of the tongue for the upper teeth and hold in this position for a count of 1 to 5. So alternately change the position tongue 6 times. Keep your mouth open.

Let's click!

Purpose: to strengthen the tip of the tongue, to develop a lift of the tongue.

With your mouth open, flick the tip of your tongue slowly at first, then faster. Make sure that the lower jaw does not move, only the tongue works. Silently flick the tip of your tongue. Make sure that the tip of the tongue rests on the palate behind the upper teeth, and does not protrude from the mouth.

Pronunciation of syllables with movements

Words in motion

Lamp

Lam - Rotational movement of the hands ("flashlight").

pa - We press the fists to the chest.

Bulb

The light bulb has burnt out. We make flashlights.

She probably got sick. - Tilt your head to your shoulder and bring your folded palms to your cheek.

chitogovorka

La-la-la, la-la-la!

The swallow made a nest.

Lo-lo-lo, lo-lo-lo!

The swallow is warm in the nest.

Patter

Laika and lap dog barked loudly.

The Oriole sang for a long time over the Volga.

Silly baby

Silly baby

Sucked ice

Mom didn't want to listen

That's why she got sick.

Svetlana Ulyanovich-Volkova, Svetlana Murdza, speech therapists.

Speech therapy exercises for preschoolers

To the sound "J"

Hedgehog with hedgehog and hedgehog
Harvest blackberries.
red fox
He also wants to have fun.
Kuma thought:
The hedgehogs have darkness!
* * *
Rain, rain don't rain
Rain, rain, wait.
Let me get home
Grandfather to the gray.
* * *
A sluggish red cat rested his stomach.
I want to eat, but too lazy to toss and turn.
Here he lies to himself and waits - maybe the bowl will crawl? ..
* * *

To the sound "L"

Ly-ly-ly we scored goals
Lu-lu-lu near the windows on the floor
La la la did not notice the glass
Lu-lu-lu we didn't hit the glass
La-la-la only there is no glass in the window.
* * *
The mouse lived happily
I slept on fluff in the corner,
The mouse ate bread and lard,
But everything was not enough for the mouse.
* * *
The broom swept the floor,
Venik is very tired
He sneezed, he yawned
And quietly lay down under a chair.
* * *

To the sound "R"

Once a centipede
Invited for lunch.
Bugs, insects, midges are waiting,
And she's still not there.
Finally a centipede
Appeared at the table.
- I'm a little late.
Barely crawled.
After all, such bad luck
How can I not be late?
There is an announcement at the entrance:
"Please wipe your feet!"
* * *
- Kra! crow cries. - Theft!
The thief crept early in the morning!
He stole the brooch from his pocket!
Pencil! Cardboard! Cork!
And a nice box!
- Stop, crow, don't scream!
Don't scream, shut up!
You can't live without cheating!
You don't have a pocket!
- How! - jumped the crow
And blinked in surprise. -
Why didn't you say before?!
Carrraul! Karrrman has been stolen!
* * *

To the sound "Ch"

The chizhik was sitting in a cage,
The chizhik in the cage sang loudly:
Choo-choo-choo, choo-choo-choo
I will fly free.
* * *

I-S differentiation

I was on a hike
I beat the drum.
The wolf in the valley
I pitchfork ropes.
The kid was very sweet.
He washed his hands with soap.
* * *

Sounds K, K

Kirochki, Kiryushki,
Girls and boys!
Take care in the cold
Noses and fingers!

Mittens - on handles,
Valenki - on the legs!
Sledges and skates rush
On the ice track!

Cheeks are like apples
On the nose - snowflakes,
Girls and boys
They bounce like springs!
* * *
The cream in the bowl of the pussy turned sour.
* * *

At the rock, at the sackly, weasels play tag.
* * *

Fishing lines in snares, snares - in fishing lines,
In silks - weasels, in fishing lines - foxes.
* * *

Kapka has a stick made of sticky
On a stick - sticky tow.
Drops dripped from a stick,
Drops dripped from tow,
Drops of paws stained Capke.
* * *

The mouse has crumbs and crusts in its mink.
In the pantry at the mouse pieces of gingerbread.
The mouse has greaves in a mug.
The mouse has mushrooms in the tub.
In the bowl of the mouse leftover leaven,
And in the cellar cheese and sausages.
In a saucepan - dumplings, in the oven - cheesecakes.
Kissel - in a bottle, coins - in a piggy bank.
On the table are bowls, forks and spoons.
On the bookcase are books about cats.
In the mouse locker - shirts, panties.
On the hanger - hats, on the rug - slippers.
The mouse on the shelf has threads, needles,
And near the stove - matches and candles.
On the door - hooks, chains, locks ...
Stocks at a mouse - big surpluses!
* * *

Tongue Twisters

A quail and a quail have five quails.

Get up, Arkhip, the rooster is hoarse.

From the clatter of hooves, dust flies across the field.

The bull is stupid, stupid bull-calf, the bull's white lip was stupid.

The cap is not sewn according to the cap, it would be necessary to recap the cap.

Prokop came - dill boils, Prokop left - dill boils,
just as dill boils with Prokop, so dill boils without Prokop.

I said a parrot to a parrot, I'll parrot you to a parrot,
the parrot answers him - "Parrot, parrot, parrot!"

The pike has scales, the pig has bristles.

The ship was carrying caramel, the ship ran aground,
sailors two weeks - caramel aground ate.
* * *

The wind rustles with trees,
Our hedgehog is in a hurry to get home.
And to meet him a wolf,
On a hedgehog with teeth - click.
Hedgehog needles showed
The wolf ran away with fear.
* * *
The hedgehog washed his ears in the bath,
Neck, skin on the belly.
And the hedgehog said to the raccoon:
"Won't you rub my back?"
* * *
Shishiga walked along the highway,
Walked rustling pants.
The step will step, whisper: "Mistake",
Ears wiggle.
* * *
Cuckoo cuckoo bought a hood
The cuckoo put on a hood,
Like a cuckoo in a hood is ridiculous.
* * *

White snow, white chalk,
The white hare is also white..
But the squirrel is not white -
It wasn't even white.
* * *
Black night black cat
Jumped into the black chimney
* * *
Four black grimy little imps
Drawn in black ink drawing.
* * *
Grek rode across the river, sees Grek in the river - cancer.
He put the Greek's hand into the river, and the Greek's hand was stabbed!
* * *

To the sounds b, p, c, f, g, k, d, t, x

1. I got a bean bean.
2. Vakul shod a woman, and Vakula a woman shod her.
3. From the clatter of hooves, dust flies across the field.
4. The bull is stupid, stupid bull, the bull had a stupid lip.
5. There is a pop on the mop, a cap on the pope. Mop under the priest, pop under the cap.
6. Cap on the cap, cap under the cap.
7. Tall Vavila merrily tossed the pitchfork.
8. Near the stake of the bell, near the gate there is a whirlpool.
9. Jackal walked, jackal galloped.
10. Buy a bale of spades.
11. Buy a pile of down.
12. Fedka eats radish with vodka, Fedka eats radish with vodka.
13. A weaver weaves fabrics for Tanya's scarves.
14. The water carrier was carrying water from under the water supply.
15. Our head over your head over your head, over your head.
16. In one, Klim, prick a wedge.
17. There is a shock with a podprikopenochkom.
18. In the field of Frosya millet is flying, weeds are carried out by Frosya.
19. Crab made a rake for a crab. Filed a rake crab crab: hay, rake crab rob
20. The needles of the tree are splitting.
21. The cuckoo bought a hood. Put on a cuckoo hood. How funny he is in the hood.
22. All beavers are kind to their beavers.
23. Pankrat Kondratyev forgot the jack, And without a jack, Pankrat cannot lift a tractor on the highway.
24. There is a honey cake on the honey, but I have no time for the honey cake.
25. Prokop came, dill boiled, Prokop left, dill boiled; just as dill boiled under Prokop, so without Prokop
pa boiled dill.
26. The sorcerer did magic in the barn with the wise men.
27. Bombardier bombarded young ladies with bonbornieres.
28. Feofan Mitrofanich has three sons Feofanich.
29. Bombardier bombarded Brandenburg.
30. Our guest took the cane.
31. Pharaoh's favorite for sapphire was replaced by jade.
32. Rhododendrons from the arboretum.
33. To the Habsburgs from Strasbourg.
34. There was a degotonic, but I had no time for a tarry, not for a tarry wife.
35. A black grouse sat on a tree, and a black grouse with black grouse on a branch.
36. Brit Klim brother, Brit Ignat brother, brother Ignat bearded.
37. I praise halva.
* * *

To the sounds r, l, m, n

1. Shot for quails, but for black grouse.
2. In our courtyard, the weather got wet.
3. Two woodcutters, two woodcutters, talked about the Stall, about Varka, about Larina's wife.
4. Clara - the stalker was sneaking up to Lara.
5. The commander spoke about the colonel and about the colonel,
about the lieutenant colonel and about the lieutenant colonel,
about the lieutenant and about the lieutenant, about the second lieutenant and the second lieutenant,
about the ensign and about the ensign, about the ensign,
but he kept silent about the lieutenant.
6. There is firewood on the grass in the yard, do not cut firewood on the grass of the yard.
7. There is grass in the yard, firewood on the grass: One firewood, two firewood, three firewood.
8. Firewood in the yard, firewood in the yard,
firewood under the yard, firewood above the yard,
firewood along the yard, firewood across the yard, the firewood yard will not fit.
Drive the yard back to the wood-burning yard.
9. The elector compromised Landsknecht.
10. I reported, but I didn’t report, I reported, but I reported.
11. Snouted a white-faced pig, blunt; I dug up half the yard with a snout, dug, undermined.
12. Well done ate thirty-three pies with a pie, but all with cottage cheese.
13. Thirty-three ships tacked, tacked, but did not catch.
14. Karl stole a coral from Clara, Clara stole a clarinet from Karl.
15. Queen Clara severely punished Charles for stealing coral.
16. Karl put the bow on the chest. Clara was stealing an onion from the chest.
17. You can’t over-speak all tongue twisters, you can’t over-speak.
18. Mother Romash gave whey from yogurt.
19. Tell about purchases.
About what about purchases.
About shopping, about shopping, about your purchases.
20. They talked about Prokopovich.
About what about Prokopovich?
About Prokopovich,
about Prokopovich,
about Prokopovich, about yours.
20. The cap is not sewn in a cap style,
the bell is poured out not like a bell,
it is necessary to recap the cap, recap,
repack, repack.
21. A protocol was recorded by a protocol.
22. There were three priests, three Procopius priests, three Prokopievich.
They talked about the priest, about Prokopy the priest, about Prokopievich.
23. I was at Frol's, I lied to Frol about Lavr, I'll go to Lavr, Lavr on Frol Navra.
24. King - eagle.
25. The courier overtakes the courier in the quarry.
26. Malanya chattered milk, blurted out, did not blurt out.
27. Regulator Ligurian regulated in Liguria.
28. Have you watered the lily? Have you seen Lydia? Watered the lily. We saw Lydia.
29. The messenger from the galleys burned down.
30. Thaler plate stands.
31. Go to the army, so take the reed.
32. The interviewer interviewed the interviewer.
33. Libretto by Rigoletto.
34. Our Polkan from Baikal lakal. Polkan lapped, Baikal did not grow shallow.
35. We ate, ate ruff at the spruce. They were barely eaten at the spruce.
36. Mom did not spare soap.
Milu's mother washed soap with soap.
Mila did not like soap,
Mila dropped the soap.
37. In the darkness, crayfish make noise in a fight.
38. Eat in rye, but don't rye.
39. Eagle on the mountain, feather on the eagle. Mountain under an eagle, an eagle under a feather.
40. The city of Nerl on the Nerl river.
41. On Mount Ararat Varvara was picking grapes.
42. Your sexton should not re-command our sexton: our sexton will re-commit your sexton, re-commit.
43. From under Kostroma, from under the fire pit, four men were walking. They talked about auctions, but about purchases,
about cereals, but about subgrains.
44. A captain with a captain, a captain with a captain.
45. The Turk smokes a pipe, the trigger pecks at the grains.
Don't smoke a Turk's pipe, don't peck the cock's grits.
46. ​​And I'm not up to malaise.
* * *

To the sounds s, z, w, w, h, u, c

1. At Senya and Sanya in the passage there is a catfish with a mustache.
2. A wasp does not have a mustache, not a mustache, but a mustache.
3. Senka is carrying Sanka and Sonya on a sled.
Sledge lope, Senka from his feet, Sonya in the forehead, all in a snowdrift.
4. Osip hoarse, Arkhip osip.
5. He does not want to mow a scythe with a scythe, he says, a scythe is a scythe.
6. The net caught on a knot.
7. Seven each seated themselves in the sleigh.
8. There was an overload of watermelons from body to body.
In a thunderstorm, in the mud from a load of watermelons, the body collapsed.
9. The flute whistles with a flute.
10. Two rivers: Vazuza with Gzhat, Vazuza with Gzhat.
11. Sasha walked along the highway and sucked dry.
12. Sasha walked along the highway, Sasha found a sachet on the highway.
13. The heron withered, the heron withered, the heron died.
14. Scales at the pike, bristle at the pig.
15. Sixteen mice walked and six found pennies,
and the mice, which are worse, noisily rummage around for pennies.
16. Forty mice walked and six found pennies,
and mice that were worse found two pennies each.
17. A quarter of a quarter of a pea, without a wormhole.
18. Incident with the quartermaster.
19. Precedent with the applicant.
20. Konstantin stated.
21. The empathetic Lukerya felt the unsympathetic Nikolka.
22. Appreciates the flail mowing on the mowing.
23. Mower Kosyan oblique mows obliquely. The mower Kosyan does not mow the mowing.
24. A hedgehog has a hedgehog, a snake has a snake.
25. It's terrible for a beetle to live on a bitch.
26. Two puppies cheek to cheek pinching the brush in the corner.
27. A river flows, a stove bakes.
28. Tongs and pincers - these are our things.
29. In vain does the pike try to pinch the bream.
30. The train rushes grinding: w, h, w, w, w, h, w, w
31. The heron chicken tenaciously clung to the flail.
32. Even your neck, even your ears you stained in black ink.
Get in the shower soon.
Rinse mascara off your ears under the shower.
Rinse the mascara off your neck under the shower.
Dry off after shower.
Dry neck, dry ears,
and do not dirty your ears anymore.
33. There is no ring near the well.
34. The ground beetle is buzzing, buzzing, but not spinning.
35. A nervous constitutionalist (Proprokolokropenko) was found acclimatized in Constantinople.
36. Jasper in suede is mossy.
37. Zyamka stinged suede, Zyamka chewed zhamka in the castle.
38. In a hut, a yellow dervish from Algeria rustles with silks and, juggling with knives, eats a fig.
39. (Riddle) Baldness goes uphill, baldness goes downhill, baldness meets baldness, baldness says:
you bald, I spit, you drop on the bald patch, you pull the bald patch, you will start another.
40. Boxwood, boxwood, how tightly sewn you are.

The use of Russian folklore in speech therapy.

I consider the use of Russian folklore in speech therapy work to be very interesting and rich in practical material.

Folklore - as a treasury of the Russian people, finds its application in various areas of work with children.

Folklore is the language of the people, and the people are an unsurpassed teacher of speech.

Acquaintance of children with the literary heritage of small folklore forms includes all areas of correctional work to overcome the general underdevelopment of speech and violations of sound pronunciation.

The use of different genres of folklore: nursery rhymes, proverbs, sayings, ditties, fables, chants, fairy tales, folk outdoor games, finger games develops speech, forms moral habits, enriches knowledge about nature.

With the help of small forms of folklore, it is possible to solve almost all the problems of the development of speech, the sound culture of speech, and along with the main methods and techniques of speech development, this richest material of the verbal creativity of the people can and should be used.

Types of small folklore forms

I will list and characterize the types of small folklore forms.

Proverbs, sayings, riddles, nursery rhymes, chants, tongue twisters, folk tales, folk songs, folklore games.

Proverbs and sayings- a special kind of oral poetry, which has absorbed the labor experience of numerous generations for centuries. Through a special organization, intonational coloring, the use of specific linguistic means of expression (comparisons, epithets), they convey the attitude of the people to a particular object or phenomenon.

Using proverbs and sayings, a speech therapist teaches children to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develops the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.

For example: The frost is not great, but it does not order to stand. April with water, May with grass.

Rhymes, tongue twisters, sentences, incantations are the richest material for the development of sound culture of speech and are indispensable for diction exercises. Developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech, and form the intonational expressiveness of his speech.

For example: Intonation coloring of speech in a sentence.

sister girl,
Go get some water
- I'm afraid of the wolf
I'm afraid of the bear.

Or patter: to the city the road is uphill, and from the city from the mountain. (Children pronounce the tongue twister at a different pace).

It is important that when performing diction exercises, there is a reality behind each spoken word. Only in this case the child's speech will sound natural and expressive.

Song lyrics.

Folk lyrical song differs significantly from other genera and types of folklore. Folklore songs are a complex complex. These are songs of adults composed especially for children (lullabies, nursery rhymes and pestles); and songs that gradually moved from the adult repertoire to the children's
(carols, stoneflies, chants, game songs); and songs composed by the children themselves.

With the help of song lyrics, it is possible to develop phonemic hearing, as they use sound combinations that are repeated several times at different tempos, with different intonations, and are performed to the motive of folk melodies.

Folk songs allow the child to first feel and then realize the beauty of the native language, its conciseness, contribute to the formation of imagery of speech, verbal creativity of children. For example "Loaf" a song with elements of the game.

Lullabies- companion of childhood.

They, along with other genres, contain a powerful force that allows you to develop the speech of young children.

In infancy, mothers and grandmothers lull their children with gentle lullabies, entertain them with pestles and nursery rhymes, playing with their fingers, arms, legs, tossing them on their knees or on their hands.

Well-known: "Magpie-crow, cooked porridge ..."; “Okay, okay! Where were you? - At the grandmother's ... "," Sip, pigs "!

Lullabies enrich the vocabulary of children due to the fact that they contain a wide range of information about the world around them, primarily about those subjects that are close to the experience of children.

The lullaby, as a form of folk poetry, also contains great opportunities in the formation of phonemic perception, which is facilitated by a special intonation organization (singing out vowel sounds, slow tempo, the presence of repetitive phonemes, sound combinations, onomatopoeia.

Lullabies allow you to memorize words and word forms, phrases. Despite the small volume, the lullaby is fraught with an inexhaustible source of educational and educational opportunities.

The grammatical variety of lullabies contributes to the development of the grammatical structure of speech. When teaching children to form single-root words, you can use these songs, as they create images that are well known to children, for example, the image of a cat. What does it mean not just a cat, but a “kitten”, a cat”, “a cat”, “a cat”.

kitty, kitty,
Kitten gray tail!
Come, kitty, spend the night
Movo Leshenka to swing, to sing!

In addition, positive emotions associated with this or that from the cradle in a familiar way make this development more successful and durable.

The fairy tale is like a folklore genre.

The word "fairy tale" first appears in the seventeenth century as a term for those types of oral prose that are primarily characterized by poetic fiction.

It is known that many fairy tales begin with the beginning:

“Once upon a time there were,” and end with a sentence: “They began to live, live and make good.” Telling fairy tales requires the knowledge of special formulas, such as this:

“Soon the fairy tale is told, but the deed is not done soon.”

The idea in the fairy tale is very simple: if you want happiness for yourself, learn your mind.

Fairy tales are a kind of moral code of the people, their heroism is, although imaginary, but examples of true human behavior. Fairy tales teach children not to submit to mistreatment, not to give up when problems arise, but to bravely fight troubles and defeat them. In an effort to awaken the best feelings in children, to protect them from callousness, selfishness, indifference, the people colorfully depicted in fairy tales the struggle between the powerful forces of evil and the force of good, most often represented in the image of an ordinary person.

Diverse fairy fund. Here, fairy tales are extremely simple in content and form (“Rocked Hen”, “Turnip”), and fairy tales with a sharp exciting plot (“Cat, Rooster and Fox”, “Geese Swans”).

It is important that the child not only listens to this or that fairy tale, but also realizes its idea, thinks about the details of what is happening. Children subtly notice the shades in the plots, in the characters and behavior of the characters. There is a reassessment of what has been heard before. So, children of three - three and a half years old call the bear from the fairy tale "Teremok" kind, good. Older children re-evaluate the friendly work of animals from the fairy tale “The Winter Cabin of the Animals”; pampered, arrogant Malashki from the fairy tale “Morozko” brighter set off the kindness, responsiveness of Masha from the fairy tale “Geese Swans”.

The completeness of the perception of a fairy tale also depends largely on how it is read, how deep the narrator's penetration into the text is, how expressively he conveys the images of the characters, conveys both the moral orientation and the acuteness of situations, and his attitude to events.

Children are sensitive to intonation, facial expressions, and gestures.

The story needs to be told over and over again. On first listening, impressions are often inaccurate. Intensely following only the plot, children miss a lot. During repeated listening, impressions deepen, the strength of emotional experiences grows, as the child more and more delves into the course of events, the images of fairy-tale characters, their relationships, and actions become clearer to him. The baby now listens more to the sound of the speech itself, remembers individual expressions he likes.

Repetitions are especially necessary for children who are emotionally less developed. For such a child, the repetition of a fairy tale helps to go from vague, unclear guesses and impressions to a complete understanding of what is happening, and then the fairy tale will excite him, capture his imagination, feelings. Combining children for additional reading, it is necessary to take into account their development, peculiarities of perception, emotionality. Understanding native speech begins with understanding fairy tales.

Mystery- one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form.

Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to master the sound and grammatical structure of Russian speech, forcing them to focus on the language form and analyze it.

Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and concisely convey images of objects, develops in children a “poetic view of reality”.

The use of riddles in working with children contributes to the development of their speech-proof and speech-description skills. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one's thought, wrapping it in an accurate verbal form.

In order for children to quickly master the descriptive form of speech, it is necessary to pay their attention to the linguistic features of the riddle, to teach them to notice the originality of the artistic image, to understand by what speech means it was created, to form an understanding of the figurative word. For these purposes, the analysis of the language of the riddle is carried out, attention is drawn to its construction.

It is recommended to have several riddles in reserve about one subject, phenomenon, in order to show the children that the images and expressions they have found are not isolated, that there are many opportunities to say differently and very capaciously and colorfully about the same thing.

So, through riddles, children develop sensitivity to language, they learn to use various means, to select the right words in the flow of speech, gradually mastering the figurative system of the language.

folklore games- a school for a child. The upbringing of activity, dexterity, ingenuity, initiative is fully deployed in games. Some games develop dexterity, speed, strength, accuracy, others teach quick wit, attention. Communication with the team, obedience to attitudes and orders - in pedagogy this function of the game is called "socialization", accustoming it to comply with ethical norms, the rules of the hostel. In folklore games, counting rhymes are especially interesting for this. They set the rules of the game. A short poetic report with a clear chanting of syllables names the one on whom the count ended. Rhyming rhymes teach you to speak clearly, correctly and quickly, remaining just a game.

The use of small folklore genres in speech therapy as a method of correcting speech disorders

Nikitina E.A., teacher-speech therapist,
municipal budgetary preschool educational institution
Compensatory Kindergarten No. 12
Belgorod, Russia
Link: download
Certificate: not issued

Oral folk art is the history of the people, its spiritual wealth. Lullabies, nursery rhymes, pestles, jokes, shifters, tongue twisters, proverbs, sayings, intricate riddles, counting rhymes were composed by the great and immortal poet - the Russian people.

The people carefully accompanied each stage of a child's life, all aspects of his development with a poetic word. This is a whole system of traditional rules, principles by which a child is brought up in a family. The core of this system was and remains the oral folk word, passed down from century to century, from family to family.

Oral folk art, in particular its small genres, has long been used by teachers as an educational and educational tool for preschool children.

Verbal Russian folk art contains poetic values. Its influence on the development of speech in children with general underdevelopment of speech is undeniable. With the help of small forms of folklore, it is possible to solve almost all problems of correcting speech disorders. The language created by the people is replete with figurative colloquial forms, expressive vocabulary. This wealth of the native language can be conveyed to children.

Folklore provides excellent patterns of speech, the imitation of which allows the child to successfully master their native language.

Children should not only learn their native language, but also master speech to perfection: have sufficient breathing, a practiced rhythm, a characteristic timbre, and vary intonations.

Small forms of folklore can be used to develop the flexibility and mobility of the child's speech apparatus, to form the correct pronunciation of speech sounds, to automate sounds, to master the pronunciation of difficult-to-combine sounds and words, to master the child's intonation richness and different speech tempo. It is also an indispensable assistant in the process of developing coherent speech.

An urgent task of the speech development of preschoolers with OHP is the development of diction. It is known that in children the organs of the speech-motor apparatus are not yet sufficiently coordinated and clearly working. Some children are characterized by excessive haste, fuzzy pronunciation of words, "swallowing" endings. Another extreme is also observed: an unnecessarily slow, stretched manner of pronouncing words. An indispensable material for diction exercises is proverbs, sayings, songs, riddles, tongue twisters. Small forms of folklore are laconic and clear in form, deep and rhythmic. With their help, children learn clear and sonorous pronunciation, go through a school of artistic phonetics.

LULLABIES

Lullabies are part of maternal folklore, which express tenderness and love for the child. They had a very specific goal to put him to sleep. This was facilitated by a calm, measured rhythm and a monotonous chant. The roots of lullabies go back to antiquity. The Old Russian words "buy", "lull" mean to speak, to persuade, to speak. Lullabies are conspiracies, amulets based on the magical power of words and music, on their ability to calm, protect, protect. Lullabies, according to the people, are a companion of childhood. They, along with other genres, contain a powerful force that allows the development of the speech of preschool children. Lullabies enrich the vocabulary of children due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to the experience of children and attract with their appearance.

The grammatical variety of lullabies contributes to the development of the grammatical structure of speech. When teaching children to form single-root words, you can use these songs, as they create images that are well known to children, for example, the image of a cat. And this is not just a cat, but a “kitten”, “cat”, “cat”, “cat”. In addition, positive emotions associated with this or that from the cradle in a familiar way make this development more successful and durable.

Kitty, kitty, kitty,
Kitten - gray tail,
Come, kitty, spend the night,
Come pump Vasenka.
How do I like you, cat,
I'll pay for the work
I'll give you a piece of the pie
And a jug of milk.
Eat you, cat, do not crumble,
Kitty, don't ask again.

A lullaby, as a form of folk poetry, contains great opportunities in the formation of phonemic perception, which is facilitated by a special intonation organization (singing out vowel sounds, slow tempo, etc.), the presence of repetitive phonemes, sound combinations, onomatopoeia. Lullabies allow you to memorize words and forms of words, phrases, master the lexical side of speech. Despite the small volume, the lullaby is fraught with an inexhaustible source of educational and educational opportunities.

Bye-bye, across the river
The sun has gone to rest.
At Alyosha's Gate
Bunnies lead a round dance.
Bunnies, bunnies,
Isn't it time for bainki?
You under the aspen,
Alyosha - on the featherbed.
Bye-bye, Leshenka,
Sleep soon!

ROLLS

Nursery rhymes are also excellent speech material that can be used in correctional and developmental work with preschoolers with OHP. The word "amuse" means to amuse, entertain, make laugh. So, when forming the grammatical structure of speech, teaching children the formation of single-root words, it is possible to use, for example, a nursery rhyme about “hare”, where the single-root words will be: hare - hare, gray - gray.

Zainka, dance,
Gray, dance.
Bunny, Bunny, dance,
Grey, grey, dance.

With the help of nursery rhymes, one can develop phonemic hearing, since they use sound combinations - tunes that are repeated several times at different tempos, with different intonations, and are performed to the motive of folk melodies. All this allows the child to first feel and then realize the beauty of the native language, its conciseness, introduces precisely this form of presentation of one's own thoughts, contributes to the formation of the figurative speech of preschoolers, the verbal creativity of children.

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PESTS

Pestushki are short poetic sentences that accompany the movements of the child in the first months of life. They got their name from the word "nursing" - to nurse, groom, follow someone. The pestle amuses itself with the rhythm by changing it.

Big feet walked along the road:
top-top-top, top-top-top.

Little feet ran along the path:
top-top-top-top-top, top-top-top-top-top.

JOKES

Jokes are small poems, usually cheerful and funny in content. They are like fairy tales in verse. They often use various folklore characters. The content of the jokes is bright and dynamic.

Cockerel, cockerel, golden comb,
Oil head, silk beard,
That you get up early, sing loudly,
Do you let the kids sleep?

However, the main role of jokes is cognitive. The child learns about people, animals, phenomena, objects, about their typical properties.

In addition to the fact that jokes help the child to learn about the world around him in a fun way, they develop a positive perception in him. In jokes for children, words are used that carry a strong emotional connotation, setting the child up for future health, happiness and joy.

Jokes always have a plot. The described picture is very bright and depicts rapid action. Thanks to this, the joke is quickly remembered and develops a sense of rhythm in the child. This is the best way to develop both coordination of movement and general and fine motor skills. The child learns to coordinate his movements with the rhythm of the joke.

SHIFTERS

Changelings - their installation is to create comic situations by deliberately mixing real objects and properties, their content is deliberate nonsense, absurdity, nonsense. If this makes the child laugh, it means that he correctly understands the relationship between things and phenomena. Characters of fables behave inconsistently with reality, which can be directly indicated.

Absurdities, nonsense, unheard-of stories are an excellent means for educating and developing a sense of humor, healthy food for a child's soul, satisfying a child's need for laughter, fun, and joy. The child takes pleasure in knowing that he is not a fool: he knows how things really happen, and he will never allow himself to be fooled and deceived on nonsense. Self-affirmation is necessary for a child in his daily difficult work of knowing the world. The natural occurrence of this feeling in the shifting game is one of the valuable pedagogical advantages of this genre of oral folk art. Changelings open up the child the opportunity through the game of words, sounds, sound combinations to catch the specifics of the sound of speech and its characteristic expressiveness, imagery, humor.

Like a rooster in the oven bakes pies,
The cat on the window sews a shirt,
A pig in a mortar crushes peas,
The horse at the porch beats three hooves,
A duck in boots sweeps a hut.

The village was passing by a peasant,
Suddenly a gate barks from under the dog.
Jumped out a stick with a woman in his hand
And let's beat the horse on the man.
The horse ate lard, and the man ate oats,
The horse got into the sleigh, and the man took it.

TONGUE TWISTERS

Tongue twisters (pure tongue twisters) are short rhymes that imperceptibly teach children correct and frequent speech. Not each of us manages to repeat the tongue twister the first time without error, but a fun word game captivates. Tongue twisters help to pronounce difficult-to-pronounce verses and phrases correctly and clearly, introduce the richness of the Russian language, and new poetic phrases.

Each tongue twister has its own play of sounds and words. They do not repeat themselves, this is their secret and charm. These are useful grammar exercises that train the child in the correct, meaningful use of parts of speech and parts of the word, and at the same time a favorite game of word creation.

The peculiarity of the tongue twister is that it does not contain "nonsense", absurd phrases. The tongue twister presents a picture of the familiar realities of everyday life. Another feature of the tongue twister is its complex rhythm.

The use of tongue twisters helps to consolidate clear diction, use various high-pitched, power and timbre sounds. A tongue twister requires precise organization of the voice course, logical and spelling stress. Poetic rhythm organizes the clarity of speech, does not allow skipping, changing sounds. It also serves as an organizational moment for breathing: it makes it possible to consciously distribute it without interrupting the flow of speech within the line with additions, and replenish it only at the end after the line. Tongue twisters are needed for the development of phonemic hearing, the formation of the child's ability to catch subtle sound differences, and contribute to the automation of speech sounds.

In the yard - grass,
On the grass - firewood,
Don't cut wood
On the grass of the yard.

Bagel, bagel, loaf and loaf
The baker baked the dough early in the morning.

PROVERBS AND SAYINGS

Proverbs and sayings are a special kind of oral poetry. Through a special organization, intonational coloring, the use of specific linguistic means of expression (comparisons, epithets), they convey the attitude of the people to a particular object or phenomenon. Proverbs and sayings, as well as another genre of oral folk art, in artistic images recorded the experience of a lived life in all its diversity and inconsistency. Using proverbs and sayings in their speech, children learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develop the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.

The meaning of allegorical, well-aimed and figurative teaching proverbs and sayings is revealed to children gradually, and the depth of their understanding largely depends on the ability of adults to use proverbs as often as possible, in all appropriate cases.

A short saying, spoken by the way, is remembered by children and affects them much more than any moralizing and persuasion. Proverbs introduce the child to the brevity, accuracy, accuracy of the native language.

In speech therapy work, the proverb is best used in the development of coherent speech in children. It will be appropriate after working with a story, a fairy tale. And Vaska listens and eats.

There is no friend, so look for it, but you found it, so take care.

The work of the master is afraid.

RIDDLES

Guessing and inventing riddles also affects the versatile development of children's speech. The use of various means of expression to create a metaphorical image in a riddle (the method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of figurative speech of preschoolers with OHP.

Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to master the sound and grammatical structure of Russian speech, forcing them to focus on the language form and analyze it.

The use of riddles in working with children contributes to the development of their speech-evidence and speech-description skills. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one's thought, wrapping it in an accurate verbal form. Speech-proof requires special, different from the description and narration of speech turns, grammatical structures, a special composition. Usually preschoolers with OHP do not use this in their speech, but it is necessary to create conditions for their understanding and development.

Systematic work on the development of speech-evidence skills in children when explaining riddles develops the ability to operate with various and interesting arguments to better substantiate the guess.

In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand by what speech means it was created, to develop a taste for the exact and figurative word. Given the material of the riddle, it is necessary to teach children to see the compositional features of the riddle, to feel the originality of its rhythms and syntactic constructions.

For these purposes, the analysis of the language of the riddle is carried out, attention is drawn to its construction. It is recommended to have several riddles in reserve about one subject, phenomenon, in order to show the children that the images and expressions they have found are not isolated, that there are many opportunities to say differently and very capaciously and colorfully about the same thing. Mastering the skills of descriptive speech is more successful if, along with riddles, literary works, illustrations, and paintings are taken as samples.

Through riddles, children develop sensitivity to language, they learn to use various means, select the right words, gradually mastering the figurative system of the language.

According to the type of structural logical problem, there are five types of riddles.

1. Riddles with accurately named signs.

Flying all night
Gets mice
And it will become light
Sleep lies in a hollow.
(Owl)

2. Riddles with signs encrypted with the help of allegories. Such riddles are more difficult to guess.

There are houses in the golden plate, but no streets.
(Sunflower)

3. Riddles with negative comparisons. The child must be able to identify a group of signs that a hidden object or phenomenon has.

Liquid, not water, white, not snow.
(Milk) (That is, liquid and white, but not water and not snow.)

4. Riddles with negative comparisons and encrypted signs, that is, containing both negation and allegory.

Not jewelry, but silver, not a shepherd, but a flock of sheep grazes.
(Moon and stars)

5. Combined riddles with exactly named and encrypted features.

In the middle of the field lies a mirror: the glass is blue, the frame is green.
(Lake)

There are several types of children's activities in games with riddles.

1. Riddles.
2. Guessing riddles.
3. Proof of the correctness of guesses.
4. Comparison of riddles about the same thing.
5. Comparison of riddles about different things.

COUNTERS

Rhyming rhymes are short rhymes that serve for a fair distribution of roles in the game, while rhythm is crucial. The leader pronounces the counting rhyme rhythmically, monotonously, successively touching each participant in the game with his hand. Rhymes have a short verse (from 1 to 4 syllables).

Rhyming rhymes are stories invented for children, a way to implement objective justice - as if fate itself decides on the distribution of roles.

The main feature of the counting rhyme is a clear rhythm, the ability to shout all the words separately.

Aty-bats - the soldiers were walking,
Aty-baty - to the market,
Aty-baty - what did you buy?
Aty-baty - samovar,
Aty-baty - how much does it cost?
Aty-baty - three rubles,
Aty-baty - who comes out?
Aty-baty - it's me!

Thus, the use of small forms of folklore in the speech development of children is fully justified.

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