Basic (key) concepts: diaphragmatic breathing, phonation breathing, diaphragm, inhalation, exhalation, respiratory support.

Speaking is closely related to breathing. A speech utterance is formed during exhalation, when an air stream passes through the larynx with vocal folds, enters the oral cavity, where the corresponding noise is formed with the help of articulatory organs.

Breathing at the moment of speech differs significantly from normal physiological breathing. The ratio of the inspiratory phase to the expiratory phase during physiological respiration in time varies from 1:1.1 to 1:2. With phonation breathing, this ratio is 1: 6-8.

Outside of speech, the duration of exhalation and inhalation is approximately the same. Thus, for speech formation it is necessary to develop a strong, directed air jet.

The development of speech breathing is carried out in stages:

I. Setting the diaphragmatic type of breathing and the formation of a long oral exhalation.

With the diaphragmatic type of breathing, there is a complete expansion of the chest, maximum ventilation of all parts of the lungs. The tension of the lower intercostal muscles allows you to hold diaphragm in a reduced state, which leads to a calm, even exhalation, imperceptible to others. Thus, diaphragmatic breathing is the deepest, strongest, most economical way to produce speech.

This stage of the formation of breathing is to perform a set of physical exercises. There are static and dynamic exercises. Static exercises are produced either with complete immobility of the body, or are accompanied by light movements. Their goal is to develop differentiated breathing through the mouth and nose, to acquire the skills of a speech diaphragmatic type of breathing with the predominant training of an extended exhalation.

Exercises include blowing on cotton wool, water, inflating soap bubbles, rubber toys, balls, playing the children's pipe, flute, harmonica (which develops the labial muscles and enlivens the kinesthetic sensations from exhalation).

To automate diaphragmatic breathing against the background of exhalation, vowels are pronounced for a long time (in a whisper and loudly), fricative voiceless consonants in isolation and in combination with vowels (whisper and loudly), voiced fricative consonants in isolation and in combination with vowels, deaf explosive consonants only in combination with vowels in direct syllables (in a whisper and loudly), voiced plosives only in combination with vowels in direct syllables. Thus, in a combination of articulatory and simple breathing exercises, speech breathing skills are formed.

II. Differentiation of oral and nasal expiration

For development phonation breathing exercises are also selected that train differentiated inhalation and exhalation through the mouth and nose. These exercises prepare the respiratory apparatus for phonation, help to feel the work of the respiratory muscles, especially the diaphragm.

As a result of performing exercises on the differentiation of oral and nasal expiration, the patient learns to feel the difference in the direction of the air stream.

First complex aims to form fixed(smooth) exhalation through the nose or mouth, alternating oral and nasal exhalations. A fixed exhalation is necessary to pronounce fricative (fricative) consonants ( f, f, v, v, s, s, z, z, w, w, u, d, x, x

Open your mouth wide and breathe in through your nose.

Close one nostril with the middle finger - inhale. Exhale slowly through the other nostril. Alternately close and open the nostrils.

Inhale through slightly closed lips, exhale smoothly through the nose with a voice (m).

Inhale through the mouth wide open, exhale slowly through the nose (do not close the mouth).

Inhale through the nose, exhale smoothly through the mouth (mouth wide open), first without a voice, then with a voice (а_______).

Inhale through the nose, exhale smoothly through loosely closed lips (f __________).

Inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.

Inhale through the nose, exhale - stick out a wide tongue, raise it to the upper lip, blow on the nose (blow off the cotton wool from the nose).

Second complex designed to form forced(jerky) exhalation through the nose or mouth, alternating oral and nasal exhalations. Forced exhalation is necessary to pronounce explosive (occlusive) consonants ( p, p, b, b, t, t, d, d, k, k, g, g). The patient is asked to perform the following exercises:

Inhale through the nose, exhale through the nose in jerks.

Inhale through the nose, exhale through loosely closed lips jerkily, intermittently, making short intervals (f! f! f!).

Open your mouth wide, stick out your tongue, inhale and exhale through your mouth jerkily, intermittently (like a dog breathes).

· Inhale with a wide open mouth, exhale jerkily through the nose (do not close the mouth).

Inhale through slightly closed lips, exhale jerkily through the nose, first without a voice, then with a voice (m! m! m!).

Inhale through the nose, exhale jerkily through the corners
mouth, first through the right, then through the left.

Pull lips forward with a tube. Inhale through the nose, exhale jerkily through the “tube” (u! u! u!).

Third complex aimed at developing skills combine fixed and forced expiration. This skill is necessary to pronounce the affricate ( c, h) and groups of consonants of different ways of formation ( ts, pl, vr, tr, dr etc.). The patient is asked to perform the following exercises:

Inhale through the nose, exhale jerkily, at the end turning into a smooth exhalation (f! f! f _________________).

Pull lips forward with a tube. Inhale through the nose, exhale long through the "tube" with an increase at the end (U________y! y!).

Pull lips forward with a tube. Inhale through the nose, exhale jerkily, at the end turning into a smooth exhalation (u! U! U_________).

· Inhale through slightly closed lips, exhale long through the nose with amplification at the end with a voice (m______________ m! m!).

Inhale through slightly closed lips, exhale jerkily, at the end turning into a smooth exhalation (m! m! m______________).

· Lips in a smile. Inhale through the nose, exhale long through the mouth with an increase at the end (with _______s! s!).

· Lips in a smile. Inhale through the nose, exhale jerkily, at the end turning into a smooth exhalation (s! s! s ___________).

Inhale through the nose. Pronounce the sound [w] for a long time with amplification at the end (w_______sh! sh!).

Inhale through the nose. Briefly pronounce the sound [w], lengthen the exhalation at the end of the pronunciation (w! w! w _________).

The main feature of the work on breathing during this period is the combination of breathing exercises with the work of the articulatory and vocal apparatus, which contributes to the development of coordination between breathing, voice and articulation.

After static breathing exercises are performed dynamic breathing exercises. Start training with 30-45 seconds per dose, gradually increasing the load over two weeks to 2 minutes. Exercises are performed 5-6 times. In the future, the number of workouts can be increased up to 3 times a day for 2 minutes per session. If blowing causes dizziness, then the duration of the exercise is reduced to 15-20 seconds. A general developmental set of breathing exercises is recommended to be carried out during the entire period of speech therapy work. Exercise examples:

Divers. Inhale deeply, hold the exhalation, "dive into the water" - sit down. Stand up (“emerge”) - exhale.

Locomotive. The arms are bent at the elbows. Walk around the room, making alternating movements with your hands and pronouncing on the exhale: "Choo-choo-choo."

Pump. I. p. standing, feet shoulder-width apart. Model mentally the handle of the pump and, leaning sharply, press it, as if inflating tires. As you exhale, pronounce the sound [s], or [w], or [f].

Skier. Get into the pose of a running skier pushing off with sticks. With each “repulsion”, alternately inhale and exhale, pronouncing “ffff”.

Hedgehog. I. p. sitting on the rug, legs together, emphasis on the hands behind. Bend your knees and pull them up to your chest, exhale slowly while pronouncing "ffff". Straighten your legs - inhale. Turn your head to the right - to the left and at the same time with each turn inhale with your nose in equal portions. Inhale slowly and smoothly through your mouth, pronouncing "pfft".

Sawyers. The exercise is performed together, holding hands crosswise. Right hands - "saw", left - "log". The first of the participants pulls the “saw” on himself, pronouncing “z-z-z” on a smooth exhalation (count once), the second takes the “saw” on himself - “s-s-s” (two count). It is necessary to cut energetically, cheerfully, without holding your hand when the second participant takes the “saw” on himself. Breathing should be uniform, rhythmic: taking the “saw” on yourself - exhale with a sound, releasing it - inhale.

Polite bow. Rise on toes, arms to the sides (inhale). Then slowly bend forward, gradually bringing your hands together and pressing them in an oriental way to your chest. On a bow, pronounce the word “hello” stretched out on the sound [s]. Make sure that the last syllable "te" sounds loud and clear.

In working with children, starting from senior preschool age, you can use the methods of paradoxical breathing exercises by A.N. Strelnikova. It increases the volume of inhalation and diaphragmatic exhalation. When performing a set of exercises of paradoxical breathing exercises, dynamic exercises are accompanied by movements of the arms, torso and legs. Each movement corresponds to certain phases of breathing. So, breaths are taken with movements that compress the chest. Inhalation should be maximally active, exhalation - passive. Unlike traditional breathing exercises, with slightly closed lips, a noisy short breath is taken through the nose. Exhalation is carried out freely through the mouth. All exercises are done in a certain rhythm.

Each exercise is performed 5-8 times, after a 3-5-second break, it is recommended to move on to the next exercises. The duration of breathing exercises is 5-6 minutes. At the beginning of the training cycle, one exercise is mastered. On each subsequent day, one exercise is added. The whole complex of breathing exercises consists of eleven exercises:

1. Hands. I. p .: stand up straight, raise your palms at face level, lower your elbows. Take a short, noisy, active breath through your nose and at the same time clench your fists. Exhalation is smooth, free through the nose or mouth, unclench the fingers, relax the hands.

2. Belt. I. p .: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy breath through the nose, forcefully push the fists to the floor, as if dropping something from the hands. During the push, open your fists, spread your fingers. On the exhale, return to and. P.

3. Bow. I. p .: stand up straight, hands down. Slightly bend down, round your back, lower your head and arms. Take a short noisy breath at the end point of the bow ("smell the floor"). Then, smoothly, freely exhaling through the nose or mouth, return to and. P.

4. Cat. I. p .: stand up straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning the torso to the right, then to the left. When turning with a simultaneous short noisy breath, make a “dropping” movement to the side with your hands (as if a cat wants to grab a bird). On the exhale, return to and. n. Repeat 8 times.

5. Hug your shoulders. I.p .: stand up straight, bend your arms at the elbows at shoulder level with the hands facing each other. At the moment of a short noisy breath, hug your shoulders with your nose (hands should move in parallel). On the exhale, return to and. P.

6. Large pendulum. I. p .: stand up straight, hands down. Lean slightly to the floor, lower your hands to your knees - a noisy breath. Immediately without stopping, lean back slightly, bending slightly at the waist, hugging your shoulders, take another breath. Exhalation is carried out passively between two breaths-movements. Return to i. P.

7. Head turns. I. p .: stand up straight, hands down. Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, take a short breath. Exhalation is carried out passively between breaths.

8. Ears. I. p .: stand up straight, look in front of you. Slightly tilt the head to the right to the shoulder - a short noisy breath through the nose. Then tilt your head to the left - also inhale. Exhalation is carried out passively between breaths, while the head does not stop in the middle.

9. Small pendulum. I. p .: stand up straight, hands down. Lower your head down, look at the floor - inhale. Tilt your head up, look at the ceiling - also a breath. Exhalation is carried out passively between breaths, while the head does not stop in the middle. Don't strain your neck.

10. Rolls. I. p .: right foot in front, left - at a distance of one step behind. Heaviness of the body on both legs. Transfer the weight of the body to the front standing right leg. Sit lightly on the right leg - inhale. Straighten the body, transfer the weight of the body to the left leg standing behind. Sit lightly on the left leg - inhale. Passive exhalation is carried out between breaths. Perform the exercise 8 times without stopping. Change legs.

11. Dance steps. I. p .: stand up straight, arms lowered along the body. Raise the right leg bent at the knee to the level of the abdomen, slightly crouching on the left leg - inhale. Return to starting position - passive free exhalation. Then sit down on the right leg, raising the left leg - inhale. Exhalation is carried out freely after each breath.

III. Formation of speech breathing.

Speech breathing is characterized by a short inhalation and an extended exhalation. At the moment of speech, the number of respiratory movements is half as much as when breathing without speech, while the volume of exhaled and inhaled air increases (approximately three times), increasing the pressure of the air stream.

Work on the formation of speech breathing includes learning the ability to distribute exhalation in the process of speech and to carry out "addition" of air in the process of speech.

Exhalation distribution in the process of speech consists in the formation of the ability to consciously divide the volume of exhaled air into uniform segments. A clear distribution of exhalation is necessary for the correct division of the phrase into intonation-semantic units of speech - syntagmas.

Exercises on the formation of the ability to distribute exhalation are first carried out using syllables. For this, the method of building up syllables composed with one of the consonants is used - first with the same, and then with different vowels. Syllables are pronounced in one breath loudly, abruptly and evenly. Gradually, the number of syllables pronounced on one exhalation increases.

Then air distribution exercises are carried out on the material of words, phrases, phrases. Each increase in the chain by one word is worked out within 1 day. The increase in the number of words can be done daily.

In the process of working on breathing, it is necessary to teach the child quickly, energetically, and most importantly, unnoticed by the audience take in fresh air, replenish its supply at every convenient pause. Training exercises are first recommended to be carried out using children's counting rhymes. Then the "addition" of air is trained on the material of poems. It is necessary to get a new portion of air after each line, while maintaining the coherence of the text. For self-control, the patient's palm should be in the region of the diaphragm, feeling its movement during inhalation and exhalation.

When selecting speech material, it is necessary to take into account the peculiarities of the patient's pronunciation, excluding defective sounds. Gradually, it is necessary to include poetic texts in the speech material, which should be accompanied by division into pauses, first after pronouncing one line, then two, then a couplet on one exhalation.

When practicing speech breathing on the material of tongue twisters and poetic texts, you first need to learn them well. Only after that you can proceed to training exercises.

Thus, the formation of speech breathing is a necessary part of speech therapy work to correct sound pronunciation disorders.

Control questions and tasks:

1. Make a comparative description of physiological and speech (phonation) breathing.

2. Determine the specifics of speech therapy work on the formation of fixed and forced expiration.

3. Describe the main directions of speech therapy work on the formation of speech breathing.

Conclusions on the content of the chapter:

1. The pronunciation side of speech characterizes the phonetic design of speech and includes a set of motor skills that characterize the articulation of speech sounds, speech breathing, which is the energy basis of pronunciation, voice formation, which determines the acoustic characteristics of speech.

2. Speech sound (phoneme) is a single complex of acoustic and articulatory features. Consequently, the system of speech therapy work on the formation of correct sound pronunciation should include not only the development of the child's articulation capabilities and the setting of sound articulation, but also the improvement of phonemic hearing as the basis for a stable acoustic standard of the phoneme.

3. The implementation of the pronunciation side of speech becomes possible under the condition of well-coordinated work of both the central and peripheral parts of the speech apparatus, which includes the respiratory, vocal and articulatory parts. They, in turn, perform phonatory, phonation and articulatory functions.

4. The formation of the pronunciation side of speech in ontogenesis occurs on the basis of the development of the articulatory capabilities of the child and the assimilation of the system of phonological oppositions of phonemes according to their acoustic and articulatory features.

5. Violations of sound pronunciation include substitutions, mixings, omissions and distortions of sounds of a monomorphic or polymorphic nature. The level of impaired pronunciation is determined by the ability to pronounce the sound as part of various speech units.

6. The method of studying the state of the pronunciation side of speech includes the study of the state of sound pronunciation, respiratory and vocal functions, as well as the syllabic structure of the word.

7. The process of correcting violations of sound pronunciation is based on the patterns of formation of speech sounds in ontogenesis, is carried out in stages and includes a preparatory stage, staging, automation and differentiation of speech sounds.

8. The preparatory stage of sound pronunciation correction is aimed at forming the articulatory positions and acoustic ideas about sound necessary for sound production. The development of phonemic hearing and acoustic ideas about sound is carried out based on the ontogenetic sequence of the formation of phonological oppositions and includes a comparison of the sound composition of paronymic words in the context of sentences and phrases, the separation of sound from the composition of words, syllables and the sound (phonemic) series.

9. Sound production is carried out individually by selecting the most appropriate method. The delivered sound is introduced into the composition of syllables of various syllabic complexity, and then it is automated in the composition of words, phrases and sentences. Sound automation is considered complete if the sound is used correctly in all types of speech (conjugated, reflected, rhythmic, independent).

10. The stage of differentiation of speech sounds is necessary in case of violation or inaccurate assimilation of articulatory-acoustic features of sounds, which in pronunciation is expressed in their substitutions and mixtures. This stage is carried out under the condition of full automation of each of the oppositional sounds. Their differentiation is based on the analysis of similarities and differences in the characteristic articulation-acoustic features of sounds presented to the ear in its pure form, as part of syllables, words, phrases and sentences.

11. Correction of complex violations of sound pronunciation is carried out on the basis of taking into account the structure of the speech defect. The sequence of sound staging is determined by their articulatory complexity, acoustic proximity, the possibility of using as a reference sound for staging the rest of the disturbed ones, as well as the frequency of occurrence in the active dictionary.

12. The formation of speech breathing is a necessary component of speech therapy work to correct sound pronunciation disorders and includes the development of a diaphragmatic type of breathing, fixed and forced oral exhalations, the ability to distribute expiration during speech and carry out "addition" of air.

Development of differentiated breathing

Exercise "Divers"

Target. Teach children to inhale through their mouth and exhale through their nose. Development of differentiated breathing.

Children, spreading their arms to the sides, take a breath through their mouths. Wrapping your arms around yourself and crouching (“falling under the water”), exhale through your nose.

Methodical instructions. Each child repeats the exercises no more than two or three times.

The game "Who will inflate the toy better?"

Target. Teach children to inhale through their nose and exhale through their mouth. Development of differentiated breathing.

Short description

The speech therapist shows the children how to inflate the toy: he takes in air through his nose and slowly exhales it through his mouth into the opening of the toy. The one who correctly completes the task can play with an inflatable toy.

Methodical instructions. The game is best played with subgroups of children of five to six people.

Formation of a long and smooth speech exhalation

"Silent movie".

The speech therapist shows a silent articulation of a vowel sound (combinations of two or three vowel sounds). The child is invited to voice silent articulation, pronounce the sound on a long exhalation.

"Axe".

Target. Formation of a long and smooth speech exhalation

The child is invited to put his feet shoulder-width apart, clasp his fingers with a “lock” and lower his hands down. Quickly raise your hands - inhale, lean forward, slowly lowering your hands, say “wow!” on a long breath.

"Zoo".

Target. Formation of a long and smooth speech exhalation

Each child plays the role of an animal. The speech therapist makes a tour of the zoo, names the animal, the child in response makes the appropriate onomatopoeia on a long exhalation. Exhalation is controlled by the palm.

"Crow".

Target. Formation of a long and smooth speech exhalation

The child is invited to quickly raise his hands through the sides up - take a breath, slowly lower his hands - a long exhalation with the pronunciation of onomatopoeia "kar".

Formation of a directed air jet.

"Fat Man"

(picture-image - a boy with pouted cheeks). Inflate your cheeks and hold the air for 15 seconds.

"Slender"

Purpose: Formation of a directed air jet.

(picture-image - a thin boy with sunken cheeks). Open your mouth, close your lips, pull your cheeks inward.

"Snowball"

Purpose: Formation of a directed air jet.

(picture-image - falling snowflakes). Bring your lips together and slightly push forward with a tube, blow out the air, trying to direct it to a paper (cotton) snowflake so that it flies off the palm of your hand. Do not puff out your cheeks.

"pipe"

Purpose: Formation of a directed air jet.

(picture-image - pipe). Stick out a narrow tongue forward, lightly touching the glass vial with the tip of the tongue. Blow air onto the tip of the tongue so that the bubble whistles like a pipe.

"Propeller"

(picture-image - an airplane with a propeller).Purpose: Formation of a directed air jet.

Slightly stretch the lips in a smile, the child's index finger moves from side to side in front of the lips. Strongly blow out the air in such a way that the “propeller sound” is heard from the air dissected by the finger.

Exercises for the development of physiological breathing

"Flower shop"

(We are in a flower shop. The air is filled with different aromas. The smell of some flower prevails. Look for the smell, name this flower!) Slowly, calmly, take a deep breath. How noiselessly air pours in through dilated nostrils! Chest - expanded (not raised!) Shoulders - "hanging". Inhale. Delay (looking for, found a smell). Exhalation.

"Skier Competition"

Purpose: development of physiological breathing

Figures of skiers (cut out of thin cardboard) stand on the edge of the table. Children are called in pairs. Each child sits opposite the skier. The teacher warns that it is possible to advance the skier only on one exhalation, it is impossible to blow several times in a row. At the signal "Let's go", the children blow on the figures. The rest of the children are watching whose skier will go further (slide on the table)

“Which steamboat hums better?”

Purpose: development of physiological breathing

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

“Who can blow on the leaves longer?”

Purpose: development of physiological breathing

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

Exercises for the development of speech breathing

"Woodcutter"

Purpose: development of speech breathing

The children are standing. Feet shoulder-width apart, arms down and fingers interlocked. Quickly raise your hands - inhale, lean forward, slowly lowering the "heavy ax", say - wow! - on a long exhalation.

"Winter storm"

Spring has come. But winter does not want to leave. She gets angry, sends blizzards and snowstorms. The blizzard howls: woo... The wind whistles: s-s-s-s... The wind bends the trees: sh-sh-sh-sh... But now the blizzard began to subside. (Repeat the same, only quieter). And quieted down.

"By the Sea"

Goal: development of speech breathing

Imagine yourself on the seashore... Close your eyes... Hear the wave running: ssss. .. And the sand scatters: s-s-s-s...

"Echo"

Goal: development of speech breathing

The teacher loudly pronounces the sound on the exhale: ah-ah-ah-ah ... And the child quietly responds: ah-ah-ah-ah ... You can play using vowel sounds, as well as combinations: ay, wah, io ... etc. and separate words: “Ay, Olya! Oh Petya!

"Bubble"

Goal: development of speech breathing

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

"Crow"

Goal: development of speech breathing

Children are sitting. The arms are lowered along the body. Quickly raise your hands through the sides up - inhale, slowly lower your hands - exhale. Say "ka-a-ar!"

"Nice smell"

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

Exercises for the development of phonation exhalation

"Beetles"

Equipment: subject picture "beetle".

(It is carried out if the child correctly pronounces the sound "g").

The child stands, hands on the belt, the body turns left and right, pronouncing the sound "g". An adult pronounces a rhyme:

We are bugs, we are bugs, we live by the river

We fly and buzz, keep our routine.

"Snarl"

Purpose: to develop phonation (voiced) exhalation.

(It is carried out if the child correctly pronounces the sound "r").

Children compete to see who can growl the longest on one breath.

"Mosquito".

Purpose: to develop phonation (voiced) exhalation.

Equipment: subject picture "mosquito".

(It is carried out if the child correctly pronounces the sound "z"). The child stands, hands to the shoulders, sways lightly in place, pronouncing the sound "z". An adult pronounces a rhyme: Z-z-z - the mosquito flies, Z-z-z - the mosquito rings.

"Mychalka".

Purpose: to develop phonation (voiced) exhalation.

Children compete to see who “mumbles” longer on one exhalation. Two calm breaths and two calm exhalations are taken, and after the third deep breath, slowly exhaling through the nose, pronounce the sound "M-M-M".

"We cook porridge."

Purpose: to develop phonation (voiced) exhalation, the ability to act in a team.

Equipment: children's chairs, set in the form of a circle. To the words:

One two Three,

Pot, cook!

("Products" alternately enter the circle - "pot"). Porridge is cooked.

(Children, protruding their stomachs and taking in air into their chests, inhale, lower their chests and draw in their stomachs - exhale and say: "Sh-Sh-Sh").

Fire is added.

(Children say: "Sh-Sh-Sh" at an accelerated pace).

One two Three,

Pot, don't boil!

"Forest alphabet".

Purpose: to develop phonation (voiced) exhalation, to activate the muscles of the lips.

The character Lesovik comes to visit the children and offers "lessons of the forest alphabet". Children repeat sounds and actions after Lesovik, "master" the forest alphabet:

"U-U-U" - an unkind person is walking, he must be driven away (stomp his feet).

"A-U-U" - the traveler is lost, he needs to be shown the way (clap his hands on his hips, as if the branches are cracking).

"Y-Y-Y" - it's time for everyone to gather in the clearing (clap your hands).

"Snowfall".

Equipment: "snowballs" made of cotton.

Make small balls out of cotton - "snowflakes", put the child in the palm of your hand and offer to "arrange a snowfall" - blow snowflakes from the palm of your hand.

"Ship".

Purpose: to develop a deeper inhalation and a longer exhalation.

Equipment: paper boat, basin with water.

Put a light paper boat into a basin of water, blow smoothly and for a long time so that the boat floats. An adult pronounces a Russian folk saying:

Wind, breeze, pull the sail!

Drive the ship to the Volga River.

1. E. Krause "Speech therapy massage and articulatory gymnastics. A practical guide"

2. Anischenkova E. S. "Articulation gymnastics for the development of speech of preschoolers"

3. "Tra-la-la for the tongue. Articulation gymnastics. For children 2-4 years old", 2003

4. Kostygina V. "Boo-Boo-Boo. Articulation gymnastics (2-4 years)" 2007

5. Pozhilenko E. A. "Articulation gymnastics: guidelines for the development of motor skills, breathing and voice in children ..." 2006

6. Almazova E. S. Logopedic work on restoring voice in children. - M, 2005.

7. Miklyaeva N.V., Polozova O.A., Rodinova Yu.N. Phonetic and logopedic rhythm in the preschool educational institution. - M., 2006.

8. Non-traditional exercises to improve articulatory motility are published in the books "Clap-top" and "Clap-top-2". Konovalenko S.V. and Konovalenko V.V."

Website "Mom can do anything!" collected 23 most interesting games for the development of speech breathing for preschool children. These exercises will help your baby learn to speak clearly, fluently and beautifully.

We all like melodic, smooth and beautiful speech. For its formation, proper speech breathing is necessary. It is difficult for small children. Their respiratory muscles are still poorly developed. Toddlers are characterized by rapid speech, swallowing the endings of words and distortion of sounds. To help the child learn to pronounce sounds correctly, adjust the volume, pause between sentences, games and exercises for the development of speech breathing will help.

Games for the development of speech breathing

Sing with me!
Purpose: development of correct speech breathing - singing the vowels A, O, U, I, E on one exhalation.

Game progress: First, the teacher invites the children to sing “songs” with him.

Let's sing songs. Here is the first song: "A-A-A!" Take in more air - inhale the air. The song must be long.

During the game, the teacher monitors a clear pronunciation and exaggerates the articulation of sounds. First we sing the sounds A, U, gradually the number of "songs" can be increased.

- Here is the second song: "U-U-U!" Now "O-O-O!", "I-I-I!", "E-E-E!"

You can arrange a competition between children: the one who sings the longest on one exhalation wins.

- Let's have a competition: we all start singing together, the one with the longest song will win.

Fly, butterfly!

Purpose: development of a long continuous oral exhalation; activation of the lip muscles.

Equipment: 2-3 bright paper butterflies.

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

The teacher shows the child butterflies and offers to play with them.

— Look, what beautiful multi-colored butterflies! Let's see if they can fly.
The teacher blows on butterflies.
- Look, let's fly! How alive! Now you try to blow. Which butterfly will fly farthest?

The child stands near the butterflies and blows on them. It is necessary to ensure that the child stands straight, does not raise his shoulders when exhaling, blew on one exhalation, not getting air, he did not puff out his cheeks, but pushed his lips slightly forward.

You can blow for no more than 10 seconds with pauses so that your head does not spin.

Bubble

Equipment: a bottle of soap solution, a frame for blowing bubbles, straws of various diameters - cocktail, made of thick paper, a plastic bottle with a cut off bottom.

Game progress: Play soap bubbles with your child: first, the teacher blows bubbles, and the child watches and catches them. Then invite your child to blow bubbles on their own. It should be noted that blowing soap bubbles is often a rather difficult task for babies. Try to help the child - pick up different frames and tubes so that the child tries and chooses with which it is easier to achieve a result. You can make your own soap bubble liquid by adding some dishwashing liquid and sugar to the water. Do not forget to monitor the safety of the child - do not allow to taste and drink the liquid.

Sounds all around us
Purpose: development of correct speech breathing - singing the vowels A, O, U, Y on one exhalation.

Game progress: The teacher invites children to play such a game.

- In the world around us, a variety of sounds are heard. How does the baby cry? "A-A-A!" And how does a bear cub sigh when his tooth hurts? "OOO!" The plane in the sky is buzzing: "U-U-U!" And the steamer on the river is buzzing: “Y-Y-Y!” Repeat after me.

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

song of the wind

Purpose: development of a strong smooth exhalation; activation of the lip muscles.

Equipment: Chinese wind bell.

Game progress: Hang the bell at a distance convenient for the child (at the level of the face of a standing child) and offer to blow on it. Pay attention to how melodic the sound is. Then offer to blow harder - the sound became louder.

The girls sing

Purpose: development of correct speech breathing - singing on one exhalation the vowels A, O, U, I, as well as combinations of two vowels - AU, UA, OU, OY, IA, etc.

Equipment: pictures depicting singing girls - articulation is clearly drawn when pronouncing the vowels A, O, U, I.

Game progress: Prepare pictures of the faces of singing girls. Such pictures are easy to draw, the main condition is that the articulation must be clearly drawn.

2-4 children can participate in the game. First, the teacher shows the children pictures of singing girls and offers to guess which girl sings which sound. Then he distributes one picture at a time and offers to sing the same sound.

After that, a common game is organized: the children line up, holding their pictures in their hands, the one whom the teacher will show sings.

- Now let's sing a common song. The one I point to with a stick will sing. Try to keep the songs long.

The next stage of the game is singing combinations of two vowels. The teacher offers to repeat the following songs after him:

Let's sing songs. Here is the first song: "A-A-A-U-U-U!" Get a lot of air - the song should be long. And here is the second song: “U-U-U-A-A-A!”

Gradually, the number and options of "songs" can be increased. Then the same game is repeated using images of singing girls. The teacher puts two pictures side by side: the girl sings I, the girl sings A, and offers to guess what song the girls sing - IA - and repeat it. Such a game must first be played individually. Combinations of pairs of vowels can be very different.

Whistles

Purpose: development of a strong smooth exhalation; activation of the lip muscles.

Equipment: children's ceramic, wooden or plastic whistles in the form of various birds and animals.

Game progress: Before the start of the lesson, whistles should be prepared. Give the children whistles and invite them to blow into them.

- Look at your beautiful whistle toys! Masha has a bird, and Vanya has a deer. Let's arrange a forest concert - each of the animals and birds sings its own song!

The game can be repeated several times. Make sure that the children blow without straining, do not overwork. The game can be played both individually and in a group of children.

Breeze

Equipment: paper sultans (panicles).

Game progress: Before starting the game, it is necessary to prepare panicles. To do this, attach strips of colored paper to d wooden stick. You can use thin tissue paper, or Christmas tree decoration "rain".

The teacher offers to play with the whisk. Shows how to blow on paper strips, then offers to blow to the child.

“Imagine it's a magical tree. A breeze blew and the leaves rustled on the tree! Like this! And now you blow!

The game can be played both individually and in a group of children. In the second case, the children blow on their panicles at the same time.

Blow the balloon

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

Game progress: Invite the kids to play this game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, while bringing your hands in front of you - the ball is blown away. At the end, hug your shoulders - the balloon has deflated.

Let's play balls! Spread your arms out to the sides - that's it! Here are the big balls. Suddenly, a small hole formed in the balloon, and it began to deflate ... Air comes out of the balloon: F-F-F! Ball deflated!

Remind the children to inhale as much air as the balloon is inflated, and then exhale it gradually and smoothly, making the sound F. You can’t get any air.

snake

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

Game progress: Invite the kids to play snakes. The game is played on a carpet.

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

Remind the children to take a deep breath and hiss for a long time. During a long pronunciation of the sound Ш it is impossible to get air.

Snowing!

Purpose: the formation of a smooth long exhalation; activation of the lip muscles.

Equipment: pieces of cotton.

Game progress: The teacher lays out pieces of cotton wool on the table, reminds the children about winter.

Imagine that it is winter. Snow is falling outside. Let's blow snowflakes!

An adult shows how to blow on cotton wool, children repeat. Then everyone raises the cotton wool, and the game is repeated again.

Pump

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

Game progress: Invite the kids to play pumps. The game is played on the floor and is accompanied by movements imitating pumping up a wheel with a pump.

Which of you likes to ride a bike? What about by car? Everyone loves. But sometimes the wheels of cars and bicycles are punctured and blown away. Let's take the pumps and pump up the wheels - that's it! "S-S-S" - the pumps are working!

The teacher shows the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually exhale it smoothly, pronouncing the sound C. It is impossible to get air during the pronunciation of the sound. The pump can continue to work after a pause when the child takes the next breath. It is necessary to ensure that children do not overexert themselves during the game.

Funny song

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

Equipment: doll or matryoshka.

Game progress: Invite the kids to sing a funny song with the doll.

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

While singing, make sure that the children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhale - 6-9 syllables in a row. Make sure the kids don't get overtired.

Balloon

Purpose: development of a strong smooth oral exhalation; activation of the lip muscles.

Equipment: an ordinary balloon on a string; gas balloon.

How to play: Hang the balloon at the level of the child's face. Blow on the balloon so that it flies high, then invite the child to blow.
A more complex version of the game is possible. Throw the balloon up. Invite the child to blow on the balloon several times so that it does not fall to the floor longer.

- Let's blow on the ball so that it does not fall down. Like this! Stronger!

You can play with a balloon filled with gas. In this case, the ball is tied to a chair or something on the floor (it is desirable that the thread remains long). You need to blow on the ball so that it flies as far forward as possible.

If the game is played in a group, you can organize a competition: two children (or small teams) stand opposite each other facing the ball (the distance to the ball is 50-60 cm) and start blowing at the same time. The winner is the one who managed to send the ball to the opposite territory (you can divide the territory with a ribbon or rope).

fun trip

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

Game progress: Offer the kids an outdoor game.

Who among you likes to travel? Raise your hands, who rode the car. Now raise your hands who rode the train. Let's play cars - the car goes and honks "Beep!" And now let's turn into trains - "TU-TU!"

Show how the car drives - walk around the room, turning an imaginary steering wheel. Depicting a train, twist your arms bent at the elbows in the direction back and forth.

Make sure that the children say two syllables in a row on one exhalation. Gradually, you can learn to pronounce more syllables on one exhalation: BE-BE-BE! TU-TU-TU-TU! Make sure the kids don't get overtired.

pinwheel

Equipment: spinner toy.

Game progress: Before starting the game, prepare a spinner toy. You can make it yourself with paper and a wooden stick.

Show the child a turntable. On the street, demonstrate how it begins to spin from the breath of the wind. Then offer to blow on it yourself:

- Let's make the wind - blow on the turntable. That's how it turned out! Blow even harder - the pinwheel spins faster.

The game can be played both individually and in a group of children.

Roll, pencil!

Purpose: development of a long smooth exhalation; activation of the lip muscles.

Equipment: pencils with a smooth or ribbed surface.

Game progress: The child is sitting at the table. Place a pencil on the table at a distance of 20 cm from the child. First, the adult shows how to forcefully blow on the pencil so that it rolls to the opposite end of the table. Then he invites the child to blow on the pencil. The second participant in the game catches a pencil at the opposite end of the table. You can continue the game by sitting opposite each other, and rolling a pencil to each other from one end of the table to the other.

By organizing a game in a group, you can arrange a competition: two children are sitting at a table, pencils are in front of them. You can blow on the pencil only once. The one whose pencil rolls the farthest wins.

The birds are talking

Purpose: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO, KU-KU, KRYA-KRYA-KRYA, KU-KA-RE-KU, CHIK-CHIRIK.

Game progress: Invite the kids to play birds.

Let's play birds. The birds met in the clearing and began to talk. "KO-KO-KO" - says the chicken. "KU-KU! KUKU!" cuckoo cries. "QUA-QUA-QUA!" - the duck quacks. "KU-KA-RE-KU!" - the cockerel is poured. “CHIK-CHIRIK,” the little sparrow chirps.

Encourage the children to repeat the “talk” of the birds after you. During the pronunciation of onomatopoeia, make sure that the children pronounce them on one exhalation, without getting air.

Bulki

Purpose: development of a strong oral exhalation; learning to blow through a straw; activation of the lip muscles.

Equipment: a glass of water, cocktail tubes of different diameters.

Game progress: In a glass half-filled with water, lower the cocktail tube and blow into it - bubbles with a loud gurgling will rise to the surface. Then give the tube to the child and offer to blow.

Let's make some fun gurgles! Take a straw and blow into a glass of water. If you blow weakly, small bubbles are obtained. And if you blow hard, you get a whole storm! Let's make a storm!

By the "storm" in the water, you can easily assess the strength of the exhalation and its duration. At the beginning of classes, the diameter of the tube should be 5-6 mm, in the future, thinner tubes can be used.

Many children who are used to drinking juice from bags through a straw do not immediately understand what is required of them, they can start drinking water (therefore, it is better to use purified drinking water just in case). In this case, first offer to blow through the tube on a piece of cotton wool on the table or on the palm of your hand to feel the air coming out of the tube.

Another possible problem is that the child may bite and chew on the soft straw or bend it. In this case, you can use the body of the helium pen - a transparent tube made of hard plastic.

In addition, the child can, holding the tube in the lips, exhale air through the nose. In this case, you should gently pinch the baby's nose with your fingers and offer to blow again.

Grow, foam!

Purpose: development of a strong oral exhalation; activation of the lip muscles.

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

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

"Now I'm going to have a hocus pocus!" I take liquid for dishes and drip into the water ... Now I’ll interfere - are-bars-top-top-top! I take a pipe and blow. Look what happened! This is a foam of small and large bubbles! Now you try to blow.

After the children learn how to act correctly in individual lessons - blow into tubes, do not spill water, etc., such a lesson can be held in a group.

Birthday

Purpose: development of a strong long smooth oral exhalation; activation of the lip muscles.

Equipment: marshmallows in chocolate or marshmallow; small candles for the cake; Teddy bear.

Game progress: Prepare marshmallows in chocolate or marshmallow and stick one or more holiday candles - today is “bear's birthday”. Together with your child, set the table using toy dishes, invite guests - a bunny and a doll, sing a song for the bear. Then solemnly bring in the “birthday cake” with a lit candle.

The bear has a birthday today. He is one (or more) years old. Let's congratulate the bear! Here is a birthday cake - help the bear blow out the candles.

When the child blows out the candle, make sure that the exhalation is long, strong and smooth. Explain to the baby that he has several attempts, each of which can be blown only once. If the candle has not gone out, we again draw air into the chest and try again.

Many children, when exhaling correctly, cannot correctly direct the stream of exhaled air - it passes by the flame of a candle. In this case, it is useful for clarity to suggest blowing into a pipe made of a sheet of thick paper (diameter 3-4 cm), because The tube can be used to control the direction of exhaled air.

First, place the candle at a distance of about 30 cm from the child. Gradually, the distance from the child to the candle can be increased to 40-50 cm. Explain to the child that you should not move too close to the candle.

For subsequent games with blowing out the flame, pick up candles with a stable base or standing on a reliable candlestick. You can come up with a different plot of the game, or simply offer to blow out the flame. For security reasons, this game is played individually. It is necessary to warn the child that the candle must not be touched and knocked over.

Inflate a toy!

Purpose: development of a strong smooth exhalation; activation of the lip muscles.

Equipment: various small inflatable toys; Balloons.

Game progress: The teacher distributes well-washed rubber inflatable toys to the children and offers to inflate them. It should be blown by taking in air through the nose, and slowly exhaling it through the mouth into the opening of the toy.

- Look, our toys are very sick - thin, without tummies ... How can we play with them? Let's inflate the toys so that they become plump, healthy and fun again!

The one who inflates the toy can play with it.

This task requires a formed strong exhalation. In addition, it is necessary to teach kids how to hold toys correctly so that air does not escape from them. Offer this game only after a strong smooth exhalation has already been formed.

In subsequent classes, you can offer to inflate balloons, which is even more difficult. If the child does not succeed, do not insist.

What do moms and dads know about speech breathing? Practically, very little, meanwhile, speech breathing has a direct effect on fast. If it is well developed, children can pronounce sounds correctly, speak slowly, clearly, expressively, maintain the necessary pauses when pronouncing long sentences, finish the phrase to the end.

It is important for parents to understand whether they, not being specialists, will be able to carry out the development of speech breathing correctly. To do this, you need to know what speech breathing is, that is, the formation of a connection of sounds with the participation of breathing, and how it can be formed. The main thing in this process is that the child must be able to take a smooth breath of a certain force, use it economically when pronouncing phrases and exhale with the end of the sentence.

What causes weak breathing in preschool children?

Experts note the most common problems when speech breathing is being formed:

1. The kids cannot complete the sentence to the end, as there is not enough air. Repeated inhalation interferes with smooth conversation, changes the tone of voice. The child ends the sentence in a whisper.
2. Preschoolers often have a weak development of the respiratory apparatus, which leads to weak inhalation and exhalation, which is reflected in the conversation: the child speaks indistinctly, does not complete the phrase. The expressiveness of speech suffers, the arrangement of pauses. This phenomenon unnerves the preschooler, he is reluctant to enter into communication.
3. Chronic diseases (sinusitis) can also lead to poor breathing.

Basic rules for teaching speech breathing

The development of speech breathing will proceed correctly if certain rules are followed:

• When teaching children, adults themselves should be able to use speech breathing correctly, speak clearly, expressively, observing logical pauses.
• Children need to exercise constantly, without missing classes. Single passes are allowed during the illness of the child.
• Classes are carried out in a well-ventilated room, before meals, for 5 minutes several times a day.
• Observing the principle of gradualness, you need to start with simple, affordable exercises, gradually moving on to more complex ones.
• First, one exercise is practiced, then a new exercise is added to the mastered one.
• It is important not to overwork the child, otherwise he will lose the desire to do breathing exercises.
• To teach a preschooler to take a correct, medium-sized breath without straining the muscles of the neck and shoulders.
• Correct exhalation can be controlled with a piece of cotton wool placed on the palm of your hand or a thin paper sheet, bringing it closer to your mouth.

The implementation of such simple rules will give tangible results in a short time.

How to organize the development of speech breathing?

Turning to the recommendations of experts, it can be noted that, like any process, the development of breathing goes through several stages, each of which is quite important. None of them should be ignored so as not to violate the integrity of the formation.

The first stage includes mastering the ability to blow correctly to develop strength and duration of exhalation. The game as a leading activity of a preschooler can play a positive role. To interest the children, experts recommend conducting training in the form of a game.

Exercises for the development of speech breathing

• "Bunnies jump" when the baby blows light pieces of cotton from the table.
• "Leaf fall, leaf fall, yellow leaves fly." A variety of leaves are cut out of colored paper, the exercise is performed in a similar way.
• "Balloon", which is suspended at the level of the face of the crumbs. He tries to blow so that the balloon takes off.
• “Butterflies fly”, “Colorful rain”, are prepared and performed in approximately the same way. Light figures are cut out of thin colored paper or fabric and hung on a pencil. The child holds the toy to his lips and tries to blow the butterflies away with the help of exhalation.

The fantasy of an adult will help diversify the theme of such exercises, for example, (dandelions, snowflakes, panicles, candles, feathers). You can use children's toys: windmills, boats on the water, whistles, soap bubbles.

Playing wind musical instruments is also good. Toys for young children are prepared by adults, older children can take an active part in their manufacture and make them with their own hands. This will give a positive emotional mood to the children. The main thing in all these classes is to show an example of correct exhalation. If for some reason the baby did not like the exercise, it is better to stop it temporarily, offer him another game later.

Special breathing exercises

After the preschooler masters the skill of correct inhalation and, most importantly, exhalation, there is a transition to the next stage - breathing exercises. Here you can not invent anything, as experts have already tried to do it. It is more effective to use complex exercises developed by specialists. Exercises are designed to work out the volume of inhalation, performing simultaneously with body movements. You should focus the attention of children on the fact that in all exercises the air is taken in (inhalation) energetically, and the exhalation is passive, imperceptible.

• "Fists". The exercise is performed on a short noisy breath through the nose, on which the child's attention is fixed. At the same time, the fists are strongly clenched, on exhalation there is relaxation.
• "Girdle". Similarly to the previous exercise, an energetic noisy breath is carried out, at the same time the baby pushes the fists down, simulating a throw.
• "Cat". Imitating the movements of the animal, the children, breathing noisily through their nose, make turns with an energetic movement of their hands, as if throwing something aside.
• "Pendulum" or "Turns" - exercises are aimed at the actions of the hands and head. Wrapping his arms around his shoulders, and not forgetting to take an active noisy breath, the baby turns to the right, to the left, managing to make a passive exhalation between turns.
• "Rolls" or "Dances", when performing exercises, movements are transferred to the legs. Squatting alternately on the left, then on the right legs, the child continues to breathe correctly: active inhalation - passive exhalation.

Game exercises for practicing speech breathing

At this, the most important, stage, preschool children master the ability to distribute the length of the exhalation in the process of speech and to get air. Quite difficult exercises are used here, so experts advise starting classes with practicing pronunciation and building up the simplest syllables as you exhale. For example, taking a deep breath, as you exhale, say simple syllables with a gradual addition, for example, yes, dada, dadada, dadadada.

• Alternatively, after mastering the exercise, the task becomes more difficult when the stress moves: first strengthen the first syllable, then move the stress to the second, third, etc.
• Performing the exercise “Counting forward and backward”, the children take a long breath, count as they exhale. First, the count goes in the forward direction, and when the task becomes more difficult, it goes in the opposite direction (1, 2, 3, 4 or 4,3,2,1).
• Similarly, you can replace numbers by listing the days of the week, months, seasons.
• The main thing that draws attention to is that air intake is imperceptible.
• When the first skills are obtained, experts recommend using children's counting rhymes, small quatrains, building up words in a phrase for children of older preschool age. The necessary portion of air should get after each line. For control, you can offer the preschooler to put his hand on his chest, which will rise with each breath.

Here, for example, how a counting rhyme, a poem and an increase in sentences will look like in the work, which can be used to practice taking in air and pronouncing the phrase to the end:

One, two, three, four, five (inhale).
It's time for the sun to rise (inhale).
Six, seven, eight, nine, ten (inhale).
There is no sun, there is a month in the sky (inhale).
Run more cheerfully, (inhale)
Let's hide quickly.

Rain, rain (inhale)
Drip-drip-drip (inhale).
Drip-drip-drip (inhale).
Don't piss the track (inhale),
Anyway, let's go for a walk (inhale),
Let's put on boots!

It's raining. --> It is raining heavily. --> It's raining heavily for a long time.

Breathing exercises, games, exercises will help children master the skills of speech breathing. The main thing is that parents devote enough time and attention to their kids, who begin to form coherent speech. An effective approach to education will avoid serious violations in speech.

• take an active breath through the nose;
• to carry out a smooth exhalation, without sharp shocks;
• learn to fold your lips with a “tube” for singing vowels;
• breathe out through your mouth.
• learn to divide the phrase when pronouncing it into about three words in order to exhale to the end.

After the baby has learned the correct speech breathing, you can proceed to the exercises on.

Exercises for the development of speech breathing:

GUIDELINES
ON THE DEVELOPMENT OF SPEECH BREATH IN CHILDREN
WITH VARIOUS SPEECH DISORDERS

The development of breathing is one of the first and very important stages of the corrective impact on children - speech pathologists, regardless of the type of their speech defect.
What is the difference between speech breathing and normal breathing? Breathing in life is involuntary. It performs the function of gas exchange in the human body. Inhalation and exhalation are made through the nose, they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause.

For speech, especially monologue, usually physiological breathing is not enough. Speech and reading aloud require a large amount of air, a constant respiratory supply, its economical use and timely renewal, regulated by the respiratory center of the brain. In the initial stage of mastering speech breathing, the will and consciousness are involved, aimed at performing the necessary breathing task. Such arbitrary speech breathing, achieved only through training, gradually becomes involuntary and organized.

It is necessary to breathe through the nose, the habit of breathing through the mouth has a very harmful effect on the human body, leading to diseases of the thyroid gland, tonsils, and the entire respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs well, the cavity of the middle ear, which communicates with the nasopharynx, has a beneficial effect on the blood vessels of the brain. It is imperative to breathe through the nose in everyday life and when performing breathing exercises. The role of proper nasal breathing and breathing exercises in human life is enormous. Respiratory gymnastics is successfully used as a valid way to treat diseases of the upper respiratory tract (runny nose, laryngitis, pharyngitis, bronchitis), bronchial asthma, and neuroses. Healthy people can use breathing exercises to prevent many diseases.

In speech breathing, inhalation and exhalation are not equal, the latter is much longer than inhalation. Another and the sequence of breathing. After a short breath, there is a pause to strengthen the abdominals, and then a long sound exhalation.

Since speech sounds are formed during exhalation, its organization is of paramount importance for the production of speech breathing and voice, for their development and improvement. Therefore, the ultimate goal of training speech diaphragmatic-rib breathing is training a long exhalation, training the ability to rationally spend air during speech.

To do this, it is necessary to accustom the muscles involved in the respiratory process and holding the chest in an expanded state, not to relax passively immediately after exhalation. Relaxation should occur gradually as needed, obeying our will. To develop this type of breathing, training exercises will be given below to develop and strengthen the diaphragm, abdominal and intercostal muscles.

THE MAIN PURPOSE OF THE LESSONS is the formation of correct speech breathing.
Work on breathing is recommended to be carried out in three stages:
I. Setting the diaphragmatic-costal type of breathing and the formation of a long oral exhalation.
II. Differentiation of oral and nasal expiration.
III. Formation of speech breathing.

RULES OF WORK ON THE FORMATION OF SPEECH BREATH.

1. The formation of speech breathing is carried out throughout the work with the child.
2. Exercise only in a ventilated room, before meals, 3 times a day for 5-8 minutes.
3. At the beginning of training, one exercise is mastered, one more is added every next day.
4. Do not overwork the child, that is, strictly dose the amount and pace of exercises. If you feel unwell, it is better to postpone the lesson.
5. Don't inhale too much.
6. 6. Make sure that the child does not strain his shoulders, neck.
7. The child should feel the movements of the diaphragm, intercostal muscles, muscles of the lower abdomen.
8. Movement must be done smoothly, counting, slowly.
9. The transition from this stage of work to another is carried out if the child correctly and accurately performs all the exercises of this stage.
10. Each oral exhalation is controlled by the movement of cotton wool placed on the palm, or a sheet of paper brought to the child's mouth so that the exhaled air stream does not dissipate, but strictly falls on it, or by fogging the mirror at the moment of exhalation. In order to increase the emotional background of the lesson, the cotton wool is painted in a bright color.

I. Setting the diaphragmatic-costal type of breathing and the formation of a long oral exhalation.

At the beginning of training, it is necessary to determine the type of physiological breathing of the child by placing his palm on the side surface above his waist. If the child has upper clavicular or thoracic breathing, you should try to imitate lower costal (diaphragmatic-costal) breathing.
Exercises:
- Put the child's hand to your side and check his breathing with your palm. The child, feeling the movement of the adult's ribs during inhalation and imitating him, switches to lower costal breathing.
- The child is taught to inhale a "full stomach" of air, and then exhale smoothly and slowly (3 - 15 times in a row 3 times a day)
Next, breathing exercises are carried out, developed by A.N. Strelnikova.
The purpose of these exercises is to increase the volume of inhalation and diaphragmatic exhalation.
Each movement corresponds to certain phases of breathing. So, breaths are taken with movements that compress the chest. Inhalation should be as active as possible, exhalation should be passive. The child takes a noisy short breath through the nose with slightly closed lips. Exhale freely through the mouth.
All exercises are rhythmic. Each of them is performed 8 times, after
3 - 5 second break is recommended to move on to the next one. The total duration of gymnastics is 5-6 minutes. At the beginning of training, one exercise is mastered. On each subsequent day, one more is added.

The whole complex consists of 11 exercises.

1. "Hands"
I.p .: stand up straight, raise your palms to the level of your face, lower your elbows. Take a short, noisy, active breath through your nose and at the same time clench your fists. Exhale smoothly, freely, through the nose or mouth, unclench the fingers, relax the hands.

2. "Girdle"
I.p .: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy breath with the nose, forcefully push the fists to the floor, as if dropping something from the hands. During the push, open your fists, spread your fingers. On exhalation, return to the starting position.

3. "Bow"
I.p .: stand up straight, hands down. Lean forward slightly, round your back, lower your head and arms. Take a short noisy breath at the end point of the bow. Then slowly, exhaling freely through the nose or mouth, return to the starting position.

4. "Cat"
I.p .: stand up straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning the torso to the right, then to the left. When turning with a simultaneous short noisy breath, make a throwing movement to the side with your hands. On exhalation, return to the starting position.

5. "Hug your shoulders"
I.p .: stand up straight, bend your arms at the elbows at shoulder level, with your hands facing each other. At the moment of a short noisy breath with your nose, hug yourself by the shoulders.
(hands should move in parallel). On exhalation, return to the starting position.

6. "Big pendulum"
I.p .: stand up straight, hands down. Lean forward slightly, lower your hands to your knees - a noisy breath. Immediately lean back a little, slightly arching at the waist, hugging your shoulders - one more breath. Exhalation is passive between two breaths - movements. Return to starting position.

7. "Turns of the head"
I.p .: stand up straight, hands down. Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, take a short breath again. The breath is passive between two breaths.

8. "Ears"
I.p .: stand up straight, look in front of you. Slightly tilt the head to the right shoulder - a short noisy breath through the nose. Then tilt your head to the left - also inhale. Passive exhalation between two breaths, do inclinations without interruption.

9. "Small pendulum"
I.p .: stand up straight, hands down. Lower your head down, look at the floor - inhale. Tilt your head up, look at the ceiling - also a breath. Exhalation is passive between breaths, movements are made without stopping. Don't strain your neck.

10. "Rolls"
I.p .: right foot in front, left - at a distance of one step behind. The weight of the body is on both legs. Transfer the weight of the body to the front standing right leg. Sit lightly on it - inhale. Straighten up, transfer the weight of the body to the left leg standing behind. Sit lightly on it - inhale. Passive exhalation between breaths. The exercise is performed 8 times without stopping. Change legs.

11. "Dance Steps"
I.p .: stand up straight, arms lowered along the body. Raise the right leg bent at the knees to the level of the abdomen, slightly crouching on the left leg - inhale. Return to the starting position - passive free exhalation. Then sit down on the right leg, raising the left leg - inhale. Exhale freely after each breath.
Next, proceed to the formation of a long oral exhalation.

The following exercises are performed:
1. Directed mouth blowing training: the child is offered to pinch his nose, puff out his cheeks and slap them. You can bring a cotton wool or a mirror to your mouth so that visual control is carried out.
2. Teaching oral exhalation using the “spitting” technique: the child is asked to silently “spit out” the tip of the tongue, sandwiched between the teeth (the tongue must be moved forward, you can put crumbs of breadcrumbs on the tip of the tongue. Tactile control is carried out with the back of the hand brought to the mouth. With a gradual slowdown in spitting, a light blast is obtained, which is then fixed.
3. When learning the types of inhalation and exhalation, the child's attention is drawn to the position of the organs of articulation: during oral exhalation, the tip of the tongue must be held at the lower incisors, the mouth should be opened as if yawning. In this case, the root of the language must be omitted. If moving the tip of the tongue to the lower incisors does not sufficiently reduce the root of the tongue, it is possible to temporarily protrude the tongue between the teeth.

II. Differentiation of oral and nasal exhalations.

With the advent of correct, calm breathing with the mouth closed, one can proceed to the differentiation of oral and nasal breathing.
The purpose of these exercises: the child must learn to feel the difference in the direction of the air stream.
To work on breathing at this stage, three sets of exercises have been created:

1. Formation of smooth exhalations through the nose or mouth and their alternations.
- Open your mouth wide and breathe through your nose.
- close one nostril with the middle finger - inhale. Smooth exhalation through the nostril. Alternately close the left and right nostrils.
- inhale through slightly closed lips, exhale smoothly through the nose.
- inhale with your mouth wide open, exhale smoothly through your nose (do not close your mouth)
- inhale through the nose, exhale smoothly through the mouth (the mouth is wide open, the tongue on the lower teeth - how hands warm)
- inhale through the nose, exhale smoothly through loosely closed lips
- inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.

2. Formation of jerky exhalations through the nose or mouth and their alternations.
- inhale through the nose, exhale through the nose in jerks
- inhale through the nose, exhale through loosely closed lips jerkily, intermittently, making short intervals
- mouth wide open, stick out tongue, inhale and exhale through the mouth jerkily, intermittently (like a dog breathes)
- inhale with a wide open mouth, jerky exhale through the nose (do not close the mouth)
- inhalation through the nose, jerky exhalation through the corners of the mouth, first through the right, then through the left.

3. Formation of the ability to combine smooth and jerky exhalations.
- inhalation through the nose, prolonged exhalation with intensification at the end
- breath in through the nose, jerky exhalation, at the end turning into a smooth exhalation
- Lips are stretched forward. Inhalation through the nose, jerky exhalation through the mouth, at the end turning into a smooth exhalation
- inhale through slightly closed lips, lengthen exhalation through the nose with intensification at the end
- inhalation through slightly closed lips, jerky exhalation also through the mouth, at the end turning into a smooth exhalation
- lips in a smile. Inhale through the nose, exhale through the mouth
- lips in a smile. Inhale through the nose, jerky exhale through the mouth, at the end turning into a smooth exhalation.
Each exercise is performed 8 times, after a 3-5 second break, it is recommended to move on to the next one. The total duration of gymnastics is 5 - 6 minutes.

III. Formation of speech breathing.

Work at this stage is carried out sequentially. First, the distribution of exhalation occurs in the process of speech, and then - the addition of air.
The distribution of exhalation consists in mastering the ability to consciously divide the volume of exhaled air into uniform segments. Special exercises are carried out using syllables. To do this, use the method of their build-up. They must be composed with one of the consonants, first with the same and then with different vowels. Syllables are pronounced loudly, abruptly, evenly, in one breath. Gradually their number increases. Then the skills of pronouncing syllables on one exhalation are transferred to words, phrases and sentences. The lengthening of the chain by one syllable or word depends on the severity of the speech defect in the child. All exercises must be performed 3 times a day for 5 to 8 minutes.
Types of exercises:
- taking a full breath, as you exhale, pronounce the phrases:
Papa, papa, papa, papa.
Mom, mom, mom, mom.
Wa, wow, wow, wow.

Syllables should first be pronounced equally, rhythmically, abruptly. Then place the stress on the first syllable, successively moving it to the second, third.
- take a full breath, count on the exhale. The count can be forward (one, two, three, four), reverse (five, four, three, two, one).
- by analogy with exercise 2, list the days of the week, the names of the months, the seasons.
The intake of air is necessary so that the child quickly, energetically, and most importantly, unnoticed by the listeners, replenishes the supply of air at every convenient pause. Exercises are first recommended to be carried out using children's counting rhymes. Then the addition is fixed on the material of the poems. When practicing speech breathing on the material of tongue twisters and poetic texts, you first need to memorize them, only then you can proceed to training. It is necessary to inhale a new portion of air after each line, while maintaining the coherence of the text. For self-control, the child's palm should lie on the chest, feeling its rise when inhaling.

Pronounce the counting rhyme at a moderate pace, evenly distributing the exhalation into portions of three words.
Like on a hill, on a hill (inhale)
There are thirty-three Yegorkas (inhale)
One Yegorka, two Yegorkas (inhale)
Three Yegorka, four Yegorka (inhale)
- Reading poetry.
Among the white doves (inhale)
Here the sparrow flies (inhale)
Respond, do not be shy (inhale)
Fly out - ka, sparrow!

Growing words in a sentence.
Snow falls.
Snow is falling quietly.
Quietly white snow falls.
The rational use of oral exhalation contributes to the brightness, clarity and intelligibility of speech, the development of melody and sonority of the voice.

Junior group.

Exercise number 1. "Roll call of animals."
The speech therapist distributes the roles of various animals and birds among the children. Children should, having heard the name of their animal from the leader, pronounce the appropriate onomatopoeia with a slow exhalation. The game is enlivened if the host tries to confuse the players: he calls the animal, but looks at the child who plays a completely different role. Attention is directed to the duration and clarity of the sound of consonants and vowels.

Exercise number 2. "Trumpeter".
Children bring clenched fists to their faces, placing them in front of each other. As you exhale, slowly blow into the “pipe”. The speech therapist praises those who managed to blow into the "pipe" the longest.

Exercise number 3. "Axe".
The children are standing. Feet shoulder-width apart, arms lowered, and fingers interlocked. Quickly raise your hands - inhale, lean forward, slowly lowering the "heavy ax", say - wow! - on a long exhalation.

Exercise number 4. "Crow".
Children are sitting. The arms are lowered along the body. Quickly raise your arms through the sides up - inhale, slowly lower your arms - exhale. Say: Kar!

Exercise number 5. "Geese".
Children are sitting. The bent arms are pressed to the shoulders. Take a quick breath, then slowly tilt your torso down, take your elbows back, on a long exhale say: ha. Keep your head straight. Return to the starting position - inhale. As you exhale, say go, gee.

A set of breathing exercises.
Middle group.

Exercise number 1. "Let's play with tummies."
Purpose: formation of diaphragmatic breathing.
In the supine position, the children put their hands on their stomach, inhale deeply - while the tummy inflates, then exhale - the tummy retracts. To make the exercise even more interesting, you can put some small toy on your stomach. When the child dies, the toy rises up together with the stomach, and on exhalation, on the contrary, it goes down - as if it is swinging on a swing. Second option. In a standing position, children take a deep breath without raising their shoulders, and then exhale, controlling the movements of the abdomen with their hands.

Exercise number 2. "Recognize by smell."
Purpose: the development of a deep long breath, the development of smell.
Children take turns sniffing, for example, flowers, trying to remember their smell. An adult asks the child to close his eyes and offers him one of the flowers, offering him to determine by smell which flower is in front of him. The child should take a deep long breath through the nose, without raising the shoulders, and then exhale and name the guessed flower. In order for the child to take a deep diaphragmatic breath, the adult first himself shows how to smell the flower. And then, holding the flower in front of the baby's face, the teacher asks the child to put both hands on his stomach and thus control his breathing.

Exercise number 3. “Let's teach the nose and mouth to breathe.”
Purpose: differentiation of inhalation and exhalation through the nose and mouth, development of attention.
The child learns to control his inhalation and exhalation, exercising them in different ways. First, the child inhales through the nose and exhales through the nose (2-4 times), pointing with the index finger to the nose; and, inhaling through the mouth, brings the palm to the mouth, but does not touch, but only tactilely controls the air stream coming out of the mouth. Second option. Exercises are carried out similarly: inhale through the mouth - exhale through the mouth (a palm is brought to the mouth) and inhale through the mouth - exhale through the nose (when inhaling, the child opens his mouth, and when exhaling, he closes and points to his nose with his index finger).

Exercise number 4. "Drive the ball into the goal."
Purpose: the development of a long, strong, purposeful exhalation, the development of an eye. An adult shows the children how to blow on the “ball” in order to drive it into a toy gate. The children take turns playing the game. The winner is the one who managed to send the “ball” into the goal with one exhalation.

Exercise number 5. "Let's hum."
Purpose: to develop a long smooth oral exhalation.
An adult demonstrates to children how to blow into a bubble so that it buzzes. To do this, the lower lip should slightly touch the edge of the neck, and the blown air jet - “breeze” should be strong enough. Then, in turn, the children themselves blow into their bubbles, achieving a buzzing sound. At the end of the exercise, all children blow at the same time. When playing out the exercise, you can offer the kids several options when the buzz can mean the signal of a steamer, steam locomotive, or the howling of the wind. You can use the bubble as a musical instrument, making it buzz at the teacher's signal while playing specially selected music.

A set of breathing exercises.
Senior group.

Exercise number 1. "We breathe differently."
Starting position - sitting on a chair straight or standing:
1. Inhale and exhale through the nose (inhale quickly, not very deep, exhale long).
2. Inhale through the nose, exhale through the mouth.
3. Inhale through the mouth, exhale through the nose.
4. Inhale and exhale through one half of the nose, exhale through the other (alternately).
5. Inhale through one half of the nose, exhale through the other (alternately).
6. Inhalation through the nose, slow exhalation through the nose with intensification at the end.
7. Inhale through the nose, exhale through loosely compressed lips.
8. Inhale through the nose, exhale through the nose in jerks.

Exercise number 2. "Candle".
Slow exhalation training while blowing on an imaginary or real candle flame. Focus on the stomach. Slowly blow on the "flame". It deviates, try to keep the flame in a deviated position during exhalation.
Instead of a candle, you can take a strip of paper 2-3 cm wide and 10 cm long. Place your left palm between your chest and stomach, take a strip of paper in your right hand, using it as a candle, and blow it calmly, slowly and evenly. The paper will deviate, if the exhalation is even, then it will be in the deflected position until the end of the exhalation. Pay attention to the movement of the diaphragm - the left palm, as it were, “slowly sinks” during exhalation. Repeat 2-3 times.

Exercise number 3. "Stubborn candle."
Intense strong exhalation training. Imagine a large candle, you understand that it will be difficult for you to extinguish it, but you definitely need to do it. Inhale, hold your breath for a second and blow on the candle, the flame has deflected but not extinguished. Blow even harder, blow even harder. More!
Can you feel the movement of the diaphragm with your palm? Do you feel your lower abdomen tighten up? This exercise makes it possible to feel the active movements of the diaphragm and abdominal muscles. Repeat 2-3 times.

Exercise number 4. "Extinguish 3,4,5,6, ... 10 candles."
On one exhalation, “extinguish” 3 candles, dividing your exhalation into three portions. Now imagine that you have 5 candles. Do not try to inhale as much air as possible. Let the volume remain the same, just each portion of the air on exhalation will become smaller. With the help of static and dynamic breathing exercises, the abdominal muscles and muscles of the diaphragm are trained. These exercises can be used in the complex of morning exercises.

Exercise number 5. "Belly dance".
Tilt your upper body forward at a 45-degree angle, and place your hands on your lower back with your thumbs forward. Look straight ahead, back straight, shoulders back. Execution - simultaneously with exhalation, the stomach is pulled in p-ffff, then a reflex inhale occurs, the stomach moves forward. Repeat 3-5 times.
Training exercises for the development of intercostal respiratory muscles. Recall that the air filling of the middle part of the lungs depends on how the intercostal respiratory muscles are developed.

A set of breathing exercises.
Preparatory group.

Exercise number 1. "Fragrant rose."
Starting position - standing, focus on the ribs. Place your palms on your ribs on either side of your chest. Execution - imagine that you are smelling a fragrant rose. Inhale slowly through the nose - note how the ribs of the chest parted. You felt it with your palms, and now exhale the ribs lowered and the palms too. The abdomen and shoulders remain motionless. Remember that all attention is only on the ribs, as you want to train the intercostal muscles. Breaths should be shallow, but full. Repeat 3-4 times.

Exercise number 2. "Exhale - inhale."
Starting position - standing or sitting on a chair. Execution - after an energetic exhalation on p-ffff ... raise your hands, put them behind your head and lean back, inhaling, then, leaning forward, reach the floor and mentally count to 15 - this is a breath.

Exercise number 3. "Singing sounds."
Table. And, uh, a, oh, u, s, e, i, yo, u. Say this table several times, each time on one exhalation, first in front of the mirror and silently, then in a whisper, then out loud without a mirror, but do not press on the strength of the voice.

Exercise number 4. "Bird".
Starting position standing, legs together, arms along the body. On the count of times, raise your hands through the sides up - inhale, hold your breath for one count, then slowly lower your arms through the sides - exhale on a lingering sound pffff, - ssss. Repeat 2 times.

Exercise number 5. "Funny steps."
Walking around the room or outdoors. Inhale for one step, hold for one count, exhale for 4 steps. Every 2-3 days increase the duration of exhalation by 1 count. In order to learn to exhale in 10-15 steps in 1 month.