The speech of the child by 3 years. Don't twist words

For the development of speech in children, the age from 1 to 3 years is ideal - if you do not miss the moment, you can teach your baby to speak not only clearly, but also correctly, using rather complex speech turns. Kids absorb everything like a sponge, and if you don’t lisp with them, distorting words, by the age of 2.5 it will be possible to learn the first verses in order to train memory. Below you will get a complete description of the speech development of a child 1-3 years old.

Norms of speech development in children 1-3 years old

There are no special organs of speech in humans. Speech is realized with the help of articulation of the respiratory apparatus, chewing, swallowing, which provide the processes of voice formation.

The central link of the entire speech apparatus is the cerebral cortex, for right-handers it is predominantly the left hemisphere, and for left-handers it is the right hemisphere, where the representations of the dominant hand, speech-auditory and muscle analyzers are concentrated.

In a child, the development of speech is divided into three periods. The age from 1 to 3 years old refers to the third period, when the baby already understands the speech addressed to him and performs simple instructions.

At 1 year, speech development allows the child to imitate syllables that are not yet in his speech. For example, to work out the phrase “di”, you should pick up nursery rhymes or nursery rhymes in which the syllable “di” is stressed and stands out well in your voice: “Water, water, wash Tanya’s face!” or “Hare, come into the garden, gray, come into the garden!”

By repeating similar lines after an adult, the baby will easily learn to pronounce new syllables and combinations for him.

When a child notices that his first attempts to speak attract attention, he begins to realize that every thing has its own name.

The speech development of children 1-2 years old is improving, most babies at this age begin to pronounce individual words: first, these are words denoting what they most often deal with: the names of toys, pets, body parts, the words “give”, “no ".

At this stage of speech development, the child has a purposeful pointing gesture, accompanied by sounds indicating the requirement - name it! He persistently moves his finger from one object to another, waiting for the definition of these objects. It is during this period of life that the passive vocabulary of the child is laid.

The kid reproduces and uses the facilitated words “av-av”, “bi-bi”, etc. At 1.5 years old, children, as a rule, already pronounce about 40 words, consisting of 1-2 syllables, distinguish primary colors . At this age, the child may not pronounce many sounds, but already begin to speak in long phrases.

If the development of speech in children 1-3 years old is normal, then the vocabulary should reach an average of 300-400 words. The child understands a short story about events familiar to him from experience. By this age, kids begin to build two-word sentences: “Mom, kitty”, “I am Katya”, “I eat it myself”. These sentences are like telegrams: they consist only of a noun and a verb or adjective, but the words are already in the correct order, as in a common sentence.

The child wants and can express his thoughts. In no case should you repeat the wrongly pronounced word. Stimulating the speech development of children 1, 2 and 3 years old, you should repeat his words, but in the correct version.

For example, a child screams: "There is a kitty." You should say, "Yes, that's right, there's a black cat running over there." With such communication, the development of the child will go much faster. And no gossip.

The development of a child's speech at 2-3 years largely depends on gender. Girls, according to statistics, start talking earlier than boys. Apparently, this is due to their more plastic nervous system.

Adults, adjusting to the inept babble of children, give the child a “good” example of how to speak incorrectly.

All children want to learn how to speak, and they learn this best not through exercises, but in a fun and entertaining game. They play with sounds, enjoy onomatopoeia, and then show amazing ingenuity by forming their own words, such as "fan" instead of "fan".

According to the norms of speech development, in addition to an abundance of adjectives, participles, complex prepositions “through”, “along”, as well as pronouns appear in children of 2-3 years old.

At this age, the baby already certainly speaks of himself in the first person: "I want to walk."

Speech development at 2.5-3 years old allows the child to use complex sentences and questions “When?”, “Why?” A well-developed child can already select synonyms for words (for example, a dog is a dog, a bear is a bear cub, etc.).

At the age of 3 years, doctors often diagnose "Speech Delay". If the baby is not able to build a simple phrase of 4-5 words, in oral speech he has errors in the use of prepositions, and he cannot compose even the shortest story from the picture, you should contact a speech therapist. The main thing is to do it on time.

At the age of 3 years, speech development ends, and then its improvement begins. Inadequate speech retards the mental development of the child, adversely affects his character and behavior.

The main stages of normal speech development of a child from 1 to 3 years

The main stages of the normal speech development of a child from 1 to 3 years old are presented in the table:

Age	Achievements
12-14 months	Recognizes displayed objects, understands speech addressed to him
14-18 months	Begins to speak, recognize objects in plot pictures
18-20 months	The first period of questions “What is this?” The active dictionary has about 30 words
	Adverbs and verbs appear in the baby's speech, the words are already formed into small sentences
2 years 4 months	The child learns the first grammatical forms, builds phrases with subordinate clauses, comes up with short stories on the topic “What I saw in the yard”
2 years 6 months	Participles, conjunctions and pronouns appear in the baby’s speech, the child already recites his favorite poems, but no more than 4 lines

How to develop a child's speech at 1,2 and 3 years: classes for speech development

Without exception, all parents are interested in how to develop a child's speech at 1-3 years old. It is very useful to tell something to the baby and at the same time make something (cut, glue, paint). The fact is that the areas of the brain responsible for fine motor skills and speech skills are located nearby, therefore, at an early age, the development of manual dexterity directly affects both the formation of speech and general intellectual development. The wonderful teacher V. A. Sukhomlinsky said: "The mind of a child is at the tips of his fingers."

Here are some activities for the speech development of children 1, 2 and 3 years old should be carried out daily:

develop various imitative movements (“How does the dog run?”, “How does the bunny jump?”);
accustom to perform various actions, movements according to a verbal sentence;
to teach the child to carefully observe the actions of an adult and reproduce them;
In the process of developing a child’s speech at 1, 2 and 3 years old, it is necessary to teach them to do various targeted actions with objects and plot toys (in the first half of the 2nd year of life - close and open, take off and put on, in the second half of the year - pour liquid , pour sand into a spacious dish, etc.). The plot game in the 2nd year of life is only in its infancy (the child reproduces the individual actions of the driver, seller, etc.);
develop the ability to complete the mastered action (for example, collect the entire pyramid);
use classes with objects when performing exercises for the development of speech in children 1-3 years old (name objects, their properties, actions with them).

How else to develop speech in a child a year and older? It is very important to sing lullabies to the baby, tell fairy tales so that the child perceives new words and sentences by ear.

All actions - bathing, dressing, feeding - accompany with a conversation. For example, “I will now see what you don’t like and why you are crying”, “Baby, I’m already on my way, we will change clothes with you now.” At the same time, the voice should be gentle, and the speech should be calm, unhurried. It is important that the baby sees the movements of the lips. The sounds “o”, “i”, “e” should be especially carefully pronounced.

Parents need to know that a child at the age of 1-2 years old equally imitates good and bad: beautiful, clear pronunciation and distorted words. It is clear that his own speech will depend on how the people around the baby speak. Adults need to speak clearly, slowly and looking at the child - the baby will perceive such speech with pleasure.

Proper upbringing and care can prevent speech disorders, if they are not the result of severe brain diseases.

In the process of developing the speech of children 2-3 years old, you can keep a diary in which to write down all the words and syllables pronounced by the child at different ages. In case of any violations, this information will greatly help the speech therapist or neurologist to help your baby. There are times when birth defects prevent a child from speaking normally - the structure of the jaws, tongue, palate, etc.

Parents need to show the child to a specialist in case of any suspicion in order to prevent possible undesirable violations of the normal development of speech in time.

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How to develop a child's speech at 3 years old: expert advice

Speech development at 3 years old. Development norms, methods of conducting speech games and exercises, a collection of games, options for classes with a 3-year-old child.

The development of a child’s speech at 3 years old is a whole system of properly built speech developmental communication between an adult and a child, in which grammar and vocabulary, sounds, words, sentences, phrases, dialogues and even large monologues of the child, his verbal creativity and experimentation with language units are closely intertwined , etiquette and knowledge of the world and much more!

This article will become for you a detailed and simple guide to the development of your child's speech at 3 years old. You will learn from the article:

Section 1. Myths about the development of speech of children 3 years old and typical mistakes,
Section 2 Features of speech development at 3 years old,
Section 3 The main tasks of the development of speech of a child of 3 years,
Section 4 How to properly engage in the development of speech at 3 years old: games, exercises, notes, ideas. Catalog of site articles with practical materials on the development of the speech of a three-year-old child.

And first, we need to get rid of the myths about the development of a child’s speech at 3 years old, which are very numerous in articles on the Internet written by non-specialists in this field. After all, myths greatly interfere with parents to effectively, with interest for the child and for the adult, lively and joyfully develop the speech of the kids at home and educate them in love for their native culture. So, at the beginning of the article, I want to warn you about typical mistakes in the development of a child's speech at this age.

Section 1. Myths about the development of a child's speech at 3 years old and typical mistakes:

know to do the right thing

1.1. First myth. The development of speech at 3 years is classes at the desk

This is the most harmful myth about the development of a child's speech at 3 years old! It is believed that in order to develop a child's speech, you need to seat him at the table and study with him using workbooks - almost like at school. That is, the development of the speech of a child of 3 years old in this point of view is tongue twisters, tongue twisters, retellings and various disparate tasks in books and workbooks.

Let's look at this myth with an example for comparison. Suppose an adult set the task of teaching his three-year-old child to ask the question “Whose (whose, whose) is this?” and answer it with the phrase “this is my bear (my nesting doll, my pyramids, etc.). So, our situation - a mother or a teacher wants to teach a child to correctly coordinate words in gender and number and accurately use the words "my", "mine", "mine", "mine".

How wrong to deal with a child of 3 years of speech development - a typical mistake

Wrong option. An adult sits a 3-year-old child at a table with a workbook and tells him: “Look at the picture in the book. I will ask questions and you will answer them. There are toys in the picture in the book. To the left of each of them is written “Whose bear? My teddy bear. Whose ship? My ship" and so on. An adult shows a picture of a toy unfamiliar to a child and asks him: “Whose bear?”. Apparently, the authors of the manual imply that the baby will gladly answer “My bear” and continue such answers about other toys, repeating this phrase many times (usually 5-7 times) with constant joy and desire to answer further.

What happens in life with such an incorrect “development of speech” from the point of view of the approach to the child? We get the child's unwillingness to study and a complete lack of interest in speech tasks and in the native language in general. It is not clear to the child why he should answer “my bear” to a picture with someone else's bear? Why would an adult ask such strange questions? This dialogue is artificially created; it cannot happen in real life. Children feel this and therefore reject such exercises. And they do it right! After all, the teaching of speech in this case takes place outside of life, outside of the natural motivation of speech, outside of the child's understanding of why he needs it in life at all. A child is a natural being, he feels everything artificial.

How to be? How to connect the development of the speech of a child of 3 years and his life experience together? The options are many! I will give below as an example three speech games for children 3 years old. And you will see how the same exercise and the same dialogue can be carried out naturally for the child and in a playful way for him.

How to deal with speech development with a child: options for speech games and tasks

Before conducting a speech exercise with a child, we - adults - need to think about in what life situation the baby may need it. And then from the same boring dialogue from the textbook (Whose? - mine, mine, mine, mine) a real GAME is born - developing, educational, exciting for an adult and a child.

Make sure that you have toys of different kinds in your set, for example:

masculine - my ball, my dump truck, my bear;
feminine - my skipping rope, my pyramid;
the middle gender is my wheel (from a typewriter), my bucket, my sun;
plural - my nesting dolls, my cubes.

Correct option 1. Game for the development of speech and memory "Mine is yours."

Step 1. An adult invites the child to play a new game "Mine - yours" and lays out toys (six - eight pieces), distributing toys equally: one toy for the child, and the other for himself. Now the child has three toys, and the adult also has three toys, but of different names. A child and an adult need to remember where whose toy is.

Step 2. Then all the toys are put into an opaque box or into a beautiful "wonderful bag" with patterns made of dense fabric. And the game begins!

Step 3. The host of the game - an adult - takes out the first toy from the bag and asks about it: "Whose kitten is this?". And the child quickly replies: “This is my kitten,” if this is his toy. If the baby does not answer, hesitates, then the toy remains with the host. The task of the child is to have time to get all his toys, not to miss them. If an adult plays the game recklessly, at a pace, then the child's eyes burn, he is interested, he is all in the attention! He asks to play again, and next time, perhaps, he will be the host of the game as an adult!

Important practical advice for success: In this game, as in other speech games, we never count scores or compare children to each other! We compare the child only with the former self. For example: “Yesterday you managed to name 2 toys, and today you named everything, didn’t miss a single one and got 3 toys! How attentive you have become!

Dialogue in this case is perceived as natural verbal communication, and not forced answers to questions in a book. And besides, in this version of verbal communication, the baby’s speech, the child’s attention, and his memory develop. After all, then we will be able to take into this game not 6, but 8 toys and even more. And gradually increase the amount of memory.

Correct option 2. A fairy tale story for the development of children's speech "How a hare and a fox shared toys."

We play with toys - for example, with a fox and a hare.

First, we consider toys - which of them belong to the fox, and which to the hare. And then we tell a fairy tale about how a hare and a fox were walking on the street, and their mothers called them home. But the trouble is - the toys are mixed up and confused! We need to find them and arrange them correctly.

We collect toys and then we start sharing them. To do this, we take one toy and ask the hare and the fox (the child holds the toys in his hands and he is responsible for them) - “Whose boat is this?”. And the toy answers in the voice of a child: “This is my boat! Give it to me, please." “Is this matryoshka also yours?”

In this fairy-tale story, the same phrase is understandable to the child, it follows from the fairy-tale game situation, it is natural for him.

Useful tips from my gaming piggy bank:

if the kid did not join the game, then for the first time let him take out the thing and ask himself the question “whose (whose, whose) is this”, and you will be responsible for the fox and for the hare. And in the next game, you will switch roles.
some children begin to insist in games of this type that "there was no such toy." In this case, the problem is solved very simply. At the beginning of the game, you take pictures of a hare and a fox with their toys on your mobile phone. And in the future, using this photo, we can always check the correctness of the answers.

Correct option 3. Game for the development of speech and sensory development of the child "Guess by touch."

We give the child 3-5 toys of the names we need, he strokes them, remembers, names them. Then we mix them with other toys in the box.

The child feels the toy in the bag without taking it out and guesses what it is. If this is his toy, he should call it like this: “This is my bear!”. If the kid correctly named the toy, he gets it. If he called only “bear”, then we ask again: “Whose bear is this?”. If the kid could not guess, then we take out the toy, examine it again and put it back in the box with toys for the game. Perhaps next time your baby will already guess it.

Important: in this game we give the child both his toys and not his toys to make it more difficult for him to recognize his objects.

As you can see, any speech exercise can be turned into a game that is exciting for a child and an adult!

1. 2 The second myth. The development of speech at 3 years old is scattered rhymes, tongue twisters, pictures, songs

Unfortunately, in the modern Internet and books for parents, the development of a child’s speech at 3 years old is most often presented not as an integral system, but as scattered collections of tongue twisters, tongue twisters, dramatizations, pictures and other techniques out of the correct sequence and out of connection with each other. From this "heap of tricks" it is almost impossible for an ordinary parent to understand the essence and main directions of speech development and the priorities of their communication with the baby. And I know this from the letters of mothers - readers of the site.

However, the development of speech is an integral system with its own laws and rules, which are very simple, but which you need to know and follow.

Here are some examples:

Example 1: Before retelling a fairy tale with a child, you need to conduct vocabulary and grammatical speech games with the child with phrases that he will meet in the text of the fairy tale. Then he will easily use them when retelling! Without such preparation and playful playing of phrases, the retelling will be beyond the power of the baby.

Example 2: it is useless to “train” a child in pronouncing a sound that is difficult for him in a tongue twister, while he pronounces this sound incorrectly. A clear sequence is needed: first, the child learns to distinguish this sound from other similar ones, articulatory gymnastics is carried out. The kid begins to speak correctly this sound, first in isolation, then in syllables and simple words, then in phrases. And only after that in difficult tongue twisters. Otherwise, we will fix the wrong pronunciation of the sound in the tongue twister. And that doesn't make sense.

You can do a lot of development of speech, and not have a result. And you can do everything competently, reasonably, and get an excellent result with much less effort!

All the basic laws and rules of the methodology of speech development of preschool children are observed in all developments of the site "Native Path" - and in the game scenarios of our elective "A happy child plays from the cradle" for children from 3 to 7 years old, and in courses for children under 3 years old "Learning to speak", "Developing the language and communication skills of children", and in the articles of the site. Just use it and know that these are proven recommendations.

1. 3. The third myth. The development of speech at the age of 3 should be dealt with only by a speech therapist - defectologist

Also a false statement. Let me explain the difference in simple terms:

there is a "development of speech" of children,
and there is "correction of speech disorders in children."

These concepts are similar, but they should not be confused. A speech therapist deals with correction, that is, correcting speech disorders in a child.

And our task is to engage in the development of the speech of a child of 3 years old so that these speech disorders do not exist, and the work of a speech therapist with a child simply would not be required for the baby!

And if a speech therapist should correct speech disorders, then a kindergarten teacher (this is his professional duty), and parents in the family, and teachers in the children's center or family club can successfully develop the baby's speech and his language abilities, prevent speech disorders.

The goal of developing a child's speech- to teach the baby to accurately, concisely, expressively, clearly express his thoughts and feelings in oral speech, to help the child master the richness of his native language, develop his linguistic instinct and language abilities. This is the basis for the subsequent easy development of both written speech and other languages.

Helping a child learn to speak “correctly” (that is, without errors) and “beautifully, well” (that is, expressively, accurately, figuratively, vividly) is the task of both parents and educators and all adults with whom the baby communicates. And it is in our power.

1. 4. The fourth myth. The development of a child's speech at 3 years old occurs only at a clearly defined time.

scheduled during special classes and exercises

This is also a myth.

It's important to know: From the first days of the appearance of the methodology for the development of the speech of preschool children, it has an unshakable rule for adults: in classes or in special speech games and exercises, we take out only those tasks of speech development that the child cannot master himself in everyday life.

Therefore, our main focus in the development of a baby’s speech is developing verbal communication with him in everyday life, and not just little “scheduled classes” once a week. It is in this communication that we can:

consolidate the results of special speech games,
develop a culture of speech communication,
to teach a child to express his thoughts beautifully, accurately, succinctly, understandably for others,
understand the child's difficulties in mastering their native language and help him, taking into account its characteristics,
create and enrich the child's motivation to master their native language, develop interest in their native language, in language games.

A cartoon can NOT develop a child's speech on its own for one simple reason. - while watching the story, the baby is fascinated by frames that are very bright and quickly change on the screen. The kid does not seem to hear words and speech phrases in the cartoon, because. he is carried away by a flashing beautiful picture.

Any cartoon can develop speech in only one way: if an adult watches a cartoon with a child, and after it organizes games with the baby according to his story.

Example:

Wrong option: an adult gives a child to listen to a cartoon with a song. Different prepositions are given in the song - "at", "about", "for", "under", "above". The child has already learned the song by heart and easily sings along with it. The adult believes that the child has mastered the correct use of prepositions in his speech in this song.

Why is it wrong? In the song, the child simply “mechanically” remembered the words. If you hide the toy and ask him to name where it is, then he may have difficulty finding words or confuse “right” and “left”, “between” and “for”. This is called "learned helplessness" - it seems that the child has information, but he cannot apply it in life. And why does he need "dead information" then?

Correct option: an adult watches a cartoon with a child, and after watching, organizes games with prepositions, fixing the material from the cartoon. For example, he plays hide-and-seek and the child is looking for a hidden object: no behind the box, no box, no under the box. Here it is in the box!

SO: it is only his active activity that really develops the child, when he himself sculpts, builds, plays, experiments, talks, invents, and not passively sitting at the screen. To learn how to swim, you need to start swimming in the water, theoretically you can’t teach it. Also with speech. The speech of the child develops only in live communication with the people around the child.

Read more about TV and cartoons for children, about research data on this topic in the articles:

So, the myths have already been dispelled and we will no longer interfere with the development of children's speech with joy and interest. And now it's time to set the task of developing the child's speech at 3 years old.

Section 2. The development of a child's speech at 3 years old: age characteristics and norms

2.1. Why is it important to know the age norms for the development of a child's speech at 3 years old?

To determine how best to develop a child's speech, first of all, we need to know the age characteristics of children's speech at three years old.

Otherwise, we can set either tasks that are too easy for him, which means that the child will remain at the same level of speech development and there will simply be no “developing effect” from our efforts.

Or we can set tasks that are too difficult for the child and become disappointed in the baby, in the speech game, and in ourselves too.

Consider the features of the development of a child's speech at the age of 3 along the lines.

2. 2. Features of developmentthe sound side of a child's speech at 3 years old

From 3 to 4 years old, the child intensively masters the sound system of his native language. – he begins to pronounce sounds more correctly and clearly. His speech is more understandable than the speech of a two-year-old baby. And by the age of 4, the baby pronounces almost all the sounds of the native language correctly, with the exception of the most difficult ones.

At the age of 3 and throughout the fourth year of life, a child, in the normal course of his development, may incorrectly pronounce or not pronounce sounds at all: hissing (w, w, h, u) and sonorant (r, l). But the child usually already owns whistling sounds by the end of the year - that is, by 4 years. At this age, the child can already correctly pronounce the whistling sounds s, s, z, z, ts in words with an open syllable: owl, fox, goat and other similar ones.

A child at 3 years old still speaks very indistinctly, often softens consonants in words. For example: children can say "lamp" instead of lamp, "barefoot" instead of big. His articulatory apparatus is still not very well developed. And this is also the age feature of the child. For example, children of 3 years old often skip sounds or even whole syllables: "neg" (snow), "zey" (snake), "siped" (bicycle), "atabil" (car) Or replace them with other sounds: "saplya" instead of a heron, "ambassador" instead of "went." Children can also rearrange the sounds in a word, for example, “first” (first).

This is an age-related feature that does not require adult intervention. These phenomena will gradually disappear.

In words of 2-3 open syllables, as a rule, a child of 3 years correctly names the word (car, tree, Pinocchio). But in more complex words (car, penguin, scissors), he can get confused with the syllabic structure of the word, rearrange or skip syllables or sounds. And as a result, in the child’s speech, “knuckles” are obtained instead of scissors.

A three-year-old child can consciously say a phrase with an intonation of request, grief or joy, exclamation or question).

At the age of 3, the child begins to feel rhymes very well. and starts experimenting with them. It is very good! He can mutter different chains of rhymes, for example, taram - baram-param-mountain.

2. 3. Peculiarities of pchild's vocabulary development at 3 years old

(lexical side of the child's speech)

In the dictionary of a child of 3 years, nouns and verbs predominate (names of objects and phenomena, as well as actions). But the vocabulary of adjectives is gradually enriched, adverbs and pronouns (mine, yours, ours, yours, etc.). Numerals also appear in the baby's speech (for example: one tomato, many pears, three apples).

If earlier the baby spoke high-quality adjectives (cold, yellow, fluffy, etc.), then after 3 years he uses in speech and possessive adjectives , for example, a baby may ask: “Is this uncle's book?”, “Is this a fox hole?”.

Child can combine pictures of objects into groups according to their purpose. It is very important that it is at this age that the child begins to use the generalizing words “dishes”, “shoes”, “clothes”, “furniture”, “transport”, “hats”, “birds”, “fish”, “animal” in speech. " and others.

Child at 3 and 4 years of age can name not only the object itself, but also its parts(if adults talk with him about objects, consider them with the baby). For example: a pan has a lid, bottom, walls, handles. A tree has roots, trunk, branches, leaves.

Baby already can distinguish similar objects and correctly, accurately name them in everyday life in communication with adults: distinguishes between such rows of objects: beret - hat - baseball cap - panama, glass - mug - glass - cup, birch - spruce - poplar - pine, sofa - armchair - chair - stool and others like that.

If a child of 3 years old is engaged in the development of speech, then in the fourth year he can name not only the subject and its parts, but also What material is the object made of?

nesting doll made of wood, it is wooden;
iron handle - it is iron,
rubber ball, it's rubber,
jar of glass, it is glass,
clay whistle, it is clay.

2. 4. Peculiarities of pdevelopment of the grammatical structure of speech at 3 years

Usually children of 3 years old speak in short phrases of 3-4 words, gradually by the age of 4 the phrase becomes longer and more detailed.

Three-year-old children master such grammatical phenomena as:

plural nouns(Examples: kitten - kittens, duckling - ducklings, matryoshka - nesting dolls, etc.),
genitive plural nouns(For example: a lot of ducklings, chickens, puppies, bullfinches),
accusative nouns(see what?)
diminutive suffixes(Examples: cloud - cloud, grass - grass, boot - boot, mom - mommy, mommy, mommy),
present and past tenses of verbs(An example of a fairy tale about two brothers - rabbits, the child inserts the words about Shustrik into the text of the tale: Myamlik is still washing, but Shustrik has already washed. Myamlik is still dressing, and Shustrik is already dressed. Myamlik is still eating, and Shustrik has already eaten),
imperative mood of verbs(An example of an order to a toy: bend over, jump, grab, spin, sit down, stand up, lie down)
ability to build complex sentences with conjunctions(when, because, where, therefore, and others).

At this age, the child has many grammatical errors in matching words in gender, number and case. And this is normal, because the child is just learning his native language. For example, a baby may say that he has “a lot of pencils” or “mom, put out the light for me”, “I have a lot of friends in the kindergarten” or “a lot of ribbons”.

3 years is also the age of the child’s word creation, the age of the child’s genius giftedness in the field of language, which K. I. Chukovsky called the child’s “linguistic giftedness”. Moreover, such giftedness is observed in every child, but on one condition - if adults support it. And the linguistic abilities of children are manifested primarily in their linguistic creativity, the creation of new words according to an already known model. Examples of children's word creation of children of 3 years old, collected by readers of the site "Native Path", are shown in the illustrations for this article.

2. 5. Features of the development of coherent speech of a child at 3 years old

The development of speech at the age of 3 also includes another line - this is the child's mastery of dialogic speech and the prerequisites for future monologue speech.

A child at the age of 3 can already answer the questions of an adult in a rather detailed way - with a phrase of 3-4 or more words. But it is not always clear what kind of idea he wants to convey. It can be especially difficult to understand a baby if the child needs to be told something very emotional or tell about an event in which the adult listener did not take part. And this is normal for this age - such difficulties are observed in most three-year-old children.

M Alysh still cannot retell the tale coherently, they need the help of adults. But the baby can already clearly convey his thoughts and feelings to an adult, with the help of an adult's prompts, retell a fairy tale or a simple story, describe a toy or a picture.

The kid will be happy to participate in dialogues - dramatizations or invent new adventures with your toys. He can already establish cause-and-effect relationships and draw a conclusion.

The speech of the child is situational - that is, it is understandable only to an adult who is next to the child. If we recorded such a speech and gave it to an unfamiliar adult to listen to, he would not understand much. After all, children at the age of 3 often interrupt phrases, do not finish or skip words in phrases, and are distracted from their original idea.

Section 3. The main tasks of the development of a child's speech at 3 years old

The development of speech at 3 years includes several main areas:

development sound culture child speech,
development lexical side child speech,
development grammatical side child speech,
development coherent speech child.

All these tasks of developing the speech of a 3-year-old child are closely connected into a single system, which is similar in structure to a nesting doll. Words are built from sounds, phrases and sentences are built from words, and texts are built from them (see the diagram below).

Each of the tasks of the speech development of a 3-year-old baby is solved in a playful form that is exciting for the baby in a sequence of speech games with the baby. The child does not study “at a desk”, but communicates with toys, plays hide and seek, gets acquainted with the Merry tongue and his house and learns about his new adventures, helps fairy-tale heroes and composes interesting stories. And he doesn’t even know that speech is developing at this time!

3. 1. Tasks for the development of the sound side of a child's speech at 3 years old

The development of the sound side of a child's speech is a priority task, the leading line in the development of speech at 3 years old. It includes:

A) the formation of diction and the development of the articulatory apparatus of the child.

The formation of a clear correct diction and clarification of the correct pronunciation of sounds begins with the simplest sounds - these are vowels and consonants (m, b, p, t, d, n, k, g, x, f, c, s, s, c). And of course, it is very important to carry out with the baby - the basic complex and the complex aimed at preparing the child's articulation apparatus for pronunciation

B) familiarizing the child with the concept of "sound", "word" (this is the very first acquaintance, purely practical, without explanation of terms).

C) development of intonational expressiveness of speech , speech breathing, speech tempo, the ability to control the pitch of the voice, which give speech expressiveness, emotionality, beauty and individuality. Development of the ability to speak slowly, change the pace and volume of speech.

D) the development of the child's ability to hear individual sounds in words, listen to the sound of the words.

THIS IS IMPORTANT TO KNOW:

Often asked: why do exercises with the sound M, A or U with a 3-year-old child if the baby already pronounces it perfectly?

Answer: exercises with these sounds that are easy for a child are the basis for the formation of the correct articulation of more complex sounds. Such exercises prepare the child's articulatory apparatus for the correct pronunciation of hissing and sonorous speech sounds.

3. 2. Tasks for the development of a child's vocabulary at 3 years old

The main thing in the development of a child’s vocabulary at 3 years old is not the number of words, but their quality, as well as the child’s ability to exactly use the word in the context of the situation to feel the nuances of the semantic meaning of the word. In this regard, the now widespread presentations “for the development of speech”, in which the baby simply memorizes and repeats a series of words after the speaker, do nothing for the development of the child’s vocabulary and his language abilities, since this is a “dead dictionary”.

Also useless are tests for parents, compiled not by specialists, but by copywriters, in which it is proposed to estimate the volume of the dictionary in numbers. It always remains a mystery to me how an ordinary mother will count these words in her child's speech, if there are already hundreds and thousands of them?

Everything is much easier! It is important to understand specific tasks and track if your baby can do it.

In the development of the dictionary, we help a child of 3 years to master the following speech skills:

use actively in speech adjectives, verbs, adverbs, pronouns,
correctly name objects and their parts (for example, the dress has a hem, sleeves, cuffs, collar, pocket, buttons, frill),
be able to find similarities and differences, accurately name objects in everyday speech. For example, a glass - a glass - a cup - these are completely different items of utensils! And it is important to learn from their example to compare, to find common and different, to accurately name them. We also teach the child to name the difference between a saucer - a small plate - a deep plate. Or a stool - a sofa - an armchair - a chair. Until the child can name how a chair and an armchair are similar and how they differ, it is too early to introduce him to how an isosceles triangle differs from an equilateral one!
name as many attributes of an object as possible - color, shape, size, nature of the surface (smooth, fluffy or rough, hard or soft), temperature (cold, warm, hot). An example of an exercise is to pick up words and name what an apple is,
name as many actions of the subject as possible (Example: a rocket flies. What else can fly? An airplane, a butterfly, a fly, snow, a bird, etc.)
name the material from which the object is made (clay, paper, fabric, rubber), properties and qualities of objects surrounding the child (Tears, beats, breaks. A glass is made of glass, so they need to be used carefully, it beats),
identify parts of the day (morning afternoon Evening Night),
determine the sequence of actions (what comes first, what comes next)
learn to use generalizing words accurately (“toys”, “clothes” (a beret and a hat are headgear and do not apply to clothes), “shoes”, “furniture”, “dishes”),
name appointment furniture, clothing, dishes, furniture, vegetables, fruits, food products, professions.
name, purpose, details of objects transport, names and body parts of birds, animals, plants,
name the characteristic features of the season, describe the state of the weather
select a few words - actions to an object or situation. For example: game exercise "Who will name more actions." What can you do in the store? In the park? In the yard? In the kitchen? In the auditorium? Away? In the garden?

3. 3. Tasks for the development of the grammatical side of a child's speech at 3 years old

Each grammatical task in the development of a child's speech is not solved at the table, but in a game or fairy tale that is exciting for the child. How to do it:

At the age of 3, we teach the baby:

use correctly in speech prepositions in, on, for, under, around,
without errors to say the plural in the nominative and genitive case e (Example: duckling - ducklings - ducklings are gone, chicken - chickens - who is gone? Chickens),
coordinate words in sentences and phrases (For example, a green saucer, but a green hat, green cucumber, green peas). The most common mistakes are "green dresses" and other similar ones.
use different ways of forming new words by analogy and. For example: sugar needs a sugar bowl. And for bread? (bread box). For napkins? (napkin holder) For crackers (biscuit bowl) For sweets? (candy box).
form the imperative mood of the verb correctly: run, take, lie down, sit down, ride, dance, catch, stop,
to catch the nuances of using prefixes in speech: for example, went out - came in - came - left - moved.
form onomatopoeic verbs. For example: sparrow chirp-chirp - what does it do? Tweeting! And the quack-quack duck - what does it do? Quacks. And the kwa-kva frog - what does it do? croaks
select pairs of verbs according to tenses and form (perfect - imperfect). Example: got up - gets up: “The rabbit has already got up, but what else is Winnie the Pooh doing? Stands up. The rabbit has already had breakfast, but what else is Winnie the Pooh doing? Breakfast!”
develop the baby's word creation and his linguistic instinct. For example: the bear was called Ushastik because he has big ears. The dog was called Fluffy because it is fluffy. What is the name of a red dog? Black? (Blackie, Coal, etc.) White? (Snowball, Squirrel and other child options).

3. 4. Tasks for the development of coherent speech of a child at 3 years old

The main task is the development of dialogic speech in the baby. As well as the formation of the prerequisites for monologue speech (preparation for description, storytelling, retelling in the future).

At the age of 3, children begin to tell a fairy tale to a toy with the help of adult prompts (questions, the beginning of phrases) for a toy, retell a fairy tale with the help of an adult, compose a short story of 3-5 sentences based on a series of pictures with a clear plot, lay out pictures in a logical sequence (which first , which then).

A child at 3 years old cannot yet build a sentence, much less link them into a text. Therefore, the links between sentences are set by an adult. He says the beginning of the phrase, and the baby continues it. For example: “Once a bear cub ... There he met ... And they became ...”

We teach the baby to conduct a dialogue, including in the game to conduct a role-playing dialogue (in the role of a seller, doctor, buyer, driver and other roles), use polite words “thank you”, “please, hello”, “good night” and others.

At this age, we immediately form the child's ability to build sentences in a logical sequence in accordance with what kind of text we will have - description, narration or reasoning. A kid at 3 years old can come up with a text of about 3-5 sentences. Such a small amount of text is normal, this is the age norm of speech development. But here I will not dwell on this problem, because. it requires additional detailed explanations for an adult. And for children, everything is very, very simple. They simply continue the beginnings of phrases composed for them by an adult.

3. 5. What to do with the list of tasks for the development of the speech of a child of 3 years, given above

Analyze and communicate with the baby, observe:

A) what speech skills from the list your baby is good at, and

B) what speech skills from the list your baby does not yet own. So, he needs your help in the form of speech games and interesting communication with him in game speech exercises.

So, you already know what you need to do in the development of a child's speech at 3 years old. And now it remains to get the tools to complete the tasks - speech games, exercises, notes and ideas.

Section 4. How to properly engage in the development of speech with a child at 3 years old: games, exercises, notes, ideas.

4. 1. Scenarios and notes of speech games and activities with a child of 3 years

The development of speech at 3 years old is exciting games, game exercises, fairy tales.

The kid is NOT given an educational task (“we will learn to speak such and such words correctly”), he just communicates, plays, learns the world and in these interesting things for him, imperceptibly for the child himself and naturally for him, his speech develops.

Detailed scenarios of speech classes with pictures, presentations and games for children You will find in the heading "Development of the child's speech at 3-4 years":

4. 2. Speech games and game exercises for the development of a child's speech at 3 years old

Games and exercises for the development of auditory perception and speech hearing

Game 1. Close or far

An adult behind a screen or behind a door says onomatopoeia (“qua-qua”, “bow-wow”, “ding-ding”) now loudly, now quietly. The child listens to the loudness of the voice and guesses from it whether the frog is croaking far or close (a dog barks, a bell rings, etc.). If the voice sounds quiet, then the frog is “croaking away” and vice versa.

This is how different sound imitations are played.

In the future, the child will be able to lead in this game and ask questions to an adult.

Game 2. Guess what I'm doing

You make a noise behind an ajar door or behind a screen, and the child guesses what kind of noise it is.

Job options - examples

you leaf through a magazine,
move a chair across the floor
put the cube on the floor
poured water into a glass.

Game 3. Three bears

You will need three pictures or three figurines for the fairy tale: father is a bear, mother is a bear and a little bear cub.

An adult behind a screen holds one of the three pictures and says on behalf of the bear: “Hello, Vanechka (the name of the child is used”). The child guesses by the height of his voice who came to visit him - Mikhail Potapovich, Nastasya Petrovna or Mishutka. Mikhail Potapovich's voice is very low, Nastasya Petrovna's voice is medium in pitch, Mishutka's voice is high. The child checks the correct guessing on the picture.

By analogy with the plot of this speech game, you can play with other toys, among which there will be dad, mom and their baby (example: cockerel, hen and chick).

Games and exercises for the development of speech breathing in a child at 3 years old

Children 3 years old often have difficulties in exhaling correctly - they do not have enough exhalation for a phrase. Therefore, it is very important to develop children's speech breathing and teach them to control their breathing so that there is enough air for a phrase.

Important in speech and the right breath. It should be calm and short. When breathing, the muscles of the face and neck should not strain.

In summer, while walking, you can pick dandelion fluffs and blow on them. Whose fluff will fly farther?

In winter, you can blow on a fleece-snowflake.

Important: when the child blows, his cheeks should not puff out. In order for the fluff to fly far, it is important to blow on it evenly, smoothly, calmly.

Game 2

A small fleece (fleece should be like snow flakes in size) is attached to the thread. The fleece is at the level of the child's face. The kid blows on it and tries to keep it in the air as long as possible. "Snowflake" flies in the air.

Game 3

Place a basin of water on the floor and launch paper boats into it. We invite the child to ride on a boat.

In order for the boat to move along the sea calmly, slowly, we blow on it, stretching our lips forward with a tube, but without puffing out our cheeks.

But then a strong wind began. The child is already blowing in a different way: p-p-p.

Important: The sound p is pronounced several times (2-3 times) on one exhalation.

Then you can attach pictures and city names to the pelvis. And the task of the child as a captain will be with the help of the wind (his breath) to lead the ship to the desired city.

It will be good if, after “arriving at the port”, you “walk around the city with your child”, that is, you stage a walk (“as if” you got off the ship, took a walk and set sail again).

Game 4. Captains

In this game, a very important skill is formed - the ability to direct an air stream in the middle of the tongue during speech exhalation.

Materials for the game exercise: You will need to go to the pharmacy and buy a marigold or eucalyptus tincture in a small glass jar. Perhaps you can find the jar you need at home. Its approximate dimensions: height 7 cm, neck diameter 1.5 cm.

According to the rules of hygiene, each player must have his own personal jar. We open the jar, pour the tincture into another vessel. Carefully wash the bottle, sign.

You and your child may not get the desired sound in this exercise right away, so it is better to do it after previous games. But what a joy it will be when you can give a real horn with the help of a simple “musical horn from a bottle”.

Try to blow into your bubble so that you get a beep. Yes, you will have a real rather loud sound of the ship's horn. For this, 4 conditions must be met:

slightly stick out the tip of the tongue so that it touches the edge of the neck of the vial,
the bubble touches your chin,
a stream of air goes in the middle of the tongue (it is very important to be able to do this, because it is precisely such a stream that will be needed to pronounce a number of sounds of the Russian language),
the air stream is long and even.

If the beep does not work, then one of these four conditions is not met. First, practice yourself in front of a mirror, then show your child.

How to play: You invite the kid to become the captain of the ship. And the captain always gives the signal to sail. This needs to be learned. Show how you give a horn with a bubble. Blow. Offer your child their bottle and show them how to blow into it. It is better to do this in front of a large mirror.

If the child does not succeed immediately, then support him and say that he does not immediately become a captain, everything will definitely work out. You just have to try.

Important: we honk the horn for only a few seconds so that the child does not get dizzy.

Game 5. Big bubble

This game is good not only for the development of the baby's speech breathing, but also in cases where you need to quickly calm a three-year-old child or a group of children.

Take the child by both hands and offer to inflate a very large bubble with him, raising his hands up as high as possible and at the same time spreading them slightly to the sides.

Blow up, bubble!
Blow up, big one!
Stay like this!
Don't crash!

"Fffff" - the bubble burst. The child pronounces the sound “f” on one exhalation, synchronously lowering his hands down and squatting down.

Important:

- During the game, you need to make sure that the children do not puff out their cheeks during exhalation. If the child has this error, then tell him: “The bubble is deflating, the air is slowly leaving it. He can't pout now" and show the correct way out in front of the mirror without puffing out your cheeks.

- It is important that the children exhale slowly and draw the sound "f" as long as possible. Who will take longer to deflate the bubble?

Word games and exercises for the development of the speech of a child of 3 years

Traditionally, games and word selection exercises are held with children 3 years old. Examples of such games:

Who will name more actions. For example, what can a kitten (puppy, bird) do? The puppy barks, wags its tail, jumps, gnaws a bone, caresses, whines, runs, plays with a ball, sleeps)
Who can name more signs? What chicken? (yellow as the sun, tiny, timid or bold, fluffy, beautiful, pretty, round as a ball, nice, cute, cheerful, tiny, etc.).
What can be done with...?(with a flower, with a doll, with a plate, with a ball and other objects).
Where can it be done?(Where can I walk? Where can I play? Where can I listen?).
Add a word(I learned the table ... (set), dishes on the table ... (arrange), crumbs ... (sweep), spoons ... (lay out).
Say the opposite(high - low, warm - cold, close - open, praise - scold, rejoice - be upset, speak, be silent)
Finish in rhyme. A phrase from an unfamiliar poem is read to the child, and the child tries to guess which word is missing in it.

Examples of poems for developing a sense of rhyme in children of 3 years old:

Poems for the selection of rhymes by children of 3 years old should be with a clear, understandable rhyme, which is suggested by the meaning of the text. Start with verses that the baby has already heard. And then develop a sense of rhythm and rhyme with unfamiliar lines. If it is difficult for the child, then help him, for example, by suggesting the beginning of a word or by gesturing the meaning of the word. Let him try to guess the word by your gestures. If the kid could not guess the rhyme, say it yourself.

Impossible to imagine!
It's hard to believe!
Cow chews hay
Does it give...? (The child chooses the word: milk).

Sleeping alarm clock. Sleeping call.
Waking up...? (puppy).
Wakes up and barks
Pleasant dreams to us ... (wishes).

Instead of a ponytail, a hook
Instead of a nose ... (piglet)!
Piglet full of holes,
And the hook ... (fidgety)?

Owl - owl,
Big head).
He sits on a song,
Head ... (twirls).

Lexical exercises are carried out with a child aged 3 years in the form of a game. For example, an exercise in naming the signs of an object can be carried out in the game "Ladder". A detailed description of the game can be found in the article.

Lexical games for the development of speech of children 3 years old for children's holidays You will find in the article, using the New Year theme as an example, in this article I showed how easy it is to change any speech game and make it interesting for a child.

With a complete list of games for the development of a child's vocabulary of 3 years old and his language sense, sense of language You can meet on the course

Grammar exercises and games for the development of the speech of a child of 3 years

Game 1. Who says what

The child is invited to listen to the audio recording and guess whose voice it is. And answer the question of an adult, naming the word by analogy with the model. Words - exceptions to the rule at the age of 3 years are not given to the child (we will offer them in exercises with the child when he grows up, in a year)

Sample: kva-kva frog - She croaks.
the duck says quack-quack - what is she doing? (quacks)
dog woof-woof - what does she do (barks, barks)
sparrow chirp chirp - what is he doing? (chirps)
meow-meow kitten - what is he doing? (meows)

Game 2

The leader of the game plays the role of invisible. The Invisible One has a magic hat that makes him invisible (fold such a hat from a regular newspaper or use any hat you have at home). The invisible person stands behind the screen (behind the closet door, behind the door) and begins to do something. Players guess what he is doing by asking the host questions: “Are you sleeping? You run? You're going? You play? You are yawning? Do you drink compote? As soon as the player guessed it, he himself becomes Invisible.

In the game, we reinforce the child's ability to form the second person singular form of verbs.

More grammar games for a child of 3 years old can be found in the articles of the site: You will also find games for 3-year-old children on the Mercibo portal, created by speech therapists specifically for teaching the mother tongue to preschool children. The games are released both on discs, and on flash media, and in the online version.

The system of speech games and game activities for children 3-4 years old

If you want to learn how to develop your child's speech with interest and joy at home, then come to our In the group for parents of children from 3 years and older:

You will learn how to conduct interesting speech games with your baby, improvise, understand the needs and interests of your baby,
you will be able to track the level of speech development of your child, his achievements and problems,
get ready-made creative speech tasks and exercises, tasks for the development of thinking, attention, memory, and imagination of a child in a holistic, well-thought-out system created by a specialist specifically for family preschool education.
chat in forums with other families interested in the development of the speech of their children,
get my monthly help and answers to all your questions.

If your child does not speak at 3 years of age or has great difficulty in speech, it is recommended to show it to a speech therapist. You can contact a speech therapist in your district children's clinic or for an online consultation with speech therapists who work with children at Native Path. A speech therapist will help you decide on the most effective actions to develop your baby's speech, taking into account the individual characteristics of your child and the characteristics of his speech.

Video "Speech development of children 3-4 years old"

And at the end of the article - a useful video for parents on the development of a child's speech at 3 years old in a family. Consults parents of children 3-4 years old speech therapist Anna Myasik on the channel “Family. TV". The emphasis in the video is on the development of the child's speech in everyday communication with him in the family, on the creation of a developing speech environment at home.

Speech development at 3 years old is very interesting for both adults and children! It is very important to start developing the baby’s speech as early as possible, since speech is the basis of success in any human activity and in any profession, it is the basis for the development of the baby’s thinking, his language abilities, and verbal creativity. I wish you new ideas, creative inspiration, and exciting communication with your kids in speech games!

If this article helped you and was useful, I will be grateful for the comments.

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Ekaterina Mikhailovna Pashkina

Chief Physician of the Central Clinical Hospital of Omsk

Reading time: 6 minutes

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Article last updated: 05/16/2019

At the age of 3-4 years, children are very inquisitive, actively studying everything that surrounds them. By this time they have accumulated enough knowledge about various objects and phenomena, they can express simple judgments about them and make their own conclusions. There is an active development of the ability to generalize - children begin to combine several objects that are similar in some way or purpose into one group. Speech skills are improved - speech becomes more complicated, it becomes more understandable.

Features of speech development of children 3-4 years old

In the 4th year of life, children still lack the ability to regulate speech breathing - they often skip pauses between words and phrases, sometimes put the stress incorrectly and do not pronounce the endings of words. At this age, it is not easy for children to immediately master the ability to coherently express their thoughts, and the grammatically correct construction of sentences, and a clear pronunciation of sounds.

As for active speech, most children aged 3-4 years have the following skills:

use about 1500 words (at 3 years old) and about 2000 words at 4 years old;
begin to speak in complex sentences;
use sentences consisting of 4-5 words;
ask a lot of questions;
use some prepositions and conjunctions;
try to pronounce words clearly and correctly, like adults;
try to invent poems and rhymes to words, actively create their own word forms;
listen carefully to new words and sounds for themselves, try to reproduce them;
use verbs in the past tense correctly.

Speech comprehension:

listen to long tales and stories;
understand complex sentences;
are able to fulfill a request, for example, to bring something, even if the object is out of sight.

In children of 3 years old, difficulties are most often observed in the pronunciation of hissing ([Ш], [Ш], [Ч]) and sonorous sounds ([Л], [Р]). Hissing sounds are often replaced by whistling ones, and sonorous sounds are skipped altogether. Such problems for babies of this age are the norm.

By the age of 4, a child's vocabulary is about 2,000 words. In speech, in addition to verbs and nouns, there are numerals, pronouns and adverbs. If earlier only qualitative adjectives were present in the baby’s speech - light, soft, tasty, now possessive ones also appear - aunt’s hat, uncle’s shoes, etc. Speech becomes grammatically correct and more understandable. The pronunciation of individual sounds is improved. The child can answer the question of an adult with a detailed sentence of 3 or more words.

Norms of speech development

The pace of development of coherent speech in children at 3-4 years old is very individual, however, there are generally accepted norms that parents can rely on in order to understand how correctly their child’s speech development is going.

It is desirable that at 4 years old the child could:

pronounce your first name, last name and patronymic;
name close relatives and friends;
retell a fairy tale or cartoon;
accurately repeat what you hear;
call actions - a bird flies, a dog runs, a car drives;
raise and lower the tone while speaking.

In the speech of 3-4-year-old children, there may be deficiencies in the pronunciation of some words, especially long and unfamiliar ones, as well as an indistinct pronunciation of a number of sounds.

The following cases require increased attention:

the child's speech is difficult to understand and looks like babbling;
poor active vocabulary - the baby cannot name the objects and phenomena that he encounters daily;
poor passive vocabulary - the child can hardly understand what is required of him, and cannot answer even simple questions;
poorly developed sound pronunciation;
expressions are monosyllabic, and making sentences is difficult.

The development of a child's speech is influenced by both physiological and social factors. Lack of attention or its overabundance can interfere with the full development of communication skills.

Methods for the development of speech

Specialists have developed various methods that contribute to the development of speech in 3-4 years. As a rule, classes for kids of this age are held in the form of a game. In addition, you can develop your baby's speech on a walk, at home, on trips, etc.

Expand your baby's social circle - communicate with people of different ages as much as possible.
Enrich his vocabulary - reinforce each new word by repeating it for several days.
Watch how the child pronounces hissing (Sch, Ch, Sh) and whistling sounds (Z, S, C), hard and soft. If he does it wrong, fix it.
Use different speech - quiet and loud, fast and slow.
Try to read fairy tales and stories expressively, watch the timbre and intonation.
While walking, talk more about everything you see around you.
Ask your child about the cartoon they watched, the story they heard, etc.
Learn to answer in detail and give answers to the questions asked.
Read fairy tales, poems and tongue twisters as often as possible.
Play various word games, for example, "Edible - inedible", "What lies where."

The child's speech development program should be comprehensive and include various activities aimed, among other things, at the development of fine motor skills, since speech is closely related to it.

Games for the development of speech

Education and development of children at the age of 3-4 years, as a rule, takes place in the form of a game.

« The Tale of the Tongue"
The purpose of the game is to introduce the child to the organs involved in the creation of speech - the sky, lips, larynx, tongue. For practice, you will need a mirror. Tell your child a story about the tongue. He lives in the mouth and is very inquisitive, likes to stick out and look in different directions (in this case, you should move your tongue up, then down, in a circle, left - right).

The tongue also likes to hide and tease - protrude, and then run behind the teeth, lower and upper, become narrow or wide. Together with the baby, play in front of the mirror - build different faces and make faces. The development of the motor muscles of the face will allow the child to quickly learn how to correctly reproduce sounds.

"Horse"
These activities can be done every day. Ask your child to click his tongue like a horse. This exercise will help the child in the future to avoid difficulties in pronouncing the sounds Zh, Sh, L, R.

"Repeat"
The game teaches the child to pronounce words correctly. For classes, you will need different pictures. Show pictures and name words with a certain sound, for example " W" or "W":

scarf, fur coat, cherry, closet, bear, hat
acorn, toad, scissors, beetle, puddle

It is important that the child clearly pronounce these sounds, the speed does not matter. Next, pick up words with consonants paired in hardness-softness:

chalk, honey, bear, sword, ball
milk, butter, soap, sea

"Combine"
A game that promotes the development of visual-figurative thinking. For the lesson, you will need cards with the image of various utensils, clothes, fruits or vegetables. Lay out several cards on the table, for example, with drawings of items of clothing, ask the child to name them separately, and then in one word. You can play and vice versa - ask the baby to name what vegetables, fruits, etc. he knows.

"Prepositions"
The game teaches the child to use prepositions and words correctly. Any object is suitable for classes - a toy, a book, etc. Move the object under the table, on the table, over the table and ask the child to tell where the toy is. Let me know if the baby is not doing well.

"Air Cotton"
This game is aimed at development of speech breathing and teaches the child to control his power. For classes, you will need cosmetic cotton balls. Lay them out on the table and blow on them together with the baby. Whose ball is further, he won. Later, closer to 5 years, strong speech breathing will help the child.

The program of classes for the development of speech in children of 3-4 years old must necessarily include creative activities - modeling, drawing and needlework, as they contribute to the development of fine motor skills, perseverance and concentration. Outdoor games are also very useful - children remember the names of objects more easily and learn to count.

Talk more with your cub, invent different stories, fairy tales - this will allow not only to develop speech, but also to form a rich imagination and logic. All this will help the development of the child and prepare for school.

At an early age, children learn about the world around them with interest. Many things, phenomena, words, are the first for a child. The task of parents is to monitor the assimilation of new information, to answer questions accurately, concisely.

The speech of a child at the age of three is understandable to adults, children make simple sentences, pronounce most of the sounds correctly. In the fourth year, speech is enriched with pronouns, adjectives, the child is able to describe the properties of objects. This period is fundamental, so it is important to eliminate the difficulties that arise in pronunciation.

The baby's vocabulary is divided into active and passive words. Up to two years, the passive vocabulary is larger than the active one, because the baby understands more words than he can pronounce.

At this stage of speech development, children pronounce simple words: “mom”, “dad”, and onomatopoeia is rapidly developing: “meow” (cat), “mu-u” (cow), “av-av” (dog).

Generalization is pronounced, the child combines objects or actions into one group, so the words denoting food, dishes or meals are denoted by one word “yum-yum”.

The speech of a child at 3 years old forms the following skills:

The ability to build sentences of five to six words, with fewer errors than at an early age;
pronounce words with correct stress;
The child retells fairy tales, successively describes the past day;
Uses pronouns, numerals, adjectives in speech;
Uses verbs with prefixes: “arrived”, “went”, “left”.

The vocabulary of children at the age of three reaches 1000 words. Some hissing and sonorous sounds are still difficult to pronounce, and hard ones are sometimes replaced by soft ones. In addition, kids come up with new words formed from several known ones.

Signs of deviations in the development of speech in children 3 years old

The baby's speech is like babbling, difficult to understand, fast or too slow, expressions are monosyllabic;
Small active vocabulary. The child is not able to name everyday objects, phenomena;
Small passive vocabulary. Simple questions cause difficulties, the baby does not understand what is required of him, new information is difficult to digest;
Lack of endings in words, inability to conjugate verbs, inflect nouns;
Difficulties in making simple sentences;
Not developed sound pronunciation.

Possible causes of delayed speech development at the age of three are divided into physiological and social. Physiological causes include health problems such as hearing loss, malocclusion, the effects of head trauma, maternal complications during pregnancy, and mental retardation and heredity.

Social prerequisites for a delay in the development of speech are closely related to communication within the family. Lack of attention to children or excess, expressed in excessive "lisping", distorting words, hinder the development of communication skills. In addition to the family environment, the speech of the child is influenced by teachers in kindergartens and friends.

Diagnosis and correction of speech defects

If you doubt whether the baby’s speech is developing normally, ask the teacher about his progress, independently study the behavior in a peer society, visit a doctor. If you find deviations from the norm, act calmly, but immediately. Specialists such as audiologists, psychologists, speech therapists, pediatricians will conduct examinations and give recommendations to combat developmental delays. At home, to develop speech skills will help:

1 Games focused on fine motor skills of hands. It is easier for a child to remember the words found in games, because he can feel objects, understand that the cube is not only small red, but also large green, as well as drawn, hard or soft. During play time, speak with the baby all the actions, name the objects, their properties, ask them to do the same.

2 Reading and memorizing poems and fairy tales. Expressive reading of fairy tales helps children to feel the fate of the characters, to understand the essence of the work. After reading the story, ask the child to retell it, find out what the child learned for himself and what character he liked. Memorizing poems trains the child in the pronunciation of sounds, and also develops thinking and memory.

3 Cartoons, children's programs. Use cartoons and TV shows for children to develop memory and thinking. The child will have new topics for discussion with friends, caregivers.

4 Useful walks. Walking with a child, ask them to name the objects they meet, their properties, shape and components: the store is large, orange, rectangular with a door and two windows. Answer the questions asked, pay attention to new items. After the walk, take an interest in what the baby liked, what did not, and why.

5 "Exercise" for the tongue and breathing exercises. If a child has problems with pronunciation of sounds, exercises for the tongue and breathing exercises help to overcome them. Ask a speech therapist to create a set of exercises for your problem, learn the exercises yourself and show them to your baby.
If homework is not enough, sign up for developmental courses for children, but do not forget to continue exercising at home.

The speech of a child at four years old

At the age of four, the vocabulary of children increases two to two and a half times. The child enthusiastically plays outdoor games, retells poems, pronounces all sounds correctly, asks questions on various topics, learns to read.

Children at this age make up grammatically correct complex and complex sentences. The kid separates himself from adults and forms his own picture of the world. He likes to tell his parents about the past day, about achievements and discoveries. This is the developmental norm for a four-year-old child.

Developmental delay in a four-year-old is accompanied by such factors:

The child does not speak at all, occasionally utters only the words "mother" or "dad";
There are no hard (w, w, h) or soft (y, h, u) consonants in speech;
Difficulties are caused by making sentences of 2–3 words;
The child speaks only in well-known phrases from fairy tales or cartoons.

Correction of speech defects in children at the age of four

If the cause of the developmental delay is physiological and the child is diagnosed, entrust the treatment to the doctors. Independent attempts to cure pathologies can lead to consequences that threaten health. In cases that do not require medical or surgical measures, according to the doctor's program, train with your child at home. The following classes give impetus to the development of speech:

A Singing, drawing, crafts. Effective types of teaching correct speech are closely related to creativity. Drawing and needlework increase the level of development of fine motor skills, teach to concentrate, provide the study and repetition of adjectives, verbs, adverbs and participles: blue, paint, neat, glued. Singing develops the muscles of the face, soothes, helps to concentrate, so it is better to start classes by singing children's songs.

B Outdoor games. During the game, children easily remember the rules, the names of objects. You can invite your child to play hopscotch, they will teach him to count and pronounce numbers correctly.

In Counting, riddles, rhymes. Rhymed phrases, rhythmically constructed sentences and riddles are easy to learn and remember for a long time. After all, everyone remembers the acrostic that helped to learn the colors of the rainbow: Everyone is red, the hunter is orange, he wants to be yellow, to know is green, where is blue, he sits is blue, the pheasant is purple.

D Breathing exercises. In addition to the activities offered by doctors, do not forget about the entertainment side of the process. You can develop the airways by blowing soap bubbles or playing the harmonica.

D Useful literature. Oksana Semyonovna Ushakova, professor, doctor of pedagogical sciences, author of several hundred works on the development of speech in preschool children, made a great contribution to the technologies for the development of speech in preschool children. Method O.S. Ushakova is consistent, easy for children to understand and is designed for ages from three to seven years.

Speech of children over the age of five

The level of speech development at the age of five allows the baby to speak his native language fluently. Learn to decline nouns and conjugate verbs. Form sentences, enriching them with all parts of speech. Accurately place stress in words, and determine the endings. The stock of words is increased, the quality of pronunciation is improved.

The child is able to control the emotional coloring of words, change the volume and pace of speech. Selects synonyms and antonyms for the proposed words, knows how to count. Thinking and fantasy develop, children compose stories according to pictures, given plots. During this period, the successes and failures of the crumbs need to be closely monitored; developmental delays not eliminated at an early age will affect future communication abilities.

At the age of five, the lack of coherent speech, complete silence, a small vocabulary, are deviations that require examination by specialists. After diagnosis and treatment, the baby needs the help and support of parents, so it is important to continue classes at home:

The development of fine motor skills. As noted, games that develop fine motor skills of the hands have a beneficial effect on the development of speech. Set different tasks for the child to understand what he is more drawn to: offer to weave a beaded ornament, build an interesting toy together from the designer, fold a mosaic. Based on the results, highlight the child’s favorite pastime and pronounce your actions, ask to describe objects and properties, offer to create something yourself and describe it;
Massage. The therapeutic, soothing muscles, stimulating blood circulation properties of massage will help in recovery;
alternative therapy. The connection established in the relationship of children with animals stimulates emotional, social, speech development;
Development aids. Whatever the degree of delay in speech progress, classes with specialists will not replace live communication with the family. The already mentioned Ushakova Oksana Semyonovna created a versatile program to stimulate speech in preschoolers. Methodological materials offer an impact on the areas that form the speech of children from three to seven years old. Proposed by O.S. Ushakov's games, rhymes, stories, classes, in a fun way, give the child the rules for building literate speech.

To ensure that development proceeds evenly, do not impose uninteresting, boring or difficult activities. Talk to them like adults, praise them for their successes, correct mistakes. Give your child space for creativity and relaxation. Follow the interests of the baby, select the appropriate section, where he will get friends and new skills. Ask about the past day, answer questions. So he will feel your love, care, which will push him to achieve, teach gratitude and responsibility.

Speech development of a child 3-4 years old

Over the past three years of life, the child has managed to accumulate a significant amount of knowledge and ideas about the world around him, has acquired some independence and has a certain practical experience with various objects.

Three-year-old children begin to express the simplest judgments about objects and phenomena, draw conclusions, and establish a relationship between them. The child develops the ability to generalize, he begins to combine a number of objects similar in purpose into a single group, to distinguish objects that are similar in appearance.

By age four, a child's active vocabulary nearly doubles to about 2,000 words.

In addition to nouns and verbs, pronouns (my, yours, yours, ours), adverbs (here, there, here), numerals (one, two) appear more and more often in his speech. If earlier the child used only qualitative adjectives (soft, warm), now he also uses possessive ones (uncle's hat, cat's tail). But in itself, the increase in vocabulary would not have been of great importance if he had not simultaneously mastered the ability to combine words in a sentence according to the laws of grammar!

Gradually improve the grammatical correctness of speech. The child answers the questions of adults with detailed phrases consisting of 3-4 or more words. Speech as a whole becomes clearer, the pronunciation of words and sounds is clearer.

During this period, the child’s greatest sensitivity to language is revealed, he is interested in the meanings of words (“Who called the giraffe a giraffe, a wolf-wolf, a fox-fox?”), tries to create new words, rhymes them (karam, baram, taram, saram, u ram ; trigger, lesson, marmot, arches).

And although the child's achievements in mastering his native language are significant, nevertheless, his speech is still far from perfect. Thus, three-year-old children are not always able, without the help of adults, to coherently and clearly tell what they saw on the street, to retell the content of the tale. Grammar errors are also not uncommon, such as inaccurate use of prepositions and case endings (let's fly to space), incorrect formation of some grammatical forms, such as plural nouns (many pencils). The child uses words not always correctly (my hands are dry, I need to turn off the light).

The sound imperfection of speech is explained by age and physiological characteristics.

A child of the fourth year of life, although he correctly pronounces the entire group of whistling sounds in open syllables (owl, fox, goat, winter, chicken), but at the same time can omit them in combination with other consonant sounds: neg (snow), kotel (fire ), wonok (call). Sometimes he omits another consonant: zey instead of snakes. Some children do not distinguish between the sounds [s] and [ts], the latter is replaced in words with the sound [s]: lights instead of flowers, saber instead of a heron.

At this age, the child is still not always able to correctly pronounce the hissing sounds [w], [g], [h '], [u'] and often replaces them with whistling (mostly already solid) [s], [s], [ts ]: kasa (porridge), nozyk (knife), key (key). Sonorants [p], [p '], [l] the child can replace the sound [l '], less often [th]: labota (work), leka (river), yulya (yula), lampa (lamp), kayandas (pencil ), get tired (tired), while, as a rule, he correctly preserves the syllabic structure in two-, three-syllable words.

In some words, especially those that are difficult to pronounce, the child omits or rearranges not only sounds, but also entire syllables, for example, he can pronounce the word penguin as pi-gin, scissors as noses, car as amabile, shop as gamazin, turntable as levtuska, suitcase like a chedomantemperaturelike a theme, ride like a dig, they tore it off like they ripped it off, etc.

However, all these imperfections, age-related and in the process of general and speech development, gradually disappear. And the role of adults in this process is extraordinarily great. Answering kids' questions, talking and engaging with them, getting to know new phenomena and objects not only improve their speech, but also contribute to mental development.

Sometimes a child knows the name of an object, but cannot name the details, the elements of which it consists, that is, he does not isolate a part from the whole. Walking, for example, in the forest, explain to him “what a tree consists of” (trunk, roots, branches, leaves), teach him to recognize the most common tree species - birch, linden, poplar, spruce, pine. While walking along the street, help to figure out “how the house is arranged”, where are the walls, roof, windows, doors.

The knowledge of the child about the objects around him is made up of knowledge of their properties, qualities, and methods of their application. What is obvious to adults, the child needs to “discover”, push him to “discovery”. It is not so easy to understand, for example, that a chair is made of wood, a door handle is made of plastic, a jar is made of glass, a ball is made of rubber. When the child learns some of the qualities and properties of objects, let him name those objects in the room that are made of wood, plastic. At an older age, he will gradually learn to form adjectives: a chair made of wood - a wooden chair, a handle made ofgland- iron handle.

With the expansion and enrichment of the child's vocabulary, the construction of phrases becomes more complicated. If earlier the baby, asking for an apple, said: “Give me an apple”, now he can pronounce this phrase like this: “Give me a big (small or red) apple”, that is, indicate the size or color of the object. Using more complex sentences, the child makes mistakes in word coordination, in the use of prepositions, in prepositional endings. Therefore, pay attention to how he coordinates words in gender, number, case. Ask him what color, size or shape this or that object is (a big apple, a small chair, a red ball, butcap red, and the sun is yellow, the plates are clean, but the plate is clean, round). Considering color illustrations, invite your child to find and name objects in red or green. The child finds objects in the drawings and says: “Green ball, green cap, green grass” or “Red flag, red cap, red bucket”. The child highlights the endings with his voice. Be sure to correct any mistakes.

At this age, the child easily memorizes and learns basic grammatical forms. While playing with the baby, you can exercise him in the correct coordination of nouns with different parts of speech, for example, with verbs. Say: “Now toys will come to visit us, and you will say who came.” Take the doll and ask: “Who came to visit us?” The child must give a complete answer: “A doll (cat, dog) came to visit us”, but “A bear cub (elephant) arrived”. Naming the number of objects, the child uses the words one, many. If the baby incorrectly coordinates nouns with these words, then it is necessary to correct him, highlighting the noun with his voice, give a sample of correct speech: a lotchairs(not chairs).

In the speech of children, errors such as the incorrect use of case endings are often observed: “Ask mom, I went to daddy,” etc.The game "What's gone" trains the child in the correct use of case endings of nouns in the genitive singular.

"What's gone." Lay out 3-4 items on the table, for example, a car, a bear, a pencil. Invite the child to name them and remember what is on the table. Ask the child to close their eyes (or turn away), while you remove one of the objects yourself. Then ask him what is missing. Place a cup, saucer, and plate in front of your child. Ask them to name the items. Then, removing them one by one from the table, offer to name what is missing.

You can teach your child to use prepositions and words correctly in the right case as follows. Take any toy and, placing it in different places, ask where the doll is

(car, bunny). Put the doll on the table (in a box, under the table, on the closet), ask where you get the doll from (from the closet, from under the table, from the closet, from the box).

The formation of colloquial speech occurs primarily in everyday communication with the child, in real life situations. For example, after the baby returns from a walk, let one of the elders ask: “Whom (or what) did you see on the street? Who did you play with? What toys did Misha (Tanya) have? What did you sculpt from the snow? Make sure that he gives complete answers, tells not only about who he played with, but also about what kind of toy his friend had, he could briefly describe it.

Topics for a conversation with a child can be very diverse - this is buying new toys, visiting a clinic, a store, a hairdresser, walking in a park, forest, trips out of town. The adult asks questions, directs the conversation, seeksto interest the baby, offers to remember something.

Teach your child to describe things on their own. First show how it's done. For example, put a cup in front of the child, invite him to look at it carefully again, and then ask questions like these:

Adult. What's this?

Child. A cup.

Adult. What color is the cup?

Child. White.

Adult. What is on it? (Pointing to drawing.)

Child. Flower.

Adult. And what's with the cup? (Points to the handle.)

Child. A pen.

Adult. Why do you need a pen?

Child. to hold a cup.

Adult. Why do you need a cup?

Child. Drink.

Adult. What can you drink from a cup?

Child. water, tea,milk.

Adult. That's right, and you can also drink compote, jelly, coffee, cocoa from a cup.

After a while, the child will be able to talk with great interest about any of his toys: a doll, a bunny, an elephant, a car, a ball.

Put 3-4 objects in front of the child, for example, a pencil, a book, a car, a ball. Let the baby play the role of the seller first, and you - the buyer. Ask to give you an object, describing it like this: long, red, you can draw with it. The child gives a pencil. Then the roles change. The child may ask you for an object that has wheels, a cabin, a steering wheel and can be rolled on the floor. Give him a car and ask: "Why do you need a car?" (Ride the bear.)

After the child learns to cope with such tasks, they can be complicated. So, considering the dog together with the baby, note that the dog is fluffy, black, with long ears. And then ask: “What can you call such a dog?” (Fluff, because it is “fluffy”; Chernysh - “black”; Ushastik - “ears are splayed out.”) Invite him to come up with nicknames for animals himself. Ask him why he named the kitten Whiskers.

Teach your child to compare and contrast objects, to find common ground in them, to indicate how they differ from each other.For example, give a child two different toy cars and ask him to answer whether the cars are the same or not, how they differ, what they have in common. You can match and compare the objects shown in the pictures.

At this age stage, the child can already combine homogeneous objects, group them, call them in one word (shirt, jacket, T-shirt-clothes, cup, saucer, plate - dishes / bed, chair, table-furniture). To consolidate his knowledge of these items, offer to answer the following question: “What can be attributed to clothes (to dishes, to furniture)?” Complicating the task, you can offer the child to list those items of clothing that are worn in winter (summer), or list items related to table (tea) utensils. Such tasks activate the child's vocabulary.

With great interest, kids select words for certain verbs. For example, you say: “A rocket is flying.

What else can fly? The child lists: “Airplane, bird, butterfly, fly”, etc. Complete the child's answer and, if necessary, correct the mistakes.

Children usually enjoy looking at pictures in books. But books should correspond to the age of the baby, be understandable to him.Before you ask your child to tell you what is shown in the picture, show how it is done. Teach your child to highlight the main thing first, then the secondary. So, for example, when looking at illustrations depicting children, first ask who is shown in the picture, what the guys are doing, then pay attention to the way they are dressed. Invite him to determine the time of year. Ask him why he thinks that the picture shows winter, and, for example, not summer (children are sledding, skating or skiing, their clothes are warm-winter; children swim, sunbathe, green leaves on the trees-summer, etc. .d.).

Reading works of art significantly expands the child's knowledge about the surrounding objects, phenomena, about the life and work of adults.Literary material affects the emotional sphere of the child, has a huge impact on his speech development: it encourages reflection, talking about what he has read, after reading a fairy tale, a story, he has questions. Therefore, it is very important to be able to choose the right books to read. For children of the fourth year of life, poems, fairy tales, stories should be small in volume, simple in content, easy to understand.

One and the same work of art can be read several times. Repeated reading deepens the child's impressions, enhances emotional experiences, and contributes to better memorization of the text. Reading is not a passive perception of a work by a child. After reading a fairy tale or story, ask the child what they say, what happens to the main characters. Consistently answering the questions posed, the kid will better remember the content of the tale.

To teach a child to retell fairy tales, stories should begin with questions about the content of the text (first, offer to retell such fairy tales in which the plot is revealed sequentially, with frequently repeated actions, characters). For example, when retelling a fairy taleturnip"They ask approximately the following questions:" What did grandfather plant? What kind of turnip has grown? Who pulled the turnip first? Whom did grandfather call? etc. Such questions make it easier to retell the text.

By transmitting the content of works of art, the child learns to accurately, fully, consistently express his thoughts.

Often, children of this age, looking at illustrations, quite accurately and accurately convey the content of the tale. So, Julia (3 years 7 months) invites Andrey (6 years) to listen to a fairy tale, which she will “read” to him. Retelling a story from pictures and pretending to read it,girlfully, accurately and close to the text conveyed the content. Such retellings should be encouraged in every possible way.

Rhymes, nursery rhymes, riddles are easy for children to remember. And this, in turn, contributes to the development of memory, the expansion of the active and passive vocabulary of the child.

But parents should pay attention not only to the enrichment of the child's vocabulary, the development of colloquial speech and its grammatical correctness, but also to the sound side of speech.

Work on the sound side of speech at this age goes in two directions: the development of auditory perception or speech hearing (correct perception of speech sounds, tempo, volume, intonation means of expression) and the improvement of pronunciation (correct use of sounds, clear and intelligible pronunciation of words, phrases, ability to correct use of voice, tempo, intonation).

For successful assimilation of the sound side of speech, it is necessary to teach the child to listen to the speech of others, to compare his speech with the speech of adults, to control his speech. A child who notices flaws in pronunciation will try to correct them.

The games and exercises we recommend are aimed atchild's developmentauditory perception and speech hearing.

They teach the child to hear and differentiate various sounds, to distinguish one sound from another by ear, to find the source of the sound.

"Guess what I'm doing." The child turns away and closes his eyes. One of the parents moves a chair, walks around the room, rustles a newspaper, pours water into a cup, winds the clock, knocks on the table. The child names the actions that the adult performs.

"Guess where he's calling." Start an alarm clock and hide it under a table or under a closet. When the alarm rings, the child must guess where the sound comes from and find the alarm.

"Guess whose song it is." Ask the baby to listen carefully and remember how the water sings (pronounce the sound [s] clearly and drawlingly: s-s-s ...) and how the mosquito sings (pronounce the sound [z] clearly and drawlingly: z-z-z .. .). Then, alternately pronouncing the sound [s], then the sound [h], invite the child to guess when the water sings, and when the mosquito sings.

"Guess where the woodpecker is knocking." Imitate the knock of a woodpecker with a beak on a tree, either quietly or loudly. The child must say where the woodpecker is knocking - close or far.

"Guess how it's raining." Together with your child, remember how it starts to rain. Clouds appear in the sky, then the first drops. They rarely fall and knock like this: drip-drip-drip ... (sound combinations are pronounced at a slow pace). Then the rain intensifies, and the drops ring on the pavement in a different way (now at a moderate pace). And then it began to rain heavily, the drops began to drum on the roof (at an accelerated pace). The child must listen carefully and guess when it rains.

To pronounce some sounds, complex words, the coordinated and clear work of the entire articulatory apparatus is required.

The correct pronunciation of sounds largely depends on the clear and coordinated work of the muscles of the tongue, which plays an important role in the articulation of sounds. Its position in the oral cavity, its change in shape (it can be wide or narrow, the tip of the tongue can be raised or lowered, in contact with the upper teeth or not) affect the correctness and clarity of pronouncing most sounds. So, to pronounce some sounds, it is necessary to raise the tip of the tongue, for others, the back, for others, to develop the ability to form a groove in the middle of the tongue.

To strengthen the muscles of the tongue, children are offered the following exercises: stick the tongue out of the mouth and quickly remove it inside; stick out your tongue and hold it from side to side (as the pendulum of a clock moves); stick out your tongue and give it the shape of a spatula, and then a cucumber; raise the tip of the tongue up and click it (an adult shows how the horse's hooves click and invites the child to reproduce this onomatopoeia).

Lips are also actively involved in the process of pronouncing sounds. To improve their mobility, you need to stretch your lips forward, then stretch them in a smile, pronounce the sound [a], then the sound [y] on one exhale (as a boy who got lost in the forest screams: “Ay!”).

The correctness and distinctness of speech largely depend on how much the child has mastered the pronunciation of individual sounds. For training, you can use various tongue twisters and tongue twisters, nursery rhymes and nursery rhymes. Here are examples of such speeches.

Sound p

Pa-pa-pa - there are cereals on the table, po-py-py-the rose has thorns, oop-up-up - mom cooks soup, ip-ip-ip-there are a lot of lindens in the garden.

b-b sounds

Ba-ba-ba-Vova has a pipe, boo-boo-boo-a raven sits on an oak tree, would-be-be - we collectmushrooms, be-be-be - the lamp on the pole is on, do not destroy the trees.

You and your child can come up with such tongue twisters. It is not so important to strive for "poetic perfection". The main thing is that tongue twisters are funny, understandable to the child and, of course, filled with the necessary sound material. There are also a number of simple games and exercises specifically designed to reinforce the correct pronunciation of a particular sound. Here is some of them.

Sounds

"Donkey". Show the child a picture of a donkey and invite him to listen to how he screams (pronounce the sounds [s] and [a] clearly and drawl: s-s-s-ah ...). Then invite the child to reproduce the cry of the donkey. He should pronounce the sound [s] quite clearly, distinctly and loudly, when pronouncing the sound [a], the mouth should be opened wide enough.

Sound th

"Bunny". Tell your child a story about a hare: “There lived a hare in the forest. When his mother left, she ordered him to stay at home. Once the hare did not listen to his mother, ran out into the clearing and began to run after the bees. One bee stung a hare right on the nose. It hurts the bunny, he lies under a bush and groans: “Oh, oh! Ouch!"". Ask the child how the bunny moans. Make sure that he clearly pronounces the sound [y].

Words with i, yu, e, yo

Pick up pictures depicting objects whose names contain I, u, e, e at the beginning of the word: anchor, apple, skirt, spinning top, hedgehog, Christmas tree, spruce. Have the child name the items. Pay attention to the clarity and correctness of pronunciation of these words.

I-I-I caught a sparrow

Yu-yu-yu-I sing a song,

yo-yo-yo - I have a gun,

E-e-e - the hedgehog crawls to the snake.

I rise with the sun

I sing along with the birds.

Good morning!

Good afternoon!

That's how nice we sing!

E. Blaginina

Sounds s-s

Pick up pictures depicting objects whose names have sounds [s] ([s ']) at the beginning, in the middle and at the end of the word: sled, dog, herring, wheel, geese, nose, goose. Have your child name these items. Pay attention to the correctness and distinctness of pronouncing these sounds.

"The wasp does not have a mustache, but antennae"

"Little Sanya's sleds go by themselves."

Learn the poem with your child:

We will build the plane ourselves.

Let's fly over the forests

Let's fly over the forests.

And then back to mom.

A. Barto

Sound z-z

Pick up pictures depicting objects whose names have sounds [z] ([z ']) at the beginning and middle of the word: castle, umbrella, Zina, goat, basket, star. Have your child name these items. Pay attention to the correct pronunciation of sounds.

Invite the child to repeat the words:

"The bunny has a toothache"

"Zina's strawberry in the basket".

Learn the poem with your child:

At the zoo in the meadow

The monkeys danced.

The monkeys were named:

Zig and Zag...

S. Sabashnikov

Exercises and games to distinguish between sounds s (s) and s (s)

Invite the child to alternately play the “vodichka song”, then the “mosquito song”, that is, pronounce the sound [s], then the sound [z] (s-s-s ... z-z-z ... s-s -With...).

Pick up pictures with the image of such objects, in the names of which there are sounds [s] ([s ']) and [s] ([s, ]) at the beginning and middle of the word: boot-lock, sledge-hare, vase-braid, dragonfly. Have your child name these items. Pay attention to correctpronunciation of sounds.

Invite the child to repeat jokes-pure words:

sy-sy-sy-Katya has two braids,

zy-zy-zy-Vova has no goat,

si-si-si-water bring to the house,

Zi-zi-zi-take me home.

Learn phrases with your child:

"Sonya has a bunny, and Senya Dunno",

Sonya Zine was carrying hay in a basket.

Learn the poem with your child:

I have a goat

I will feed him myself.

I am a kid in a green garden

I'll take it tomorrow morning.

He gets lost in the garden -

I will find it in the grass.

A. Barto

Sound c

"Call the chickens." Tell: “Katya decided to feed the chickens, but they scattered across the clearing. We must call them. Katya calls them: “Chick-chick-chick ...” How does Katya call the chickens for dinner? The child pronounces distinctly and loudly enough the sound combinations chick-chick-chick...

Pick up pictures depicting objects whose names have the sound [c] at the beginning, middle and end of the word: chickens, a flower, a button, an egg, a finger,cucumber. Have your child name these items. Pay attention to the correct pronunciation of the sound [ts].

Invite the child to repeat the tongue twisters: “There is no end to my ring”, “Two chickens are running right down the street.”

Learn the poem with your child:

There will be midges

Have fun until the morning

Today Fly-sokotuha

Birthday girl!

K. Chukovsky

Distinguishing sounds with and c

Invite the child to repeat the tongue-twisters: "Starlings and tits are funny birds", "The hen laid an egg under the porch."

Learn the poem with your child:

The bird wants to wake up

The bird sings a song

Because a bird with a song

Wake up more interesting.

V. Berestov

Teaching a child to control speech breathing is an important task. In the fourth year, the child begins to use rather complex sentences consisting of 3-5 or more words, and for their free and continuous pronunciation, you need to be able to exhale correctly so that there is enough air for part of the phrase or for the entire phrase.

To strengthen and lengthen the exhalation, it is necessary to teach the child to use air correctly. Special games will help you with this. Invite the child to blow on small thin strips of paper or on a cotton wool attached to a thread (the cotton wool is held near the child's mouth, he blows on it and tries to keep it in a deflected position for a while).

For the development of speech breathing, invite the child to pronounce several vowel sounds on one exhalation. For example, ask a boy, "How does a little girl cry?" (Uh-ah ...) When pronouncing sounds, it is necessary to pay attention to the smoothness of the transition from one sound to another, to the continuity of their pronunciation. Jokes-pure words, uttered on one exhale, contribute to the development of speech breathing:

ha ha ha - caught a rooster,

Co-co-co-we go far

tu-tu-tu - give food to the cat.

Practicing the correct exhalation, do not forget about the correct inhalation. It should be calm, short, without much tension from the muscles of the face and neck.

Games and exercises for speech breathing should be carried out systematically, in a well-ventilated room.

It is also necessary to teach the child to control his voice.

You probably had to watch how sometimes a child enters the subway and the whole car begins to talk, ask questions, read poetry. Some parents rudely rebuke him, force him to shut up.

Some children cannot speak quietly when the situation requires it (sickgrandmother, the father came from the night shift, the younger brother is sleeping, etc.). Others, on the contrary, cannot speak loudly enough, although they have all the data for loud speech. All this indicates that a small child should be taught to use his vocal apparatus, to cultivate the ability to monitor his speech.

First of all, you need to teach him to listen and distinguish the loud speech of others from the quiet. To do this, say the same phrase at different volumes and invite the child to determine when you said it very loudly, loudly, quietly, in a whisper.

Use games to help your child control their own voice box.

"Wind and breeze". Invite the child to listen to how a strong wind howls (pronounce the sound [y] loudly and drawlingly: woo ...), and then how a small breeze is buzzing (pronounce the sound [y] softly). Then let him reproduce this sound himself with different volumes (loud, quiet).

If the child speaks quietly, you can also use this technique: talk to him at some distance (6-8 steps); in this case, he will inevitably have to speak a little louder.

It is very important that the baby controls the pace of speech. This is important “perhaps, first of all, because,” writes speech therapist V. Lykov, “that the tongue twister hurts the ear, irritates, and seems ugly.

But accelerated speech-tachyllalia-defect is not only aesthetic, but also linguistic. There is a natural, "normal" rate of speech for our language - 10-12 sounds per second. And children sometimes pronounce 20-30 sounds. Naturally, such "speedy" speech cannot be clear.

Language haste causes inconvenience not only to the interlocutor, but also to the child himself. Peers begin to laugh at him, ironically, come up with offensive nicknames.

In a state of excitement, in addition to accelerated speech, other speech disorders are also found in children: stammering, permutation of syllables, non-pronunciation of endings. Tahilalia is reflected in writing and reading: omissions and rearrangements of letters, underwriting endings, violation of word coordination.

What are the causes of tachilalia? There are several of them - imitation, incorrect methods of speech education, increased nervous excitability, weakness of inhibitory nervous processes. Insufficient speech education in the family is the most common cause of rapid speech.

In overcoming takhilalia, the main role belongs to educational methods: while fighting the fussiness, restlessness of the child, we at the same time “eradicate” haste and inconsistency in speech. If the child suffers from increased nervous excitability, medical treatment and medical supervision are necessary.

A calm, friendly atmosphere in the family is very important, a solid daily routine is also necessary, calm, measured games are useful (bingo, mosaic, drawing, modeling, construction), as well as rhythm and singing.

Parents need to remember that often the reason for hasty speech is imitation of the accelerated speech of adults. Therefore, in communicating with the baby, you need to monitor your speech and strive to speak at a moderate pace, and when reading or telling a work of art, even slightly slowed down.

If the child speaks quickly, then reminders to speak more slowly will not help him. It is necessary to give a sample of measured speech, for example, read a poem.

Particular attention should be paid to a child with excessively accelerated speech, since fast speech is often a harbinger of stuttering.If the child has difficulty pronouncing words (says t-t-t-ank) or repeats syllables (po-po-went), then show it to a speech therapist.

Speech delivered on one note, as a rule, is inexpressive. The emotionality of speech depends on the correct use of intonational means: raising and lowering the voice, changing the tempo of the statement, the correct use of pauses, logical stress, etc. A kid who hears intonationally expressive speech naturally strives to speak the same way.

The expressive reading of fairy tales and poems by a child helps him to use the means of intonational expressiveness in his speech. When reading works of art, pay attention to the baby, as these or those characters, animals (bear, bunny, fox) say.

When the child learns to accurately identify by ear how certain characters speak, invite him to reproduce the speech of one or another character, for example, Mikhail Ivanovich, Nastasya Petrovna, Mishutka from Leo Tolstoy's fairy tale "Three Bears".

By the fourth year of life, the child should basically already be able to use stress. Properly placed stress in a word ensures clarity and purity of oral speech. It is also one of the means of distinguishing between the words: castle and castle.

In Russian (unlike other languages), the stress is different and mobile, that is, sounds can be stressed at the beginning, middle and end of a word: perch, car, needle; the stress can be transferred from one part of the word to another, for example, wolf, wolves, but wolves, wolves.

Inaccurate use of stress in words may be the result of imitating incorrect adult speech. The child, putting the wrong stress in the word, fixes it in his own speech and often pronounces it incorrectly for quite a long time: store,watermelon are calling.

If the child incorrectly used the stress in the word, then the parents should correct and invite the child to repeat it correctly. For example, a child says: “Mom, they are calling us.” Mom should correct him: "Misha, I must say he's calling" - and invite the child to repeat the word correctly.

In those cases when the baby stubbornly pronounces some words, putting stress on them incorrectly, offer him a game that would require repeated pronunciation of these words. This will help the child avoid mistakes.

“The ability to hear a stressed syllable, to distinguish it in a word is necessary not only to prepare a child for learning to write and read, but also for the development of oral speech (learning the correct stress).

What exercises can be recommended here to parents? Before directly acquainting the child with stress, it is necessary to give the child an idea that the word has a beginning and an end. You can use the following exercises for this.

"The end of the word is yours." “Look at this paper strip,” the adult says. It's like the words are hidden in it. The words are interesting, different, but they all have the same beginning - ska-. Let's find out what these words are. We begin to search: ska ... - ... make-up, - the child prompts. Good. Listen again: ska...meika. We continue to learn other words that also begin. Ska ... "The child prompts: ska-kolka, ska-zka, ska-cloth ... The adult concludes:" It turns out how many words were hidden in this strip, and each word had the same beginning - ska". Then he asks: “And what words can you remember if they have a beginning?” The players offer: whether (sichka), Li (yes), whether (sticks), whether (brotherhood), whether (monad) ...

After the child has learned well what the beginning and end of a word are, adults conduct small exercises with him, lasting 2-3 minutes, which allow him to understand that the syllables in the word sound differently, one of them (stressed) can pronounce longer.

Do the parts of the word sound the same? An adult asks: “Do the parts of the word dad, pa-apa sound the same ... What do you hear? That's right, I increase my voice when I say the first part of the word. Say the word papa so that this first part is well heard.

Listen to the word fox. I pronounce it like this: “fox-a”. Which part sounds the strongest? That's right, the second part. Repeat this word with me: fox-a. It is very clearly heard that the second part in the word fox sounds stronger, more noticeable ”(G. Tumakova).

In a child of the fourth year of life, check

What difficulties does he experience when retelling works of art, from how many words does he build phrases?

How accurately conveys the content of the read texts, does he use intonation means of expression, does he know how to independently compose a story based on a plot picture?

What sounds does he pronounce incorrectly, with what sounds does he replace those that he cannot pronounce, for example, he replaces the sound [w] with the sound [s], and the sound [p] with the sound [l ']?

Can he speak quietly, in a whisper, change the pace of speech?

Portal for the student. Self-training

Norms of speech development in children 1-3 years old

The main stages of normal speech development of a child from 1 to 3 years

How to develop a child's speech at 1,2 and 3 years: classes for speech development

know to do the right thing

1.1. First myth. The development of speech at 3 years is classes at the desk

How wrong to deal with a child of 3 years of speech development - a typical mistake

How to deal with speech development with a child: options for speech games and tasks

1. 2 The second myth. The development of speech at 3 years old is scattered rhymes, tongue twisters, pictures, songs

1. 3. The third myth. The development of speech at the age of 3 should be dealt with only by a speech therapist - defectologist

1. 4. The fourth myth. The development of a child's speech at 3 years old occurs only at a clearly defined time.

scheduled during special classes and exercises

Section 2. The development of a child's speech at 3 years old: age characteristics and norms

2.1. Why is it important to know the age norms for the development of a child's speech at 3 years old?

2. 2. Features of developmentthe sound side of a child's speech at 3 years old

2. 3. Peculiarities of pchild's vocabulary development at 3 years old

(lexical side of the child's speech)

2. 4. Peculiarities of pdevelopment of the grammatical structure of speech at 3 years

2. 5. Features of the development of coherent speech of a child at 3 years old

Section 3. The main tasks of the development of a child's speech at 3 years old

3. 1. Tasks for the development of the sound side of a child's speech at 3 years old

3. 2. Tasks for the development of a child's vocabulary at 3 years old

3. 3. Tasks for the development of the grammatical side of a child's speech at 3 years old

3. 4. Tasks for the development of coherent speech of a child at 3 years old

3. 5. What to do with the list of tasks for the development of the speech of a child of 3 years, given above

Section 4. How to properly engage in the development of speech with a child at 3 years old: games, exercises, notes, ideas.

4. 1. Scenarios and notes of speech games and activities with a child of 3 years

4. 2. Speech games and game exercises for the development of a child's speech at 3 years old

Games and exercises for the development of auditory perception and speech hearing

Games and exercises for the development of speech breathing in a child at 3 years old

Grammar exercises and games for the development of the speech of a child of 3 years

Game 1. Who says what

Game 2

The system of speech games and game activities for children 3-4 years old

Video "Speech development of children 3-4 years old"

Features of speech development of children 3-4 years old

Norms of speech development

Methods for the development of speech

Games for the development of speech

Signs of deviations in the development of speech in children 3 years old

Diagnosis and correction of speech defects

The speech of a child at four years old

Correction of speech defects in children at the age of four

Speech of children over the age of five

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