Games for the phonemic perception of preschoolers. Didactic games for the development of phonemic hearing

Speech games for children 6-7 years old

Games for the development of sound-letter analysis skills, the formation of phonemic hearing

1) The game "Chain of words"

Task: to teach children to distinguish initial and final sounds in words, expand their vocabulary, develop auditory attention, quick wit.

Description. You can play alone or with a group of children and adults. One of the players calls any word - a noun in the singular and nominative case, the second - comes up with a word for its last sound, the third - for the last sound of this word, etc., as if building a chain of words. For example: Anya - apple - autumn - thread - turkey - cat - cable - dog, etc.

2) The game "Stomp - clap"

Task: to teach the child to distinguish between similar sounds.

Equipment: words in which the consonant is pronounced clearly, with effort, and the vowel should be stressed.

Description. The game is played by ear. The adult informs the child: “Today we will learn to hear sounds and distinguish them from each other. For the task, sounds are selected that are somehow similar to each other: for example, O-U, Y-I, M-N, K-T, P-T, etc. - for children 5 years old, pairs of consonants for deafness - voicedness (V-P, D-T, G-K, V-F) and hardness-softness (M-M", T-T", K-K, etc.) - for children 6-7 years old .

First, the game is played on individual sounds, then on syllables and words. The adult selects the speech material and pronounces it clearly, and the child, following the instructions of the adult, clap on one of the sounds, and stomp on the other.

For example, the sounds [О-У] differ.

Sounds: O, U, N, U, O, S, O, U, A, M, U, T, O, etc.

Syllables: OH, UK, PO, UT, KO, NU, MO, UP, MU, etc.

Words: Olya, duck, autumn, window, fishing rod, going, cow, morning, lake, Ulya, etc.

3) The game "Choose pictures"

Task: to teach children to choose a picture with a word that begins with a given sound, expand their vocabulary, develop visual attention.

Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds.

Description. An adult lays out the pictures on the table, instructs the child that he should choose those pictures that show words with a certain sound, for example, the sound [k]. Then the adult clearly names all the pictures, and the child chooses the appropriate ones from them (cat, pony, fly, horse, jacket, tank, cube, candy, nose, spider, poppy, doll, etc.)

4) The game "Spread into piles"

Task: to teach children to highlight the initial sound in a word.

Equipment: subject pictures with words starting with different sounds, several pictures for each of them.

Description. The adult lays out the pictures on the table, names them, then instructs the child that he must combine the pictures into several piles according to the initial sound.

For example:

[L] - moon, boat, horse, lamp, etc. [A] - bus, pineapple, watermelon, album, etc. [U] - duck, fishing rod, beehive, snail, iron, etc. [M] - poppy, fly, raspberry, car, bridge, etc. [K] - cat, horse, cube, jacket, doll, etc. [N] - nose, leg, knife, scissors, rhinoceros, etc. etc. [I] - willow, turkey, needle, toys, oriole, etc. d.

5) The game "Repeat the words after me"

Task: to train children in sound analysis, to teach them to distinguish given sounds in words.

Equipment: rows of words prepared by an adult, most of which contain a given sound in their composition, while the rest do not. The game uses words with vowels (A, O, U, I, S) and consonants that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonants [D], [B], [G], [C] it is not allowed to use words in which these sounds end and are deafened. Hard and soft pairs of sounds are analyzed separately from each other. The vowel sound [O] can be distinguished only in those words in which it is under stress, since in other cases it turns into the sound [A]. The vowel sound [Ы] stands out only in the middle and at the end of the word.

Description. An adult pronounces a series of first 5 ^ 6, then 8-10 words and gives the child the task of remembering and repeating only those words that have a certain sound, for example, the sound [M]. Such a series of words is given: mother, cat, soap, house, spider, bridge, bow, fly, leg, lemon. Of these, the child must repeat the following words: mom, soap, house, bridge, fly, lemon.

6) Game "Find the sound"

Task: to teach children to hear the initial and final sounds in words, to develop their auditory attention, to consolidate the correct, clear pronunciation and distinction of sounds.

Equipment: rows of pictures for a specific sound.

Description. The game can be played with one child or with a group of children.

The adult says: “Now I will show the pictures and name the objects depicted on them, and you listen carefully and guess what sound is in all these words.” Then the adult shows and names a series of pictures that begin, for example, with the sound [K]: cat, horse, jacket, wheel, doll, candy, and the children must answer with a full answer: “All these words have a sound [K].” Next, they must remember the words named by adults with the sound [K], come up with a few of their own words with this sound.

7) The game "Sound Lotto"

Task: to train children in determining the location of a given sound in a word: at the beginning, middle or end.

Equipment; stripes divided into 3 parts, indicating the beginning, middle and end of the word; subject pictures with words for certain sounds: vowels and deaf consonants - beginning, middle, end; sound [s] - middle, end of a word; voiced consonants - the beginning and middle of a word.

Description. The child examines and names a picture with a given sound, then puts it on the first, second or third square in the strip, depending on its location in this word. The beginning of the word - when all other sounds come after the given sound, the middle of the word - other sounds come before and after the given sound, the end of the word - the rest of the sounds come before the given sound. For example, a child is given pictures with sound [m]. On the strip, they are arranged in squares in the following sequence: poppy - bag - house.

8) The game "Who has more words?"

Task: to teach children to find in the picture or invent words with a given sound. Equipment:

Option 1 - a picture that contains a lot of objects with a given sound.

Option 2 - subject pictures with words in which there is a given sound; chips.

Description. You can play with one child or with a group of children.

1 option. An adult shows a plot picture (for example, "Forest") and invites the child to find as many words with a given sound on it as possible.

For each word, the child receives a token. The one with the most chips wins.

Option 2. An adult calls the sound to the children and shows pictures with words that contain this sound.

Then the pictures are removed, and the children must name as many words as possible from memory. For each word, the child also receives a chip. As you practice, you can play without pictures, throwing the ball between the players and naming words with the agreed sound.

9) The game "Name the vowels"

Task: to train children in isolating vowel sounds from a word.

Description. An adult pronounces words syllable by syllable, highlighting and holding out vowels. Then he pronounces only the vowels in the order they were in the word.

For example, fish-ba - s-a; ba-ra-ban - a-a-a; kosh-ka-o-a; ball - i-i, etc. Next, the child tries to independently stretch the vowels in syllables and name them in order.

If necessary, an adult helps him in the correct division of words into syllables. First, two-syllable words with direct syllables are selected for the game, in which vowel sounds do not change depending on the stress or spelling rule, i.e. words are written and pronounced the same way (words like wasp, road, tire, summer are excluded), then one and three-syllable words and containing consonants.

10) The game "What happened?"

Task: to exercise children in repeating and memorizing whole words.

Equipment: pictures with the image of the words that should turn out.

Description.

1 option. An adult lays out pictures in front of the child and begins to name words in which he omits the first sound. The child must find this word from the pictures and name it. For example, (z) amok, (k) oshka, (m) bus, (p) dress, (c) agon, etc.

Option 2. An adult selects words so that they all begin with the same sound. He gives the child the task of pronouncing a certain sound each time, and after that he finishes the whole word.

Then the child must again completely repeat the word. For example, to the sound [x] - (x) east, (x) leb, (x) omyak, (x) alat.

To the sound [w] - (w) peony, (w) cola, (w) pagat, (w) uba.

To the sound [k] - (k) splint, (k) key, (k) paint, (k) apusta.

11) The game "Speak the word"

Task: to train children in adding a given sound or syllable to a word.

Equipment: subject pictures depicting words that should turn out.

Description.

1 option. The adult lays out pictures in front of the child and begins to pronounce the first syllable of the word, and the child must find a suitable picture and complete the missing syllable in this word. For example, pitchfork (ka), ar (buz), snake (I), li (sa), etc.

Option 2. The child pronounces the initial syllable, agreed in advance, and then the adult finishes the remaining 1-2 syllables, and together they repeat the resulting word in its entirety. For example, ka (sha), ka (reta), ka (mouse), ka (men), ka (ban), ka (cheli).

3 option. Now the adult pronounces the beginning of the word, and the child finishes the missing prearranged last syllable and repeats the whole word. Depending on the pronunciation capabilities of the child, an adult can choose words, excluding sounds that the child pronounces incorrectly, or, conversely, words with a certain sound in order to reinforce the correct pronunciation of the sound in the child.

For example, love (ka), re (ka), shish (ka), horse (ka), hare (ka), gal (ka), book (ka); snake (ya), seven (ya), stan-qi (ya), fe (ya), seam (ya); ig (ra), but (ra), y (ra), horse (ra), zha (ra), child (ra); shko (la), ska (la), mirror (yes), marshmallow), etc.

12) The game "Choose a sound"

Task: to consolidate the correct pronunciation of individual sounds difficult for the child, develop the ability to add the missing given sound to the end of the word and pronounce the word in full.

Equipment: rows of words with the same missing sound at the end, subject pictures showing the resulting words.

Description. The adult offers the child to complete the word with a sound, choosing the appropriate one from two or three proposed.

For example, you need to finish the word with the sounds [p] - [t] - [k]: kato (k), tulu (p), bile (t), kuso (k), compo (t), Ukro (p), veni ( k), ma (k), ko (t), su (p), one hundred (p), zamo (k), etc. Or with sounds [h] - [u]: vra (h), comrades (u ), gra (h), ovo (u), god (h), me (h), pla (u), le (u), etc. Or with sounds [c] - [h]: cucumber (c) , key (h), zaya (c), in (h) b, obru (h), deck (c), feces (h), etc.

Words are selected depending on the pronunciation capabilities of the child: words with sounds that he cannot pronounce correctly are excluded.

13) The game "Guess the word by vowels"

Task: to improve the skills of sound analysis of children.

Description. An adult lays out pictures in front of the child and offers to find among them a word in which the vowels are arranged in the sequence given to them. He pronounces only vowels, emphasizing the stress, for example, a - y "(spider), a - a" (eyes), y-a (fish), etc.

First, the child is offered words from two direct, reverse or closed syllables, and as the training progresses, three-four-five-syllable words: a - s - a (mar-tysh "-ka), a - s ~ - a (ma-shi" - on), e -a - a "- o (ex-ka-va" -tor), etc.

Games for the development of the syllabic structure of the word

1) The game "Rearrange the syllables or sounds"

Task: to train children's intelligence, the ability to rearrange letters or syllables in one word to form another, expand vocabulary.

Description. 1 option. An adult calls the child words and offers to swap letters or syllables in them, and then repeat a new word.

As you train, you can play with a group of children when a word with rearranged sounds or syllables is suggested to the driver, and he must guess it: lok - count, mod - house, zako - goat, bars - fish.

Option 2. An adult first shows with simple examples that some words can turn into others if you rearrange the letters in them (rose - sleep, body - summer, meadow - rumble, forest - sat down) or syllables (bed - sting, bast - cola, pump - pine). Gradually, as you practice, you can complicate the words and increase the number of letters in them.

Bank - boar.

The mouse is a reed.

Hair is the word.

Bayan - bath.

Brand - frame.

Kapal - stick.

The pump is pine.

Kolos - falcon.

Vobla - collapse.

Fork - valnk.

Mike - border.

2) The game "Slap the word"

Task: to consolidate in children the ability to divide a word into syllables depending on the number of vowel sounds, to train them in dividing words into syllables with the help of claps.

Description. The adult pronounces the word, and the child must slap each syllable. After clapping, the child must say how many syllables he has counted.

In this game, children can be offered words with a confluence of consonants, while it is necessary to explain to the child that when consonants converge, the division of a syllable passes between them: that is, one consonant goes into the first, and the other into the second syllable. For example, cat, open, honey, etc.

3) The game "Come up with a word with a certain number of syllables"

Task: to train children in making up words with a certain number of syllables.

Description. An adult slaps or taps a certain number of syllables, and the child must come up with words suitable for them from the pictures. If he finds it difficult to name a word, an adult repeats the rhythm and pronounces the first syllable. As you practice, you can invite the children to invent words themselves without using pictures, or choose one of the children to lead.

4) The game "Name the given syllable in the word"

Task: to teach children to identify and name a certain syllable in a word.

Description. An adult pronounces a word of two direct syllables in syllables and asks the child to name the first, then the second syllable in it, for example, ra-ma, water; then he is offered the next word, etc.

As the training progresses, the adult offers the child two-syllable words with reversed or closed syllables, three- or four-syllable words (ma-shi-na) and words with consonants, for example, honey-because.

5) The game "On the contrary"

Task: to train children in the transformation of syllables by replacing a hard sound in a syllable with a soft one or, conversely, a soft one with a hard one.

Equipment: rows of syllables to transform.

Description. An adult shows a child how to turn a hard syllable into a soft one (or vice versa, a soft one into a hard one) if the vowel sound is replaced in it. For example, py - pi, mo - me, bae - be, la - la, well - nu, sho - so, ke - ke, du - du, vya - wa.

Then the child tries to transform the syllables on his own, and the adult selects them so that they contain sounds that the child pronounces correctly.

6) The game "Lay out the syllable that you hear"

Task: to develop the skills of phonemic analysis and reading, fine motor skills of children.

Equipment: counting sticks, matches or beans.

Description. The adult clearly and slowly pronounces syllables containing sounds that the child can pronounce correctly, and invites him to lay out the letters corresponding to the sounds from sticks, matches or beans.

7) The game "Repeat the syllables after me, highlighting the stress"

Task: to teach children to repeat syllables with a given stress after an adult.

Description. An adult pronounces a number of syllables, emphasizing the stress, and the child listens and try to repeat, observing the location of the stressed syllable. At the initial stage, a series of two, and then three syllables is proposed: sa' - sa; sa - sa'; la' - la - la'; la-la-la’

8) The game "Find the stressed syllable in the word"

Task: to teach children to identify stressed syllables in words by ear.

Description. The adult pronounces the word syllable by syllable, emphasizing the stressed syllable, and the child must hear and repeat it. At the initial stage, words of two, then three or more syllables are offered.

For example, a spider is a stressed syllable -uk; hedgehog - yo-; bunny - zai-; phone - background; autumn - oh-; raspberries -li- etc.

9) The game "Untangle the words"

Task: to train children's intelligence, the ability to rearrange syllables in one word to form another, expand vocabulary.

Equipment: subject pictures for each of the words.

Description. An adult lays out pictures in front of the child and names words in which syllables are rearranged, and the child must find the corresponding picture and name the word correctly. For example, ba-so-ka is a dog, po-sa-gi is boots, fet-sal-ka is a napkin, mo-sa-let is an airplane, son-ko-ka is a scarf, be-re-nok is a child, ra-ba-ban - drum, ka-rel-ta - plate, etc.

10) The game "What new syllable appeared in the word?"

Task: to train intelligence, speech hearing of children.

Description. An adult names pairs of words that differ from each other by some syllable: the child must determine which syllable appeared or changed in the second word.

For example: hand - ru-bash-ka; crust - cor-zin-ka; roses - mo-roses; fly - feed fly; a child is a child.

11) Game "Turn one word into another"

Task: to improve the skills of sound-letter analysis, the ability to turn one word into another by rearranging sounds or syllables.

Description. The game is designed for children with basic reading skills. The adult invites the child to name the word from the picture and read the word next to it. When he notices that what is written is not what is shown in the picture, the adult shows how to turn the given word into the right one: rearrange the syllables, replace one sound with another, add the missing sound. For example, a ram is a banana, concrete is a loaf, a fist is + a (shark), a child - + zhe- (foal).

Games to expand vocabulary, improve the grammatical structure of speech

– Nouns

1) The game "Say the right word"

Task: to consolidate general concepts in children, to expand their vocabulary.

Equipment: ball.

Description. An adult offers the child, throwing the ball, to name the words of a certain group, for example: flowers, animals, names, cities. The loser is the one who cannot come up with a word when he has the ball. The words called by the players must not be repeated.

2) The game "He - She - It"

Task: to consolidate in children the concept of the type of objects.

Equipment: a set of pictures familiar to the child, with masculine, feminine and neuter objects.

Description. An adult lays out pictures on the table and begins to form piles of them, explaining to the children that objects that can be called the word “he” are placed in the first, “she” in the second, and “it” in the third. Then the child continues to lay out the pictures on their own. An adult, if necessary, helps him by asking leading questions: Is the table he or she? Apple - she or it?

3) The game "Pick up related words"

Task: to give children an idea of related words, that is, words formed from one source word.

Description. An adult explains to a child that some words are similar to each other in some part, like relatives, native people, therefore they are called related. Then he gives examples of such words and shows the corresponding pictures, highlighting the part that is similar in all these words.

For example, the main word is SNOW: snowy, snowflake, snowfall, snowball, snowman, bullfinch, Snow Maiden. Or the main word is HOUSE: house, house, house, home, brownie, housewife. Next, the adult offers the child to pick up or come up with related words to several given ones, using picture prompts. For example, you can offer the words: HARE - bunny, hare, hare, hare; WINTER - winter, wintering, wintering, wintering, wintering; SUN - sun, sunny, sunflower; ROD - native, homeland, spring, parents, etc.

4) The game "One item - many items"

Task: to improve the grammatical structure of speech, to teach children to use nouns in the singular and plural correctly in speech.

Equipment: pairs of subject pictures with one and many objects, a ball.

Description. The adult lays out pairs of pictures in front of the child, he calls the object from the picture in the singular, and the child - in the plural. If necessary, an adult corrects the child's mistakes in the endings of words in the plural. As you practice, the game can be played without pictures, throwing the ball.

5) The game "Call it affectionately"

Task: to teach children to form and use nouns with a diminutive meaning in speech.

Equipment: subject pictures depicting large and small objects, a ball.

Description. An adult shows a subject picture and names a large and a small object according to it.

Then he begins to name a large object, and the child must form a word for a small object with a diminutive meaning.

For example, a table - a table, a chair - a chair, a ring - a ring, a hat - a hat, etc. As you practice, the game can be played without pictures, throwing the ball.

6) The game "Who has who?"

Task: to consolidate in the active speech of children the names of young animals and birds.

Equipment: pictures of animals and birds, cut out pictures of their cubs, a ball.

Description. An adult offers the child to pick up suitable cubs for animals and birds, superimposing the cut-out pictures on large pictures.

When all the small pictures are selected, the child must correctly name and count the cubs, answering the question with a full answer: “Who has who?”

For example. The dog has three puppies. The cat has five kittens. The chicken has nine chickens, and so on. As you practice, the game can be played without pictures, throwing the ball.

7) The game "One - One - One"

Task: to teach children to distinguish objects by gender and use them correctly with the numerals one, two.

Equipment: pictures depicting male, female, neuter objects.

Description. An adult mixes up the pictures on the table, and then begins to form three piles, depending on the gender of the noun and the corresponding numeral. For example: This is a pencil. He is alone. This is a book. She is one. This Apple. It is one. Then the child lays out the rest of the pictures on their own, matching the noun with the numeral in gender.

8) The game "What does anyone need?"

Task: to teach children to use nouns in the dative case correctly in speech.

Equipment: subject pictures depicting people of different professions familiar to the child and the items and tools they need.

Description. The adult shows a picture depicting a person of any profession, and the child chooses the objects and tools necessary for her from the pictures laid out on the table. For example, a doctor - a phonendoscope, syringe, medicine, thermometer; teacher - pointer, board, chalk, pen; hairdresser - scissors, a mirror, a comb, etc. A child at this age can be offered pictures of a driver, policeman, seamstress, seller, builder, cook, artist.

– adjectives

1) Game "Replace the word"

Task: to consolidate in children the concept of words that are opposite in meaning.

Equipment: subject and plot pictures depicting antonyms, a ball.

Description. An adult shows the child a pair of pictures and names one word, and the child must pronounce a word that is opposite in meaning.

At the initial stage, it is better to name words - verbs (open - close, stand up - sit down), and then move on to nouns, adjectives and adverbs (high - low, day - night, cheerful - sad, hot - cold, etc.)

As you train, the game can be played in the form of throwing the ball, while naming words that are opposite in meaning.

2) The game "Whose - Whose - Whose - Whose"

Task: to train children in the formation of possessive adjectives from the names of animals and birds.

Equipment: subject pictures depicting animals and their individual parts.

Description. An adult shows a picture with an animal, names it, then asks a question about any "part of the body of this animal. For example: whose head? - cow; whose tail? - cow, whose tracks?" cow, etc.

– Verbs

1) The game "Prove the word"

Task: to improve children's word-formation skills, train them in memorizing and repeating new words - verbs formed by changing the prefix.

Description. The adult pronounces the beginning of the word - the prefix, and the child finishes the missing, previously agreed part of the word - the root - and repeats the whole word. For the game, verbs are offered that form many new words with the help of a prefix: carry, go, ride, fly, swim, wear, walk, etc.

For example, bring, carry away, bring in, bring in, take out, transfer; go, leave, arrive, leave, enter, call in, drive around, drive off, leave, move, drive, etc.

2) The game "Swims, runs, flies"

Task: to train children in inventing objects suitable for a given action. Equipment: ball.

Description. The players stand in a circle. An adult (and, as the training progresses, a leader chosen from the children) throws the ball to one of the children, naming the action. The one who catches the ball returns it back, adding a suitable object.

For example, flying - a bird, an airplane, a rocket, a swan, a butterfly, a helicopter.

3) Game "Come up with an action"

Task: to teach children to correctly correlate actions with a specific subject and call them with the appropriate verb.

Equipment: ball.

Description. You can play with one child or with a group of children. The players stand in a circle. An adult (and, as the training progresses, a leader chosen from the children) throws a ball to one of them, while naming an object (an animal, a person of a certain profession, the name of a boy or girl). The one who catches the ball must return it to the driver, naming the action suitable for this object. For example, a cow - mooing; cat - meows, purrs, scratches; doctor - treats; fireman - extinguishes; Vanya - jumping; Olya - plays; Katya is dancing; Dima - draws, etc.

– Numerals, adverbs, pronouns

1) Game "Count objects"

Task: to train children in the quantitative account of objects, correctly using endings in words.

Equipment: numbers from 1 to 5, subject pictures depicting one, two, three, four, five objects; ball.

Description. An adult calls a number and shows a picture with the corresponding number of objects, and the child must correctly name this object in combination with this number. For example, one cucumber - two cucumbers - three cucumbers - five cucumbers; one apple - two apples - five apples, etc.

As you practice, the game can be played by ear, throwing the ball and naming the number of objects. For example: one watermelon - five (watermelons).

2) Game "More"

Task: to train children in the formation of the comparative degree of adjectives. Equipment: ball.

Description. An adult explains to a child that some features of objects can be compared with each other and express this comparison in a word. He throws the ball to the child and calls the sign and the comparative word “still”, and the child must return the ball and form the comparative degree correctly. For example, loud - even louder, long - even longer, high - even higher, easy - even easier, etc. If a word is encountered whose comparative degree is formed by another word, an adult must explain to the child how to pronounce such a word correctly: good - even better, bad - even worse, a lot - even more, little - even less.

3) The game "My - Mine - Mine"

Task: to teach children to distinguish objects by gender and use them correctly with possessive pronouns.

Equipment: personal belongings (toys, clothes, shoes) of children, a bag.

Description. The game can be played with one child or with a group of children. An adult discreetly puts a few items from each child into a bag. Then, taking them out of the bag one by one, he asks: “Whose T-shirt (doll, car)? Whose shoe (scarf, bear)? Whose dress? etc.

– Connected speech

1) The game "Professions"

Task: to teach children to make sentences about people of professions familiar to the child.

Equipment: plot pictures depicting people of certain professions: a salesman, a cook, a teacher, a driver, a policeman, a builder, a hairdresser, an artist, a firefighter, a doctor.

Description. The child must make a proposal based on the picture about the duties of a person in this profession. For example, "The driver drives a car"; "Builder builds a house"; "The teacher teaches children at school."

2) Game "Finish the sentence"

Task: to teach children to make simple sentences using pictures.

Equipment: subject pictures.

Description. An adult places pictures in front of the child and begins to pronounce a sentence, and the child must finish it with a suitable word, based on the pictures.

For example, "The cat catches (the mouse)"; "The girl throws (the ball)"; "The dog gnaws (a bone)"; "Mom baked (a cake)."

3) Game "Fix the offer"

Task: to train children in the transformation of a deformed phrase, to develop a linguistic flair.

Equipment: deformed phrases prepared in advance by an adult, in which the words are nouns in the nominative case, verbs are in the initial form.

Description. An adult reads the words, and the child must rearrange and change them in such a way that a normal sentence is obtained.

For example, "Mom, vase, candy, put" in "Mom puts candy in a vase"; “Fly, on, glass, sit” - “A fly sits on glass”; "I, book, read, interesting" - "I read an interesting book."

4) The game "My family"

Task: to teach children to make sentences about family members from pictures.

Equipment: plot pictures depicting family members in various situations.

Description. The adult shows the picture and asks the child: “Who is this? What is he doing?" The child must answer in a full sentence.

For example, “Mom does laundry (cooks food, sews a skirt, irons a shirt, etc.). Dad cleans the carpet (he fixes the faucet, plays chess, watches TV, reads the newspaper, etc.).”

5) The game "Where is the toy hidden"

Task: to develop in children the skills of orientation in space, to teach them to understand verbal instructions and the meaning of adverbs of place.

Equipment: toys.

Description. The adult hides the toy somewhere on the playground or in the room and gives the child verbal instructions on how to find it. For example: stand facing the closet, take three steps to the left, look for the doll on the shelf, between the bear and the matryoshka. Or: go straight to the tree, go around it and for the beggar under the Bush you will find a typewriter. The child must perform the given actions, find the hidden object and answer with a full sentence where the toy was: “The doll was on the shelf between the bear and the matryoshka. The car was under a bush.

6) The game "Little right word"

Task: to acquaint children with the meaning of simple prepositions in speech.

Equipment: objects surrounding the child (toys, dishes, furniture), plot pictures.

Description. The adult gives the child small instructions, intentionally skipping prepositions. He must guess from the meaning what little word is missing here. For example: “Put the doll (in) the stroller. The book is (in) a box. The cat hid (under) the bed.” As you practice, you can invite the child to make sentences with a small word in the picture.

7) The game "Make up a story"

Task: to develop coherent speech of children.

Equipment: a series of pictures connected by a single plot.

Description. An adult offers to consider plot pictures, put them in order and come up with a story based on them. At the initial stage, an adult can ask the child leading questions - start a sentence, and the child will finish it. Also, an adult helps the child with the use of initial, introductory and final turns, inventing a name for the compiled story. As the training progresses, the child can become more independent: work without leading questions, show imagination, explaining the reasons for this or that action of the heroes.

Wish you success!

Speech therapist MDOU d / s No. 5 M.A. Petroshevskaya

V. A. Sukhomlinsky wrote: “The attention of a small child is a capricious “creature”. It seems to me a shy bird that flies away from the nest as soon as you try to get close to it.

Developing and improving attention is just as important as teaching children to write, count, and read. In the presence of voluntary attention, thought processes proceed faster and more correctly, movements are performed more accurately and clearly.

The study of psychological, pedagogical and methodological literature, the ascertaining stage of the study led us to the idea of creating a collection for teachers and parents on the use of didactic games aimed at developing voluntary attention in preschool children.

With young children, the teacher needs to play with didactic material, disassemble and assemble it together with the children. The play activities of this age are simple. The child is not interested in the result of the game, he is still fascinated by the play action itself with objects.

Older children have significant play experience and are so developed in thinking that they easily perceive purely verbal explanations of the game. With children of this age, didactic games can be carried out not only individually, but also with the whole group. In children, play activity is more conscious and aimed at achieving results.

Didactic games for the formation of phonemic processes.

The use of game technologies in the work on the formation of phonemic processes in children of senior preschool age in the conditions of a logopoint.

To overcome phonetic-phonemic disorders, it is necessary to develop phonemic perception and hearing.

phonemic hearing- the ability to auditory perception of speech, phonemes. Phonemic hearing is essential for mastering the sound side of the language; phonemic perception is formed on its basis.

Phonemic perception is the ability to distinguish speech sounds and determine the sound composition of a word.

Developed phonemic processes are an important factor in the successful formation of the speech system as a whole.

The lack of formation of phonemic hearing negatively affects the formation of sound pronunciation, the child not only poorly differentiates some sounds by ear, but also does not master their correct pronunciation.

Violation of phonemic perception leads to specific deficiencies in pronunciation, which indicates the incompleteness of mastering the sound side of the language, negatively affects the formation of children's readiness for the sound analysis of words, and causes difficulties in mastering reading and writing.

The formed phonemic perception is the key to a clear pronunciation of sounds, building the correct syllabic structure of words, the basis for mastering the grammatical structure of the language, the successful mastering of writing and reading skills, therefore it is the basis of the entire complex speech system.

Sound pronunciation is closely related to speech hearing. To do this, it is necessary to form good diction in children, that is, the mobility of the articulatory apparatus, which ensures a clear and distinct pronunciation of each sound separately, as well as the correctness and continuity of pronunciation.

The child must be aware of the sound structure of the language - this is the ability to hear individual sounds in a word, to understand that they are arranged in a certain sequence. A child with a lack of pronunciation does not have this readiness.

The game - the leading type of activity in preschool age.

With the help of game means, a game situation is created, the knowledge of children is updated, the rules are explained, additional stimulation of game and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude to learning is formed.

The use of gaming technologies in the work of a speech therapist can improve the success of teaching children with speech disorders if:

1. Children have a low level of development of phonemic perception. They are characterized by impaired perception not only of sounds that are disturbed in pronunciation, but also of correctly pronounced ones. Differentiation of consonants, oppositional in voicedness-deafness, is more difficult for children than distinguishing consonants in hardness - softness, in place and method of formation.

2. The greatest difficulties were caused by tasks for recognizing a given sound in syllables and words, as well as tasks for distinguishing between the correct and incorrect sounding of words and phrases.

3. The formation of phonemic perception in pupils is secondarily influenced by the shortcomings of sound pronunciation, as well as the low level of development of speech attention.

Stage 1 (preparatory) - the development of non-speech hearing.

At this stage, exercises are carried out to distinguish between non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.

Games used in correctional work at stage 1.

- Distinguishing non-speech sounds.

Game "Silence"

Children, closing their eyes, "listen to the silence." After 1-2 minutes, the children are invited to open their eyes and tell what they heard.

Game "Guess what I play"

Purpose: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.

The speech therapist puts musical toys on the table, names them, extracts sounds. Then he invites the children to close their eyes (“night has come”, listen carefully, find out what sounds they heard.

Game "Recognize by sound"

Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)

The game "Noise cans".

Purpose: to exercise in determining the type of cereal by ear.

- differentiation according to the method of reproduction (claps, stomps)

The game "Where did you slam? ”, The game “Where they called”

Purpose: development of the direction of auditory attention, the ability to determine the direction of sound.

This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and call softly (rattle, rustle). The child should turn to the place where the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where does it ring? - left, front, top, right, bottom. A more complex and fun option - "blind man's buff".

- differentiation by tempo (fast - slow)

"Who quickly? "

- differentiation by rhythm (rhythmic patterns)

The game "Polyanka".

Purpose: to learn the rhythmic pattern.

Wild animals gathered in the clearing. Each of them will knock differently: the hare-1 time, the bear cub-2 times, the squirrel-3 times, and the hedgehog-4 times. By knocking, guess who came to the clearing.

- Differentiation by the strength of the sound (loud - quiet)

High-low game

Children go in a circle. The musician reproduces low and high sounds (on the button accordion). Hearing high sounds, the children rise on their toes, hearing low sounds, they squat.

Quiet-loud game

It is carried out similarly to the previous one, only sounds are made either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

- Distinguishing the same words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice

The game "Snowstorm"

Purpose: to teach children on one exhalation to change the strength of the voice from quiet to loud and from loud to quiet.

The blizzards swept over and sang their songs: sometimes quiet, sometimes loud.

The game "The wind blows".

A light summer breeze is blowing: woo (quietly)

A strong wind blew: U-U-U (loudly) You can use pictures.

Loud-quiet game.

Paired toys: big and small. Big ones say words loudly, small ones - quietly.

Game "Three Bears".

Say one of the phrases for a bear, a bear and a bear cub in a voice that changes in pitch.

Game "Close - far."

The speech therapist makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). Which pipe is playing: big (ooo in a low voice) or small (oooo in a high voice).

- differentiation of words similar in sound composition:

Game "Right or Wrong".

1 option. The speech therapist shows the child a picture and loudly, clearly calls what is drawn on it, for example: "Vagon". Then he explains: “I will call this picture either right or wrong, and you listen carefully. If I make a mistake, clap your hands.

Option 2. If the child hears the correct pronunciation of the object shown in the picture, he must raise the green circle, if incorrectly - red.

Baman, paman, bana, banam, vavan, davan, bavan.

Vitanin, mitavin, fitamin, withanim, vitamin, mitanin, phytavin.

The game "Listen and choose".

In front of the child are pictures with objects whose names are similar in sound:

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist calls 3-4 words in a certain sequence, the child selects the corresponding pictures and arranges them in the named order.

Game" "Which word is different? ".

Of the four words spoken by an adult, the child must choose and name the word that differs from the others.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

The game "Identical or different."

A syllable is said in the child's ear, which he repeats aloud, after which the adult either repeats the same or says the opposite. The task of the child is to guess whether the same or different syllables were pronounced. Syllables must be selected those that the child is already able to repeat correctly. This method helps to develop the ability to distinguish sounds uttered in a whisper, which perfectly trains the auditory analyzer.

The game "Clap".

An adult explains to a child that there are short and long words. He pronounces them, intonation separating syllables. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, slapping syllables. A more difficult option: invite the child to independently clap the number of syllables in the word.

The game "What's wrong? ".

The speech therapist pronounces the rows of syllables "pa-pa-pa-ba-pa", "fa-fa-va-fa-fa" ... The child should clap when he hears an extra (other) syllable.

Game "Alien"

Purpose: differentiation of syllables.

Equipment: alien hat.

Hod: Guys, a lunatic came to us from another planet. He can't speak Russian, but he wants to make friends and play with you. He speaks and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of an alien is played by an adult, then by a child.

-differentiation of phonemes.

Recognition of a sound against the background of other sounds, against the background of a word.

Isolation of vowels from a number of sounds.

Recognition of vowels against the background of a syllable and monosyllabic words.

Recognition of vowels against the background of polysyllabic words.

Isolation of consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth

There are no different obstacles.

The sound becomes a vowel

Consonants would be happy to sing

But there are only obstacles in the mouth:

Whisper, whistle, buzz, growl

Gives us language.

The game "What the mouse asks for"

Purpose: to learn to highlight words with a given sound. Develop phonemic analysis and synthesis.

Equipment: toy "bee-ba-bo" - a hare, dummies of products.

Move: Show the children a toy, and say, depicting it: “I am very hungry, but I am afraid of a cat, please bring me products that have the sound A in the name.” Likewise with other sounds.

The game "Tell me a word."

The speech therapist reads a poem, and the child finishes the last word that fits in meaning and rhyme:

Not a bird on the branch -

small animal,

The fur is warm, like a heating pad.

They call him. (squirrel) .

The game "The sound got lost."

The child must find a word that is not suitable in meaning and choose the right one: Mom went with barrels (daughters)

On the road along the village.

Game "Catch the sound". "Catch the Song"

Clap your hands if you hear the sound "m" in the word.

Poppy, onion, mouse, cat, cheese, soap, lamp.

Game "Find the sound"

1 Select subject pictures in the name of which the given sound is heard. The pre-pictures are called adult.

2 According to the plot picture, name the words in which the given sound is heard.

Ball game.

The speech therapist pronounces various syllables, words. The child must catch the ball at the given sound, if he does not hear the sound, then hit the ball.

Stage 3

Development of the skill of elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Isolation of the first and last sound in a word

Selection of a word with a proposed sound from a group of words or from

suggestions.

Distinguishing sounds according to their qualitative characteristics (vowel-

consonant, deaf - voiced, hard - soft);

Determining the place, quantity, sequence of sounds in a word

Creative tasks (for example, come up with words with given sounds)

Building Models

The word is divided into syllables

Like slices of an orange.

If the syllables stand side by side -

The words come out:

You- and -kva-, and together "pumpkin".

So- and -wa- so, "owl."

Stressed syllable, stressed syllable

It's named so for a reason...

Hey, invisible - hammer,

Mark him with a blow!

And the hammer knocks, knocks,

And my speech is clear.

The game "Tapping syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

Game description: Children sit in a row. The speech therapist explains that each child will be given a word to tap or slap. Pronounces a word clearly loudly, such as a wheel. The called child must tap as many times as there are syllables in the given word. The facilitator gives the children different words in the number of syllables. The winners will be those who have not made a single mistake.

Game "Guess the word"

Purpose: to compose words with a certain number of syllables

Description of the game: children sit at the table. The teacher says: “Now we will guess the words. I won’t name them for you, but I’ll just telegraph them - I’ll knock, and you should think and say what words these could be. If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The called person must guess the word that will be tapped out, name it and tap out. When the children learn the game, one of the children can be chosen as the leader.

The game "Syllabic train".

Steam locomotive with three wagons. On 1m there is a scheme of 1 syllable, on 2m - from 2 syllables, on 3m - from 3 syllables. Children need to “settle the pictures in the right car.

Pyramid game.

Purpose: to exercise children in determining the number of syllables in words.

Equipment: an image of a pyramid of squares in three rows: at the bottom there are 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - one square for one-syllable words. Under the squares are pockets. subject pictures.

Move: put the pictures in the right pocket depending on the number of words.

Game "Find the word scheme"

Purpose: to exercise children in dividing into syllables.

Subject pictures, schemes for one-syllable, two-syllable, three-syllable words.

Choose the word scheme.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

Game progress. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is put by a child whose name of the depicted object begins with the sound that the word ends with - the name of the first object. The winner is the one who first lays out all his cards.

Game "Train"

Purpose: to develop the skills of highlighting the first and last sound in a word.

Game progress: children are offered to make a train out of trailers-cards. Just as the train cars are connected to each other, so the cards must be connected only with the help of sounds. The last sound must match the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unloaded space - the right half is empty. Multiple people can play. All cards are distributed equally to the players. Each in his turn puts a suitable one to the extreme picture, that is, the one with the first sound in the name is the same as the last sound in this extreme card. Thus, in the names of the left pictures, the first sound is always distinguished, and in the names of the left ones, the last sound. This must be taken into account and not placed on the right pictures that have voiced consonants at the end of the word in their names.

Game "Wonderful fishing rod"

Purpose: To exercise children in determining the first and last sound

in words.

At the end of the thread, a small homemade fishing rod has a magnet attached. Lowering the fishing rod behind the screen, where there are several pictures, to which metal clips are attached, the child takes out the picture and calls the first, last sound.

Game "Find the place of the sound in the word."

Equipment. Cards with diagrams of the location of the place of sound in words.

Game progress: Each child receives a card. The speech therapist shows pictures and names words. If the given sound is heard at the beginning of the word, you need to put a chip in the first cell. If the sound is heard in the middle of the word, the chip must be placed in the second cell. If the sound is at the end of the word of the word, the chip is placed in the third cell. The winner is the one who made no mistakes.

Game "Find a place for your picture."

Purpose: to learn to differentiate sounds in words. (w-w, b-p, r-l, w-s, g-k, f-s, s-s).

2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)

Game "Be Careful"

Purpose: distinguishing sounds [d] - [t] in paronyms.

Point-daughter, sense-duty, coil-tub, water-cotton, melancholy-board, rafts-fruits.

Game "Help to collect things"

Purpose: distinguishing sounds [s] - [g]

A mosquito and a beetle gathered on a journey. Help them pack their things for the journey. Mosquito needs things with sound [z]. and a beetle with a sound [g].

Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.

The game "Suitcase and briefcase".

Purpose: distinguishing sounds [w]. - [w]

Hide in the suitcase items that have the sound [g]. and in a briefcase with the sound [w].

Game "Gifts"

Purpose: distinguishing sounds [l] - [l *]; [r] - [r *]

The sound guy decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.

The tiger - objects with the sound [r], and the tiger cub with the sound [r *].

The game "What the boy gathered in the garden with the sounds [p] - [p]

[r] tomato, dill, carrot, pea, potato.

[p *] cucumber, radish, turnip, radish.

The game “Find in which words the song of a large mosquito sounds, and in which of a small one.

Goal: distinguishing sounds [h]. - [h *]

Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisins.

The game "To whom, what picture"

Purpose: distinguishing sounds [g] - [k]

Dove - pictures with sound [g];

Kotu Leopold - pictures with sound [k].

Phonetic lotto "Voiced - deaf".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes according to voiced-deafness.

On a card with a yellow rectangle - lay out pictures in which words begin with a voiced consonant, and on a card with a lilac rectangle - lay out pictures in which words begin with a deaf consonant.

Phonetic lotto "Hard - soft".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes by hardness-softness.

On a card with a blue rectangle - lay out pictures in which words begin with a hard consonant, and on a card with a green rectangle - lay out pictures in which words begin with a soft consonant.

The sound game

Purpose: to determine the place of sound in a word.

Game material: doll.

Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks with a doll in his hands around the group and says: ... ivan, ... tul, ... forehead,. kno (one hundred, stu, albo, windows), etc. What did the doll want to say?

Game "Catch the Sound"

Purpose: to teach to name a sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)

Game progress: Children stand in a circle, at the leader of the ball. He pronounces a word aloud, throws the ball to any player and says what sound he should call, for example, "cheese, the second sound." The child catches the ball and answers: "Y" - and returns the ball to the leader, who sets the next task related to the same word. All sounds in a word must be analyzed.

Traffic light game.

Purpose: To exercise children in finding the place of sound in a word.

The adult says the words. The child puts a chip on the left red, middle yellow or green right part of the strip (“traffic light”), depending on where the given sound is heard.

The game "Houses".

Purpose: Development of the ability to differentiate similar sounds, find the place of sound in a word. Equipment. A set of subject pictures, the names of which begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).

Game progress. The child takes a picture, names it, determines the presence of a sound (for example; Ch or Щ, its place in a word, inserts a picture into the corresponding pocket. Points are scored for a correctly completed task.

The game "Every sound has its own room"

Purpose: to teach to carry out a complete sound analysis of a word based on a sound scheme and chips.

Game progress: Players receive houses with the same number of windows. Tenants - “words” should settle in the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds should be in the word. Then the leader pronounces the word, and the players name each sound separately and lay out the chips on the windows of the house - “populate the sounds”. At the beginning of the training, the leader speaks only words suitable for settling in, that is, those in which there will be as many sounds as there are windows in the house. At subsequent stages, you can say a word that is not subject to “settlement” in this house, and the children are convinced of the mistake by analysis. Such a tenant is sent to live on another street, where words with a different number of sounds live.

“How many rooms are there in the apartment? »

Purpose: to teach how to determine the number of sounds in words without relying on a ready-made scheme using chips.

Game progress: For the game, houses for words are used, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The leader has subject pictures. He shows a picture, the children lay out the windows-chips in the house according to the number of sounds, and then set the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, the children again analyze the word. At the end of the game, based on the numbers, you need to try to remember which pictures were offered for analysis. You can ask to pick up your words with the same number of sounds.

Game "Telegraphers"

Purpose: to develop the skills of consistent sound analysis by presentation; learning the sound synthesis of words.

Natalia Glotova
Didactic games for the formation of phonemic processes.

The use of game technologies in the work on the formation of phonemic processes in children of senior preschool age in the conditions of a logopoint.

To overcome phonetic-phonemic disorders, it is necessary to develop phonemic perception and hearing.

phonemic hearing- the ability to auditory perception of speech, phonemes. Phonemic hearing is essential for mastering the sound side of the language; phonemic perception is formed on its basis.

Phonemic perception is the ability to distinguish speech sounds and determine the sound composition of a word.

Developed phonemic processes are an important factor in the successful formation of the speech system as a whole.

The game - the leading type of activity in preschool age.

The use of gaming technologies in the work of a speech therapist can improve the success of teaching children with speech disorders.

To determine the direction of correctional work, a thorough examination of the phonemic processes of children enrolled in the logopoint is necessary. Without a thorough examination of phonemic hearing, effective corrective work is impossible.

An analysis of the state of phonemic perception in children of Nursery school No. 69 of AOA "AVISMA", enrolled in a speech center at the beginning of the school year, showed that out of 26 children, 16 had underdevelopment, which accounted for 61% of the total number of children.

The children experienced difficulty in repeating the rows of their 3 syllables with consonant sounds that were oppositional in voiced-deafness. Among the mistakes, there were substitutions and mixing of sounds, a change in the structure of the series, the transfer of syllables and words from the previous series to the spoken one.

When recognizing a given sound in a number of other sounds, the pupils coped with the task, difficulties were noted in recognizing a given sound in a number of syllables. Recognizing the sound in a series of words was too difficult for children.

From all of the above, we can conclude:

3. The formation of phonemic perception in pupils is secondarily influenced by the shortcomings of sound pronunciation, as well as the low level of development of speech attention.

She outlined corrective work to overcome violations of the development of phonemic perception in children of older preschool age with phonetic and phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and game techniques to increase the effectiveness of corrective action.

Stage 1(preparatory) - the development of non-speech hearing.

Games used in correctional work at stage 1.

- Distinguishing non-speech sounds.

Game "Silence"

Children, closing their eyes, "listen to the silence." After 1-2 minutes, the children are invited to open their eyes and tell what they heard.

Game "Guess what I play"

Purpose: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.

Game "Recognize by sound"

Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)

The game "Noise cans".

Purpose: to exercise in determining the type of cereal by ear.

- differentiation according to the method of reproduction (claps, stomps)

The game "Where did you slam?", The game "Where did you call"

Purpose: development of the direction of auditory attention, the ability to determine the direction of sound.

- differentiation by tempo (fast - slow)

"Who quickly?"

- differentiation by rhythm (rhythmic patterns)

The game "Polyanka".

Purpose: to learn the rhythmic pattern.

- Differentiation by the strength of the sound (loud - quiet)

High-low game

Children go in a circle. The musician reproduces low and high sounds (on the button accordion). Hearing high sounds, the children rise on their toes, hearing low sounds, they squat.

Quiet-loud game

It is carried out similarly to the previous one, only sounds are made either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

- Distinguishing the same words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice

The game "Snowstorm"

Purpose: to teach children on one exhalation to change the strength of the voice from quiet to loud and from loud to quiet.

The blizzards swept over and sang their songs: sometimes quiet, sometimes loud.

The game "The wind blows".

A light summer breeze is blowing: woo (quietly)

A strong wind blew: U-U-U (loudly) You can use pictures.

Loud-quiet game.

Paired toys: big and small. Big ones say words loudly, small ones - quietly.

Game "Three Bears".

Say one of the phrases for a bear, a bear and a bear cub in a voice that changes in pitch.

Game "Close - far."

The speech therapist makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). What kind of pipe is playing: a big one (ooh in a low voice) or a small one (ooh in a high voice).

- differentiation of words similar in sound composition:

Game "Right or Wrong".

Option 2. If the child hears the correct pronunciation of the object shown in the picture, he must raise the green circle, if incorrectly - red.

Baman, paman, bana, banam, vavan, davan, bavan.

Vitanin, mitavin, fitamin, withanim, vitamin, mitanin, phytavin.

The game "Listen and choose".

In front of the child are pictures with objects whose names are similar in sound:

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist calls 3-4 words in a certain sequence, the child selects the corresponding pictures and arranges them in the named order.

Game" "Which word is different?".

Of the four words spoken by an adult, the child must choose and name the word that differs from the others.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

The game "Identical or different."

The game "Clap".

Game "What's wrong?".

The speech therapist pronounces the rows of syllables "pa-pa-pa-ba-pa", "fa-fa-va-fa-fa" ... The child should clap when he hears an extra (other) syllable.

Game "Alien"

Purpose: differentiation of syllables.

Equipment: alien hat.

-differentiation of phonemes.

Recognition of a sound against the background of other sounds, against the background of a word.

Isolation of vowels from a number of sounds.

Recognition of vowels against the background of a syllable and monosyllabic words.

Recognition of vowels against the background of polysyllabic words.

Isolation of consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth

The sound becomes a vowel

Consonants would be happy to sing

But there are only obstacles in the mouth:

Whisper, whistle, buzz, growl

Gives us language.

The game "What the mouse asks for"

Purpose: to learn to highlight words with a given sound. Develop phonemic analysis and synthesis.

Equipment: toy "bee-ba-bo" - a hare, dummies of products.

Move: Show the children a toy, and say, depicting it: “I am very hungry, but I am afraid of a cat, please bring me products that have the sound A in the name.” Likewise with other sounds.

The game "Tell me a word."

The speech therapist reads a poem, and the child finishes the last word that fits in meaning and rhyme:

Not a bird on the branch -

small animal,

The fur is warm, like a heating pad.

They call him. (squirrel).

The game "The sound got lost."

The child must find a word that is not suitable in meaning and choose the right one: Mom went with barrels (daughters)

On the road along the village.

Game "Catch the sound". "Catch the Song"

Clap your hands if you hear the sound "m" in the word.

Poppy, onion, mouse, cat, cheese, soap, lamp.

Game "Find the sound"

1 Select subject pictures in the name of which the given sound is heard. The pre-pictures are called adult.

2 According to the plot picture, name the words in which the given sound is heard.

Ball game.

The speech therapist pronounces various syllables, words. The child must catch the ball at the given sound, if he does not hear the sound, then hit the ball.

Stage 3 Development of the skill of elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Isolation of the first and last sound in a word

Selection of a word with a proposed sound from a group of words or from

suggestions.

Distinguishing sounds according to their qualitative characteristics (vowel-

consonant, deaf - voiced, hard - soft);

Determining the place, quantity, sequence of sounds in a word

Creative tasks (for example, come up with words with given sounds)

Building Models

The word is divided into syllables

Like slices of an orange.

If the syllables stand side by side -

The words come out:

You- and -kva-, and together "pumpkin".

So- and -wa- so, "owl."

Stressed syllable, stressed syllable

It's named so for a reason...

Hey, invisible - hammer,

Mark him with a blow!

And the hammer knocks, knocks,

And my speech is clear.

The game "Tapping syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

Game "Guess the word"

Purpose: to compose words with a certain number of syllables

The game "Syllabic train".

Steam locomotive with three wagons. On 1m there is a scheme of 1 syllable, on 2m - from 2 syllables, on 3m - from 3 syllables. Children need to “settle the pictures in the right car.

Pyramid game.

Purpose: to exercise children in determining the number of syllables in words.

Move: put the pictures in the right pocket depending on the number of words.

Game "Find the word scheme"

Purpose: to exercise children in dividing into syllables.

Subject pictures, schemes for one-syllable, two-syllable, three-syllable words.

Choose the word scheme.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

Game "Train"

Purpose: to develop the skills of highlighting the first and last sound in a word.

Game "Wonderful fishing rod"

Purpose: To exercise children in determining the first and last sound

in words.

Game "Find the place of the sound in the word."

Equipment. Cards with diagrams of the location of the place of sound in words.

Game "Find a place for your picture."

Purpose: to learn to differentiate sounds in words. (w-w, b-p, r-l, w-s, g-k, f-s, s-s).

2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)

Game "Be Careful"

Purpose: distinguishing sounds [d] - [t] in paronyms.

Point-daughter, sense-duty, coil-tub, water-cotton, melancholy-board, rafts-fruits.

Game "Help to collect things"

Purpose: distinguishing sounds [s] - [g]

A mosquito and a beetle gathered on a journey. Help them pack their things for the journey. Mosquito needs things with sound [z]. and a beetle with a sound [g].

Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.

The game "Suitcase and briefcase".

Purpose: distinguishing sounds [w]. - [w]

Hide in the suitcase items that have the sound [g]. and in a briefcase with the sound [w].

Game "Gifts"

Purpose: distinguishing sounds [l] - [l *]; [r] - [r *]

The sound guy decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.

The tiger - objects with the sound [r], and the tiger cub with the sound [r *].

The game "What the boy gathered in the garden with the sounds [p] - [p]

[r] tomato, dill, carrot, pea, potato.

[p *] cucumber, radish, turnip, radish.

The game “Find in which words the song of a large mosquito sounds, and in which of a small one.

Goal: distinguishing sounds [h]. - [h *]

Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisins.

The game "To whom, what picture"

Purpose: distinguishing sounds [g] - [k]

Dove - pictures with sound [g];

Kotu Leopold - pictures with sound [k].

Phonetic lotto "Voiced - deaf".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes according to voiced-deafness.

On a card with a yellow rectangle - lay out pictures in which words begin with a voiced consonant, and on a card with a lilac rectangle - lay out pictures in which words begin with a deaf consonant.

Phonetic lotto "Hard - soft".

Purpose: To learn how to pronounce sounds correctly and differentiate phonemes by hardness-softness.

On a card with a blue rectangle - lay out pictures in which words begin with a hard consonant, and on a card with a green rectangle - lay out pictures in which words begin with a soft consonant.

The sound game

Purpose: to determine the place of sound in a word.

Game material: doll.

Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks with a doll in his hands around the group and says: ... Ivan, ... Tul, ... album,. kno (one hundred, stu, albo, windows), etc. What did the doll want to say?

Game "Catch the Sound"

Purpose: to teach to name a sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)

Traffic light game.

Purpose: To exercise children in finding the place of sound in a word.

The adult says the words. The child puts a chip on the left red, middle yellow or green right part of the strip (“traffic light”), depending on where the given sound is heard.

The game "Houses".

The game "Every sound has its own room"

Purpose: to teach to carry out a complete sound analysis of a word based on a sound scheme and chips.

"How many rooms are there in the apartment?"

Purpose: to teach how to determine the number of sounds in words without relying on a ready-made scheme using chips.

Game "Telegraphers"

Purpose: to develop the skills of consistent sound analysis by presentation; learning the sound synthesis of words.

Game progress: Two children are playing, they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the host, who, secretly from the second player, shows the picture to the first player. He must "transmit the contents of the telegram": pronounce the word - the name of the picture by the sounds. The second player "receives the telegram" - calls the word together, that is, performs the operation of sound synthesis. Then the players switch roles and the game continues.

The game "Pick the picture to the scheme"

Purpose: to teach to determine the place of sound in a word (beginning, middle, end) by presentation.

Game progress. Children have word schemes (rectangles divided across into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those proposed by the leader. The facilitator shows the pictures (a letter is placed in the upper right corner of each picture, and the children must ask for those that contain the sound they have chosen and put these pictures to the desired scheme. The one who first collects three pictures for each scheme will win. Then the children change letters, and the game continues.

Game "Live sounds, syllables"

PURPOSE: To learn to synthesize individual sounds (syllables) into a word.

PROCEDURE OF THE GAME: We call the children and tell them who will turn into what sound. For example:

Misha, you turn into the first sound, the word "bagel".

Katya, you become the last sound of the word "mol".

Olya, you are the main sound "and".

Faith, you are the second sound of the word "bottom"

Children line up. In their hands they have circles corresponding to their sound (blue, red or green). Before the children is a “live” model of the word. Sound children name each sound. The rest - guess what word happened.

Game "Funny balls"

Purpose: to form the skills of sound analysis.

Equipment: cards with syllables, multi-colored balls with transparent pockets.

My cheerful ringing ball

Where did you run off to.

Red, blue, blue-

Don't chase after you.

Funny balls want to play words with you, but you need to put them together from syllables and arrange the balls so that you get a word.

Game "Collect the word."

Purpose: to teach children to lay out a word by the first sounds in small pictures.

Progress: children are dealt one large card and several small ones.

Lay out the word machine, highlighting the first sounds from the pictures on small cards.

MASHANA: poppy, watermelon, hat, willow, socks, stork.

Game "Read the word by first letters"

Purpose: to exercise in determining the first sound in a word, to consolidate the ability to compose words from the selected sounds, to read words.

Progress: The speech therapist exposes pictures and asks to name the first sound in each word and make a word out of these sounds.

The game "Come up with words with given sounds"

1 Name dishes, flowers, animals, toys that begin with a given sound.

2 According to the plot picture, pick up words that begin with a given sound.

Game "Change the first sound"

The speech therapist says the word. Children identify the first sound in it. Next, they are asked to change the first sound in the word to another. Com house.

Purpose: to consolidate the reading of words united by a common beginning. Develop phonemic awareness.

Equipment: cards with the image of animals and birds and printed words that these animals or birds pronounce.

Kar– ta Sh-arf mu-ka z-avod square j-aba me-shok ha = zeta pi-la

Ko-zha pi-la ku-bik r-yba y-tka blouse.

Literature:

1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a guide for a beginner speech therapist: [Text] Educational and methodological manual. / L. S. Vakulenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2012.

2. Volina VV Learning by playing. [Text] / V. V. Volina - M .: New School, 1994.

3. Kolesnikova E. V. The development of phonemic hearing in preschoolers. [Text] / E. V. Kolesnikova - M .: Gnom i D, 2000.

4. Maksakov A. I., Tumanova G. A. Learn by playing. LLC "PUBLISHING" CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.

5. Tumanova G. A. Familiarization of a preschooler with a sounding word. [Text] / - G. A Tumanova - M. 1991.

6. Shevchenko I. N. Notes on the development of the phonetic and phonemic side of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2011.

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Teacher-speech therapist of the first quarter. categories

Makeeva Marina Olegovna

GBOU School №1571

Methodical development "Card file of games for the development of phonemic processes in preschoolers with speech disorders"

One of the most important tasks of teaching a child the native language in the system of preschool education is the formation of grammatically correct, lexically rich and phonetically clear speech. For the formation of the correct sound pronunciation, the syllabic structure of the word, the lexical and grammatical structure of speech, for mastering the skills of writing and reading, for the successful education of the child at school, a certain level of development of phonemic processes is necessary. Phonemic processes include: phonemic hearing, phonemic perception, phonemic analysis, phonemic synthesis.

The main tasks of the development of phonemic processes are: teaching the ability to distinguish a given sound in someone else's and one's own speech; development of skills of control and self-control over the pronunciation of sounds; development of sound analysis and synthesis skills.

Work to overcome violations of phonemic processes is carried out in stages.

First stage - recognition and discrimination of non-speech sounds.

Second phase - Distinguishing the height, strength, timbre of the voice on the material of identical onomatopoeia, words, phrases.

Third stage - Distinguishing words that are close in their sound composition.

Fourth stage - differentiation of syllables.

Fifth stage - phoneme differentiation.

Sixth stage - development of skills in elementary sound analysis and synthesis.

At the first stage, the child is offered games and exercises, during which the ability to recognize and distinguish between non-speech sounds develops. For example: the sound of rain, the rustle of leaves, the sound of passing cars, the rumble of an airplane, etc. Performing such exercises also contributes to the development of auditory attention and auditory memory, which is extremely important for the further development of phonemic processes.

In the second stage, the child is taught to distinguishheight, strength, timbre of the voice, focusing on the same sounds, sound combinations, words, phrases.

The third stage includes games,which will teach the child to distinguish words that are close in sound composition.

At the fourth stage, children learn to distinguish syllables that include sounds that are close in sound: pa-ba, ku-gu, mana, etc.

At the fifth stage, children learn to distinguish the phonemes of their native language. You should start with the differentiation of vowel sounds.

The sixth stage involves games and exercises aimed at developing the skills of sound analysis and synthesis. At this stage, it is important to follow a certain sequence. First, it is necessary to form the skill of determining the presence of a given sound in a word. Then the child should be taught to determine the first and last sound in a word, and also to determine the place of a given sound in a word (beginning, middle, end of a word). And only after that it is possible to proceed to the formation of more complex forms of phonemic analysis and synthesis, such as: determining the sequence and number of sounds in a word, as well as determining the place of a given sound in relation to other sounds in a word.

Games and exercises for the formation of phonemic processes.

Games and exercises of the first and second stages.

Game "Guess what sounds". The child is invited to listen to the sound (the sound of rain, the rustle of leaves, the sound of crumpled paper, the sound of overflowing water, etc.) and guess what it sounds like. In the early stages, the child can be given picture hints. First, the child looks at several pictures (rain, car, singing birds), then listens to the sound and selects the appropriate picture.
The game "Guess the musical instrument."The child is invited to listen to an excerpt from the recording of the game on a musical instrument. The child must guess what musical instrument sounded. Just like in the previous game, you can use hint pictures.
Transport game.The child is invited to listen to the sounds that different types of transport make (the whistle of a locomotive, the signal of a car, the sound of train wheels, the operation of a motorcycle engine, etc.), and guess which type of transport makes such a sound.
Game "Rattles".To play, you will need several rattles that make different sounds and differ in color. An adult, after the child gets acquainted with the sound of each rattle, hides them behind a screen (or the child closes his eyes), makes the sound of one of them, and the child must guess which rattle made this sound (for example, blue, red or green).
The game "Guess the sounding toy."To play, you will need several sounding toys that make different sounds (whistle, pipe, rattle, music box, etc.). The game is played in the same way as the previous one.
Game "Jars". In small multi-colored jars (or small plastic containers from Kinder Surprises) you need to pour different fillers (pasta, rice, lentils, etc.). An adult makes the sound of one of the jars, the child guesses which jar makes such a sound.
The game "What kind of animal is this?".The child is invited to listen to a recording of animal voices (dog barking, cow mooing, etc.), singing and bird voices, and then guessing which animal (bird) gives a voice like that.
Game "Who called you?".To play, you will need two or three toys, for example, a teddy bear and a mouse. An adult depicts their “voices”: the bear cub has a low voice, and the mouse has a high one. The child closes his eyes, at this time the adult calls the child by name, imitating the voice of one of the animals, the child must guess who called him.
The game "Ladder". For the game you will need a picture of a ladder and a small toy (any character, for example, a bunny). The bunny “walks” along the ladder - an adult moves the bunny from bottom to top and then back (then the child himself can do this) - and sings the song “a-a-a-a” (or “la-la-la”) then quietly then loud. If the bunny is at the bottom of the ladder, then you need to sing quietly, gradually the bunny climbs up the ladder, the song becomes louder and louder.

1 option: after being shown to adults, the child himself sings a song with different voice strengths (quiet-louder-loud and vice versa) in accordance with the movement of the bunny along the stairs.

Option 2: the child closes his eyes, the adult sings a song either quietly or loudly, the child must guess where the bunny is - at the top or bottom of the stairs.

Quiet-loud game.

1 option: an adult says a word or a short phrase with varying force

Option 2: for the game you will need two toys, for example, a dog and a cat. Adult

determines which of them speaks loudly and which speaks quietly, and demonstrates by the example of the phrase

or one word. Then the child must guess who - a dog or a cat - said

phrase (word).

Games and exercises of the third and fourth stages.

Show game. The child is invited to consider pictures depicting objects with similar-sounding names: a scythe - a goat. The adult calls the object, and the child must show this object in the picture. For example: show where the braid is and where the goat is; where is the grass, and where is the firewood; where is the kidney, and where is the barrel.
Game "Finish the sentence."On the table are several pictures depicting objects whose names are similar in sound. An adult says a sentence, but does not finish the last word in it. The child must choose the right word from the given pictures. For example: “Sonya has a long ... (braid)”, “Grazes in the meadow ... (goat)”.
Name game. The child is invited to name the objects shown in the pictures: porridge - helmet, barrel - kidney, dot - daughter, etc.
Find the mistake game.

1 option: an adult calls the objects shown in the pictures, deliberately making mistakes in some words. For example, pointing to a helmet, an adult says: "This is porridge." The child must clap his hands (raise the flag, or give another conditional signal given at the beginning of the game), having heard an error in the word, if possible (if the child pronounces all the sounds that make up this word), the child names the correct option.

Option 2: similarly, you can play this game with suggestions.An adult makes a mistake in a sentence, for example: “Sony has a long for a "(instead of" to with a"); “Mom cooked a delicious ka with ku" (instead of "ka sh ku").

Step forward game.An adult names words that are close in sound composition, the child must take a step forward when he hears the given word. For example, you need to take a step forward when you hear the word "goat", an adult calls the words: braid, porridge, goat.
Game "Right - Wrong". An adult demonstrates a picture, names what is shown on it, while giving several incorrect options and one correct one, the child should clap his hands (raise his hand or wave a flag) when he hears the correct option. For example: “masyna”, “masina”, “mafyna”, “makhyna”, “machine”.
Game "Gnomes". This game is played similarly to the previous one, only the adult gives the child two cards: one with the image of a cheerful gnome, the other with the image of a sad gnome. If the child hears the wrong answer, he raises a card with the image of a sad gnome, if the child hears the correct answer, then he raises a card with the image of a cheerful gnome.
The game "Clap, don't yawn". The adult calls the syllables, the child must clap his hands when he hears the given syllable.
Game "Parrots". An adult offers the child to repeat syllables, and then syllable rows of two, and then of three syllables, which include oppositional sounds. For example : pa-ba, sy-shi, ka-ga-ka, sa-za-sa, mo-myo-mo.
Game "Be Careful"An adult gives the child two cards: one shows a typewriter, the second shows a mouse. The adult explains that the signal of the machine sounds like this: “beep” (or “bee”), and the mouse squeaks like this: “wee-wee” (or “pee”). Then the adult calls the syllables, and the child must raise the corresponding card - with the image of a mouse or a typewriter.

Games and exercises of the fifth and sixth stages.

Game "Catch the sound".It should be remembered that at the first stages the game is played on the material of vowels, and only later - on the material of consonants. The adult names the sounds, and the child must “catch” the sound with his palms, i.e. clap your hands when you hear the given sound.
Flag game. This game is played similarly to the previous one, only the child is asked to raise the flag after hearing the given sound. If the game is played on the material of vowel sounds, then it is advisable to use a red flag. If the child is asked to select a solid consonant sound from the sound range - a blue flag. Accordingly, highlighting the soft consonant sound from the sound range, you can play with the green flag.
The game "In which word (syllable) is the sound hidden?".An adult calls words (syllables), the child must clap his hands (or raise his hand, wave a flag) when he hears the given sound in the word.
The game "What vowel sound is hidden in the word?".An adult calls a word with one vowel sound (poppy, bow, bridge, leaf) and throws the ball to the child. The child calls only the vowel sound that is in this word and throws the ball back: poppy - [a], bow - [y], house - [o], etc. At the first stages, an adult must pronounce a vowel sound in a word exaggeratedly so that the child “learns to hear” this sound.
The game "Name the words with a given sound."An adult calls three or four words (then you can increase the number of words), the child, after listening to these words, should name only those that have a given sound.
The game "Choose the right pictures."The adult puts some pictures on the table. The child is asked to choose pictures depicting objects whose names contain a given sound.
The game "Spread the pictures."The game is played on the material of words, which include appositional sounds (s - w, s - z, k - g, l - l", p "- b", etc.). The adult offers the child to arrange the pictures into two piles : in one pile you need to put pictures with the image of objects in the names of which there is, for example, the sound [s], in the other - pictures with the image of objects in the names of which there is a sound [z].
Game "Name the first (last) sound in the word."The adult says the word and throws the ball to the child. The child calls the first (last) sound in the word and throws the ball back. In the early stages, the child should be taught to identify vowel sound at the beginning (end) of a word.
Steam locomotive game.The child is invited to determine the place of the given sound in the word: the beginning, middle, end of the word. As a visual support at the first stages of learning, a picture depicting a train with three cars is used: the first car - the sound is at the beginning of the word, the second - in the middle of the word, the third car - at the end of the word. First, the child should be taught to determine the place of a vowel in a word, then a consonant that can be extended (for example, [m], [s]), later - other consonants.
The game "Where is the sound hidden?".An adult throws a ball to a child, calls a word with a given sound. The child must determine where the given sound is in the word (at the beginning, middle or end of the word) and throws the ball back. This version of the game should be offered to the child at the stage of consolidating the skill of determining the place of sound in a word, when visual support is not required.
Game "Find the word".There are several pictures on the table. The child needs to determine the word that meets the given conditions. For example, find words in which the sound [s] is at the beginning (middle or end) of the word.
Exercise "Make a diagram of a syllable (word)" (sound analysis of a syllable (word)).The child is invited to make a sound scheme of a syllable (word), characterize each sound, determine the total number of sounds, the number of consonants (hard, soft) and vowels, name all the sounds in the word in order. You should start teaching a child sound analysis with reverse syllables (ap), then analysis of direct syllables (pa), then words of three sounds (poppy, juice), four sounds with two direct syllables (mama), and only later proceed to analysis more complex words (with a confluence of consonants - a table, three-syllable ones - a ditch, etc.).
The game "Name the sounds."An adult throws a ball to a child, calls a word. The child calls in order all the sounds in the word and throws the ball back.
Game "Choose the word".The child is invited to pick up (invent or choose from among those offered) a word in accordance with the instructions. For example: come up with a word of three sounds; come up with a word corresponding to a given sound scheme; find from among the proposed words those that begin with a soft consonant sound.
The game "Clap". The child is asked to divide the words into syllables, slapping each syllable, then name the number of syllables in the word.
Game "Look around".The child is invited to find objects in the environment, in the name of which there is a given sound, to determine its place in the word.
Game "I know three words". Children stand in a circle, an adult takes turns throwing a ball to each child, naming different tasks (for example: words with the sound [l] at the beginning; words with two vowels, etc.), the child names three words corresponding to the task and throws the ball back.
Game "Beads" . The child is invited to collect the scattered beads, placing “bead words” in order (pre-selected pictures are used for the game): each subsequent word begins with the sound that ends the previous one (rainbow - stork - shoes - needle, etc.).
The game "Chain" . The child is invited to name the word that will turn out if something is changed in it: replace one sound with another, remove or add a given sound, change the given sounds in places. For example, a chain of words can be like this: poppy - poppies - crayfish - cancer - tank - bull - side - current - cat - com - house. You can play this game with pictures (put them in order, forming a new word), or verbally with a group of children (the child who has the ball in his hands calls the resulting word and passes the ball to the next player).
Exercise "Collect a word from syllables". The game can be played orally, or with cards on which syllables are written, if the child can read. The child is invited to assemble a word from these syllables: ka, ru - hand, bu, ha, ma - paper.

The development of phonemic hearing in older preschoolers

Your own speech therapist
Games for older preschoolers "We develop phonemic hearing"

Golikova Elena Vladimirovna,
teacher-speech therapist of the 1st qualification category, MBDOU "Kindergarten of compensating type No. 49", Bratsk, Irkutsk region
Material Description: Exercises will be useful to all caring parents of children who want to prepare their children for school. Also, the material will be of interest to preschool teachers and specialists.
Target: Enriching parents' knowledge of preparing children for school

Awareness of the sound structure of a word and work on sound analysis and synthesis are a necessary prerequisite for learning to read and write. Conducting classes with children in a playful way, we arouse interest in learning activities and achieve positive dynamics in the development of phonemic hearing, thereby helping children prepare for further education at school.
Phonemic perception -
this is the ability to distinguish phonemes and determine the sound composition of a word. The correct development of phonemic hearing and phonemic perception underlies the unmistakable assimilation of writing and reading in the process of schooling.

"Where is the right sound?

Target. Formation of the ability to find a given sound in words
Equipment. subject pictures
Game progress. An adult demonstrates and names pictures to a child, one of which has a given sound. The child must point to the picture and repeat the word in which there is a given sound.

"Bloods - Hanks"

Target. To form the ability to select words for a given sound
Equipment. glomerulus
Game progress. The players pass each other a ball in a circle, saying the text: "On the path (name) walked / walked, Found / found a ball of threads, you say the words to (given sound), Do not break our thread." The one who has a glomerulus must name a word for a given sound and pass the glomerulus further

"Catch the Sound"

Target. The development of phonemic hearing, the ability to distinguish a given sound from a number of sounds
Game progress. An adult names a series of sounds, a child, when he hears a predetermined sound (claps, stomps, etc.)

"Catch the Word"

Target. The development of phonemic hearing, the ability to hear the sound in a word.
Equipment. A set of subject pictures.
Game progress. The adult shows the picture and names it. The child claps his hands if he hears the sound being studied in the name. At later stages, the adult silently shows the picture, and the child pronounces the name of the picture to himself and reacts in the same way.

What sound do you hear most often?

Target. The development of phonemic hearing, the ability to isolate a frequently repeated sound from a stream of speech.
Equipment. A collection of short poems in which the same sound is often repeated.
Game progress. The teacher pronounces a poem, and the children name the sound that they most often heard.
Sample material.
Senya and Sanya have catfish with a mustache in their nets.

White snow, white chalk,
The white hare is also white.

The cat saved up a penny
Bought a goat for a cat.

"Who-who lives in the teremochka?"

Target. Development of the ability to determine the presence of sound in a word.
Equipment. House with windows and a pocket for inserting pictures; set of subject pictures.
Game progress. The adult explains that only animals (birds, domestic animals) live in the house, in the names of which there is, for example, the sound [v]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [in] or [in '].

"Two slams - three stomps"

Target. Developing the ability to differentiate similar sounds.
Equipment. A set of subject pictures whose names begin with oppositional sounds
Game progress. The child should clap when he hears one of the oppositional sounds in the name of the picture and stomp when he hears another.

"Parrots"

Target. To form auditory attention, the ability to focus on the phoneme and distinguish consonant phonemes.
Equipment. Parrot toy
Game progress. A game situation is created, in accordance with which it is necessary to teach the parrot to repeat the syllable series without errors. The child takes on the role of the parrot. The adult pronounces a series of syllables, the child repeats.
Sample speech material. Pa-ba, ta-da, ta-ta-da, ka-ha, ka-ka-ta, etc.

"Naughty Bells"

Target. To form auditory attention, a sense of rhythm.
Equipment.Tambourine
Game progress. An adult slams a certain rhythm on a tambourine, the child repeats.

Target. To form auditory attention, the ability to focus on a phoneme, to distinguish phonemes that are similar in sound.
Game progress. An adult creates a game situation, in accordance with which he walks in the mountains or in the forest, and the child depicts an echo. An adult pronounces complex words or tongue twisters, and the child must accurately repeat.

"Find the Sound"

Target. To form auditory attention, the ability to focus on the phoneme.
Game progress. An adult pronounces a word without finishing the last sound. The child must correctly pronounce the word and name the sound that "ran away".
Sample speech material. Ma ... (k), mo ... (x), ro ... (g), ko .. (t), care ... (p), etc.

"The syllable escaped"

Target. To form auditory attention, the ability to focus on the phoneme, to develop phonetic hearing.
Game progress. The game is played after the child is familiar with the concept of "syllable". An adult pronounces a word without finishing the last syllable. The child must correctly pronounce the word and name the syllable that "ran away".

"Color Chips"

Target. Formation of auditory attention, consolidation of the concepts of "sound", "vowel", "consonant", "hard consonant", "soft consonant".
Equipment. Red box for vowels, blue for hard consonants, green for soft consonants.
Game progress. The adult calls the sound, and the child must correctly show the corresponding box.

"Pillow and Brick"

Target. Formation of auditory attention, the ability to differentiate sounds by hardness-softness, consolidation of the concepts of "sound", "consonant", "hard consonant", "soft consonant".
Equipment. Pillow, brick, subject pictures with soft and hard consonant sounds in the title.
Game progress. An adult shows pictures to a child. If at the beginning of his word the child hears a hard consonant, then he says "brick", if soft - "cushion".

"What word came out"

Target. Develop the skill of sound synthesis.
Equipment. For children 5-6 years old, it is allowed to use picture hints.
Game progress. An adult pronounces words, naming each sound separately: [g], [y], [s '] [and]. The child collects sounds into a word.

"Chains-chains-forged"

Target. Developing the ability to distinguish the first and last sound in a word.
Game progress. The child (or adult) calls the word, the person sitting next to him selects his word, where the last sound of the previous word will be the initial sound. The winner will be the one who "pulled" the chain the longest.

"How many sounds"

Target. Development of the ability to determine the number of sounds in a word.
Equipment. Buttons or corks
Game progress. The adult calls the word, the child counts the number of sounds and puts the appropriate number of buttons or bottle caps on the table.

Portal for the student. Self-training

The use of game technologies in the work on the formation of phonemic processes in children of senior preschool age in the conditions of a logopoint.

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