Summary: Exercises for the development of speech in children. Games for the development of speech in children. The development of speech in children. Development speech breathing. Breathing exercises. Exercises for the development of the respiratory system.
It is possible to start training the actual speech breathing only after the child has formed a strong smooth exhalation. Speech breathing training is learning to smoothly pronounce sounds, syllables, words and phrases on the exhale. We offer the following stages in the development of speech breathing:
Singing vowel sounds - A, O, U, I, E;
- prolonged pronunciation of some consonants - C, Z, W, F, F, X;
- pronunciation of syllables on one exhalation;
- pronunciation of words on one exhalation;
- pronunciation of phrases various lengths on one exhalation;
- reading poems;
- singing songs;
- expressive story, retelling of texts.
A gradual development is supposed, a movement from simple to complex. The games listed below will teach the child to smoothly pronounce the sounds and syllables on the exhale, which is initial stage development of speech breathing.
In games for the development of speech imitation, the development of correct speech breathing is one of the goals of the games. An adult constantly makes sure that when pronouncing syllables, words and phrases, the child uses his breath correctly: he speaks only on exhalation, does not get air while pronouncing a word, and makes meaningful pauses when pronouncing phrases.
Further work on the development of speech breathing - pronouncing long phrases, reading poems, singing children's songs, teaching storytelling and retelling, working on the fluency, tempo and rhythm of speech - is not considered in this article. Such work is carried out at the next stages of speech therapy work with children.
Games for the development of speech breathing
Sing with me!
Purpose: development of correct speech breathing - singing the vowels A, O, U, I, E on one exhalation.
Game progress: first, an adult invites the children to sing "songs" with him.
Let's sing songs. Here is the first song: "A-A-A!" Dial more air- inhale the air. The song must be long. During the game, the teacher monitors a clear pronunciation and exaggerates the articulation of sounds. First we sing the sounds A, U, gradually the number of "songs" can be increased.
Here is the second song: "U-U-U!" Now "O-O-O!", "I-I-I!", "E-E-E!"
You can arrange a competition between children: the one who sings the longest on one exhalation wins.
Let's have a competition: let's start singing together, the one with the longest song will win.
Sounds all around us
Purpose: development of correct speech breathing - singing the vowels A, O, U, Y on one exhalation.
Game progress: an adult invites children to play such a game.
In the world around us, the most different sounds. How does the baby cry? "A-A-A!" And how does a bear cub sigh when his tooth hurts? "OOO!" The plane in the sky is buzzing: "U-U-U!" And the steamer on the river is buzzing: "Y-Y-Y"! Repeat after me.
An adult draws the attention of children to the fact that each sound should be pronounced for a long time, on one exhalation.
The girls sing
Purpose: development of correct speech breathing - singing on one exhalation the vowels A, O, U, I, as well as combinations of two vowels - AU, UA, OU, OY, IA, etc.
Equipment: pictures depicting singing girls - articulation is clearly drawn when pronouncing the vowels A, O, U, I.
Game progress: prepare pictures of the faces of singing girls. Such pictures are easy to draw, the main condition is that the articulation must be clearly drawn.
2-4 children can participate in the game. First, an adult shows the children pictures of singing girls and offers to guess which girl sings which sound. Then he distributes one picture at a time and offers to sing the same sound.
After that, organized general game: children line up, holding their pictures in their hands, the one who the adult points to sings.
Now let's sing a common song. Pet will be the one I point to with a stick. Try to keep the songs long.
The next stage of the game is singing combinations of two vowels. The teacher offers to repeat the following songs after him:
Let's sing songs. Here is the first song: "A-A-A-U-U-U!" Get plenty of air - the song should be long. And here is the second song: "U-U-U-A-A-A!"
Gradually, the number and options of "songs" can be increased. Then the same game is repeated using images of singing girls. The teacher puts two pictures side by side: the girl sings I, the girl sings A, and offers to guess what song the girls sing - IA - and repeat it. Such a game must first be played individually. Combinations of pairs of vowels can be very different.
Blow the balloon
Purpose: development of correct speech breathing - prolonged pronunciation of the consonant sound F on one exhalation.
Game progress: invite the kids to play the following game: standing on the carpet, spread your arms wide apart - you get a ball, then pronounce the sound F for a long time, while bringing your hands in front of you - the ball is deflating. At the end, hug yourself by the shoulders - the balloon has deflated.
Let's play balls! Spread your arms out to the sides - that's it! Here are some big balls turned out. Suddenly, a small hole formed in the balloon, and it began to deflate ... Air comes out of the balloon: F-F-F! Ball deflated!
Remind the children to inhale as much air as the balloon is inflated, and then gradually exhale it smoothly, making the sound F. You can’t get any air.
snake
Purpose: development of correct speech breathing - prolonged pronunciation of the consonant sound Sh on one exhalation.
Game progress: invite the kids to play snakes. The game is played on a carpet.
Let's play snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: "Shhh!"
Remind the children to take a deep breath and hiss for a long time. During a long pronunciation of the sound Ш it is impossible to get air.
Pump
Purpose: development of correct speech breathing - prolonged pronunciation of the consonant sound C on one exhalation.
Game progress: invite the kids to play pumps. The game is played on the floor and is accompanied by movements imitating pumping up a wheel with a pump.
Which of you loves to ride a bike? What about by car? Everyone loves. But sometimes the wheels of cars and bicycles are punctured and blown away. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!
The adult shows the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually exhale it smoothly, pronouncing the sound C. It is impossible to get air during the pronunciation of the sound. The pump can continue to work after a pause when the child takes the next breath. It is necessary to ensure that children do not overexert themselves during the game.
Funny song
Purpose: development of correct speech breathing - pronouncing several identical syllables on one exhalation - LA-LA.
Equipment: doll or matryoshka.
Game progress: invite the kids to sing a funny song with the doll.
Katya doll came to visit us today. The doll dances and sings a song: "LA-LA-LA! LA-LA-LA!" Let's sing along with Katya!
While singing, make sure that the children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhale - 6-9 syllables in a row. Make sure the kids don't get overtired.
fun trip
Purpose: development of correct speech breathing - pronouncing several identical syllables on one exhalation - BI-BI, TU-TU.
Game progress: offer the kids an outdoor game.
Which of you loves to travel? Raise your hands, who rode the car. Now raise your hands who rode the train. Let's play cars - the car goes and honks "Beep!" And now let's turn into trains - "TU-TU!"
Show how the car rides - walk around the room, turning an imaginary steering wheel. Depicting a train, twist your arms bent at the elbows in the direction back and forth.
Make sure that the children say two syllables in a row on one exhalation. Gradually, you can learn to pronounce on one exhale large quantity syllables: BE-BE-BE! TU-TU-TU-TU! Make sure the kids don't get overtired.
The birds are talking
Purpose: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO, KU-KU, KRYA-KRYA-KRYA, KU-KA-RE-KU, CHIK-CHIRIK.
Game progress: invite the kids to play birds.
Let's play birds. The birds met in the clearing and began to talk. "KO-KO-KO" - says the chicken. "KU-KU! KU-KU!" - cuckoo cries. "Q-Q-Q-Q-Q!" - the duck quacks. "KU-KA-RE-KU!" - the cockerel is poured. "CHIK-CHIRIK," the little sparrow chirps.
Encourage the children to repeat the “talk” of the birds after you. During the pronunciation of onomatopoeia, make sure that the children pronounce them on one exhalation, without getting air.
Speech imitation - reproduction after the speaker of the sounds, words, phrases uttered by him. speech imitation small child at first it looks like an echo: the adult speaks - the child immediately repeats. Over time, the possibility of time-delayed repetition appears.
To cause speech imitation, you should be in the field of view of the baby, teach the child to arbitrarily pronounce at first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are close in sound.
It is necessary to create such learning conditions in which the child would have a desire to pronounce (repeat) the same sound combinations repeatedly. The child will not repeat words after an unfamiliar adult or if there is no mutual trust between child and adult. Therefore, it is very important to establish emotional contact with the baby before starting work, which will provide the necessary motivation for speech activity.
By the end of the year, conjointly pronounced syllable-words appear in the baby's speech. By the age of one, a child can pronounce about 10 words that are easy to pronounce (including simplified ones: tu-tu, av-av, etc. Please note that this is also considered a word). At the initial stages of speech development, the baby is first taught to understand the word, then arbitrarily repeat it when perceiving the object, and, finally, with the help of questions, games, instructions, the child is made to use the word in a meaningful situation.
For successful stimulation of speech imitation, it is important to pay attention to:
In adults -
speech must be correct and clean, without speech disorders;
articulation should be clear, the child should see the movements of the lips of an adult;
speech should be not only emotional, but also well intoned, with emphasis on the stressed syllable;
words and phrases offered to the child for repetition must be pronounced repeatedly;
adult stimulates active speech child with questions
the adult gives the child only samples correct speech, you should not repeat after the child the substitute words reproduced by him.
The child has-
The child's answers are accepted in any form. At the stage of development of speech imitation, one should not demand too much from the child and his speech. The main thing is to get the child to start talking.
You should not demand from the child the exact sound pronunciation. IN early age the most important is the development of the communicative function of speech.
Just as speech is formed gradually, the principle “from simple to complex” is carried out in the study and formation of sound pronunciation skills. It is important to go through all the steps.
Onomatopoeic words, syllable words. (Moo, av-av, bi-bi);
Simple short words(mom, dad ...), "simplified" words (kisya, duck);
two or three Difficult words, their pronunciation can be close to the correct one, the rhythmic-intonation pattern of words is preserved.
Repetition short phrases, at first these will be phrases of 2 words (“Mom, give”, “let's go for a walk”), later the number of words will increase.
So we see how both the development of speech and the formation of onomatopoeia, the first words and phrases will proceed according to the scheme:
words-syllables (simplified words) - words - phrase.
Here are examples of games that will help to evoke onomatopoeia, fix them in the child's speech, which will help common development speeches:
Who is at the door? Lay out toys or pictures in front of the baby and ask: “Give me moo!” or “Give av-av!” Next time, add an element of surprise or mystery to the game. For example, ask a child, “Who is that knocking on our door?” Having opened it and found a plush dog, offer to play hide and seek with it. Then show the baby what circus numbers the dog can show: walk on its hind legs, do somersaults, jump to the ceiling, jump on the baby’s shoulder, etc. Keep in mind that the dog is not silent, but barks loudly and fervently: “ Aww!"
The game helps the baby learn to imitate an adult and pronounce onomatopoeia.
What is the baby doing? Show your baby how to indicate actions that are familiar to him with the help of a certain combination of sounds. For example, when feeding a child, say: “Am-am!”, When bathing: “Kup-kup!”, And putting to bed: “Bye-bye!” When playing outdoor games with your baby, do not forget to voice your actions. While dancing, hum: “La-la-la!”, stamping your feet, say: “Top-top-top!”, clapping your hands: “Clap-clap!”, jumping: “Jump-hop!” Playing with the child in the ball, repeat the sound complexes and the words: “Oops!”, “On!”, “Give!” When showing your baby how to dig sand or snow with a shovel, do not forget to voice your actions: “Cop-cop!” and encourage your child to do so.
Musical toys (from 1 year old) Show your baby how to play musical instruments and let him play by himself. Show how musical toys sound: a pipe: “Doo-doo-doo!”, an accordion: “Tra-ta-ta!”, a bell: “Ding-ding!”, a drum: “Boom-boom!” After that, pronounce the appropriate onomatopoeia and, without taking musical instruments in hands, depict how they play the pipe, harmonica and bell. Encourage your baby to repeat movements and onomatopoeia after you.
The game teaches the baby to actively use onomatopoeia.
What is Lala doing? (from 1 year old) It is useful to organize a game with a doll, showing the child familiar actions with it, and, of course, voice them. Let the doll laugh, cry, play pranks, fall, surprise the baby with his ability to dance. During the game, call her the babble word "Lalya". Voice how the doll cries: "Wah-wah!" Show your child how to rock the doll by singing to her a song: "Ah-ah!", And when she falls asleep, say: "Bye-bye!" Feed the doll with your child (am-am), teach him how to walk (top-top), and when the doll falls, say “Bukh!”, “Lala bobo!” Let Lyalya learn to sing (la-la-la), dance (tra-ta-ta), clap (clap-clap), say goodbye (bye-bye).
The game teaches the baby to actively use onomatopoeia.
Animal voices (from 1 year old) Show the child a toy cow and say: “Moo-hoo!”, Then show the cat: “Meow!” etc. You can take turns hiding these animals in a house of cubes, behind a screen ( big book), curtain or under the table and ask the baby to guess who is giving the vote. Let the kid guess sound riddles, and you will guess them. First answer correctly, and then deliberately make a mistake. The kid will be surprised at the wrong answer, but he will soon realize that this is a mistake and will have fun. As a result, the game will become even more interesting.
The game teaches the baby to actively use onomatopoeia.
What's around you? (from 1 year old) You can teach a child to repeat sound complexes using household items. First, let the baby listen to different noises made by surrounding objects, and then associate them in the baby's mind with speech sounds. Here the key turns in the keyhole: “Chick-chick!”, The door opens and creaks: “Squeak!”, The clock on the wall is ticking: “Tick-tock!”, And now they beat: “Bom-bom!” Here the phone rang (doorbell): “Ding-ding!”, Someone is talking on the phone: “Ale-alo!” The hammer knocks: “Knock-knock!”, A tower of cubes fell: “Bang!”, Pebbles fall into the water: “Bul-bul!”, Water drips from the tap: “Drip-drip!”. And now they turned on the lamp - the switch clicked: “Click!”, Someone knocks on the door: “Knock-knock!” That's how many sounds you can hear around if you pay attention.
The game teaches the baby to actively use onomatopoeia. So teaches to listen to not speech sounds, which is the initial stage in the formation phonemic hearing.
Favorite toys (from 1 year old) You will need a slide and a ball, a doll and a blanket, a dog and a saucer. Show your child the actions with toys several times: roll the ball down the hill; rock the doll in your arms, and then cover it with a blanket, putting it to bed; “feed” the dog by dipping its muzzle into the saucer in front of it. At the same time, pronounce the appropriate onomatopoeia: “Wow!” - the ball rolled down the hill, "Ah!" – sing as you rock the doll, “Bye-bye!” - point to the sleeping doll in the crib, "Aw-aw!" - the dog barks, "Am-am!" - the dog eats, etc. Now arrange the toys so that the child can clearly see them: put the ball near the slide, plant or put the doll on the blanket, put the saucer near the dog. Draw your baby's attention to toys. The baby will begin to play, reproducing familiar actions. Encourage the child to pronounce well-known onomatopoeia when performing actions. With the help of this game, you will teach your child to independently perform familiar actions with toys, repeat onomatopoeia.
New toys (from 1 year old) Take a doll and a car, as well as new ones, unfamiliar to the child toys such as a teddy bear and a truck. First, remind her how to rock the doll in her arms, how to put her to bed, then drive the car. At the same time, pronounce onomatopoeia: rocking the doll, sing: “Ah-ah ...”, rolling the car, say: “Bi-bi!” Invite your child to perform familiar actions with new objects. To do this, say: “Shake the doll. Put the doll to sleep”, “Ride the truck”. The kid will perform his usual actions with new toys: rock the doll, roll the truck. Encourage the child to pronounce appropriate onomatopoeia when performing actions.
This game will teach the child to transfer the actions learned with one object to another, it will stimulate the child to pronounce onomatopoeia in the game.
Top top! Clap clap! (from 1 year 3 months) Read the rhyme to the child and perform movements in accordance with the text. Let the baby repeat these movements and onomatopoeia after you.
Vanechka (your child's name) can clap,
He does not spare his hands.
Clap-clap, clap-clap!
He does not spare his hands.
Vanechka (your child's name) knows how to stomp,
He does not spare his legs.
Top-top, top-top!
He does not spare his legs.
What's in the bag? (from 1 year 3 months) Put four toys well known to the child in a bag of bright fabric. In front of the baby, take out one of the toys and ask the baby: “What is this?”, Then - the second, third and fourth toys and ask the same question. Encourage your child to name objects. Words can be simplified - babble or in the form of onomatopoeia (for example, bi-bi, la-la, av-av ...). If the child does not say anything, then after a short pause, say the simplified word yourself, and then name the toy: "BBC is a car."
The game encourages the child to name objects with onomatopoeia and babbling words.
Knock Knock! (from 1 year 3 months) Sit at the table opposite the baby. Show how you can fold your hands over your head in the form of a roof. When the child repeats the movement, knock on the table and ask: “Knock knock, who is sitting in the house?” and answer yourself: “Vanya is sitting in the house and looking out the window!” Place a toy cat on the edge of the table in front of you and fold your arms over it in the form of a roof. Invite the baby to knock on the table and say: “Knock knock!”, And continue yourself: “Who is sitting in the house?” and answer: “Kisa is sitting in the house and looking out the window! What is the kitty saying? If the baby can, he will answer: "Meow!" Now take the cat away and put the dog in. The game can go on and on. Any little animals (cow, horse, chicken, mouse) can be in the "house".
The game encourages the child to pronounce onomatopoeia.
Who is looking out the window? (from 1 year 3 months) To play, you will need an allowance in the form of a three-dimensional house with four windows. A cow, a dog, a horse and a cat are visible through the windows. (The house can be made from a cardboard bag of kefir or milk, pasted on its sides with images of windows with animals looking out of them.) Show the child the "House" manual. Turn the house of each side towards the baby and first name the animals sitting by the windows, and then pronounce the appropriate onomatopoeia, for example: “This is a cow. The cow lows: “Moo!” or “This is a horse. The horse yells: “Wow!” Show the child how to rotate the house on a smooth surface of the table (give it movement like a top). When the house stops, the baby will need to use onomatopoeia to name the animal that will be in front of him. You can make a second house and “settle” in it a mouse (wee-wee), a frog (kva-kva), a crow (kar-kar) and a sparrow (chik-chirik).
Find toys (from 1 year 9 months) Hide toys in different places in the room, and let the child watch you. For example, put the dog on the table, put the cockerel on a chair, put the ball on the windowsill, and hide the pyramid under the table. Place the toys so that they are visible to the baby, because at this age the child is not yet able to search for real. Ask your child to find the dog, bring it and name it. After that, give the task to find the pyramid, then the cockerel and, finally, the ball. Tell! (from 1 year 6 months) You will need several toys that the baby constantly plays with and knows their names. Show the child a familiar toy, arouse interest in it, and then say: “Say: give!” Wait for a while, and then give the toy to the baby, even if he could not repeat the word "Give!" (Remember: it is important not to cause the child backlash to the word "say". If you are too persistent, then this can happen.) Show the baby a familiar toy and ask: “What is this?” If the child does not answer, then after a pause of 5-7 seconds, prompt: "Say: Lyalya" or "Say: kitty." While feeding or playing, try to make the child want to repeat the words “on” and “give” after you.
The purpose of the game is to encourage the child to repeat the simplified words.
Dialogue (from 2 years old) Try to encourage your child to enter into a dialogue with you. To do this, after asking a question, make long pauses up to 5-10 seconds, counting on the fact that the baby will answer. For example, the following dialogue is possible: Adult: Please bring a ball. What did you bring? Child: Ball. Adult: Give me the ball. What did you give? Child: Ball. Adult: Catch the ball! What did you catch? Child: Ball. Adult: Well done!
The game develops the ability to pronounce words and phrases.
Favzana Ayupova
Preparing children for school important place assigned speech readiness and ability to read. Program L. A. Wenger "Development" ( new version, corresponding to the FGT "Development +", on which our preschool educational institution works, great attention focuses on pre-school literacy and primary reading skills. But before starting to read, the child must learn to hear what sounds words consist of, learn to conduct sound analysis, i.e., name the sounds in the word in order and be able to characterize them. The games, manuals and game exercises I have proposed will help children to distinguish speech sounds.
Tale of vowels
One magical land lived - there were sounds. They were very friendly and loved to sing their songs. Each sound had its own song. Sound "A" - sang his song like this: A-A-A-A. (We will denote a wide open mouth with a square). The sound "O" sang its song: "O-O-O"! What shape are our lips? We rounded our lips, with a large circle we will denote the sound "O". How did the sound "U" sing his song? We stretched our lips into a tube, we will mark the sound “U” with a small circle. How do the sounds "E", "Y" and "I" sing their songs? Look at each other, what shape are your lips and tell me what icons we can designate these sounds with? The sound "E" is an oval, the sound "Y" is a rectangle, and the sound "I" is half an oval (On reverse side symbols velvet paper and magnetic tape - they can be attached to both flannelgraph and magnetic enamel board).
Pronouncing and singing sounds, we determine that when pronouncing these sounds, the air passes through the mouth without obstacles and barriers. (Nothing bothers us, neither lips, nor teeth, nor tongue).
The teacher (or child) sings sounds, and the children show the corresponding symbols
The teacher (or child) shows the symbol, and the child sings a “song” of the sound
Exercise "Sound off". Children break into pairs, show each other the articulation of a vowel sound, and the other guesses which sound the voice was turned off.
Sounds roamed white light, walked, and they wanted to relax. And not far from the place where the sounds were walking stood a beautiful castle. This castle had a mistress, her name was
princess Glasa
She was bored alone. She decided to invite them over. For their vocal songs she named them
vowel sounds
and gave them red shirts. Since then, sounds have been wearing red shirts and called
vowels
sounds
Variants of game exercises with symbols of sounds
The sounds reverberated through the forest. Princess Voice calls them: "UUUUUU", "III" (children call them and sounds appear).
The sounds made friends, found a friend for themselves and began to sing a duet (showing the symbols of sounds in pairs, and the children sing): UI, AY, EI, OA, etc.
The princess had a poetic gift. She composed a poem about her guests, vowel sounds:
"Air flows freely through the mouth,
The sound is vowel.
Vowels stretch in a ringing song,
They can cry and scream
They can cradle a child in a crib,
But they don’t want to whistle and grumble” (V. Berestov)
We memorize this poem and recite it with pleasure.
Game "Harvest"
Target:
intotone the first sounds in words and determine by ear what it is, hard or soft consonant, calling them “big brother” and “little brother”
Game progress:
A fruit crop has ripened in the garden. It is necessary to collect them in 2 baskets: in big words- the names of the fruits of the "big brother", and in the small - the words "little brother". Highlight the first sounds in the words - the names of the fruits and you can start harvesting.
Children pronouncing the words, intotone the first sound of the word and determine what kind of "brother" it is and put the fruit in baskets: in a large basket with a "big brother" (pear, plum, carrot, onion) and in a small basket with a "little brother" (radish, cherry, peach, turnip).
Wall panel - manual "What are the sounds of speech?"
can be used to reinforce the classification of sounds.
Here you can clearly see their separation and generally accepted color designations. The manual can also be applied in the lesson on the "Development of elements logical thinking"(There is such a section in L. A. Wenger's program "Development".) Focusing on the color designation of sounds, you can make Euler circles. Large circle - gray chips - all sounds, small circles - vowels and consonants, inside the circle of consonant sounds the circles are even smaller (green and blue chips, denoting hard - soft consonants and voiced - deaf consonants with a bell and with a crossed out bell).
Another colorful
panel "Dwarf's House"
attracts children with its brightness and variety of castle shapes
I use it in games "Name the mother (baby) correctly"- where children practice the correct naming of animals and their cubs; also in the isolated pronunciation of sounds in onomatopoeic exercises.
Didactic game
"Find your house"
Target:
differentiate the first sounds in words according to their qualitative characteristics: vowels, soft and hard consonants and find the corresponding houses of a certain color designation (in red - with a vowel sound - duck, turkey, snake, stork; in the blue house - wolf, badger, crocodile, elk ; in a green house - squirrel, zebra, bear, fox).
Children choose an animal, name the first sound, determine whether it is a vowel, hard or soft consonant, find a house for it by color designation (with a vowel - in red, with a hard consonant - in blue, with a soft - in a green house, and explain own choice)
panel - manual "Hard and soft consonant sounds"
visually help children navigate in paired and lonely consonant sounds. Subject designations of paired sounds of hardness (bricks) of softness (pillow).
We pronounce them in pairs: for example, B-B, B-B, C-C, K-K. And the sounds - loners live: in a cloud (always soft -CH, Y, SH, under the hammer (only solid W, W, C- they do not have a soft pair)
A selection of didactic games on the topic: "Sounds of vowels and consonants"
Red - blue.
Target.
Equipment. Blue and red circles for each child.
Game progress. The teacher pronounces a vowel sound, the children repeat it after the teacher, raising the red circle and then moving it away from the mouth at a distance outstretched hand(this shows the absence of an obstruction when pronouncing a vowel sound). When the teacher pronounces a consonant sound, the children raise the blue circle, pronounce the sound, holding the circle near the mouth.
Find a place.
Target. Consolidation of knowledge about vowels and consonants.
Equipment. subject pictures; two circles, blue and red, for each of the children.
Game progress. Children lay out pictures under a blue or red circle, depending on whether the name of the picture begins with a vowel or consonant sound.
Who is bigger?
Target. Consolidation of knowledge about vowels and consonants.
Game progress. Children are divided into groups in rows. The teacher asks each group to choose one consonant or vowel sound. When a sound is selected, preschoolers recall the names of items beginning with given sound. The group with the most words wins.
Find the picture of her house.
Target. Consolidation of knowledge about vowels and consonants.
Equipment. Two cardboard houses with pockets for pictures and circles on one house - red, on the other - blue; subject pictures: duck, donkey, cat, sledge, flag, iron, boots, vase, pear, album, beetle, poppy, wasps, house, umbrella, lamp, socks, watermelon, dress, fish.
Game progress. On the table are a stack of subject pictures face down. Children one by one go to the table, take one picture, name the object depicted on it, highlight the first sound, determine whether it is a vowel or a consonant, and then put the picture in its house (with a blue or red circle). Work continues until all the pictures are placed in their places. The game may be played as a row competition.
Whose house?
Target. The development of the ability to determine the presence or absence of the studied sound in a word, to distinguish between vowels and consonants.
Equipment. Two houses, white and blue (red), depending on whether children work with consonants (blue house) or vowels (red house); set of subject pictures.
Game progress. The child comes to the table, takes one picture, names the object depicted on it and determines whether the studied sound is in the word. If there is a sound, puts it in a blue (red) house, if there is no studied sound in the word - in a white house.
What sound do we hear most often?
Target. The development of phonemic hearing, the ability to isolate a frequently repeated sound from a stream of speech, to distinguish between vowels and consonants.
Equipment. Kit 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, determine whether it is a vowel or a consonant.
Sample material.
Senya and Sanya have catfish with a mustache in their nets.
Zoya Bunny's name is Znayka.
Goose Gog and goose Gaga without each other not a step.
The cat saved up a few kopecks, bought a blouse for the cat.
The frost sparkles on the willow, the willow sleeps under the frost, it is not afraid.
Alla and Anya gasped at the scarlet flowers.
List of used literature:
1. Aksenova A.K., Yakubovskaya E.V. Didactic games at Russian language lessons in grades 1-4 auxiliary school: Book. for the teacher. - 2nd ed., add. - M.: Enlightenment, 1991. - 176 p.: ill.
2. Bondarenko A. K. Didactic games in kindergarten: Book. for the teacher of children garden. - 2nd ed., revised. – M.: Enlightenment, 1991. – 160p.: ill.
3. Sorokina A.I. Didactic games in kindergarten: (St. group) A guide for the teacher for children. garden. - M.: Enlightenment, 1982 - 96 p.
