Summaries of classes for the correction of stuttering in the kindergarten. Individual lesson with a child suffering from stuttering. Speech therapy and logo rhythmics
Lesson number 1
Plan:
- Relaxing movements.
- Breathing exercises.
- Voice exercises.
- Speech exercises, games for coordination of words with movements.
Introductory conversation of a speech therapist.
The speech therapist informs the children about his name, why they will come to the group. Usually children answer like this: "to be treated", "to learn to speak."
The speech therapist explains to the children that in a group they will learn to read rhymes, count, play loto, dominoes, learn to tell stories.
The speech therapist says that some children stumble in their speech, that this is because they are in a hurry, in a hurry, worried, and here they will learn to speak slowly, calmly. To do this, they will count as a counting rhyme, read poetry, clap, play ball, play ball games and will not stumble in speech.
So calmly and slowly, you will have to talk at home, and with your mother, and with everyone else.
Now let's stand in a circle and play.
Benefits: rubber ball, candle, object lotto.
Relaxing movements:
- Wave your hands like a bird's wings.
- Wave your hands as if you were saying goodbye. The hands are relaxed.
Breathing exercises:
- Children are invited to extinguish the candle (calmly inhale through their nose, without raising their shoulders high and not throwing their heads back), and then exhale slowly into the candle through their mouths, a long whispering sound of f-f-f-f (collectively).
- The same is individual.
- Onomatopoeia of a locomotive whistle, howling a wolf oo-oo-oo-oo. Speech therapist shows correct articulation (collectively).
- The same is individual.
Education of a calm tempo of speech when pronouncing the counting rhyme.
Rhyme game held in a circle. One child recites it in a circle in the center. He slowly, clearly pronounces each word, simultaneously touching each with his index finger:
One, two, three, four, five…
The measured movements of the fingers of the hand regulate the pace of the reader and make the pronunciation of the reading rhyme text accessible to the child.
The counting-off is pronounced 4 ... 5 times.
Ball game.
Target: education of a calm pace of speech.
Standing in a circle at a distance of outstretched arms, each of the players taking turns on the upward swing of the ball pronounces the first syllable of his neighbor's name, and throws the ball at his feet on the second syllable.
The one who caught the ball, in turn, throws it to the next person, saying Zhenya (repeated 4 ... 5 times).
Speech board games:
Cultivating a calm pace of speech in a three-word sentence.
Subject lotto (any). Children wear out:
I have a cockerel.
I have a fish.
I have a squirrel.
Home assignment:
- Learn to catch the ball.
- Repeat counting.
The speech therapist shows how to say goodbye smoothly and slowly: "Goodbye."
Lesson number 2
Benefits: candle, ball, lotto "Kids".
Relaxing movements:
Wave your hands like a butterfly's wings.
Breathing exercises:
Blow a candle on the index finger.
Articulation "A". Echo game. Children stand in two rows, facing each other. One part pronounces "a" loudly, the other echoes a little quieter "a".
Articulation "Y", the same.
Speech exercises to coordinate words with movements.
In the count from 1 to 5 under the ball, the children accompany each word by throwing the ball to the floor. The game can be played in a competition (who will never drop the ball).
Repeat the game with the names of the names and the simultaneous throwing of the ball (Zhe-nya).
Speech board games and classes.
Target: fostering a calm pace of speech in answering the questions: "Who has a butterfly?"
"I have a butterfly."
Lotto "Kid".
The story "Frightened!" - fostering a calm pace of speech in the story “Three boys went to the forest. There they collected nuts. Suddenly someone jumped out of the bushes. The two boys got scared and ran. They fell, dropped the baskets and scattered nuts, and the third boy was not frightened. He stood quietly and watched who jumped out? And it was not a wolf, but a hare. "
A plan for working through the story until the 8th lesson.
- Reflected collective reading.
- Retelling the story about the ball.
Lesson number 3
Benefits: a piece of cotton wool, a ball, loto "Sun".
Relaxing movements:
- Chalky rotations of the hands in front of you.
Breathing exercises:
- Repetition of previous exercises.
- Blowing away the fleece from the palm "Who's next". The exhalation should be long (collectively, individually).
- Aukania, the game "Echo" (collectively, individually).
- How the steam locomotive hums oo-oo-oo-oo:
- Beep?
- Wolf?
Speech exercises to coordinate words with movements.
A) Raising a calm tempo of speech by pronouncing a counting rhyme
Steam locomotive, steam locomotive,
What did you bring us as a gift?
I brought color books
Let the kids read
I brought pencils
Let the kids draw.
Then a game of counting rhymes from the first lesson.
B) Fostering a calm pace of speech. First, we repeat the completed exercise (counting to five under the ball), and then we learn a new game:
Children stand in a circle at some distance from each other. The first, making a swing with the ball, pronounces the first word "Vova", then smoothly throws the word "lo-vi" at the feet of a neighbor on the stressed syllable of the word. The one who catches the ball, throws it to the next, etc. (several circles).
Speech board games and classes.
A) Education of a calm tempo of speech when pronouncing short sentences in the game "Sun".
We take any subject loto, draw a sun on one of the cards. Children take pictures, as in the previous game, from the pile and calmly and slowly call the image on it:
I have a doll.
I have a duck.
I have a "sun" - we will call it "sun".
Children, turning to him, say:
Sunshine, sunshine
Look out the window
Children are waiting for you
They are waiting for the youngsters.
"Sunny" smiles.
The game repeats itself.
B) Fostering a calm pace of speech while working on the story "The Brave Thrush".
Vaska the cat saw a nest on a tree. There were chicks in the nest. Vaska the cat climbed a tree. As soon as he crawled to the nest, an old thrush flew in. He began to peck at the cat's nose and eyes. The cat got scared and ran away.
After working through the story, several children take turns passing on the given story, and the rest take turns passing the previously memorized story under the ball.
Home assignment:
Tell it to mom and dad.
Task number 4
Benefits: flower, ball, pictures "What is he doing?"
Relaxing movements:wave your relaxed hands over your head.
- We repeat the movements of the hands of the first lesson.
- We learn this.
Breathing exercises:
- We repeat the previously learned exercises 1-2 times.
- When inhaling, we will smell a flower, perfume, artificial flower, lemon, etc.
Onomatopoeia crying baby in the game "Echo" ah-ah-ah, then wah-wah-wah.
Each new exercise is learned first collectively and then individually.
Speech exercises to coordinate words with movements.
A) Fostering a calm tempo of speech when pronouncing a poem to the claps: first in chorus, then individually.
Verbochki: Verbochki, Verbochki!
Snow in the fields.
Verboks, willows,
It's cold for you.
It is necessary to make sure that children pause at the end of the line.
B) Fostering a calm tempo of speech in the ball game "I throw it - catch it!"
Speech board games and classes.
A) Education of a calm pace of speech in questions and answers according to the pictures "What is he doing?".
One of the players, the presenter, shows a picture with the action and asks in turn:
What is the boy doing?
The boy feeds the fish.
After a few questions, the role of the leader can be transferred to the child.
B) Fostering a calm pace of speech while working through the story "The Case of the Squirrel".
The speech therapist should ask who will be telling the old story and who will be the new one to avoid overwork.
“In the spring, the whole meadow was flooded, only the tops of bushes and trees were left sticking out of the water. Grandfather went on a boat between the bushes to put the nets on the fish. Straw and twigs hung from the bushes. On one branch dangled a wet cloth. Suddenly this "rag" jumped into the boat to grandfather. She turned out to be a squirrel. Grandpa drove her to the shore. Then the squirrel jumped off the boat and ran into the forest. "
Home assignment:
Review the story at home.
Lesson number 5
Benefits: perfume bottle, ball, Quartet board game.
Relaxing movements:
- Repetition of exercises from 3-4 sessions.
- "Rinsing clothes" - shake your relaxed hands on the floor.
Breathing exercises:
When inhaling, smell the perfume from the bottle.
- Repetition of onomatopoeia at the request of children.
- Onomatopoeia to the hissing of a goose shhhhh. The teeth are closed, the lips are gathered in a tube, the warm stream is controlled by the palm. Collectively, individually.
Speech exercises to coordinate words with movements.
My jolly jingle ball
Where have you set off to gallop?
The pronunciation of each word is accompanied by a throw of the ball to the floor.
B) Fostering a calm tempo of speech when pronouncing a phrase under a ball. Children, standing in a circle, take turns calling their name: “My name is Zhenya”, “My name is Kolya”, etc.
Speech board games and classes.
A) Fostering a calm pace of speech when pronouncing a four-word phrase. Game "Quartet". Each child selects four identical pictures: four fungi, four flowers, four items of dishes, shoes, etc. They turn with the phrase: "Vova, give me a flower."
B) Fostering a calm pace of speech when working on the fairy tale "Ryaba Hen".
“Once upon a time there was a grandfather and a woman. They had a poached chicken. The chicken laid the testicle. The testicle is not simple, but golden. Grandfather beat, beat - did not break. Baba beat, beat - did not break. The mouse ran, waved its tail, the testicle fell and shattered. The grandfather is crying, the woman is crying, and the chicken is cackling: "Don't cry, grandfather, don't cry, woman, I'll lay you a simple egg, not a golden one."
After working out the fairy tale, the speech therapist negotiates with the children about who will tell the new story and who will tell the old story.
Lessons number 6-7
Benefits: ball, picture domino, contour pictures.
Relaxing movements:
- Imitation of rinsing linen.
- Relaxed falling of the arms from the hand to the sides.
Breathing exercises:
- Repetition of one or two old exercises.
- As you exhale, blow on handfuls of hands, for hot tea f-f-f-f.
- Repeatedly: the hissing of a goose shhhhh.
- The buzzing of a bee w-w-w-w (lips, teeth, a stream of air, like w-w-w-w).
Speech exercises to coordinate words with movements.
A) Cultivating a calm tempo of speech when pronouncing a rhyme with claps:
Oh, doo-doo, oh, doo-doo,
The shepherd has lost his pipe.
B) Fostering a calm tempo of speech when pronouncing sentences under the ball. "My name is Utkin", accompanying the words with a ball throw.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Picture Domino": "I put the plane and the bus."
B) Fostering a calm pace of speech when working on the story "Starling".
“Seryozha opened the door to the vestibule. At this time, a cat ran into the room. He had a starling in his teeth. Seryozha shouted loudly, and the cry came running to his mother. She grabbed the cat and took the bird away from him. The starling was breathing heavily. Seryozha put him in a cage. A few hours later, the starling recovered, and Seryozha released him into the wild. "
Study on questions and answers and alternation in the stories of all previously learned.
Home assignment:
Review the story at home.
In the 7th lesson, instead of working through the story, its content is transferred, coloring of "outline pictures" is given.
Lessons number 8-9
Benefits: ball, object scapula, contour pictures.
Relaxing movements:
- Repetition.
- "Water splash" - shake with relaxed hands.
Breathing exercises:
- "Cooling hot tea" - blowing on objects.
- Blowing up coals in a fire, iron, blowing on objects.
- Onomatopoeia to a goose: shhhh; beetle: f-f-f.
- Onomatopoeia to a mosquito, a fly: hhhhhh.
On exhalation, smile + a loud sound, first collectively, in chorus, then individually.
Speech exercises to coordinate words with movements.
One, two - blue
Three, four - the sun in the world
Five, six - there is a river,
Seven, eight - we'll throw off our T-shirts,
Nine, ten - we sunbathe for a whole month.
B) Fostering a calm pace of speech when pronouncing the sentence "I am five years old."
Speech board games and classes.
A) Fostering a calm pace of speech in a four-word sentence.
Game "Picture domino". At the beginning, we offered three-word sentences "I have a fish." Now - from four words: "I have a goldfish" (gray bunny, chanterelle sisters). First, the speech therapist suggests a "gray" bunny. Then the children have to give their own definitions.
B) Fostering a calm pace of speech in the story "Varya and Siskin". (Collection p. 56).
“Varya had a siskin. The siskin lived in a cage and never sang. Varya came to the chizh: "It's time for you, chizh, to sing." "Let me go free, I will sing all day long."
Plan for working through the story until the 20th lesson:
- Reflected individual reading.
- Questions and answers on what you read.
- Retelling of the read under the ball.
Alternate with previously learned. In the 9th lesson, children are given outline pictures for coloring.
Lessons number 10-11
Benefits: ball, game "Wonderful bag", thin rubber ball, contour pictures.
Relaxing movements:
- Review two or three learned exercises.
- "Let's sleep while standing" - falling of the head down slowly to the signal "Down!", "Up!" - slowly raise their heads.
Breathing exercises:
- Repeatedly: onomatopoeia from the 7th lesson (fan the coals in the iron).
- As you exhale, inflate a rubber ball, which, when inflated, makes a sound "udi-udi". Everyone should have their own ball.
- Repeatedly: onomatopoeia for a beetle, a mosquito.
- Onomatopoeia of a bursting bubble - ssss, but without the participation of the voice.
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech when reading poetry with claps:
Oh, the water is running in a stream!
No snow, no ice!
Oh, water! Oh, water!
No snow, no ice!
After reading poetry collectively, several children repeat individually.
B) Education of a calm tempo of speech in outdoor games. First, collectively, as shown by a speech therapist, and then at the signal of individual children. Children in a circle perform movements according to the text: "Hands to the sides, into a fist, unclench and turn on the side!"
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Wonderful Sack". The bag contains as many toys and aids as there are children in the group. The child recognizes and names the object by touch, and then shows the children: "I have a book with pictures."
B) Fostering a calm pace of speech in the story "Petya helped".
“There was a swallow's nest over the window. Four chicks peeked out of it. Suddenly one chick fell out. Swallows circled over him and squeaked, but could not help. Petya saw it. He raised the chick and put it in the nest. The swallows chirped merrily and began to feed the chick. "
Several children retell this story, and the rest - any previously memorized under the ball.
Lessons number 12-13
Benefits: fleece, the game "Riddles", outline pictures.
Relaxing movements:
- Repeat relaxing head drop.
- "Spinning mill wheel" (slow. Smooth, circular motion of the hands).
Breathing exercises:
Inhale - children rise on their toes, sniff a branch (flower) from the hands of a speech therapist.
Exhale - descend.
- Repeat some onomatopoeia "Echo".
- Onomatopoeia of the howling of the wind - in-in-in-in (show correct articulation).
Speech exercises to coordinate words with movements.
Education of a calm pace of speech in reading poetry with a ball. First in chorus, then individually:
Merry friend, my ball,
Everywhere, everywhere you are with me
It's good to play with you.
You can give the reading of the rhyme to each one line at a time, then repeat it two or three times.
Speech board games and classes.
A) Education of a calm tempo of speech in the game "Riddles".
I am showing a picture with a riddle on the back. Then I read the riddle. If the children know the answer, they call it, if not, the picture is shown.
The speech therapist slowly reads the riddle, then offers to repeat it to one of the children. Short, easy-to-remember riddles are selected. For instance:
Red feet pinch the heels. (Goose).
Antoshka stands on one leg. (Mushroom).
In subsequent games of riddles, the children, using the picture shown, recite memorized riddles by heart.
B) Fostering a calm pace of speech in the story "The Fooled Bear".
“Sometimes, although rarely, bears attack people. Once a shepherd met a bear. He got up on his hind legs and roared. The shepherd started to run. He hears that the bear is about to catch up with him. Then the shepherd took off his hat and threw it right into the bear's face. The bear stopped, grabbed the hat in its paws and began to tear it. And at that time the shepherd ran out of the forest and escaped. "
The transmission of this, and previously learned stories, is at the choice of the children themselves.
Lessons number 14-15
Benefits: ball, multi-colored pictures.
Relaxing movements:
- Repeat the exercises from lessons 10-12.
- At the signal of the speech therapist "to the right", children slowly tilt their head to the right, at the signal "to the left" - to the left.
Breathing exercises:
Inhale through the nose, exhale into an imaginary bruised place of the hand, finger, palm, etc.
- Repeat several times other voice exercises of the child's choice.
- Onomatopoeia to the cry of geese ha-ha-ha (several times on one breath, first collectively, then individually).
Children themselves check the correctness of articulation with each other.
Speech exercises to coordinate words with movements.
A) Education of a calm pace of speech in outdoor games "Hands to the side".
Children stand in a circle. The speech therapist shows movements that correspond to the text:
We stamp our feet
Top-top-top.
We clap our hands
Clap-clap-clap.
We raise our hands
We put our hands down
And we run around.
Then the children do it on their own.
B) Fostering a calm tempo of speech in sentences under the ball: "I live on Nansen Street (Pushkin, etc.)." Children stand in a circle. Everyone names their street or lane.
Speech board games and classes.
A) Fostering a calm pace of speech in sentences of five words: "Vova, give me a red cap."
Teach children to divide sentences into two segments according to the meaning, as indicated in the sample. Otherwise the exercise will be difficult and cause stuttering.
In this game, children choose four pictures of the same color (red dress, ball, etc.). In addition to the speech moment, acquaintance with flowers.
B) Fostering a calm pace of speech in the story "Geese".
"The hostess came out and beckons the geese:" Tesh, tesh, tesh, gray geese, white geese, go home. " Did the geese stretch their necks, flap their wings, open their beaks? “We don’t want to go home, we feel good here too.” The hostess sees that you will not achieve anything with good from the geese, she took a long twig and drove the geese home. "
Lessons number 16-17
Benefits: a scented scarf, a ball, the game "Children's dominoes".
Relaxing movements:
- Repeat the exercises from the 6th lesson.
- A smooth rise of relaxed arms in front of you to shoulder level and the free fall of the arms down.
Breathing exercises:
While inhaling, smell the perfumed handkerchief, and while exhaling, as slowly as you exhale, say: "Good." Good.
Onomatopoeia for the cuckoo: cuckoo. 2-3 times on one exhalation, first in chorus, then individually.
Speech exercises to coordinate words with movements.
A) Cultivating a calm tempo of speech when pronouncing verses under a ball:
Dap - sideways,
Sideways - dap,
Jackdaw jumps
Past the windows.
Children squat in a circle, reciting the text of the game in chorus:
Knock-knock with a hammer (knock on the floor with a fist),
We build and build a new house (they get up, raise their hands, connect them in the center, as if forming a built house),
Knock-knock with a hammer
We are building-building a new house.
Speech board games and classes.
A) Fostering a calm pace of speech in sentences: "I put a tree and a flag" in the game "Picture children's dominoes".
B) Fostering a calm pace of speech in the story "In the Forest".
Lessons number 20-21
Benefits: a scented scarf, a ball, pictures with poetry.
Relaxing movements:
- Exercises from Lesson 5.
- "Slanting grass mowing" - free stretching of the arms to the right, to the left.
Breathing exercises:
While inhaling, smell (flowers) perfume from the bottle:
"Oh, they smell good."
"They smell very good." Several different offers
"Very good smell."
Game "Whose House?" Every child finds a corner house. The presenter approaches the house and asks: "Whose house?" Children respond with onomatopoeia (beetle, goose, cow, cuckoo, etc.). Host: “This is the house of a beetle (goose, cow, cuckoo, etc.).
Speech exercises to coordinate words with movements.
A) Fostering a calm tempo of speech when reading poems with claps:
The trumpet is blowing!
The trumpet sings!
There are people walking down the street.
The trumpeter blows the trumpet for a reason,
Today is the holiday of October.
Repeat under the verses "Verbochki", "Oh, the water is running in a stream" from the 4th and 10th lessons.
B) Education of a calm tempo of speech in outdoor games.
- "Vova, catch" and "I throw - catch!"
- Repeat the variation of these games "One, two, three - catch" 2-3 times.
Speech board games and classes.
A) Education of a calm tempo of speech in poetry and games.
Lyrics by A. Barto, Chukovsky, Mikhalkov, Marshak are familiar to children.
The speech therapist shows a picture and slowly, smoothly reads the first line: "Our Tanya is crying loudly."
Children also read the second line slowly and smoothly.
B) Fostering a calm pace of speech in the story "Kostya".
“Kostya rode in the tram. He sees: a man on crutches entered the tram. It was difficult for him to stand. Kostya got up from his seat and said: “Sit down, please, citizen. I will stand. " The citizen said, "Thank you," and sat down on the bench.
- Reading the entire story by a speech therapist.
- Questions and answers on what you read.
- Retelling the story without the ball until the 30th lesson. Moving away from reflected individual reading exercises. After the questions - an independent story.
Moving away from retelling under the ball. If there are children in the group with severe speech difficulties, then we continue to retell the story with the ball.
Lessons number 22-23
Benefits: perfume bottle, flags, the game "Wonderful bag".
Relaxing movements:
Smooth raising of relaxed arms above the head and their free fall, followed by swinging at the sides, like a pendulum.
Breathing exercises:
While inhaling, say: “My favorite perfume is lily of the valley (lilac, poppy, forget-me-not, familiar to children).
Speech therapist gives children a scented scarf.
- Repeat exercises from previous sessions.
- Onomatopoeia by the croaking of a crow (carrr-carrr).
Speech exercises to coordinate words with movements.
Education of a calm tempo of speech in an active game with flags. Children stand in a circle, holding a flag in each hand. First, the children perform the appropriate movements at the signal of the speech therapist, and after memorizing the text of the game, at the signal of the children. Right up, down
Left down, up, etc.
To the sides,
Crosswise.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Wonderful Sack". You can diversify. Instead of toys, you can put boxes of candy.
“I have a box, and in it is a toffee (candy" Bee ", candy" Cow ", etc.).
B) Fostering a calm pace of speech in the story "The Quarrel of Bugs and Cats."
“There was a fight between a bug and a cat. The cat began to eat. The bug has come. Cat Bug - paw on the nose. Beetle cat - by the tail. The cat is in the eyes of the bug. Cat bug - by the neck. Aunt walked by, carried a bucket and began to pour water on the cat and the Beetle. "
When working out this story, it is good to show the children on soft toys how they fought, etc.
Lessons number 24-25
Benefits: bubble, ball, game "Where does it grow?"
Relaxing movements:
- Repeat the movements from the 10th, 14th and 18th sessions.
- Walking in a circle with a staggering gait, relaxing your head in your hands.
Breathing exercises:
Exhale into the bubble. With prolonged exhalation, noise and whistling are generated in the bubble, which means that the children take a full breath. Each has its own bubble.
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech. First, the children repeat the text in chorus, then individual children take turns, and the rest perform in the appropriate movements, instead of a toothbrush, they hold their index finger in front of their mouths.
My neck, my ears
Wipe dry
Slowly, slowly.
Cleanliness is dearer to everyone -
We brush our teeth too
Powder, powder.
B) Repeat an outdoor game of 22 lessons (right up ..., split the flags).
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Where is it growing?"
You can pick up drawings of plants or fruits of a forest, garden, field, vegetable garden, 4 cards each. Children take turns taking a picture from a pile, name it and say:
I have a mushroom, it grows in the forest.
I have a turnip, it grows in the garden.
I have rye, it grows in the field.
I have a pear, it grows in the garden.
B) Fostering a calm pace of speech in the story "The Lion and the Mouse".
“The lion was asleep. The mouse ran over his body, he woke up and caught it. The mouse began to ask him to let her go. She said: "If you let me go, and I will do you good." The lion laughed and released the mouse. One day the hunters caught a lion and tied it to a tree with a rope. The mouse heard a lion's roar, came running, gnawed at the rope and said: "Do you remember, you laughed, did not think that I could do good, but now you yourself see that good can be from me too!"
Lessons number 26-27
Benefits: an apple, a ball, plastic toys (rubber, soft) for the game “Guess what didn't go wrong?”.
Relaxing movements:
Children stand in pairs in a circle. At the signal of the speech therapist, they shake their fingers at each other. Then, at the signal of the speech therapist: “Time. Two three!" unfold 180 0 , and shaking a finger in a new pair. Then this exercise is performed at the signal of one of the children.
Breathing exercises:
As you exhale, sniff the apple. As you exhale, say: "A very fragrant apple", "A very fragrant apple", "A very pleasant smell."
- Repeat onomatopoeia for a crow.
- onomatopoeia for a kitten: meow, meow.
Speech exercises to coordinate words with movements.
A) Cultivating a calm pace of speech in the counting room:
Cockerel, cockerel.
Show your skin.
The casing is on fire
How many feathers are on it?
One, two, three, four, five,
B) Fostering a calm tempo of speech in an outdoor game.
At the signal of a speech therapist:
“Raising our hands higher” - children raise their hands.
“And then we put them down” - the children give up.
“One (raise), two (lower),
Three (raise), four (lower) ”.
Then the exercise is repeated at the signal of one of the children.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Guess what's gone?"
The speech therapist puts 3-4 toys or pictures and offers to remember and close your eyes, and then guess what is gone.
"There was no horse on the table."
Then you can put away two toys at a time.
B) Education of a calm tempo of speech while working out the story "The Beetle".
“Bug's legs hurt. Yes, for the day she lay in the kennel hungry. Everyone forgot about her. And Misha remembered Bug and brought her a bowl of soup and a piece of bread. The Bug was delighted and wagged her tail. Every day Misha fed Bug. Soon Zhuchka recovered and ran with Misha for a walk. "
Lessons number 28-29
Benefits: tangerine or orange, ball, short poems, illustrations.
Relaxing movements:
- Repeat exercises from 22 lessons.
- Slowly raising and lowering the arms from the starting position: one arm below, the other above.
Breathing exercises:
On the exhale, smell the orange, on the exhale, say: "The orange (or tangerine) smells very good."
Repetition of all onomatopoeia in the game "Walk in the Woods" ⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪ ⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪⨪
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So the children saw a large pond, and there were geese in the pond and along its banks. The geese saw the children and started screaming loudly.
Tanya, how do the geese cry?
Ha-ha-ha.
The children were frightened and quickly ran into the forest. And the forest was quiet. You could only hear the treetops swaying.
Kolya, how is the forest making noise?
Sh-sh-sh-sh.
The children chose a clearing and sat down to rest from the road. Suddenly a mosquito rang in a thin voice over Zhenya's ear.
Zhenya, how does the mosquito ring?
Z-z-z-z.
And Lenya saw a bee landing on a flower. She crawled over the flower and hummed.
Lenya, how is the bee buzzing?
W-w-w-w.
Soon a cuckoo began to sing in the distance.
-… how does a cuckoo cuckoo?
Ku-ku, ku-ku.
For a long time the children listened to the cuckoo, rested and went to look for mushrooms, berries and pick flowers. The children were afraid to be left behind in the forest and often haunted.
-… how do they go around in the woods?
Ay, ay.
For a long time the children walked in the forest, had a good rest and went home.
Speech exercises to coordinate words with movements.
A) Repeat the outdoor game from the 18th lesson “Legs together! Legs apart! "
B) The game "Flag". Children stand in a line at a distance of about 7 meters from the flag on the floor. Children take turns jumping to the flag on one leg, pronouncing the words of the game text for each jump. At the last word "flag" the player must be at the flag.
Jump-jump, jump-jump,
Here is my checkbox.
Speech board games and classes.
A) Fostering a calm pace of speech while repeating one or two lines of a verse read by a speech therapist with an illustration. For instance:
The duck grunted in the pond:
I'll find myself food.
Or
House with a chimney on a red roof.
The house is very good.
B) Fostering a calm pace of speech when working through the story "Fox".
“The hunter set a trap for the wolf in the forest. I put the meat in the trap. A fox walked past. She smelled a meaty smell. She wanted to eat meat. She went to the meat, but fell into a trap. The fox sits and thinks: “The hunter has set a trap for the wolf. Why did I catch the trap? " "Don't go, fox, on the wolf's roads!"
Lessons number 30-31
Benefits: flags, ball, game "Where is it growing?"
Relaxing movements, breathing exercises, voice exercisesnow they are carried out in the form of a short charge of 1-2 exercises from previous lessons.
In subsequent lessons, pay more attention to speech work with the texts of articles, fairy tales, dramatizations, etc.
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech in an outdoor game.
Children follow the commands of a speech therapist:
Spread your arms wider (arms to the sides),
Then bring them together again (hands come together).
Once (to the sides),
Two (come down)
Three (to the sides),
Four (converge).
Then repeat at the command of one of the children.
B) Fostering a calm tempo of speech in an outdoor game. Children sing in chorus:
We will raise the red flag (they raise the flags and hold them to the end),
And we all shout: "Hurray!"
Long live my dear
Soviet country.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Where is it growing?" from the 24th lesson.
B) Fostering a calm pace of speech in the story "The Eagle and the Monkey".
“Monkeys lived far, far away in a dense forest. There were many of them. They lived together. We climbed trees, swayed on branches. One monkey climbed to the top of a tree. The eagle saw her, clung to her with claws and wanted to carry her away. The monkey screamed. Then the other monkeys surrounded the eagle. They beat him, bit him, and the monkey held on tightly to the branch. And the eagle could not lift it. He released the monkey and flew away. This is how the monkeys saved their friend. "
Plan for working through large stories and fairy tales before the 52nd lesson:
The story is divided into paragraphs with a vertical bar. The speech therapist reads the story, the children retell it first in parts, then in its entirety. For children with speech difficulties, give a retelling of only individual paragraphs.
- Reading a story.
- retelling in parts.
- Retelling the whole story.
Lessons number 32-33
Benefits: ball, game "Quartet".
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech when pronouncing a rhyme under the ball, at the end of the line throwing the ball to the floor in order to instill in children the skills of pause at the end of the line. This also achieves the expressiveness of the pronunciation of the verse.
The bird flies (throw the ball)
The bird is playing (throwing the ball)
The bird is singing (throwing the ball).
The bird was flying (throwing the ball)
The bird was playing (throwing the ball)
The bird is gone (throwing the ball).
B) Education of a calm tempo of speech in the game "Yasha and Masha".
Children stand in a circle. Two children are selected. They walk in a circle blindfolded and call each other: "Yasha!", "Masha!" The game ends when Yasha catches Masha. Then another pair of children is selected. The game is repeated 3-4 times.
Speech board games and classes.
A) Education of a calm tempo of speech in the game "Quartet". In this game, children pick up a quartet of animals, birds, mushrooms, vegetables, food, etc. They take turns addressing the presenter: “Ira, please give me a red fox,” a 6-word phrase. The game ends when one of the players picks up 4 pictures.
B) Fostering a calm pace of speech while working on the story "Four butterflies".
“There were four butterflies living in a clearing in the forest. One is white, the second is yellow, the third is red, the fourth is black.
Once the butterflies flew for a walk. They flew and flew, played and played, suddenly they see: a big black bird. Butterflies were frightened and began to hide.
The little white butterfly saw a chamomile, sat on it and became invisible. A yellow butterfly found a yellow dandelion and sat on it. The red butterfly sat on a red carnation and also became invisible.
Only one little black butterfly could not find a flower. I flew, flew, searched, searched. There is no black flower. The little black butterfly was very scared that she had nowhere to hide. Suddenly she saw a pine tree. Flew to her, clung to the black bark and became completely invisible.
A big black bird has arrived here, looking for butterflies, but they are nowhere to be seen. "
In the 33rd lesson, convey this story in action. Children hide near objects of similar color.
Lessons number 34-35
Benefits: ball, flag, the game "Merry Musicians", multi-colored pictures.
Speech exercises to coordinate words with movements.
A) Repeat the outdoor game "Raise our hands higher ..." from the 26th lesson.
B) Raising and lowering the flags under the slow count of the speech therapist. Children are soaking in a circle. On the count “one” - raise the flags, on the count “two” - lower, on the count “three” - raise, on the count “four” - lower.
C) Fostering a calm pace of speech when pronouncing a verse under a ball throw at the end of a line:
The boat is sailing, sailing!
The ship is golden!
Lucky, lucky gifts!
Gifts for you and me!
Speech board games and classes.
A) Education of a calm pace of speech in the game "Multi-colored pictures" from the 14th lesson. Children pick up four identical pictures. The game is complicated by a 6-word phrase: “Vova, please give me a blue dress” (a blue hat, a blue ball, etc.).
B) Education of a calm tempo of speech while working out the fairy tale "The Rooster and Paints".
“Vova drew a rooster, but forgot to paint it. The rooster went for a walk. "Why are you walking around so unpainted?" - the dog was surprised. The rooster looked into the water: "And it is true, the dog is telling the truth."
"Do not be sad," said the dog, "go to the paints, they will help you." The rooster came to the paints and asks: "Paints, paints, help me."
“Good,” said the red paint and colored his comb and beard. And the blue one painted the feathers on the tail. The green one is the wings, and the yellow one is the breast.
"Now you are a real rooster," said the dog. "
For several days, children tell this tale, and the rest at this time consolidate the skills of a calm pace of speech in the previous stories.
At the 35th lesson, depict a fairy tale in action.
Introduce a game element.
Lessons number 36-37
Benefits: ball, plasticine, the game "Merry Musicians".
Speech exercises to coordinate words with movements.
Education of a calm pace of speech in an outdoor game.
Children stand in a circle at arm's length on one right leg. The left one is set back a little. Children pronounce the words of the text of the game (first - collectively, then - individually):
It's very hard to stand like this
Keep your hands to the sides
And do not fall, do not swing,
Don't hold on to each other.
Speech board games and classes.
A) Fostering a calm pace of speech when playing the game "Merry Musicians". Children take turns taking pictures from the foot and talking about its content:
“I have a cat in the picture. She plays the balalaika. "
“I have a dog in the picture. She plays the pipe. "
You need to collect four identical pictures. For example: a cat plays the balalaika, pipe, accordion, drum, etc.
B) Education of a calm pace of speech in the fairy tale "Friendship".
“In the summer, a squirrel and a bunny became friends. The squirrel was red, the bunny was gray.
Every day they ran to a small meadow and treated each other there. The squirrel brought mushrooms, cones, and the bunny brought carrots and cabbage.
But now the summer has passed. Winter came. White snow fell. The squirrel hid in a hollow, and the bunny hid under a thick spruce branch.
Once a squirrel leaned out of the hollow. She saw the bunny, but did not recognize him because the bunny was not gray, but white.
And the bunny also saw the squirrel, and did not recognize it either. After all, he was familiar with a red-haired squirrel, and this one was gray.
But in the summer they get to know each other again. Why do you think they get to know each other in the summer? "
In the 37th lesson, mold mushrooms, nuts, carrots, cabbage.
Lessons number 38-39
Benefits: pictures for composing riddles.
Speech exercises to coordinate words with movements.
Education of a calm tempo of speech in the game "Heron".
The child should go for a pie, jumping on one leg, and return - jumping on the other (to develop the motor skills of both legs).
1 child: "Heron, heron, let it go to the corner."
Heron: "Jump on the leg
Down that path
Bring me a pie
Let me go to the corner! "
Speech board games and classes.
A) Education of a calm pace of speech in the independent compilation of riddles from the picture. A speech therapist teaches children to make riddles. For example, shows a cat: “Gray, fluffy. Mice are afraid of her "," Sly, red-haired, steals chickens "," She walks around the yard, sings a crow. " Give three examples. Then the children are given pictures so that they do not see each other's pictures. Children make up riddles.
B) Fostering a calm pace of speech when working through the story "That's a bed."
“Olga ran all day, jumped all day and was very tired. By the evening, the eyes began to stick together themselves, as if the cilia were caught on the cilia.
The rooster saw that Olga was rubbing her eyes with her fists, and cried out: “Come to me, Olga, climb up the perch. It is very comfortable to sleep here. " “No, cockerel, what are you! I will fall off the perch. "
Then the cat Kisay came up, began rubbing and purring about Olechka's legs: “Mr, mr, mr, lie down, Olga, on the bench, curl up. That will be good. I always sleep like that. " “What are you, Kisai, the bench is narrow and tough. I’ll lay all my sides. ”
"Go, Olga, to my kennel to sleep," Bug barked. “What a bug! Do the girls in the kennel sleep? "
“Olga, let's go to my stall to sleep. It will be very comfortable for us to sleep while standing. " “No, horse, what are you. I don't know how to sleep while standing. "
At this time, Olga's mother called out to Olga: “Go, daughter, to sleep. I prepared a bed for you - the sheets are white, the pillows are soft, the blanket is warm. "
“That's a crib! - said the cockerel, the cat Kisai, the dog Beetle, the horse. - Just for Olga. Good night, Olga. "
Lessons number 40-41
Speech exercises to coordinate words with movements.
A) Cultivating a calm tempo of speech when pronouncing a counting rhyme:
Steam locomotive, steam locomotive,
What did you bring us as a gift?
I brought color books
Let the kids read
I brought pencils
Let the kids draw.
B) Education of a calm tempo of speech in outdoor games.
1. Repeat the game from the 26th class "Jump-jump".
2. All children stand in one column or in a line. One of the children stands in front of the line and addresses the one standing on the right flank: “Vova, come here. I found a butterfly "," Gena, come here. I found a nest. " The summoned one runs and, in turn, addresses those in the line: “Zhenya, come here. I found a white mushroom "," Petya, come here. I found a hedgehog. " The game continues until one person remains in the line. After that, the game is repeated.
Speech board games and classes.
Fostering a calm pace of speech while working on the fairy tale "Bunny and his friends."
“Once, in good and clear weather, a bunny went for berries. He walked, walked, and bumped into a fox. The fox saw a bunny and was about to eat it. The bunny threw the basket and ran. He ran to the edge of the muddy ditch, turned around and saw that the fox was already quite close. Bunny had crouched down to jump over the ditch, but it turned out to be very wide, and he fell into it.
The fox stood, stood at the edge of the ditch, and left. No matter how hard the bunny tried, he could not get out of the ditch. Two monkeys passed by. Seeing a bunny in trouble, they immediately climbed a tree that stood by the ditch, and, holding each other, held out their hands to the bunny. But the tree turned out to be tall, and they could not reach the bunny. The monkeys quickly called the elephant for help. The elephant stretched out its long trunk with all its strength, but he could not reach the bunny either.
Then they all came up with the following idea: two monkeys, holding hands, hung on a branch, and the elephant bent this branch with its trunk. So they pulled out the poor bunny.
The bunny was covered in mud. His paws were stuck together, and he could not move. Then the elephant took a full trunk of water from the reservoir and bathed the bunny. Clean, he jumped quickly.
It was already dark, and the bunny did not know where to go to look for his mother. What if you meet the fox again? Fortunately, a deer came up and said to the bunny: “Sit on my back, bunny. I am running very fast and will take you home. " The bunny sat down and, holding on to his ears, cheerfully headed home. "
Lessons number 42-43
Benefits: ball, plasticine, the game "Shop".
Speech exercises to coordinate words with movements.
Cultivating a calm pace of speech for an active game. Children individually pronounce the text and perform the movements.
My ball is flying high
My ball flies far
Roll faster across the field
Hit the floor quickly.
Speech board games and classes.
A) Fostering a calm pace of speech in the independent compilation of sentences in the game "Shop" Detsky Mir ". In the game you can use toys, manuals, picture books, loto, dominoes, etc. The roles of the seller and buyers are children. Dialog:
Hello, Aunt Olya!
Hello, Helen. Why did you come to the store?
I want to buy a big doll.
Don't you have a doll?
I have a doll, but I want to buy more.
How many dolls will you have?
I will give this doll to my friend (mother, sister, etc.). She will have a birthday soon (March 8, etc.).
Each customer comes to the store once so as not to delay the game.
B) Education of a calm tempo of speech in the performance of "The Fox and the Mole".
"The fox asked the mole:" Why are you, mole, digging such narrow holes? " "So that you, fox, do not come to visit me."
Lessons number 44-45
Benefits: game "Funny Musicians".
Speech exercises to coordinate words with movements.
A) Education of a calm pace of speech in the game "Storks, butterflies and frogs."
Children stand in a circle at arm's length. At the signal of a speech therapist or one of the children, stork children stand on one leg, butterflies flap their wings, and frogs squat.
B) Repeat the game "Heron, let her into the corner."
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Funny Musicians" from the 36th lesson.
B) Education of a calm pace of speech when reading the fairy tale "Kolobok". At the 45th lesson to stage a fairy tale.
Lessons number 46-47
Benefits: ball, game "Who is doing what?"
Speech exercises to coordinate words with movements.
A) Education of a calm pace of speech in motion. Children go in a circle and, counting by ear, raise and lower the ball over their heads (for one count, two - raise the ball, three, four - lower).
B) Fostering a calm pace of speech in the game "Vova, come here, I found a butterfly" from the 40th lesson.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Who is doing what?" from the 18th lesson.
B) Raising a calm pace of speech while working out the fairy tale "Why does the donkey roar?"
“In ancient times, the donkey, as the tale tells, sang better than a nightingale. One day all the animals gathered for a council and the lion, who was their king, asked:
Which one of you is the most beautiful?
I, I - the donkey screamed at once.
Okay, you're the prettiest. Who is the strongest?
I, I - screamed the donkey before the rest of the animals had time to open their mouths.
OK. Who's the stupidest here?
I, I, I - the donkey roared in a hurry, frightened that they might be ahead of him.
All the animals rolled with laughter, and the poor donkey lost his beautiful voice from shame. Since then, he only knows how to roar: "I, me, me."
Lessons number 48-49
Benefits: toys for games "Guess what is gone".
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech in an outdoor game. Children stand in a circle and follow the commands of a speech therapist or one of the children:
"Up" - throw the ball up.
"Down" - hitting the ball on the floor.
"Right" - turn right and hit the ball on the floor.
"Left" - turn left and hit the ball on the floor.
"Back" - turn around and hit the ball on the floor.
"Forward" - turning in a circle to the starting position and hitting the ball on the floor.
B) Education of a calm tempo of speech in the outdoor game "Titmouse".
Choose a titmouse, plant it in a high place, like on a tree branch. Children in chorus:
Where did you live, titmouse?
Where have you been, titmouse?
Titmouse with the expression:
Everything flew through the woods
Everyone sat in the bushes.
Repeat 3-4 times.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Guess what's gone?" from the 26th lesson.
B) Education of a calm tempo of speech in the fairy tale "Zaykin's garden".
“Bunny planted cabbage in the garden. Yes, here's the food: birds flew. “They will peck at all the seedlings. Well, wait, birds, - the bunny decided, - I'll kick you out. " The hare runs about the garden. Waving a stick, drives away the birds.
“Hey, gardener,” the hedgehog says to him, “you shouldn't scare the birds. It will be worse. " And the hare doesn't want to listen. Satisfied. That not a single bird was left. Silence in the garden. "Grow now, cabbage." Huge caterpillars ate the cabbage.
“Oh, you stupid hare,” said the hedgehog, “didn't you know that birds are friends of the garden. They eat caterpillars. But don't cry! Better dry your tears and save what's left. "
"How can I save?" - asked the bunny.
"And here's how" - and the clever hedgehog taught the hare.
Made a bunny a large feeder, poured crumbs into it. The birds again flocked to the garden and ate all the caterpillars.
Lessons number 50-51
Benefits: plasticine, picture dominoes.
Speech board games and classes.
A) Fostering a calm pace of speech in sentences: "I put a green Christmas tree and a red flag" from the 16th lesson.
B) Education of a calm pace of speech in the fairy tale "Ginger".
“In the forest, in the ravine, there was a large deep hole. A fox and her three foxes lived in it. Two fox cubs obeyed their mother. When the mother left the hole, they sat in the hole and did not crawl out, and the third fox, Ryzhik, was not obedient.
Once, when his mother left, he climbed out of the hole and began chasing butterflies. Ginger did not even notice how he went further and further from his hole.
Then he met a hedgehog and wanted to play with him. Yes, it was not so! The hedgehog curled up into a ball and exposed its thorns, and when Ryzhik approached him, the hedgehog jumped up and painfully pricked him in the nose.
Ryzhik whined, wanted to go back to his mother, but he doesn't know the way. It's bad to be naughty. Ginger got lost, his nose hurts, he himself is hungry. He wanted to feast on the bird, but she fluttered and flew away.
Suddenly, out of nowhere, a large black dog jumped out. She barked loudly and rushed to Ryzhik. Ginger got scared, hid under the roots of an old tree, trembling with fear. And the dog jumps around the tree, trying to get the fox.
Then the guys came running. They drove the dog away, took out the fox and carried it home. At home, the children tied Ryzhik near the barn and gave him milk. But he didn't drink milk. All day he screamed and called for mom.
And at night, when everyone went to bed, a mother fox came to the village. She came to the barn where Ryzhik was sitting and wanted to take him away. But Ryzhik was tied. Then the fox gnawed at the rope, took him by the collar and carried him home. Ryzhik never left his hole anymore. "
In the 51st lesson, mold any character of a fairy tale from plasticine: a fox fox, a mother fox, a bird, a hedgehog, a dog, etc.
Lessons number 52-53
Benefits: game "Shop", plasticine, flags.
Speech exercises to coordinate words with movements.
A) Repeat the game from the 22nd lesson "Right - up, left - up".
B) Game "Geese". Children are divided into two groups6 "children" and "geese". The game is repeated 3-4 times, changing the roles of the children.
Children: Geese, you geese, gray geese.
Geese: Ha-ha-ha.
Children: Where did you fly, who did you see?
Geese: We saw a wolf, he took the gosling away.
Children: Geese, you geese, pinch the wolf, save the gosling.
Geese: Ha-ha-ha (depict geese, flap their wings, fly away to save the gosling).
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Shop" from the 42nd lesson.
B) Education of a calm tempo of speech in the performance "The Old Forester".
1st: "Grandpa, darling, blow me a whistle."
2nd: "Grandpa, find me a little white fungus."
3rd: "You wanted to tell me a fairy tale today."
4th: "You promised, grandfather, to catch the squirrel."
Forester: “Okay, okay, kids, just give me a time limit.
You will have a squirrel and a whistle.
The game is repeated several times in a different composition until all the children are involved in the game.
At the 53rd lesson, give the children the task to mold a fungus, a squirrel, a whistle from plasticine.
Lessons number 54-55
Benefits: plasticine, pictures for self-compilation of riddles.
Speech exercises to coordinate words with movements.
Education of a calm pace of speech in the outdoor game "Stump, tree, elephant". Children stand in a circle at arm's length. At the command of the presenter (first - a speech therapist, and then one of the children):
Stump - squat down;
Elephant - raise their hands above their head;
Christmas tree - arms to the sides down (like branches of a Christmas tree).
Speech board games and classes.
A) Fostering a calm pace of speech with the independent compilation of sentences and riddles from the picture (see lesson 33).
B) Fostering a calm pace of speech in dialogue. We need to cover all the guys.
Where, Misha, are you going, where are you driving?
Mow hay.
What do you need hay for?
Feed the cows.
What do you need cows for?
Milk.
Why do you need milk?
Give small children to drink.
C) Repeat the performances of the fairy tales "Kolobok", "Why does the donkey roar?", "The Fox and the Mole".
At the 55th lesson, invite the children to mold any answer from the game they have played.
Lessons number 56-57
Benefits: pictures for the game "Seasons".
Speech exercises to coordinate words with movements.
A) Repeat the game from the 48th lesson.
B) Fostering a calm pace of speech in the game "Wattle".
Children stand in a circle and read the first four lines to the claps:
Shadow, shadow, shade,
There is a wattle fence above the tree.
The animals sat under the fence,
They boasted all day long.
Squat down and read in faces:
The hedgehogs boasted: "Our fur coats are good,"
The fox boasted: "I am beauty to the whole forest!"
The bunny boasted: "Come on, catch up,"
The bear boasted: "I can sing songs,"
The goat boasted: "I will gouge your eyes out all of you."
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Seasons".
Children are given large pictures of the seasons: spring, summer, autumn, winter. If the group is large, then one picture and two. Small cover cards are stacked face down. The presenter takes a small map from the pile and asks: “Who has skates? When do they ride them? "
Children: “I have skates. They ride on them in winter. "
B) Fostering a calm pace of speech in a story based on a plot picture. Instructions for carrying out are given in the guidance note.
Lessons number 58-59
Benefits: game "A, B, C", flags, pictures for the story.
Speech exercises to coordinate words with movements.
A) Repeat the game with flags from the 22nd lesson.
B) Before the start of the game, the children slowly agree among themselves about what movements they will perform. For example, you can depict washing hands, floor, dishes, reading a book, etc.
One: “Hello, children! Where have you been, what have you seen? "
All: "What we saw, we will not say what we did, we will show."
Speech board games and classes.
A) Fostering a calm pace of speech when repeating several lines of a poem read by a speech therapist (28th lesson).
B) Fostering a calm pace of speech when working on the picture "Friendship".
Lessons number 60-61
Benefits:ball, game "Wonderful bag".
Speech exercises to coordinate words with movements.
A) Repeat the game from the 42nd lesson "My ball, fly high."
B) Fostering a calm pace of speech in the game "Go through the gates".
Two children are chosen - the "gate". They agree among themselves which of them will be "Snegurochka" and who will be "Santa Claus". The rest of the children, holding hands, go through the gate in a chain. Before the last passing child, the "gate" lowers their hands and ask: "Snow Maiden or Santa Claus?" The child makes a choice and takes the side of the chosen one. After that, the cycle is repeated. After all the children have entered the gate, the gate is changed and the game starts again.
For the game, you can choose other characters familiar to children from fairy tales:
"Little Red Riding Hood - Gray Wolf",
"Ivan Tsarevich - the Gray Wolf",
"Goldfish - Golden Egg",
"Puss in Boots - Little Fox Sister", etc.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Wonderful Sack" from the 10th lesson.
B) Fostering a calm pace of speech in composing a story on a free topic.
Themes:
- What toys do you have at home?
- What do you like to draw?
- What do you like to sculpt?
- How did you spend the day at home or in kindergarten?
In class, give only two topics. The story should be short: 3-4 sentences. For instance:
May 1st is coming soon. Dad will buy me a 2-wheeled bike like my brother. My brother and I will ride.
On the 61st lesson, propose to dazzle the characters of the game "Go through the gate."
Lessons number 62-63
Benefits:ball, the game "Bunny-bouncing".
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech in the game "Wattle" from the 56th lesson.
B) Fostering a calm pace of speech in a ball game from the 48th lesson.
Speech board games and classes.
A) Fostering a calm pace of speech in the game "Bunny-bunny".
This game is played like the Quartet game. A child with a "Bunny-bunny" in his hands comes out and jumps, or dances.
B) Fostering a calm pace of speech when composing a story on a free topic (see lesson 60).
In the 63rd lesson, mold a bunny with a carrot or one carrot, if someone cannot mold a bunny.
Lessons number 64-65
Benefits:plasticine, flags.
Speech exercises to coordinate words with movements.
A) Fostering a calm pace of speech in the game from the 22nd lesson.
B) Fostering a calm pace of speech in the game "Go through the gate" from the 60th lesson.
Speech board games and classes.
A) Modeling from plasticine characters from read and learned fairy tales, stories and dramatizations.
The speech therapist should recall all these stories that were learned during the course.
B) Fostering a calm pace of speech in the story. After each child is blinded by something, everyone takes turns talking about what they portrayed.
In the 65th lesson, the following topic is chosen for modeling and storytelling.
Abstract of a speech therapy lesson with stuttering older preschool children at the stage of question-and-answer speech.
"Journey to the magic forest" Lexical topic: "Wild animals"
Gichko Olga Mikhailovna.
Teacher-speech therapist GBDOU kindergarten No. 2 of the compensating type of the Kirovsky district of St. Petersburg.
Correctional and educational goals:
1. Consolidation of the idea of wild animals.
2. Activation of the vocabulary on the topic: wild animals,
3. Construction of a sentence with prepositions: in, from, on, with, for, because of, the formation of possessive adjectives and coordination with nouns, the use of the prepositional case of a noun, the selection of a verb to a noun, the coordination of numerals with a noun.
4. Consolidation of the skill of sound analysis of words.
5. Consolidation of knowledge about the image of the letter.
6. Strengthening the ability to correctly ask and answer questions with a complete answer.
Correctional and developmental goals :
1. Development of prolonged speech breathing, Development of prosodic components of speech.
2. Development of auditory and visual attention, perception, memory.
3. Development of optical-spatial representations
4. Development of personal qualities: activity, curiosity, independence, the ability to apply the knowledge gained in independent activity, to develop the ability to self-esteem.
5. Development of universal prerequisites for educational activity: Ability to listen to an adult and follow his instructions.
6. Development of the emotional sphere of children, imagination.
7. Development of muscle tone, facial muscles.
Correctional and educational goals:
1.Creating a steady interest in the occupation, initiative, striving for vigorous activity,
2. Fostering a sense of fellowship-collectivism.
3. Education of a humane attitude towards wild animals.
Equipment:
Magnetic board, computer, flanneligrapher with a set of parts on the topic: "Winter" (snowflake, tree, snow falling, snowdrift, woodpecker, titmouse)
Audio recording "Winter" "Relaxation melody",
Suit of the Old Man-Lesovichka.
Modules - hemp, snowballs, track with footprints,
Object pictures depicting wild animals
Pictures depicting animal dwellings (hole, den, hollow, bush.)
Pictures depicting emotions: sadness, discontent, surprise, joy.
Pictures depicting a hare: on a stump, jumped from a hemp, into a snowdrift, climbed out of a snowdrift, behind a tree, from behind a tree. (For individual work according to the number of children)
A colored envelope contains 5 pictures of a wild animal (wolf, fox, hare, squirrel,)
Preliminary work:
Acquaintance with emotions. Work on the duration of speech exhalation. Strengthening the skill to use the computer correctly. Reading fiction on the topic: "Wild animals".
Course of the lesson:
Organizing time.
Speech therapist: Guys, let's say hello to the guests. Hello.
And now let's remember how to speak correctly and beautifully:
1. Be attentive, do not bother others, first listen then answer.
We pronounce it conjugally. Disperse to the place. We sat down on the chairs.
2 .Relaxation to music.
Speech therapist: Children, look and imagine that we are in a winter forest. (Turn on the music)
Close our eyes and listen to music.
Turn off the music. We open our eyes.
Speech therapist: - What was the music?
Children: The music sounded gentle. The music sounded beautiful. Music sounded
calm.
Speech therapist: What did you imagine to the sound of this music?
Image of pictures on the board.
Children: Snow is falling, snowflakes are spinning, frost crackles, trees rustle,
a bird flew somewhere, etc.
3. Speech with movements: "We have come to the winter forest."
Speech therapist: In order not to freeze in the winter forest, we will warm ourselves .
We have come to the winter forest! How many miracles are around here!
On the right, a birch tree in a fur coat stands, On the left, a tree looks at us.
Snowflakes in the sky are spinning. And they quietly lay down on the ground.
So the bunny galloped over. He ran away from the fox.
This gray wolf prowls, He is looking for his prey.
We will all hide now! Then he will not find us!
Only the bear sleeps in its den, So it sleeps all winter.
4 riddles about wild animals
From behind the tree comes a forestry.
I am an old man, a forest man, I go through the woods for order, I look.
Hello guys, am I glad you came to my property?
Lesovichok: - Do you know who lives in my forest? Children: - Yes!
Lesovichok: I'll ask you riddles.
We will answer one at a time, to whom I will point.
Sit on the stumps and listen.
1.Look at what it is - Everything burns like gold,
He walks in an expensive fur coat, The tail is fluffy and large. (Fox)
2. Day and night prowling through the forest, Day and night looking for prey.
He walks - he wanders silently, Ears are gray upright. (Wolf)
3. A fungus hangs on a knot. Who could hang it?
I will spread a small spruce forest, I will hide - I will see ... (squirrel).
4. The scythe has no den, he does not need a burrow.
Legs save from enemies, And bark from hunger. (Hare)
5. He is big and clubfoot. They say he sucks his paw.
Loud can he roar, What is this beast? (Bear). - together.
Children guess riddles.
Well done. You are good at solving riddles.
Lesovichok: What should you call these animals? Children: Wild animals.
Lesovichok: Why are they called that? Children- They live in the forest.
Lesovichok: Oh, I’ve been too late, I’ll run away with you, I’ll visit my property and come back, and you’ll take a walk.
5.Breathing exercise Speech therapist: And we will breathe fresh, frosty air.
Oh! What air! Children shrug and breathe deeply.
Oh! What frosty air.
What transparent and clean air! How to breathe well.
It is very beautiful in the winter forest. Everything is covered with white, fluffy snow.
6. Psycho-gymnastics The goal is to teach how to regulate muscle tone, facial muscles.(cards with faces on the board)
Speech therapist: What happened? What's around? Noise and din from all sides is a bunny galloping up.
He ran away from his mother. The bunny is small, does not always obey, and there is a mother
he is scolded or punished. And when he is obedient, his mother praises him, caresses him.
And from this the bunny has a different mood. I will call you zaikino
mood, and you choose the desired card.
Speech therapist: A bunny is sitting on a stump and is sad:
Lower the corners of the lips down. To convey a sad look.
Children show facial expressions of sad mood
Speech therapist: lost in the forest and cannot find his mother, angry with himself.
The child takes the desired picture with a muzzle.
Children show facial expressions of an angry mood
Speech therapist: the bunny saw a familiar squirrel.
The child takes the desired picture with a muzzle.
Children show facial expressions of surprise.
Speech therapist: do not be sad, we will play with you and look for mom.
The child takes the desired picture with a muzzle.
Children show a smile. Well done!
7. Snowball game "We will have a little rest and go to play snowballs"
Speech therapist offers a box of snowballs.
Speech therapist: Children take a snowball. Let's make a lump and throw it. Shake off the snow from our hands.
Children perform movements.
eight. " Where is the bunny hiding? " (Building a sentence with prepositions: to, from, to, from, behind, from behind,) (with pictures)
Bunny ran to look for his mother, and we will sit down at the table. Choose pictures for yourself, consider. I remind you. I will ask, and you will answer with a full sentence.
The speech therapist asks children questions:
Where did your bunny jump? - My bunny jumped into a snowdrift.
Where did your bunny come from? My bunny got out of a snowdrift.
Where is your bunny? - My bunny is on a tree stump.
Where did your bunny jump from? - My bunny jumped off a hemp
Where did the bunny hide? - The bunny hid behind a tree.
Where did the bunny look out of? - The bunny looked out from behind the tree. Clever girl!
9. Game "Whose Footprints" (formation of possessive adjectives and agreement with nouns)
Lesovichok: I'm back, I need your help. The animals have traced all over the forest and confused me. I don't know where, whose footprints? I can't find anyone.
Lesovik: Choose your footprints. Children choose and stand near the tracks.
Lesovichok: Whose tracks did you choose?
Child - I chose rabbit tracks.
Lesovichok: Whose tracks did you choose?
Child - I chose squirrel footprints.
Lesovik: Stas, whose tracks did you choose?
Child - I chose the wolf tracks.
Lesovichok: Sasha, whose tracks did you choose?
Child - I chose the fox tracks.
Guys, follow the tracks that you have chosen, and we will see where these tracks lead you.
The children followed in the footsteps and each stopped at their place.
Lesovichok: Where did the fox tracks lead you?
Child: Fox tracks led me to a fox hole.
Lesovichok: Where did the squirrel tracks lead you?
Child: Squirrel footprints led me to a tree with a hollow squirrel.
Lesovichok: Where did the hare tracks lead you?
Child: the rabbit footprints led me to the bush.
Lesovichok: Where did the wolf tracks lead you?
Child: The wolf tracks led me to the wolf den.
10. Game "Where does anyone live?" (use of the prepositional case of a noun)(Cross-poll.)
Speech therapist: Guys, now you will ask each other questions about your animal and answer them.
Children ask questions to each other.
Sasha: where does the wolf live?
Child: The wolf lives in a den.
Stasik: Where does the fox live?
Child: The fox lives in a burrow.
Mouths: Where does the squirrel live?
Child: Squirrel lives in a hollow
Kirill: Where is the bunny hiding?
Child: A bunny is hiding under a bush.
Bogdan: Where does the bear winter?
Child: A bear hibernates in a den.
11. "Who is performing these actions?"(matching a verb to a noun)
Lesovik: How great you were at asking and answering questions. And now I’m asking you around.
Speech therapist: Then go to the board.
The child answers and puts the picture on the board with the picture of the animal.
Lesovik: Tracks, runs, howls ... a child ... a wolf
Lesovik: Sneaks, runs, cheats ... ... child ... .. fox
Lesovik: Jumping, frightened, trembling ... ... child ... hare
Lesovik: jumps, jumps, hides in a hollow…. child ... squirrel.
12."Count the animals » 1,2,3,4.5. (Agreement of numerals with a noun
Child - One wolf, two wolves, three wolves, four wolves, five wolves.
Child: one hare, two hares, three hares, four hares, five hares.
Child: one fox, two foxes, three foxes, four foxes, five foxes
Child: one squirrel, two squirrels, three squirrels, four squirrels, five squirrels.
13 ". Highlight the sound in the word."
Speech therapist: Lesovichok, do you have a school in the forest?
Lesovichok: Yes! I will go to it soon.
Speech therapist: We are also preparing for school. We already know how to distinguish sounds in a word.
Let's remember what vowel sounds you know. Children answer: Ah, oh, y, and, uh, s.
Look at the board. Speech therapist: Who is this? The child is a wolf.
Speech therapist: What is the vowel sound in the word: wolf.
Child: The word wolf has one vowel o
Speech therapist: Who is this? The child is a fox.
Speech therapist: What are the vowel sounds in the word: fox.
Child: The word fox has two vowels and, a.
Speech therapist: Who is this? The child is a bear.
Speech therapist: How many vowels are in the word: bear.
Child: There are two vowel sounds in the word bear: and, a
Speech therapist: Who is this? The child is a bunny.
Speech therapist: How many vowels are in a word: bunny.
Child: The word bunny has two vowel sounds a, a.
14. Computer game "Collect a word from letters »
Lesovik: Guys, let's find out how they study at the forestry school. The school has a crocodile teacher, his name is Croco. He is smart and kind.
Let's split into two teams.
Speech therapist: Collect from the letters, the word chanterelle. Will Lesovichok see whose team will cope faster?
The child clicks on the correct letter. Well done! We played with the word chanterelle.
15. "Make a sentence with a word" : l little bird, hare, wolf, squirrel, bear.
Speech therapist: Lesovichok, we know how to come up with our own sentences with the word chanterelle.
Children: The chanterelle is catching up with the hare. The bunny is hiding from the fox. Squirrel on a branch
gnaws nuts. The wolf hunts down its prey.
Speech therapist: What proposal did you like the most?
16. Relaxation to music. " Magical dream"
Speech therapist: We will go to the magic meadow. Lie down, close your eyes and
Listen to the music. Children lie down on the carpet, close their eyes and relax to the music.
Speech therapist: Imagine you are lying on warm sand. You feel good and pleasant.
Breathing is even, calm; you feel the warm rays of the sun. Rays
warm your hands, feet, face. One of the rays touched your lips and
painted you a smile. You are pleased with these touches. Do you feel
part of nature. You will carry this smile and present to your friends.
Stretch your arms up, inhale, and open your eyes for a count of three. Your walk
was wonderful. They sat down. Stretched out. We got up. 16. Where have you been? What did you like? Well done! You did well. The forester left gifts for you under the tree.
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Stuttering (logoneurosis) is a type of speech disorder in which fluent, continuous pronunciation of words is impossible. Depending on the speech, it can be distorted - from insignificant repetitions of individual syllables to the complete impossibility of pronouncing a word to the end.
Stuttering is most often due to psycho-emotional reasons, but it can also be caused by trauma, infectious and organic lesions.
The earlier the disorder is detected and the more timely its treatment is started (both as well as gymnastics for stuttering), the more favorable the prognosis. Below we will discuss what exercises can be recommended for overcoming stuttering.
Types of exercise for stuttering
Important! Since with logoneurosis, mainly the rhythmic-respiratory component of speech is disturbed, it is necessary to select a set of exercises for stuttering, purposefully eliminating this defect.
There are the following types of training:
- voice exercises (the main goal is to learn not to be afraid to speak, to be able to control your voice);
- articulation exercises - help to strengthen the muscles of the lips, tongue for a clearer pronunciation of words;
- - aimed at regulating breathing during speech, strengthening the diaphragm);
- muscle gymnastics - strengthens the muscles of the resonator system, diaphragm;
- rhythmic exercises - aimed at developing the rhythmic side of speech.
Muscle gymnastics
As already noted, emotional disorders often underlie logoneurosis. They leave an imprint not only on speech activity, voice intonation, but also on the muscle frame: so-called muscle clamps are formed, which, in turn, only aggravate the situation. A stuttering person cannot take a deep breath, the muscles of the neck, throat, and shoulder girdle are in constant tension. Complex therapy for stuttering should include exercises that relieve excessive muscle tension:
- Alternating tension and relaxation of different parts of the body.
- Holding the breath for 20-30 seconds - develops the lungs and activates blood flow, improves muscle strength.
- Bulging of the abdomen, like a ball.
- Various elements from yoga (suitable for adults).
- Singing vowels.
- Singing in any form.
- Pronunciation of a word with different intonation.
- Imitation of various sounds by the voice (birdsong, the sound of a ball on the floor, clatter of hooves, etc.).
Rhythmic gymnastics
Logorhythmics during stuttering are often broken. Exercises that allow you to better feel the rhythmic side of speech must be included in the complex:
- Tapping the rhythm on the table, followed by repetition.
- Clapping your hands while reading poetry or singing songs.
- Pronouncing words to the beat of the music. The music needs to be changed more often, and the patient must manage to adjust the tempo of speech to the changing rhythm of the music.
Are there any contraindications to stuttering exercises?
As such, there are no general contraindications to exercise for logoneurosis. Since there are a lot of charges, you can always choose the one that you like best and does not cause discomfort. For example, if a child has back problems, then the Cat and Pump exercises can be replaced with other breathing practices that do not require active torso bends.
Getting rid of logoneurosis is a long process. It should be understood that when working with children, especially young children, entertaining classes is of great importance. The child should not be bored and feel like he is being interrogated or think that he is being forced. A friendly environment and good general well-being are important.
In no case should a child be forced to exercise if he does not want to, this can only aggravate the disorder. It is also not recommended to exercise at the expense of good rest or communication with other children: classes should be carried out as naturally and as if in passing, playing.
It is advisable to use funny songs, nursery rhymes; the execution must be accompanied by your favorite toys. Articulating exercises must be performed in front of a mirror so that the child can control how correctly he is doing everything ("Let's play some funny faces").
The regularity of classes also plays an important role. It would be nice to imperceptibly introduce exercises into the child's daily ritual, for example, doing breathing exercises when brushing your teeth, muscle exercises when bathing, etc.
It is important that the child gets used to repetitive actions, and does not have to be forced to sit down every time.
Attention! Results in the treatment of logoneurosis do not come earlier than in 2-3 months, subject to constant daily training. It is important to be patient and strictly observe the frequency of classes. It is not necessary to undergo treatment only with a speech therapist, home gymnastics for stuttering will also bring a positive result and help to consolidate the achieved effect.
Stuttering is a violation of the communicative function of speech, accompanied by a violation of the tempo, rhythm and fluency, caused by convulsions of the articulatory apparatus. Stuttering is one of the most common childhood neuroses.
A delay in the pronunciation of sounds and syllables is associated with spasms of the speech muscles: muscles of the tongue, lips, larynx. They are subdivided into tonic and clonic.
Tonic cramps are a difficulty in pronouncing consonants.
Clonic seizures are when a child repeats sounds or syllables at the beginning of a word, pronounces extra vowels (and, a) before a word or phrase. There is also tonic-clonic stuttering.
The first symptoms of stuttering are possible of a different nature - these can be repetitions of the first sounds, syllables and the impossibility of further pronunciation of words. The child, as it were, begins to sing the first syllable. For example - "Ta-ta-ta sneakers." Or the impossibility of the beginning of the phrase - tonic convulsions.
Voice cramps appear - stretching of a vowel sound at the beginning or middle of a word. The first symptoms of stuttering occur during the development of phrasal speech. It is between 2 and 5 years old. If you notice that the child has a failure in breathing during speech, vocal difficulties, he cannot start a phrase, if the first syllables of words or vowel sounds begin to repeat, then these are alarming symptoms and you need to pay attention to them.
If you do not pay attention in time, then such speech behavior can be embodied in real stuttering, which causes not only problems with speech, but also difficulties in the social sphere. In adults, the process is sharply disrupted and more facial muscles, neck muscles, upper shoulder girdle are working. The social picture is ugly. But this speech defect is not an irreversible disorder and in most cases it can be cured. The efforts made to combat stuttering have made some people famous. These people: Demosthenes, Napoleon, Winston Churchill, Marilyn Monroe.
Fortunately, stuttering starts in a small percentage of children. According to statistics, only 2.5% of children have this flaw. Urban children stutter more often than toddlers from rural areas.
Among children who stutter, there are more boys than girls. This is associated with the structure of the hemispheres. Women's hemispheres are organized so that the left hemisphere works better than the right. Thanks to this, girls usually start speaking earlier, they more easily overcome those speech difficulties that are usually expected at 2.5 - 4 years old.
When a child begins to speak in phrases, he comprehends difficulties in choosing words, coordinating them in number, gender and case. Sometimes we see that at this phase the child is talking excitedly, with carelessness, he has difficulty in choosing words, he is in a hurry. And then we hear in the child such specific stuttering that qualifies as a tendency to stutter.
In a child 2 - 3 years of age, it is worth distinguishing between stuttering and non-convulsive stuttering. When stumbling, there are no convulsions of the articulatory apparatus - neither vocal nor respiratory. Stutters are always emotional in nature. They happen, because at the age of 2 - 5 years, the speech abilities of the baby do not keep up with his thoughts, and the child seems to be choking. This is called physiological iteration or stuttering. A child who stutters when asked to speak will worsen his speech better, while a child who stutters, on the contrary, will improve.
Separate external and internal causes of stuttering.
Internal reasons:
- Unfavorable heredity. If the parents have a stutter or even a fast speech rate, a mobile excitable psyche, then this type of nervous system of a weakened nature is transmitted, which then contributes to the occurrence of stuttering.
- Pathology during pregnancy and childbirth. These are factors that can adversely affect the brain structures of the child, which are responsible for speech and motor functions. In particular, any chronic pathology in parents, mother's illness during pregnancy.
- Organic lesions of the nervous system in traumatic brain injury, neuroinfection.
- Diseases of the organs of speech (larynx, nose, pharynx).
External reasons:
- Functional reasons are much less common, and again there must be a predisposition of an organic nature, a certain type of nervous system that will not withstand some loads and stresses. Fright, serious illnesses in the period from 2 to 5 years, which cause a weakening of the body and reduce the stability of the nervous system of the body. It is also an unfavorable family environment. Stuttering in children also appears as a result of overly strict upbringing, increased demands for the child. Sometimes parents want to make their children geniuses, making them learn long poems, speak and memorize difficult words and syllables. All this can lead to impaired speech development. Stuttering in children may increase or decrease. Stuttering becomes more severe if the child is overworked, catches a cold, violates, he is often punished.
- Dissonance between the hemispheres of the brain, for example, when a left-handed child is retrained to be right-handed. According to the World Health Organization, about 60 - 70% of retrained left-handers stutter.
- Mimic a stuttering family member or other child.
- Lack of parental attention when forming speech, and, as a result, fast speech and skipping syllables.
1. The very first and most important thing parents should do- this is to contact specialists who deal with stuttering problems. If you see the first signs of stuttering, then you need to contact speech therapists, psychiatrists, neurologists and psychologists at the polyclinics. They will give the necessary recommendations, if necessary, they will prescribe medication and tell you what to do at first;
It is better to consult a neurologist first: get treatment, take a course and then start classes with a speech therapist on the basis of this. The task of the pediatrician is to cure comorbidities, strengthen the body, and prevent colds, in particular, diseases of the ear and vocal cords. It is also important to cure chronic diseases, to bring them to a stable, long-term remission. Physiotherapy treatments are also important in treatment. It will be classes in the pool, massage, electrosleep.
The psychotherapist shows the child how to overcome his illness, helps to feel comfortable regardless of the situation, helps to overcome fear in communicating with people, makes it clear that he is complete and no different from other children. Classes are carried out together with parents who help the child to overcome the disease.
It's worth remembering that the sooner you take action, the better. The longer the stuttering experience, the harder it is to get rid of it. You should try to overcome stuttering before the child enrolls in school, and for this you need to contact a speech therapist as soon as possible and follow all his instructions, since the training program includes public speaking when answering the teacher's questions, which can be a big problem for your child.
Coping with stuttering will become more difficult with age due to reinforcement of the skills of incorrect speech and related impairments.
2. Switch to slower-paced speech for the whole family. Usually, the child easily picks up this pace and after 2 - 3 weeks begins to mirror it. It's good to play silent. You need to come up with any fairy tale, explaining to the child why it needs to be done. It is unacceptable to talk to a child in short phrases and sentences.
3. Restriction of communication. The child should not attend educational, preschool institutions, but stay at home for 2 months. You also need to stop all visits to guests.
4. Start drinking a sedative collection. For example, "Bayu-bye".
5. Analyze the situation in the family. It is necessary to pay attention when the child starts to stutter, at what time of day, to note all provoking factors. This is necessary so that when you go to a specialist, you already have a diary of observations.
6. Calm the child: remove the TV, loud music, emotional stress, additional activities. It is useful for the child to include calm audio stories. Quarreling in front of a child in a family is unacceptable. It is important to exclude overfatigue and overexcitation of the child. Don't force your toddler to say difficult words over and over. Comment less often and praise your child more often.
7. Games for stuttering prevention. They create correct breathing for deep inhalation and slow exhalation. First of all, engage in calm games with your child. For example, draw, sculpt, design together. It is very useful to captivate the child with leisurely reading aloud and measured declaration of poetry. Such exercises will help him correct speech. Learn poetry with a short line and a clear rhythm. Marching, claps to music, dancing, singing helps a lot. Singing out difficult moments and whispering to you can help you get rid of the jittery moments.
Examples of exercises to form correct breathing for a deep breath through the nose and a slow exhalation through the mouth:
- "Glass blowers". To do this, you need regular soap bubbles. The kid's task is to inflate them as much as possible;
- "Who quickly". You will need cotton balls for it. The kid's task is to blow the ball off the table first;
- For children of school age, a game with balloons is suitable. It is useful to teach a child to play simple wind instruments (whistles, pipes);
- while swimming, play "Regatta". Move light toys by blowing;
- "Fountain". The game consists in the fact that the child takes a straw and blows through it into the water.
If the children are older, then Strelnikova's breathing exercises can be used. It is based on a short inhalation through the nose;
- "Home sandbox". First, the child must be allowed to play with the sand in silence. And at the final stages, ask to tell what the child has built.
8. It is very useful, when putting the child to bed, to give him a relaxing massage. It is performed by the mother, who sits at the head of the child's bed. Soft massaging movements are performed, which relax the organs of articulation, the upper shoulder girdle.
9. Duplication of speech with the fingers of the dominant hand. The speech and centers responsible for the leading hand have almost the same representation in the cerebral cortex. When the hand moves, the signal is sent to the brain. That part of the cerebral cortex becomes agitated and, since the speech centers are located here, the hand begins, as if in tow, to pull speech with it. That is, we make a movement of the hand for each syllable. Young children can use two fingers to move.
In speech therapy lessons, exercises are selected that remove tension and make speech smooth and rhythmic. The child should repeat the exercises at home, achieving clarity of speech.
Lessons have a certain system, stages, sequence. The children first learn to use the correct narrative for the text. They read poetry, retell homework. The peculiarity of this story is that the child feels comfortable, he understands that he will not be assessed and will not be mocked at him. The speech of children with such exercises becomes measured, calm, intonation does not change. When the absence of stuttering in the narrative story is achieved, the child brings an emotional coloring to speech: somewhere he will raise his voice, somewhere he will make an accent, and somewhere a theatrical pause.
In the classroom, various everyday situations in which the child finds himself are imitated. This teaches him how to deal with stuttering outside the speech therapist's office.
Be sure to keep your child in a good mood. The child should be rewarded for his success. Let it be just praise, but the child should feel the importance of their achievements. The presence of examples of correct speech is mandatory in the classroom. An example would be the speech of a speech therapist, other children who have already undergone treatment. Speech therapy rhythm is an important point in the treatment of stuttering. These are exercises for vocal, facial muscles, outdoor games, singing, round dances.
Be sure to ask your child homework so that the treatment is not limited only to the speech therapist's office.
Modern speech therapy methods help the child to overcome the disease rather quickly and lead a full-fledged lifestyle.
Is one of the generally accepted methods of treatment. They develop the muscles of the speech apparatus and vocal cords, teach deep, free and rhythmic breathing. They also have a beneficial effect on the respiratory system as a whole, relax the child.
12. Computer programs- An effective method of stuttering treatment. They synchronize the speech and auditory centers in the brain. The child is at home, sits at the computer and speaks words into the microphone. There is a slight delay due to the program that allows the child to hear his own speech, and he adapts to it. And as a result, speech becomes fluent. The program allows the child to talk in circumstances with emotional coloring (joy, anger, etc.) and gives advice on how to overcome these factors and improve speech.
13. There is also a method of hypnosis for children over 11 years old. This method allows you to get rid of spasm of the speech muscles, fear of speaking in public. Speech after 3 - 4 procedures becomes fluent and confident.
14. Method of acupressure refers to alternative medicine. The specialist affects points on the face, back, legs, chest. Thanks to this method, the regulation of speech by the nervous system is improved. It is better to do massage constantly.
15. Treatment with medications is an adjunct treatment for stuttering. Such treatment is performed by a neurologist. Anticonvulsant therapy, sedatives are used. Thanks to the treatment, the functions of the nerve centers are improved. Sedatives also help well in the treatment of stuttering: decoction and infusion of herbs (motherwort, valerian root, lemon balm). It is not possible to remove stuttering when using drugs alone.
16. General strengthening methods, such as daily routine, proper nutrition, hardening procedures, elimination of stressful situations are also beneficial in the fight against stuttering. A long sleep (9 hours or more) is also important. For a deep sleep, you can wash in a warm shower in the evening or take a bath with relaxing additives (for example, pine needles).
The child should eat fortified food, including more dairy and plant products. It is necessary to limit the child in meat, spicy dishes, remove strong tea, chocolate.
- Observe the daily routine. An even, calm course of life helps to strengthen the nervous system.
- Favorable family atmosphere. A friendly, calm atmosphere in which the child feels safe. A relationship of trust so that when a child has fears or anxiety, he can always turn to his parents.
- Develop emotional resilience. Stress and excitement will always be in the life of a child. Parents should teach their children to get out of different stressful situations. To instill in the child the feeling that there is always some way out.
Conclusion
Fighting stuttering is tedious, hard, painstaking work. But there are historical examples that show the heroism of people when they defeated stuttering and formed a fighting character.
Classes with stuttering.
Stage 1
Lesson number 1, 2, 3. Relaxation of the arm muscles.
Purpose: To teach hand relaxation, focusing on a pleasant state of relaxation.
- Sit on a chair, lean on the back. Hands on your knees, relax.
We have a game like this -
Very light, simple:
The movement slows down
The tension disappears….
And it becomes clear:
Relaxation is nice!
- Exercise "Cams"
Squeeze your fingers into a fist tighter. To make the bones turn white.
This is how the handles tensed. It is unpleasant for us to sit like that. My hands are tired. Straighten your handles. So the hands relaxed. It became easy, pleasant. (exercise 3 times).
Calm inhale - exhale, inhale - exhale.
Press the thumb firmly against the rest:
Squeeze your fingers harder - release, unclench.
Raise and drop the child's relaxed hand.
Fingers rest.
- Exercise "Deer".
Let's imagine that we are deer. (raise crossed arms above your head, fingers spread wide)These are the antlers of a deer! Stretch your hands! The hands became as hard as the antlers of a deer. Difficulty holding hands. The tension is unpleasant. Quickly drop your hands, drop to your knees. Hands relaxed. They are resting.
Inhale - exhale, inhale - exhale.
Look: we are deer, the wind is torn to meet us!
The wind has died down, let's straighten our shoulders
Hands again on your knees, And now - a little laziness ...
Hands are not tense, And relaxed ...
An adult, with a light movement of his fingers, runs along the child's hand from the shoulder to the fingertips.
Breathing exercise"Blow out the candle"
Calmly inhale through the nose and just as calmly exhale through (through the mouth) onto the candle, whispering F - F - F.
Repeat the exercise 3 times 4 times a day.
Lessons 7, 8, 9. Relaxation of the muscles of the arms, legs and body
Speech therapist ... Children, let's start the game. Put your hands on your knees, calm down. (Children take a resting pose.) Listen and do as I do. (A formula for general rest is given. All exercises of the previous lessons are repeated.)
Exercise "Barbell"(fig. 7, 8). Speech therapist. We will go in for sports. Stand up! Let's imagine we are lifting a heavy barbell. Bend over, take her. Clench your fists. Raise our hands slowly. They are tense. Hard! They held the barbell ... My hands got tired and dropped the barbell. (Hands drop sharply and hang freely along the body, rice. 9.) Hands are relaxed, not tense, rest. It is easy to breathe! Listen and do as I do. Inhale calmly - exhale! ..
We're getting ready for the record
We will go in for sports. (Lean forward.)
Rice. 6.
Raise the bar from the floor ... ( Straighten up.)
We hold tight ...
The speech therapist touches the muscles of the shoulder and forearm of children, draws their attention to tension and subsequent relaxation.
- And let's throw it! ( The exercise is repeated three times.)
Our muscles are not tired -
And they became even more obedient!
It becomes clear to us:
Relaxation is nice.
Exercise "Ship"(Fig. 10, 11). Speech therapist ... Imagine that we are on a ship. Shakes. To avoid falling, spread your legs wider and press them to the floor. Clasp your hands behind your back. Swing the deck - press our right foot to the floor. (The right leg is tense. Left - relaxed, slightly bent at the knee, toe touches the floor.) Straighten up! Relax! Swung in the other direction - press the left leg. (The left leg is tense. Relaxed right leg.) Straightened up. Listen and do as I do. Inhale - exhale!
We breathe alternately
I.p .: standing (sitting on a chair). 1 - inhale and exhale through the nose; 2 - inhale through the nose, exhale through the mouth; 3 - inhale through the mouth, exhale through the nose; 4 - inhale and exhale through the left half of the nose, then through the right (alternately); 5 inhale through one half of the nose, exhale through the other (alternately); 6 - inhalation through the nose, elongated exhalation through the nose with intensification at the end; 7 - inhale through the nose, exhale through the loosely compressed lips; 8 - inhale through the nose, exhale through the nose in jerks (diaphragmatic).
Fishes
Equipment: 2-3 bright paper fish.
* * *
Hang colorful fish on strings at the level of the child's mouth. Children stand in front of the fish.
Speech therapist ... Let's make our fish start to play fun. Look, I blow on them and they float. Try it yourself.
The speech therapist shows how to blow on the fish, the children repeat.
