To make the child speak faster.
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Why is the child silent?
Quite often, in absolutely healthy children, without hearing impairment or lesions of the central nervous system, there is a delay in the development of speech. (See the article “What deficiencies in a child’s speech should bother you?”) The reason for the late and insufficient development of speech in children in orphanages or round-the-clock nurseries is easy to understand: the staff cannot pay enough attention to each child. But how to explain such cases in a family where the baby is surrounded by great care, where a lot of time is given to him? Sometimes a child pronounces only 4-5 words in the second year, although he understands much more. Worried parents turn to doctors: “What is the reason for the speech delay?”
Previously, it was believed that the main thing on which the development of speech depends is the degree of verbal communication of children with surrounding adults: listening to someone else's speech, the child gets the opportunity to onomatopoeia, and in the process of onomatopoeia, he learns to articulate the syllables of the word. Therefore, parents are usually advised to talk more with their child. They redouble their efforts, trying to talk to the baby at every opportunity, but he continues to communicate with separate sounds and gestures.
Sasha (1 year 8 months) is a healthy, large child, he understands quite a lot of phrases addressed to him (if asked, he shows and brings many objects, looks carefully when the content of the pictures is explained to him), but he only says “mother”, “Baba”, “yum-yum”, but otherwise uses gestures and the sound “y-y-y”. "Y-s-s!" Sasha shouts and reaches for the orange. “Sashenka, say - give, give!” But he stubbornly repeats "s-s-s" and his gesture. The nanny wants to take Sasha in his arms - he pushes her away with the same "s-s", only he pronounces it with a different, angry intonation. Mother, father, grandfather and grandmother talk to the boy for a long time, but weeks, months go by, and his speech does not develop. It is still explained by gestures and individual sounds.
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It is precisely such cases, as with Sasha, when the child is healthy, has individual care, they constantly talk to him, and he is silent and silent, make one doubt that the development of the baby’s speech is determined mainly by how much or little they talk to him.
In order to test the significance of verbal communication for the development of children's speech, special observations were made. In the orphanage of the Zhdanovsky district of Leningrad, together with the speech therapist M. N. Rudneva, we selected 20 healthy and physically correctly developing children aged from 1 year 1 month to 1 year 4 months. Their language development was severely delayed. All those kids turned around and looked at talking person(i.e., they gave an indicative reaction to the voice); three of them understood several phrases, but only in the appropriate situation (for example, they gave the correct reaction to the words “take a spoon” - they took a spoon - only at the table when feeding; they did not give a reaction to the same words in the arena or in the crib); two children had a rare utterance of syllables, and neither of them repeated words. These children were given daily two-minute speech development sessions, which consisted of showing the child a toy and naming it. For example, the teacher put a toy dog in front of the kid and said: “av-av”, showed a cow and said: “mu-mu”, etc., trying to achieve onomatopoeia from the child.
In addition, the staff of the group and laboratory staff began to talk with each child while washing, dressing, feeding, and specially played with him. The total duration of verbal communication with each child was about an hour per day - this is a lot. However, the results achieved were insignificant: a check carried out after a month, and then after 3 months, revealed only small shifts - there were rare voice reactions (“a-ah!”, “oooo”, etc.) during classes for the development of speech.
It turns out that the degree of verbal communication with adults does not play such a big role as it was supposed. Of course, this is a necessary condition for the child to speak, but, obviously, some other conditions must be taken into account. What? This had to be found out.
Here a comic riddle involuntarily comes to mind: “When is it easiest for a black cat to get into the house?” Usually they answer that in the dark, but the correct answer is different: when the door is open. This riddle is designed for some stereotyped our thinking: the answer is, as it were, suggested by pointing to the black color of the cat. However, if all the doors are closed, then the darkness will not help the cat to enter the house.
Speaking about the development of a child's speech, we habitually associate it with the degree of verbal communication with adults - this is also, as it were, suggested by the very formulation of the question. But maybe we forget about some kind of “door” that needs to be opened? ..
closed door guesses
The great Russian physiologists I. M. Sechenov and I. P. Pavlov attached great importance to the muscular sensations that arise during articulation. Sechenov wrote: "It even seems to me that I never think directly with a word, but always with muscle sensations." Pavlov also said that speech is, first of all, muscular sensations that go from the speech organs to the cerebral cortex.
Therefore, in the search for something that could help in the development of the child's speech, first of all, the idea arose of using muscle sensations from the speech apparatus. But how do you call them? We already know that in small children, onomatopoeia occurs only if the child sees the facial expressions of an adult and reproduces it. But we also know something else: by the age of seven months, the imitation of facial expressions in children is weakening. It is very difficult to receive nerve impulses from the organs of articulation in one-year-old and older children who are neglected in a pedagogical sense. Therefore, this door remains closed and we need to look for another one.
If you carefully look at the map of the brain (see Fig. 1), it is striking that the motor speech area is located very close to the motor area, it is, in fact, part of it. Perhaps the development of motor speech depends on the development of the general motor skills of the child as a whole?
Rice. 1. Map of speech zones by W. Penfield. The shading shows the speech zones: on the left - anterior (Broca), on the right - posterior (Wernicke) and on top - additional. Number 1 indicates the anterior central gyrus (area of motor projections), number 2 - posterior central gyrus (area of \u200b\u200bsensitive projections).
Based on this assumption, the following observations were made. In the same orphanage we have just talked about, 19 healthy but non-speaking children were selected at the age of 1 year 1 month - 1 year 3 months. Nine of these children (we will call them the 1st group) were given the opportunity to move freely on the floor daily for 20 minutes. The remaining 10 children (Group 2) were under normal conditions, i.e., the period of wakefulness was spent in the arena, where their movements were limited: wherever the child crawled (or walked), he ran into a barrier or other children. In both groups, each child was given a two-minute speech development session daily, as described above.
It turned out that the children of the 1st group began to make attempts at onomatopoeia in the classroom on average on the 7th day, but these onomatopoeia were weak and stereotyped - for example, an adult said: “av-av”, “mu-mu”, “ha -ha”, etc., and the child answered all this with the same quiet sound “aaa” or “uuuu”. By the 20th day of classes, attempts began to appear more accurate onomatopoeia.
When we compare the results obtained in both groups, we see that the possibility of free movement, which the children of the 1st group had, somewhat facilitated the occurrence of onomatopoeia. However, the success was less than we expected. Obviously, this door turned out to be closed, and it was necessary to continue the search.
Returning to the anatomical relationships, we noticed that about a third of the entire area of the motor projection is occupied by the projection of the hand, located very close to the speech motor zone. Especially clearly the huge projection area of the brush is shown in Fig. 2. This is the so-called homunculus (little man) of Penfield.
Rice. 2. Penfield's little man.
In it, the projections of all parts of the body in the motor area of the brain are shown in a figurative form. It was the magnitude of the projection of the hand and its proximity to the motor speech zone that led to the idea that the training of fine movements of the fingers would have a greater impact on the development of the child's active speech than the training of general motor skills.
To study this question, LV Fomina did a great deal of work in our laboratory. Three groups of children aged from 10 months to 1 year 3 months were taken in the orphanage: in each group, classes were conducted according to their own plan.
Probably, you have already guessed what results were obtained in the 1st and 2nd groups? In the 1st group, voice reactions began to appear on average on the 20th day, but they were weak and stereotyped. In the 2nd group, attempts at onomatopoeia appeared on the 6th day, and after the 15th day in 10% of cases quite accurate reproduction of sounds was noted. The results obtained in the 3rd group were also unexpected for us: voice reactions appeared already on the 3rd day; from the 7th day - in 41%, and from the 15th day - in 67.3% of cases, this was already a more correct onomatopoeia.
Thus, onomatopoeia during training of fine movements of the fingers was not only obtained much earlier (7 times faster than in the 1st group), but it also turned out to be more perfect.
Interestingly, after a few days, the children of the 3rd group began to observe subtle movements of the fingers outside our classes: for example, the child took a doll and touched her nose, eyes, picked up a crumb of bread from the table, turned it, etc. Children, on the other hand, The 1st and 2nd groups of small details in objects were not distinguished, taking a toy, they simply knocked it or pulled it into the mouth.
Further, L. V. Fomina examined more than 500 children in various children's institutions and found that their level of speech development is always in direct proportion to the degree of development of fine finger movements (it did not always coincide with the level of development of general motor skills). These relationships are shown in the table.
So, you see: if the development of finger movements corresponds to age (normal), then the development of speech is also within the normal range, but if the development of the fingers lags behind, the development of speech lags behind, although general motor skills may be within normal limits and even higher. A test on a large number of children shows that this is not an accident, but a pattern.
Now, to determine the level of speech development, we are conducting the following experiment with children in the first years of life: we ask the child to show one finger, two fingers and three ("do it like this" - and show how to do it). Children who succeed in isolated finger movements, talking children; if the fingers are tense, bend and unbend only all together or, on the contrary, are sluggish ("cotton") and do not give isolated movements, then these are non-speaking children. Thus, without hearing a single word from the child, one can determine how his speech is developed. Until the movements of the fingers become free, the development of speech cannot be achieved. Surprising, perhaps, is not the very fact of the influence of finger movements on the development of speech, but the fact that we did not guess to use it for so long.
The fact is that in neuropathology and defectology there have long been observations that spoke of a close connection between the functions of speech and the hand. So, it has long been known that with an injury or hemorrhage in the speech motor area in the left hemisphere, a person not only loses speech, but also fine finger movements. right hand, although the area of motor projection of the fingers itself remained unaffected. At the end of the last century, cases of damage to the frontal region of the left hemisphere without loss of speech were described. When such cases were carefully studied, it turned out that these patients are left-handed and their motor speech zone is located in the right hemisphere (speech zones develop in the brain hemisphere opposite to the dominant hand).
The development of speech zones in the right or left hemisphere, depending on whether a person is left-handed or right-handed, especially convincingly shows the connection between the functions of speech and the hand. This has also been proven in the study of the structure of the brain. In a right-handed child, during the first two years of life, there is an increased growth of the speech motor area and the maturation of cells in it in the left hemisphere, and in a left-handed child, in the right.
Very interesting observations were made by defectologists. So, it is now precisely established that a rough alteration of a left-hander into a right-hander (when a child is tied left hand behind the back, hit on the arm, etc.) in most cases leads to stuttering and other speech disorders.
Convincing are also the facts obtained in teaching sound speech to deaf-mute children. Some of these children are taught from an early age to communicate with other people using large gestures performed with the whole hand, others are taught the so-called dactyl (finger) alphabet, when letters are depicted with fingers and the child, as it were, "writes" words. When deaf and dumb children come to school and learning of sound speech begins, it turns out that those who spoke with large gestures are very difficult to learn - it takes many, many months, the same children who previously spoke with their fingers very easily and quickly mastering speech.
When we compare all these facts, we naturally come to the conclusion: speaking about the period of a child's preparation for active speech, one must keep in mind not only the training of the articulatory apparatus, but also the movements of the fingers. The facts presented here, it seems to us, allow us to attribute the hand to the speech apparatus, and to consider the motor projection area of the hand as another speech area of the brain. So that's where the open door turned out to be, into which our "black cat" could get through - speech!
What is the connection between finger movements and speech.
The movements of the fingers historically, in the course of the development of mankind, turned out to be closely related to the speech function.
The first form of communication primitive people there were gestures; the role of the hand was especially great here - it made it possible, through pointing, outlining, defensive, threatening and other movements, to develop the primary language with which people explained themselves.
Later, gestures began to be combined with exclamations and cries.
Thousands of years passed before verbal speech developed, but for a long time it remained associated with gesticulatory speech (this connection makes itself felt with us as well).
All scientists who have studied the activity of the children's brain, the psyche of children, note a great stimulating effect of the function of the hand.
As early as 1782, the outstanding Russian educator of the 18th century, N. I. Novikov, argued that “the natural impulse to act on things” in children is the main means not only for gaining knowledge about these things, but also for their entire mental development (This idea N. I. Novikov, apparently, should be considered the first to formulate the idea of “objective actions”, which are now given such great importance in psychology).
The neuropathologist and psychiatrist V. M. Bekhterev wrote that hand movements have always been closely associated with speech and contributed to its development.
The English psychologist D. Selly also attached great importance to the "creative work of the hands" for the development of thinking and speech in children.
The movements of the fingers of people improved from generation to generation, as people performed more and more subtle and complex work with their hands. In this regard, there was an increase in the area of the motor projection of the hand in the human brain. So the development of the functions of the hand and speech in people went in parallel.
Approximately the same course of development of the speech of the child. First, subtle movements of the fingers develop, then the articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.
At the age of about 5 months, the child begins to oppose the thumb to others when grasping an object, the very grasping of the object is now carried out not with the whole palm, but with the fingers. On the 6th month, grasping movements become more precise and confident. On the 7th - the articulation of syllables appears: yes-yes-yes, ba-ba-ba, etc. At 8-9 months, the baby already takes small objects with two fingers, points his finger at an object that attracts him, etc. Following after the development of such subtle differentiated finger movements (not earlier!) the pronunciation of the first words begins.
Throughout early childhood, this dependence clearly stands out - as the fine movements of the fingers improve, the speech function develops.
On fig. 3 shows how the movements of the fingers are improved in the process of child development. Of particular importance is the period when the opposition begins thumb to others - from this time on, the movements of the remaining fingers become freer.
Rice. Fig. 3. Stages of development of the child's hand functions: 1 - position of the hand at 16 weeks, 2 and 3 - at 56 weeks, 4 - at 60 weeks, 5 - at 3 years, 6 - adult.
Is it a coincidence that the training of the fingers affects the maturation of speech function?
In our laboratory, in an electrophysiological study conducted by T. P. Khrizman and M. I. Zvonareva, it was found that when a child makes rhythmic finger movements, the coordinated activity of the frontal and temporal parts of the brain sharply increases in him.
Do you remember that right-handed people have a motor speech zone in the left frontal region, and a sensory speech zone in the left temporal region? So it turned out that if a child makes rhythmic movements (extension and flexion) with the fingers of his right hand, then in the left hemisphere of the brain he has an increase in coordinated electrical oscillations precisely in the frontal and temporal zones. The movements of the fingers of the left hand caused the same activation in the right hemisphere.
L. A. Panashchenko in the orphanage, observations were made on children in the first weeks of life. Biocurrents of the brain were recorded in six-week-old babies, then the right hand was trained in some of these children, and the left in others. The training consisted of massaging the hand and passive (i.e., produced not by the child himself, but by the adult) flexion and extension of the fingers. A month and two months after the start of such training, the biocurrents of the brain were re-recorded and the degree of stability in the appearance of high-frequency waves was calculated by mathematical methods (which is an indicator of the maturation of the cerebral cortex). It turned out that after a month of training, high-frequency rhythms began to be observed in the area of motor projections, and after two months - in the future speech zone, in the hemisphere opposite to the trained arm.
The described data of electrophysiological studies already directly indicate that speech areas are formed under the influence of impulses coming from the fingers.
Naturally, this fact should be used in work with children also where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the development of children's motor speech.
Fingers help to speak.
Work on training the fingers can be started with children at the age of 6-7 months. During this period, it is useful to massage the hands - stroke them, slightly pressing, in the direction from the fingertips to the wrist, then make movements with the child's fingers - the adult takes each child's finger in his fingers and bends and unbends it. Do this for 2-3 minutes daily.
From the age of ten months, active training of the child's fingers should begin. Techniques can be very diverse, it is important that more fingers are involved in the movement and that these movements are energetic enough.
Our observations over a number of years have shown that many of the simplest methods turn out to be very effective. For example, you can let kids roll plasticine balls (all fingers are involved and considerable effort is required), tear newspaper (any paper) into small pieces - kids do this with pleasure for several minutes; here also almost all the fingers are involved, and the movements are vigorous. It is necessary, of course, to ensure that the child does not eat plasticine or scraps of paper.
You can give children to sort out large wooden beads (they are sold in toy stores), fold wooden pyramids, play with liners. (Inserts are hollow cubes of various sizes that can be inserted one into the other.) Stringing pyramid rings is also a good workout, but the movements are made with less effort and are carried out with two or three fingers.
Starting from the age of one and a half, children are given more complex tasks, specifically aimed at developing fine finger movements (here, force relations are no longer so significant). These are button fastening, tying and untying knots, lacing.
Toys of this type can be made: a butterfly or a bird from a single-colored thick fabric with bright large buttons sewn on, on which the same butterfly or a bird from a different fabric is fastened - it turns out, for example, a blue butterfly with red circles (buttons) on wings.
Lacing is more convenient to teach using two sheets of thick cardboard with two rows of holes; the child is given a shoe lace with metal tips and shown how to lace. The cardboard should be strengthened so that it is convenient for the baby to manipulate the cord.
Folk finger games provide a very good training for finger movements.
"Forty-white-sided"
white-sided magpie(An adult lightly tickles the child's hand).
cooked porridge,
She fed the children...
I gave this(Bends the little finger of the child).
I gave this(Hangs up her ring finger.)
I gave this(Clicks down middle finger.)
I gave this
Didn't give it(twirls thumb).
You, little son,(Tickles the child).
Didn't take croup
Didn't walk on water
we won't give you porridge!
This game is also suitable for children of the second year of life.
"Fingers in the Forest"
One, two, three, four, five(The adult holds the child's left hand in front of him with the palm facing him).
The fingers went out for a walk.
This finger mushroom found(Bends little finger.)
This finger began to clean,(Hangs up her ring finger.)
This one cut(Clicks down middle finger.)
This one ate(Bends index finger.)
Well, this one just looked!(Bends thumb and tickles palm).
This game is also suitable for small children.
The game "Fingers" is more complex, since in it the children themselves are already actively making finger movements that are required during the game.
The game can be played simultaneously with several children.
"Fingers"
This finger wants to sleep(Children raise their left hand with the palm towards them.
With the right hand, take the little finger of the left hand and
bend it after the words "wants to sleep").
This finger went to bed(Same with the ring finger).
This finger took a little nap,(Same with the middle finger).
This finger is already asleep,(Same with the index finger).
This one is fast asleep.(Same with the thumb).
Hush, hush, don't make noise!
The red sun will rise
The clear morning will come(Raise left hand and
The birds will chirp straighten the fingers
Fingers will rise! the word "get up").
This game must be repeated, working with the fingers of the right hand. As it turned out, there is a large number of Russian, Ukrainian, Bulgarian, etc. finger games. Obviously, people, observing children, drew attention to the fact that finger movements have a beneficial effect on the development of speech and other mental processes.
Here, for example, is a very good Bulgarian game that we recently met:
(The fingers of both hands are folded together at the tips).
Who has arrived?(Quickly claps thumbs.)
We, we, we!(The tips of the thumbs are pressed together,
and the tips of the other fingers simultaneously quickly clap).
Mom, mom, is that you?
Yes Yes Yes!(Slaps index fingers.)
Dad, dad, is that you?(clapping with thumbs).
Yes Yes Yes!(clapping with the tips of the middle fingers).
Brother, brother, is that you?(clapping with thumbs).
Yes Yes Yes!(clapping with the tips of her ring fingers).
Oh sister, is that you?(clapping with thumbs).
Yes Yes Yes!(clapping his little fingers).
All of us together, yes, yes, yes!(claps all fingers).
There is an even more complex finger game - Indian; it requires considerable dexterity. The game is called "Ladder" and consists in the fact that the tip of the index finger of the right hand is applied to the tip of the thumb of the left hand, then the tip of the index finger of the left hand is connected to the tip of the thumb of the right hand, again the tip of the thumb of the left hand is connected to the tip of the index finger of the right and etc., and these movements begin at chest level, and the arms rise higher and higher. The same "ladder" is made with large and medium, thumb and ring fingers.
Is it good to be left-handed?
The child is growing, and you are looking forward to when he will start talking. Letting the process of speech formation take its course and just wait for the baby to speak on his own is not the best tactic for parents ..
Don't waste precious time
It is necessary to develop the child's speech from the very birth. Surely every mother helps him in this, without knowing it. The mother's heart suggests that you need to talk to the child, talk about what is happening to him. Carry the child around the apartment and explain what he sees. Of course, at first the child's eyesight is not developed enough to see everything, but it is very important for him to hear your voice, your speech.
In the first year of a child's life, the centers of the brain responsible for speech are formed, so these first twelve months are the foundation of speech development.
At three years, the speech areas of the brain are almost completely formed, which means that the favorable period in the development of a child's speech. That is why it is important not to waste time and engage in the speech development of the baby.
Hand development and speech
Domestic scientists came to the conclusion that the hand is the same organ of speech as the articulatory apparatus. To stimulate the development of speech, it is necessary from early childhood to massage each finger, each phalanx.
Experts say that the development of fine motor skills of children should be started from the age of two months. You can massage your fingers without using force, it can be stroking, light rubbing. The duration of such classes should not exceed two or three minutes. Do not forget that at the same time you must definitely talk to the baby, smile at him.
A grown-up child can be offered to assemble a pyramid, sculpt from plasticine, draw, play various games (for example, “Ladushki”, “Magpie-Crow”), sort out cereals, put beads on a thread, and so on. Adults must be present at this time.
You can play with a baby pimply ball. Introduce him to different types surfaces - smooth, rough, prickly, soft, wooden.
How early a child starts talking depends only on the parents. He will begin to reproduce speech only when enough words have accumulated in his passive vocabulary for this. Speak to your child clearly and understandably, pay attention to the correctness of your speech. If the parents do not talk to the baby, explain what is happening around, what are the names of the objects around him and what are their properties, the child's speech will be stingy, and the process of its formation will be significantly delayed.
It is important not to miss the stage of early speech formation. Never belittle your child's abilities, even if you think that he is still too young and does not understand much: classes with a baby at an early age are the key to the successful development of his speech. Rest assured your hard work will pay off.
Marina Karamasheva
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“Children should be taught what will be useful to them,
when they grow up."
Aristippus (ancient Greek philosopher, student and friend of Socrates).
The ability to put one's feelings, thoughts, experiences into words is one of the important social skills of a person, which largely determines not only the quality of his life, but also demonstrates the breadth of outlook, intellectual development. The effectiveness of his interaction with his immediate environment, career growth and well-being depend on how masterfully a person owns. That is why it is so important to teach your child to “speak” from a very early age, namely from that moment - as soon as he begins to understand what is happening around him.
Stages of speech development in a child
Each person from birth goes through certain stages or stages in his life, the same is the case in the development of speech.
So, first stage- reproduction of the first sound combinations, the people still have a peculiar name for this stage - “cooling”, on average, it is observed in 2-3 months.
Transition from the first stage second occurs at 5-7 months, when the sound combinations become more distinct.
Third stage occurs when the child can already pronounce short words with repetitive sound combinations, such as: “mom”, “dad”, and so on, while still weakly correlating them with certain objects.
But after 9 months, the child is already beginning to put a certain meaning into the sounds he utters.
About by the year, the child owns from 3 to 10 "syllable-words", and then the knowledge base is replenished rapidly. After a year and a half, the child can already express himself in simple sentences.
At two years old- he obeys linguistic nuances, acquires the ability to combine words with prepositions and use them in the correct order.
If you are one of those who seek to develop certain skills in their baby as early as possible, and your child still does not speak, then this article is for you.
20 ways to help your child speak
- Use pacifiers as little as possible. Because, their prolonged sucking can create problems with bite and articulation.
- Forbid thumb sucking - the consequences are the same as with a pacifier.
- Develop fine motor skills It stimulates thought processes and speech.
- Read to your child as many books as possible, starting at 3 months of age.
- Talk to your baby as much as possible.
- Encourage cognitive activities child.
- Pay attention to articulation games (presented below).
- Arrange home dramatizations and performances.
- Repeat rhymes, songs, nursery rhymes many times.
- Don't talk too fast with your baby, use simple and clear words.
- Say out loud what you are doing.
- Listen to music and songs for children.
- Use electronic toys as little as possible in teaching a child, as they form a passive participant, due to the fact that electronics do everything for the child.
- Be an interesting conversationalist, use facial expressions in a conversation with a crumb.
- Encourage your child to voice their requests not with body language, but with words.
- Repeat after the child, ask simple questions, thereby you motivate him to speak more often.
- Both at home and on a walk, say the name of all the items that interested the baby.
- Keep a diary of new words to monitor speech development.
- Rejoice at every new word, praise, admire.
- Visit developmental centers for toddlers, encourage communication with other children.
Games and exercises
To teach a child to speak, you can use all kinds of games and exercises.
Articulation games
From a year and a half, you can perform a very entertaining and useful exercise for the tongue. All exercises must be performed by the mother, the baby only has to look, and over time he will learn to repeat all his mother's actions:
- The tongue was going to walk: (open mouth)
- He washed, (slide the tip of your tongue over your upper teeth)
- Combed, (swipe your tongue several times between the upper and lower teeth, stick out forward and hide back)
- He looked around at passers-by, (swipe your tongue over your lips - “lick your lips”)
- Turned to the right, turned to the left, (turn the tongue alternately in the indicated directions)
- Down fell, climbed up, (lower your tongue down and lift it up)
- Once - and disappeared in the mouth (hide the tongue in the mouth).
Patter for speech development
It happens that children, having learned to speak, do not pronounce some sounds, most often these are sounds with the letters p, l (in solid syllables), w, w, s. Make sure that the child immediately learns to speak the sound correctly, and does not replace it with another, it will be more difficult to retrain. Here are some easy exercises:
This tongue twister is aimed at producing sound [R] :
In the forest, the beaver and the brother of the beaver work without an axe.
In a thunderstorm from a load of watermelons, the body collapsed.
Fedora has tomatoes in her garden. Behind the fence at Fedora - fly agaric ..
Tongue twisters for the sound [Ж]:
The train rushes, grinding: zhe, che, sha, sha.
I walk - I repeat, I sit - I repeat, I lie - I repeat:
Live, live, live, live. The hedgehog has a hedgehog, the snake has a snake.
Tongue twisters for sound [C]:
Senya and Sanya have a catfish with a mustache in the hallway.
The wasp does not have a mustache, not a mustache, but a mustache.
Tongue twisters for the sound [Ш]:
Sasha and Mishutka have funny jokes.
Stesha was in a hurry, she sewed a shirt, but she hurried - she did not finish the sleeve.
The jackal walked, the jackal galloped. Checkers on the table, pine cones.
Six mice rustle in a hut.
Children are very fascinated by the sounds of animals and especially by imitating them. How fun together: meow, moo, croak, or growl like a tiger. This game not only contributes to the development of speech, but also enriches the vocabulary of the baby, because he will already have an idea who is who in the kingdom of animals.
I recommend that you visit the page of my blog sovetmamam.blogspot.ru section " Raising a Child", the article is devoted to how joint work with a baby helps to develop many of his abilities.
Educational hand massage
Finger games contribute to the development of speech areas in the cerebral cortex.
- Stroke the back of your hands, saying, stroke the "pussy".
- Then stroke (rubbing) your palms with the phrase "Oh, how cold!".
- Turn the baby’s palm over and move it with the index finger of the other hand: “The sparrow flew in, pecked the crumbs, pecked and flew away.”
- Pinch the baby's palms: "Geese, geese - they pinch grass."
- Shake your hands.
Let your imagination run wild, come up with exercises yourself, surprise your baby.
Game for the development of fingers
- Who came to visit? (put both hands together with fingertips)
Mom, mom, is that you? (clap with thumbs)
"Daddy, daddy, is that you?" (clap with index fingers)
“Brother, brother, are you with us too?” (clapping with the tips of the middle fingers)
- Grandfather is with us (clap with the tips of the ring fingers)
- Kitty is with us (clapping little fingers).
Developing speech game "phone"
Your baby has already seen you making calls more than once. So, he already had some idea of the game, but there was no way to implement it. Everything changes if a child appears in the house, exactly the same as that of mom or dad - a phone. Having such an item at home, you yourself will not notice how soon the baby will begin to put it to his ear and say those long-awaited words “hello, hello, mom!”.
Party cake game
This game is very useful for training lips. Gather all your friends, say that the reason is the name day - Heel. And here is the long-awaited pie, which the guests came to taste. “So, who will help blow out the birthday candles?! One, two, three - we blow!
Video
And the informative video, which you can watch below, will answer many exciting questions. The consultation is conducted by the head of the school of correct speech "Rhetoric" Filipyeva Inna Valentinovna.
And finally, sometimes, the child begins to speak after strong positive emotions. Arrange holidays for your child, give as much joy as possible.
Good results to you!
Timely and full possession of speech for a child is one of the important conditions for his development as a person. The process of speech formation consists of several age stages, but, perhaps, each of the parents wants the kids to start talking from ... diapers. And they built their proposals correctly. Is this possible and how can this be achieved?
To make the child speak faster, you need to give a piece of herring a try
What can be said about this? You can immediately give mustard, or chili sauce, then the first word that the child utters is likely to be obscene. Jokes are jokes, but in fact, the issue of speech formation is given great importance, and sometimes parents raise unreasonable panic.
Fuel is added to the fire during conversations among mothers who share their successes. Quite often you can hear that babies start talking as early as 1.5 - 2 years. Moms decorate their speech with colorful exaggerations about quoting the poem "Mtsyri". There will also be grandmothers and aunts who will begin to lament that the neighbor Tanechka has been talking for a long time, although she is only a year old, but our Mitenka is silent, although he is much older.
Parents should immediately learn to differentiate all such statements, and most of them should not be taken close to. And even more so to start visiting all neuropathologists of the city, psychologists and speech therapists. The most important task of parents is to find out exactly how speech is formed in a child, what depends on the baby, and what does not depend on him at all and falls completely on the shoulders of the parents.
Important!
The first thing to remember, and it is better to write down, is that there are no single terms for the development of speech in a child! The formation of speech is completely individual. By the way, contrary to popular belief, the first word of the baby may not be "mother", as mothers usually think, but for example "give!".
Significant assistance in the formation of speech in a child can be provided by the live speech of parents or relatives with a baby. It is important that this is exactly communication with the child, and not heard speeches from TV or radio - there is no significant benefit from this.
There are certain norms that correspond to the age of the child, again, these norms are considered average.
Norms for the formation of a child's speech
It is considered the norm that a yearling pronounces from 2 to 10 words - this is his entire vocabulary. But, quite often, up to about two years old, babies are limited to babbling or a small number of words. And more often they just prefer to remain silent. But this fact is not a reason for huge amount research, and even more panic parents.
The development of a child's speech is formed from several components - which implies the pronunciation of words and sentences, and passive, i.e., direct understanding of words. Passive speech develops an order of magnitude faster, which is why the little one listens to adults so carefully, understands their speech, performs all assigned tasks, but at the same time may not speak at all, or be limited to a couple of phrases. Experts say that if the baby fulfills simple requests - bring it, take it, give it - then there is no reason for concern, speech development proceeds normally.
From about a year to 3 - 4 years, the child masters the basic laws of the language. By the age of 3 - 4, the baby's vocabulary is about 1000 words, if younger kids can use lightweight words and just imitate sounds, then by this age speech becomes clear.
Signs of successful speech development
During the examination, the doctor evaluates not only the development of the child's speech, which often corresponds to average standards. It also evaluates the overall physical development baby. Among the signs of the successful development of speech, the absence of neurological diseases is of particular importance, the baby should actively communicate with parents and relatives, but may be embarrassed to talk with strangers.
Toddlers can actively repeat words after their parents and solve their problems with speech, for example, say that the baby is hungry, or does not want to play with certain toys, or vice versa. In addition, there are signs of dysfunctional speech development.
Signs of dysfunctional speech development
They can form if the baby itself develops with a delay or the baby has suffered serious disease or have a neurological disease. Usually, babies are reluctant to repeat words and sentences after their parents or refuse to do it at all. In addition, the baby's passive speech also suffers, i.e. the child may not respond to the requests of the parents and pretend not to hear and leave.
Toddlers most often solve problems on their own, without asking for help from their parents, since it is necessary to talk with them. The kid prefers to speak his own language, and remains indifferent to the request of the parents to repeat it better.
... And in no way is the absence of speech, or its delay, connected with eating herring or any other product.
Summary: The child is learning to speak. Delay in speech development. If the child does not begin to speak. How to help your child speak. Exercises and games for the development of speech in children.
When do children start talking? On the one hand, the answer to this question is very simple - it has long been established that after a year and a half the first words appear in a child, and by the age of two, children, as a rule, begin to talk. Moreover, mastery of speech has the character of an "explosion".
The kid, who had been silent before, suddenly spoke, so much so that it was impossible to stop him. Some scientists believe that such suddenness in mastering speech is due to the fact that children at the age of one and a half make a kind of discovery: each thing has its own name, which can be learned from an adult. The endless questions of the child "what is this?", it would seem, confirm this opinion. But to think that a one-year-old baby is capable of discovering a universal law is to greatly exaggerate the intellectual power of children. Not a single child is able to realize at such a young age the sign function of words without mastering speech. Yet the speed with which an infant's vocabulary expands is astounding.
However, it is not so easy to determine the exact date of the appearance of the first words of the child. The fact is that in terms of the time of the appearance of speech and in terms of the volume of their active vocabulary, children differ so much from each other that the average data does not reflect the real picture. There are children who already at 11-12 months speak up to 110-115 words, and there are cases when, even up to two and a half years, the child is stubbornly silent, despite the generally normal mental development.
Such significant individual differences do not allow us to establish at least approximate age norms for speech development. More than once, psychologists have tried to determine exactly how many words children of each age should know. However, all these attempts have so far ended in nothing, because there are too big differences between children from 1 to 2 years old. To somehow overcome this difficulty, scientists tried to calculate the minimum and maximum vocabulary of the child for each age. It turned out that there are huge differences between these values. For example, at 1 year and 3 months, the minimum vocabulary of a child is only 4-5 words, and the maximum is 232 (!). At the same time, there was not a single child prodigy or mentally retarded among the examined children.
It turns out that the timing and pace of mastering speech largely depend on the individual characteristics of the child and on the path along which his speech development proceeds.
The development of speech has two main directions: passive word control (i.e. speech comprehension) and active(i.e. speaking). Usually passive speech precedes active speech. Already at 10-12 months, children usually understand the names of many objects and actions. Everyone knows the famous children's games of "Magpie-Crow" or "Goat". “He understands everything,” the touched parents are surprised, “but he can’t say anything.” Indeed, up to a certain time, the number of understood words significantly exceeds the number of actively spoken ones. And for some children, this period is very long. A child can, up to 2 years, well understanding everything that adults tell him, not utter a single word - either be silent at all, or explain himself with the help of babble. And yet, if the child lives in normal conditions, his speech develops.
Usually in such children the transition to active speech occurs abruptly and unexpectedly. And this is understandable. After all, a sufficiently rich stock of understood words becomes the active vocabulary of the child. It happens that children who were stubbornly silent until the age of 2, already at the age of 3 catch up and overtake in their development those who began to speak at 10 months. Therefore, do not worry if there are only 2-3 words in the child's active dictionary before the age of 2. If the baby understands the speech addressed to him, if you create all the necessary conditions for his normal development, then sooner or later he will speak. But how early or how late - largely depends on you.
Consider how parents can help the child to speak.
For a long time it was believed that children's speech arises from direct imitation of adult speech sounds - babies memorize the words of adults, repeat them, and thus learn speech. "Say mom, say lala, say spoon," the baby's parents ask and expect appropriate sounds from him. To their great joy, many babies already at 10-12 months old begin to clearly repeat certain things after an adult. simple words. Imitation really takes place in the acquisition of speech (after all, children always begin to speak the same language as their parents). However, it is not the main one. A child can easily reproduce this or that word at the request of an adult, but at the same time never use it on his own. This means that the ability to imitate, perceive and reproduce other people's words does not yet lead to the appearance of the child's own words.
At the same time, it is obvious that the first words appear only in communication with an adult. But the interaction of an adult with a child cannot be reduced to direct copying of speech sounds. The word is first of all a sign, that is, a substitute for another object. This means that behind each word there must be some object denoted by it, that is, its meaning. If there is no such object, if the mother and child up to a year and a half are limited to manifestations of mutual love, the first words may not appear, no matter how much the mother talks to the baby and no matter how well he reproduces her words. If the mother plays toys with the baby, his actions and these same toys become the subject (or content) of their communication. However, if the child enthusiastically plays with objects, but prefers to do it alone, the child's active words are also delayed: he does not have a need to name the object, turn to someone with a request, or express his impressions. The need and need to speak presupposes the presence of two main conditions: 1) the need to communicate with an adult and 2) the need for an object to be named.
Neither one nor the other in isolation leads to the word. And only the situation of substantive cooperation between a child and an adult or meaningful, business-like communication creates the need to name an object, and, consequently, to pronounce one's own word. Thus, the main thing is not just to talk, but to play with the child; talk not just like that, but about playing together. Cubes, pyramids, balls, cars, pictures and many other items that you can play with are suitable for this.
In such substantive cooperation, the adult puts before the child speech task, which requires a restructuring of his entire behavior: in order to be understood, he must pronounce a completely specific word. And this means that he must turn away from the desired object, turn to an adult, single out the word he utters and use this artificial sign of a socio-historical nature (which is always the word) to influence those around him.
The essence of the speech task is to encourage the child to actively use a certain word as the only correct means of influence. Initially, the baby has no need to name the object with a word. Such a need must arise, and only an adult can teach him this.
In the process of mastering a word, three main stages can be distinguished, each of which has its own semantic center for the child.
On the first stage such a center is subject. The kid reaches for him, accompanying his attempts with mimic and intonation-expressive movements. In some cases, when he does not receive the desired object, these manifestations develop into anger and even crying. However, in most children, the focus gradually shifts to the adult.
On the second stage becomes the center of the situation adult. Turning to him, the child tries a variety of speech and non-speech means. Instead of trying to get the object, pointing gestures, active babble (“give-give-give”) and other methods of influence appear. Such behavior is aimed at bringing the adult out of the state of neutrality and drawing his attention to his attempts. However, if the adult "does not give up" and waits for the right word, the child finally tries to pronounce it.
On the third stage the center of the situation is word. The child begins not only to look at the adult, but focuses on his lips, looks closely at the articulation. A close examination of the "speaking", moving lips clearly indicates that the child not only hears, but also "sees" the right word. That's why, When talking to young children, it is important to clearly articulate each sound so that it is clear how that sound is produced. After this, the first attempts to pronounce the word usually appear.
It is important to emphasize that the baby is first oriented in the general sense of the situation. He begins to understand that in order to address an adult, you need to use a specific word, which becomes a means of address. Thus, the perception and reproduction of a word occurs, as we have already said, on the basis of the already discovered meaning of verbal communication and cooperation with an adult. Without a sufficiently developed need to communicate with an adult and play together with him, the first words cannot appear.
The process of generating a word is fully developed only at the beginning. Subsequently, this process is curtailed, the child immediately proceeds to pronouncing a new word, to its articulation. At the same time, it is important to emphasize that the speech task, that is, the task of conveying something in words, is first set before the baby by an adult. Children begin to actively pronounce words only under the influence of the persistent influences of an adult, when he turns the word into the center of the child's attention.
However, the appearance of speech is not always successful and timely.
Why is it difficult to speak
Recently, the obvious underdevelopment or lack of speech in 3-4-year-old children has become an increasingly serious problem for parents and teachers. We will try to consider the main, most typical causes of such problems in children 2-3 years old and, accordingly, ways to overcome them.
The first and main reason for the lag in speech development is the lack of communication between the child and his parents. Recently, many parents, due to their busyness and fatigue, do not have the time and desire to communicate with their children. The main source of impressions (including verbal ones) is television for children. The state of silence of family members in everyday life and in front of the TV screen turns into dramatic consequences for the acquisition of speech by a small child. Doctors who, by virtue of their profession, deal with speech and hearing disorders in childhood. Back in the mid-90s of the last century, the German doctor Manfred Heinemann, using new methods of examination, came across an unexpectedly large number of children aged 3.5-4 years who needed treatment. On average, 25% of children were found to have speech development disorders. And today, on average, every fourth child preschool age suffers from a slow development of speech or its violation, regardless of the level of education of parents or their belonging to certain social strata.
Experts emphasize that the increase in the number of speech development disorders in our time is due not so much to medical factors as to the changed socio-cultural conditions in which children grow up today. Working parents have less free time for their children. For example, a mother has an average of 12 minutes a day to talk to her child. As a result of all this, there is a growing number of children who are "happy" with their own television or video equipment, and then the time for watching programs reaches 3-4 hours a day. The fact that even small children of 3-5 years old watch TV on average 1-2 hours a day is especially inspiring. And some - from 5 to 6 hours a day, when they are additionally shown videos.
But, it would seem, the baby, sitting in front of the TV, constantly hears speech, and loud, varied and expressive. What's stopping him from getting it? The fact is that the speech heard by the child from the TV screen does not have the proper effect on him and does not play a significant role in speech development. It is not perceived by young children as addressed to them personally and is not included in their practical activity, and therefore has no meaning for them, remaining only a background of visual stimuli flashing on the screen. It has been proven that young children do not single out individual words, do not understand dialogues and do not listen to screen speech. Even the best TV shows or videocassettes can't replace parents' communication with their children! We emphasize again: only the direct influence of an adult and his participation in the practical activities of the baby can ensure normal speech development. Therefore, to overcome lags in the development of speech, at least two conditions are necessary:
The inclusion of speech in the active activity of the child;
Individual addressing of speech, which is possible only in live direct communication.
For a baby who has to get used to the world of speech, it is by no means indifferent who pronounces words and how. After all, it is only thanks to the word addressed to him that he can become a man in the true sense. And first of all, this does not imply the transfer of information, but something completely different, which is of much greater importance: a look into the eyes, interested attention, a reciprocal smile, emotional expressiveness. All this can only be given to a child by a close adult.
However sometimes a lag in speech development is also associated with an excessive understanding of close adults. Adults, well aware of the importance of the child's autonomous speech, at the same time do not stimulate him to turn to normal human speech and do not set him a speech task, guessing his slightest desires. They understand well what the child wants to say, and are satisfied with his "childish words" such as "boo-boo", "nuke", "hatch", etc. At the same time, the parents themselves are happy to use children's words in a conversation with the baby, since such children's language(it is sometimes called the language of mothers and nannies) expresses special tenderness and tenderness in front of a child. But this language is appropriate only for the baby, because he does not yet delve into the meaning of words. After a year, when intensive assimilation of speech begins, "children's words" can become a serious obstacle to the development of normal human speech, and the child will be stuck at this stage for a long time, content with a few "children's words". If a baby up to 3-4 years old remains at the stage of speaking exclusively "children's words", then later in his speech various disorders are possible associated with incomplete mastery of the sounds of his native language, the replacement of sounds, their mixing, etc. primary school such an incorrect pronunciation can cause gross errors in the letter, since "as it is heard, so it is written."
So, there are two main reasons for a child to get stuck at the stage of autonomous children's speech. Firstly, these are situations when the surrounding close adults willingly use the same children's language in communicating with the child, repeating its sounds and offering similar words of their own such as "bibika", "yum-yum", "pee-pee", etc. Secondly, these are cases when parents and grandmothers, well understanding not only the peculiar language of the child, but also all his desires, guess them literally from a half word and half a glance. Under such conditions, the child does not have any need for real words. Accordingly, to overcome such problems, two rules must be strictly observed.
1. Do not replace the conversation with the child with the language of "moms and nannies", that is, do not speak with him using various "boo-boo" or "pee-pee". The kid needs the correct human speech, naturally, understandable to him. At the same time, when addressing a child, one should clearly and clearly pronounce individual words, drawing his attention to their articulation and seeking an intelligible pronunciation from him.
2. "Do not understand" autonomous words and indistinct vocalizations of the child, encourage him to correctly pronounce and name the things he needs and, thus, create a speech task. The need, and then the need for human speech, arises only in communication with close adults.
In this regard, I recall a well-known anecdote about a boy who was silent until the age of five, and his parents already considered him deaf and mute. But one day at breakfast he said that the porridge was not sweet enough. When the astonished parents asked the kid why he had been silent until now, the boy replied that everything was in order before. So, as long as you are understood without words, there is no need for them, and therefore you can be silent or explain yourself with inarticulate sounds.
A serious obstacle to the development of speech can also be increased impulsiveness of the child and insensitivity to the words of an adult. Such children are extremely active, mobile, they rush aimlessly and cannot concentrate on anything. They do not seem to hear the adult who has addressed them and does not react in any way to his words. They even express their protest in a special way: they scream, looking into the void, and not addressing an adult. The lack of necessary connections with an adult is also manifested in the desire to do everything oneself: an adult as a partner and as a model is completely unnecessary. Although the child's individual games with objects free adults from the importunity of children, they in no way stimulate the child's speech development. Under such conditions, the very need of the baby to communicate with adults is drowned out: he stops turning to them, plunging into stereotypical actions with objects. As a result, the mental development of the child in general and speech development in particular is delayed.
In such cases, you must first return to the games and activities, which are based on emotional contact with the baby. It can be affectionate stroking on the head, calling him by name, simple infantile games like "Ku-ku" or "Magpie-Crow". It is important to establish contact with the child, catch his eye and get a response. Of great importance is the way in which an adult introduces various objects and toys into the life of a child. All objective actions should, if possible, be given a "human" character: pity or put the doll to bed, put the driver in the car and drive it to the garage, treat the monkey, etc.
It is better to reduce the number of toys. Games that cannot be played alone, such as rolling a ball, are very useful. If the child does not show interest in cooperation, try organizing a common game with another partner in his presence. For example, dad and mom can roll a ball to each other, rejoicing and rejoicing like a child. Most likely, the baby will want to take the place of one of them or join this activity. Imitation games are also useful. You speak in the presence of the baby for different little animals, and the child, becoming infected with the general situation, repeats after you. All these activities are aimed at stopping the mindless running of the child and attracting him to meaningful communication.
Another problem that is quite common today is the rapidity of speech development. This variant of the violation of the normal development of speech is opposite to all the previous ones. It differs in that the first words of children not only do not linger, but, on the contrary, are ahead of all age periods of speech development. A child at the age of 1 year and 3 months suddenly begins to speak in almost detailed sentences, with good diction, using words that are not at all childish. How much pride their talking miracle causes in parents! How nice to demonstrate to friends the extraordinary abilities of the baby! At first, the possibilities of the baby seem limitless. They constantly talk to him, they teach him, they tell him, put on records, read books, etc. And he understands everything, listens to everything with interest. It would seem that everything is going great. But suddenly such a child begins to stutter, it is difficult to fall asleep, he is tormented by causeless fears, he becomes lethargic and capricious.
All this happens because the weak, fragile nervous system the baby can not cope with the flow of information that falls on his head. It is difficult for him to rebuild so quickly and in just a few months from a baby to turn into an adult. Increased excitability, night terrors, stuttering indicate that the child's nervous system is tired, that he cannot cope with an excessive informative load. This means that the child needs rest, freedom from unnecessary impressions (and above all - speech). In order to prevent the development of neuroses, you need to walk more with the child, play simple children's games, accustom him to peer society and in no case overload him with new information.
So, the cases of violation of speech development are very diverse. But in any situation, for the normal and timely development of speech, sufficient and age-appropriate communication between the child and the adult is necessary. However, it happens that no efforts of parents lead to the desired result - a baby under 3 years old continues to be silent, or utters some inarticulate sounds, or avoids communication. In these cases, it is necessary to turn to specialists - a speech therapist, a child psychologist or a neuropathologist. Do not forget that speech is one of the main indicators of mental development, since it reflects all the achievements and problems of a small child.
We highly recommend that you visit it right now. This is the best site on the Internet with an incredibly large number of free educational games and exercises for children. Here you will find games for the development of thinking, attention, memory in preschoolers, exercises for teaching counting and reading, crafts, drawing lessons and much more. All tasks are developed with the participation of experienced child psychologists and preschool teachers. If you are interested in the topic of speech development in children, be sure to check out the special section of the site "Subject Pictures for Speech Development". Here you can download ready-made sets of plot pictures for compiling stories. Each set includes two or three pictures connected by a common plot or cause-and-effect relationships. Here are some examples of tasks for reference:
