Games for the development of auditory perception and attention. "from syllables a sentence"
Development games auditory perception with children with hearing impairments
The development of auditory perception goes in two directions: on the one hand, perception develops ordinary sounds, on the other hand, perception speech sounds.
Both directions are vital for a person. importance and begin to develop in infancy.
Nonverbal (physical) hearing- this is the capture of various sounds of the surrounding world (except for the sounds of human speech).
From birth, a child is surrounded by a variety of sounds: the sound of rain, the meow of a cat, the horns of cars, music, human speech.
Non-speech sounds play an important role in orienting a person in the world around him. distinction non-speech sounds helps to perceive them as signals indicating the approach or removal of individual objects or living beings.
Ability to focus on sound(auditory attention) – important human ability that needs to be developed.It doesn't happen by itselfeven if the child has good hearing. It must be developed from the first years of life. That is why we offer games for the development of auditory attention and perception, which will teach kids to focus on sound, to catch and distinguish between various sounds.
When teaching a child to distinguish non-speech sounds by ear, we advise you to observe the followingsubsequence:
sounds of children's musical toys: bell, drum, tambourine, fife, metallophone, harmonica, piano, etc.
sounds that various sounding toys make: rattles, whistles, rattles, tweeters;
sounds made by animals and birds: dog barking, cat meowing, crows croaking, sparrows chirping, etc. d.;
sounds that objects and materials make: the knock of a hammer, the creak of a door, the buzzing of a vacuum cleaner, the ticking of a clock, etc. P.;
traffic noise: car horns, the sound of train wheels, the screech of brakes, the hum of an airplane, etc. P.;
Speech (phonemic) hearing- this is the ability to catch and distinguish by ear the sounds of the native language, as well as to understand the meaning of various combinations of sounds - words, phrases, texts. The ability to focus on the sounds of speech is a very important human ability. Without it, one cannot learn to understand speech.The ability to listen is also necessary so that the child himself learns to speak correctly - to pronounce sounds, pronounce words clearly, use all the possibilities of the voice.
The ability to hear, to distinguish by ear the sounds of speech does not arise by itself, it must be developed from the first years of life.
It is very important not to miss the opportunity of age and to help the child in the formation correct speech. At the same time, both the ability to clearly pronounce words and to differentiate the sounds of the language by ear are equally significant.
With the development of speech hearing, work moves from discrimination (I hear or I don’t hear) to perception (what I hear).
Auditory perception goes through the following stages(from simple to complex):
1. Perception with visual support: the child hears the name of the object and sees the object itself or the picture.
2. Auditory-visual perception:the child not only hears the voice, but sees the face and lips of the speaker.
3.Pure auditory perception:the child does not see the speaker (as well as the object, the phenomenon that they are talking about), but only hears the voice.
Complicate tasks for the development of auditory perception of speech should be gradually. So, first we offeronomatopoeia, then short words , then you can offer more complex words (consisting of several syllables), and then -short and long phrases.
Games for the development of non-speech hearing.
Who is screaming?
Target : development of auditory attention; listening to the calls of animals and birds.
Game progress : The game is played in the summer at the dacha or away in the village. Together with your child, get to know pets and birds, teach your child to distinguish the sounds they make and correlate the sound with a specific animal (horse, cow, goat, pig) or bird (duck, goose, chicken, rooster, chicken, turkey).
– Let's sit in the yard. Close your eyes and try to guess who is screaming there. Of course it was the rooster crowing! Well done, you guessed it. And now? Yes, it's a pig grunting.
House sounds
Target : development of auditory attention; listening to the sounds that various household items make.
Game progress : While in the apartment, listen with your child to the sounds of the house - the ticking of the clock, the creak of the door, the sound of water in the pipes, the sounds that various Appliances(buzzing of a vacuum cleaner, hissing of a boiling kettle, buzzing of a computer, etc.). It is better to carry out such work by organizing various games:
« Find what's ticking(ringing, buzzing, etc.) ! » or competition:
« Who more sounds will hear?»
Let's knock, let's rattle!
Target : development of auditory attention, listening to the sounds that various objects make.
Equipment : various items - paper, plastic bag, spoons, chopsticks, etc.
Game progress : The game is played in the apartment. Introduce the child to a variety of sounds that are obtained when manipulating objects: tap with a wooden mallet, remember or tear a sheet of paper, rustle with a newspaper, rustle a bag, hit wooden or metal spoons against each other, run a wand over a battery, etc. P.
After the child learns to listen carefully to the sounds of objects, offer to listen with eyes closed and guess what the subject sounded. You can make a sound behind a screen or behind the back of a child.
Find the same box.
Target : development of auditory attention; listening to sounds made by various bulk materials.
Equipment : jars with various cereals.
Game progress : Pour different cereals into small boxes - peas, buckwheat and semolina, rice. It is convenient to use opaque containers as boxes; there should be two boxes with the same cereal. In addition to cereals, you can use salt, pasta, beads, pebbles and other materials, the main thing is that the sound they make is different from the rest. So that the sound in paired boxes does not differ, it is necessary to pour the same amount of bulk material.
Put one set of boxes in front of the child, and keep the other for yourself. Shake one of the boxes, drawing the child's attention to the sound. Invite the child to find among his boxes one that makes the same sound. Increase the number of pairs of boxes gradually.
rattles
Target : development of auditory attention, listening to the sounds that various sounding toys make.
Equipment : sounding toys - rattles, whistles, tweeters, bells, rattles, etc.
Game progress : Pick up a variety of sounding toys. Together with the child, extract sounds from them until the baby learns to clearly differentiate them by ear. After that, you can organize the game"Know by Sound": hide the toys behind the screen, let the child listen to the sounds made and guess which toy sounded (you can make sounds behind the child's back). In this game, you can switch roles with the child: he plays, and you guess the toys and name them.
Cheerful Parsley
Target : development of auditory attention; learning how to respond quickly to sound.
Equipment : toy Parsley; children's musical instruments - drum, tambourine, metallophone, piano, pipe, harmonica.
Game progress : The adult starts the game with an explanation.
– Now cheerful Petrushka will come to visit you. He will play tambourine. As soon as you hear the sounds - turn around! You can't turn back before the time!
An adult is located behind the child at a distance of 2-4m. Striking a tambourine (or other instrument), quickly takes out Parsley from behind. Petrushka bows and hides again. The game can be played using different musical instruments.
Sun and rain
Target : development of auditory attention; perception and differentiation by ear of various sounds of a tambourine - ringing and knocking.
Equipment: tambourine.
Game progress : In this version of the game « Sun and rain» we propose to teach the child to switch auditory attention by performing different actions according to different sound tambourine: we ring - lightly shake the tambourine in our hand; knocking - we hold the tambourine in one hand, with the palm of the other hand we rhythmically strike the membrane of the tambourine.
– Let's go for a walk. The weather is good, the sun is shining. You walk, and I will ring a tambourine - like this! If a it will rain, I will knock on a tambourine - like this. You hear a knock - run home!
Repeat the game, changing the sound of the tambourine several times. You can invite the child to try to ring and knock on the tambourine, and then change roles in the game.
Teddy bear and bunny
Target : development of auditory attention; perception and differentiation by ear of different tempos of the sound of one musical instrument.
Equipment : drum or tambourine.
Game progress : In this game, you can teach your child to determine the tempo of a musical instrument (fast or slow) and perform certain actions depending on the pace.
– Let's play! The bear walks slowly - like this, and the bunny jumps fast - that's how! When I knock on the drum slowly - walk like a bear, when I knock fast - run(jump) fast as a bunny!
Repeat the game, changing the tempo of the drum sound - slow, fast - several times. You can invite the child to try to knock on the drum at a different pace (tempos vary significantly), and then change roles in the game.
little drummer
Target : development of auditory attention; perception and differentiation by ear of different tempo, rhythm and strength of the sound of the drum.
Equipment : children's drum.
Game progress : In this game, we continue to introduce the child to different tempos, rhythm and volume. The game uses a drum with sticks.
Invite the child to knock on the drum slowly, quickly.
Invite the child to knock on the drum quietly, loudly.
Offer to repeat a simple rhythm after you (you can also clap your hands while repeating rhythmic patterns).
After the child learns to distinguish by ear, as well as reproduce various beats on the drum, invite him to determine the nature of the sound by ear.
– I will hide and play the drum, and you guess and tell me how I play: slowly or quickly, loudly or quietly.
If the child’s speech capabilities do not allow giving a verbal answer, offer to repeat the sound - play the drum.
Games for the development of speech hearing.
Who's there?
Target : listening to onomatopoeia.
Equipment : toys - cat, dog, bird, horse, cow, frog, etc.
Game progress : This game requires two leaders: one is outside the door, holding a toy and giving a signal, the other is leading the game. A sound is heard outside the door - the cry of an animal or bird (onomatopoeia:"meow", "av-av", "wee-wee", "i-go-go", "moo", "qua-qua" etc.), the teacher listens and asks the child to listen and guess who is behind the door. The child can answer in any way possible: point to a picture with the image of the corresponding animal, call it a word or onomatopoeia. demand from the child certain form The answer follows depending on his speech capabilities.
– You hear someone screaming outside the door. Listen carefully. Who's there? Dog? Let's watch.
The adult goes to the door, opens it and brings the toy.
– Well done, you guessed it. Listen to who else is screaming out there.
The game continues with other toys. If there is no second leader, then you can play this game by hiding the toys behind the screen.
Who called?
Target : development of speech hearing - hearing the voices of familiar people.
Game progress : The game is played with a group of people (mother, father, grandfather, etc.). The child turns his back to the rest of the participants in the game. The players take turns saying the name of the child, and the child must listen carefully and try to guess who is calling him.
Show me your toy!
Target : development of speech hearing - the ability to listen to words.
Equipment
Game progress : The child sits at a distance of 2-3 meters from the adult, and onvarious toys or objects lie on the floor or on the table. An adult explains the task:
– Now I will name the toys, and you listen carefully. Try to find the toy I named and give it to me.
This task can be complicated in the following directions:
increase the set of toys (starting from 2–3), use various objects in addition to toys;
words-names of toys can become more complicated, be similar in sound composition (at first, toys with simple names that are sharply different in sound composition should be selected);
name any toys and objects in the room, in the future - in the whole apartment;
increase the distance between the child and you;
pronounce the words from behind the screen.
Hot Cold
Target
Equipment: ball.
The course of the game "cold" and "hot" - compare temperature-contrasting objects. For example, in winter you can compare snow and a hot battery. It is better if the child has the opportunity to feel the temperature of the object - to touch it.
– Come on, touch the window glass - what kind of glass? Cold. And the tea you drank – which? That's right, hot. Now let's play ball. I will roll you a ball with words"cold" or "hot". If I say "cold" - you can touch the ball. If I say" hot " - the ball must not be touched.
Edible - inedible
Target : development of speech hearing - the ability to carefully listen to words; development of thinking.
Equipment: ball.
Game progress : Before starting the game, it is necessary to clarify the child's ideas about what it means"edible" and "inedible" - show the baby food or dishes, as well as other items and offer to choose what you can eat, – what is edible, and what cannot be eaten, – it's inedible. It is convenient to carry out such preparation at home in the kitchen - look in the refrigerator, in kitchen cabinets, while eating.
The game is played on the floor or at the table, the adult sits opposite the child.
– Let's play ball. I will roll the ball to you and say different words. And you listen carefully: if I named something edible - something that you can eat, – catch the ball. If I named inedible - something that cannot be eaten,- Don't touch the ball.
An adult rolls a ball to a child, calling:"patty", "candy", "dice", "soup", "pen", etc. e. The child should listen carefully to the words.
Listen and follow!
Target : development of speech hearing - the ability to correctly perceive verbal instructions.
Game progress : The child stands at a distance of 2-3 meters from the teacher. The adult warns the child:
– Now I will give you commands, and you listen carefully and follow! Walk around the room. Look out the window. Jump. Sit on the sofa. Spin around. Clap your hands.
Right wrong?
Target : the development of speech hearing - the ability to carefully listen to words.
Equipment : various toys and objects.
Game progress : An adult takes the role of leader.
– Let's play this game: I will point to an object or a toy and call it. If I call it right - sit still, if it's wrong - clap your hands!
The development of auditory perception goes in two directions: on the one hand, the perception of speech sounds develops, that is, phonemic hearing is formed, and on the other hand, the perception of non-speech sounds, that is, noises, develops. Both directions are of vital importance for a person and begin to develop already in infancy. Small child hears only loud sounds, but hearing sharpness rapidly increases. And already to school age the child hears a sound several times quieter than the infant hears. At the same time, he begins to distinguish sounds by the timbre of the sound. Speech hearing also develops from infancy. The baby early distinguishes the voice of the mother from the voices of other people, catches the intonation. The babble of a child is an active manifestation of the emergence of the actual phonemic hearing, because the child listens carefully and repeats the phonemes of his native language. The formation of phonemic hearing is completed by about the age of five, and in some children even later. At this age, the child has all the sounds of his native language, speech becomes phonetically clear, without distortion. But this is characteristic of the speech of children with normal development.
Methods for developing the perception of non-speech sounds
Non-speech sounds play an important role in the orientation of a person in the world around him. Distinguishing non-speech sounds helps to perceive them as signals indicating the approach or removal of individual objects or living beings. The correct determination of the direction from which the sound comes from helps to navigate in the far space, determine your location, direction of movement. So, the noise of the engine indicates the approach or removal of the car. In other words, well-recognized and consciously perceive sounds can determine the nature of the child's activity. All sounds can be perceived only by ear or based on vision - auditory-visual, which is much easier and should precede isolated auditory perception.
For the development of auditory perception 2 methods:
1) Noisy boxes
2) Movement to music
Method "Noisy boxes"
Maria Montessori, as a doctor, understood that for the spiritual development of a child, it is important to teach him to feel. She revealed her talent as a teacher, primarily in teaching children motor skills and sensory skills. In long systematic studies, rich material was accumulated, which was subjected to careful analysis. The result of the psychological and pedagogical work that has been carried out since the beginning of the 20th century has become materials for the development of feelings that encourage the child to show the possibilities of his own development through amateur activities that correspond to his individuality.
Material. It consists of two boxes of 6 boxes each. The noise scale of the boxes covers noises from soft to loud. On the one hand, these boxes have a red or blue lid. They are filled various materials and when shaken, they make different noises. Each box with a red lid is identical to a box with a blue lid. Boxes of one series are taken out of the box and placed on the table. The teacher takes the box, shakes it up and down and listens carefully to the noise. Now the teacher takes boxes from another drawer. Boxes with red lids are placed on one side of the table, a series with blue lids on the other side. He picks up one box from each series. Through alternate shaking compares them with each other. If the noises of both boxes do not match, he puts back one box somewhat away from the others. The exercise is repeated with other boxes of the same series. This continues until a box with the same noise is found. If the child cannot cope with the task, you should try the technique with open eyes.
This technique allows you to develop auditory perception and differentiation of noise differences, teaches you to listen, focus on sound, highlight it characteristics. also trains motor skills, develops auditory memory, makes it possible to expand vocabulary and learn the words: whisper, snap, creak, whistle.
Technique "Move to the music"
Equipment: drum, harmonica, tambourine.
This technique teaches to distinguish the sound of musical instruments and correlate movements with the nature of the sound. Movements to music contribute to the development of auditory-motor coordination, help the child perceive the rhythm of a piece of music, which ultimately contributes to the rhythmization of ordinary speech, making it more expressive. The organization of movements with the help of rhythm develops children's attention, memory and internal composure.
Methods for developing the perception of speech sounds
Speech hearing is a broad concept. It includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities speech: timbre, expressiveness. Developed speech hearing also includes good phonemic hearing, that is, the ability to differentiate all the sounds of the native language - to distinguish the meaning of words that are similar in sound (duck - fishing rod, house - smoke). Speech hearing begins to develop early. A child aged two to three weeks has a selective reaction to speech, to voice; at 5-6 months he reacts to intonation, a little later - to the rhythm of speech; by about two years old, the baby already hears and distinguishes all the sounds of his native language. It can be assumed that by the age of two, a child's phonemic hearing is formed, although at this time there is still a gap between the assimilation of sounds by ear and their pronunciation. The presence of phonemic hearing is sufficient for practical verbal communication, but this is not enough for mastering reading and writing. When acquiring literacy, a child should develop a new, highest degree phonemic hearing - sound analysis or phonemic perception: the ability to determine what sounds are heard in a word, determine their order and quantity. This is very complex skill, it involves the ability to listen to speech, to keep in memory the heard word, the named sound.
Methods:
1. "Clap-clap"
"Now I will call you words, and as soon as you hear a word that begins with the sound C (V, O, G, D, Sh, etc.), you will immediately clap your hands."
Option: the child must "catch" the sound at which the word ends, or the sound in the middle of the word.
Dacha, cat, hat, fox, road, beetle, window, lump, plate, bread, rain, linden, lamp, river, hair, etc.
This exercise helps in the development of auditory differentiation, teaches sound analysis of the word, develops attention.
2. "Confusion"
"Listen carefully to the poem.
Who is sitting on the tree?
Who swims in the ocean?
What grows in the garden?
Who lives under water?
Messed up words!
I command "one-two"
And I command you
Put everyone in their place."
Ask the child: "What words are mixed up? Why? How are these words similar to each other? How are they different?"
The main thing in this exercise is for the child to understand that one sound can completely change the meaning of a word.
On the initial stage to distinguish between non-speech sounds (as well as speech material) requires visual, visual-motor or just motor support. This means that the child should see an object that makes some kind of unusual sound, try to make a sound out of it. different ways i.e. perform certain actions. Additional sensory support becomes optional only when the child has formed the desired auditory image. The main quality of auditory images is subject relatedness. Sound perception games should give an idea of noises of different nature: rustling, creaking, squeaking, gurgling, ringing, rustling, knocking, birdsong, train noise, cars, animal screams, loud and soft sounds, whispers, etc.
The use of the proposed games will allow the baby to enrich and expand his ideas about the sounds of the world around him, will allow him to develop and form not only auditory perception, but will also contribute to the development of other cognitive processes, such as thinking, speech, imagination, and this, in turn, is the foundation for the formation of cognitive spheres in children preschool age.
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Games and exercises
on the development of auditory perception in preschool children.
The use of the proposed games will allow the baby to enrich and expand his ideas about the sounds of the world around him, will allow him to develop and form not only auditory perception, but will also contribute to the development of other cognitive processes, such as thinking, speech, imagination, and this, in turn, is the foundation for the formation of cognitive areas in preschool children.
"Tell me what do you hear?" Option 1. Goal: Description of the game . The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, the signal of a car, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer complete offer. The game is good to play on a walk.
Option 2. Purpose. The accumulation of a dictionary and the development of phrasal speech, the ability to listen and determine the source of the sound. Equipment: A screen, various sounding objects: a bell, a hammer, a rattle with pebbles or peas, a trumpet, etc. Game description: The teacher behind the screen knocks with a hammer, rings the bell, etc., a. Children must guess which object produced the sound. Sounds should be clear and contrasting.
Option 3. Purpose: The accumulation of a dictionary and the development of phrasal speech, the ability to listen and determine the source of the sound. Equipment : screen, various objects. Game description: The teacher asks the children to determine what they hear. Various sounds are heard from behind the screen, for example: the sound of pouring water from glass to glass; rustling paper - thin and dense; cutting paper with scissors; the sound of a key falling on the table; referee whistle; alarm call; knock of a spoon against the walls of a glass; clink of glasses; clap of hands; knocking wooden or metal spoons against each other; tapping the knuckles on the table, etc. It is possible to simultaneously sound two or three different sounds (noises).
"Where did you call?" Target . Determining the direction of sound. Equipment : A bell (or a bell, or a pipe, etc.). Description of the game. Children sit in groups different places rooms, in each group some sounding instrument. The leader is chosen. He is offered to close his eyes and guess where they called, and show the direction with his hand. If the child correctly indicates the direction, the teacher gives a signal and the driver opens his eyes. The one who called, gets up and shows a bell or a pipe. If the driver indicates the direction incorrectly, he leads again until he guesses correctly.
"Where does it ring?" Target . Equipment : Bell or rattle.
Game Description . The teacher gives one child a bell or a rattle, and offers the rest of the children to turn away and not look where their friend is hiding. The recipient of the bell hides somewhere in the room or goes out the door and rings. Children in the direction of the sound are looking for a friend.
"Where did you knock?" Target . Development of orientation in space. Equipment . Wand, chairs, bandages.
Description of the game. All children sit in a circle on chairs. One (leader) goes to the middle of the circle, he is blindfolded. The teacher goes around the whole circle behind the children and gives one of them a stick, the child knocks it on a chair and hides it behind his back. All the children shout: "It's time." The driver must look for a wand, if he finds it, then he sits in the place of the one who had the wand, and he goes to drive; if it doesn't find it, it keeps driving.
"Zhmurki with a bell." Target. Development of orientation in space. Equipment. Bell, bandages.
Description of the game. Option 1. The players sit on benches or chairs in one line or in a semicircle. At some distance, facing them, stands a child with a bell. One of the children is blindfolded and must find the child with the bell and touch it; he tries to get away (but not run away!) from the driver and at the same time calls. Option 2 . Several blindfolded children stand in a circle. One of the children is given a bell in his hands, he runs in a circle and rings. Blindfolded children must catch him.
"Blinds with Voice" Target . Find a voice mate and determine the direction of the sound in space. Equipment : Bandages. Game Description . The driver is blindfolded, and he must catch one of the running children. Children quietly move or run from one place to another (they bark, crow like a rooster, cuckoo, etc.). If the driver catches someone, the person caught must give a voice, and the driver guesses who he caught
"Quiet - loud!" Option 1 Purpose. Development of coordination of movements and sense of rhythm. Equipment. Tambourine, tambourine. Game Description The teacher taps the tambourine softly, then loudly, and very loudly. According to the sound of the tambourine, the children perform movements: to a quiet sound they walk on their toes, to a loud one - at full step, to a louder one - they run. Who made a mistake, he becomes at the end of the column. The most attentive will be ahead.
Option 2. Target : Distinguishing music by volume; correlation of actions with the power of sound.
Game Description : Children stand in a circle. Quiet and loud music alternately. To quiet music, children walk on tiptoe, to loud music, they stamp their feet.
Options: Invite the children to use their own arbitrary movements that correspond to the strength of the sound of the music. Use a big and a small drum: a big one is loud, a small one is quiet. To answer the loud sound of the bass drum with a loud game on the metallophone, to answer the quiet sound with a quiet game on the metallophone. On the loud sound of music, draw wide and bright stripes, on the quiet - narrow and paler. A circle of one color indicates loud music, the other - quiet. Find a toy, focusing on the loud or quiet sound of the bell.
"A mother hen and chickens." Target. Reinforcing the concept of quantity. Equipment e. Chicken hat made of paper, small cards with a different number of painted chickens. Game description: Two tables are put together. 3a the hen (child) sits down on the table. Chickens sit around the table. The chickens have cards on which a different number of chickens is drawn. Each child knows how many chickens are on his card. The mother hen knocks on the table, and the chickens listen. If, for example, she knocks 3 times, the child who has three chickens on the card should squeak 3 times (PI-PI-PI).
"Seller and Buyer" Target . Development of vocabulary and phrasal speech. Equipment e: Boxes with peas and various cereals. Game Description A: One child is a salesman. In front of him are two boxes (then a number, they can be increased by four or five), in each different kind products, such as peas, millet, flour, etc. The buyer enters the store, greets him and asks for cereals to be released to him. The seller offers to find her. The buyer must determine by ear, and in which box he needs cereal or other required goods. The teacher, in advance, introduces the children to the products, puts the products in a box, shakes them and gives the children the opportunity to listen to the sound made by each product.
"Noisy boxes." Target : development of the ability to listen and distinguish noises by loudness.
Equipment e: a set of boxes that are filled with various objects (matches, paper clips, pebbles, coins, etc.) and, when shaken, make different noises (from quiet to loud Game Description : the teacher invites the child to shake each box and choose the one that makes the noise louder (quieter) than the others.
"Find a toy" Goal. Development of coordination of movements. Equipment. A small bright toy or doll.
Game Description Children stand in a semicircle. The teacher shows a toy that they will hide. The leading child either leaves the room, or steps aside and turns away, and at this time the teacher hides a toy behind one of the children. At the signal "It's time", the driver goes to the children, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if they move away, the clapping subsides. By the strength of the sound, the child guesses who he should approach. After the toy is found, another child is assigned as the driver.
"Sentry" Purpose . Development of orientation in space. Equipment. Bandages. Game description: In the middle of the site they draw a circle, In the middle of the circle there is a blindfolded child (sentry). All children from one end of the playground must sneak quietly through the circle to the other end. He listens to the sentry. If he hears a rustle, he shouts: “Stop!” Everyone stops. The sentry goes to the sound and tries to find the one who made the noise. The one who made noise is out of the game. The game continues on. After four to six children have been caught, a new sentinel is chosen and the game starts over.
"Wind and birds." Target . Development of coordination of movements. Equipment. Any musical toy (rattle, glockenspiel, etc.) or musical record and high chairs (nests). Description of the game. The teacher assigns children totwo groups: one group - birds, the other - the wind; and explains to the children that when a musical toy (or music) is played loudly, “wind” will blow. That group of children, which depicts the wind, should run freely, but not noisily around the room, while the other (birds) hides in their nests. But then the wind subsides (the music sounds quiet), the children representing the wind quietly sit down in their places, and the birds should fly out of their nests and flutter.
Whoever notices the change in the sound of the toy first and takes a step receives a reward: a flag or a branch with flowers, etc. With a flag (or with a branch), the child will run when the game is repeated, but if he turns out to be inattentive, the flag will be transferred to a new winner .
"Tell me what it sounds like?" Target . The development of auditory attention. Equipment. Bell, drum, pipe, etc.
Game Description . Children sit on chairs in a semicircle. The teacher first introduces them to the sound of each toy, and then invites everyone to turn away in turn and guess the sounding object. To complicate the game, you can introduce additional musical instruments, for example, a triangle, a metallophone, a tambourine, a rattle, etc.
"Sun or rain." Target . Development of coordination and pace of movements. Equipment. Tambourine or tambourine.
Description of the game. The teacher tells the children: “Now we are with you, let's go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring a tambourine, it will be fun for you to walk to its sounds. If it starts to rain, I'll start banging my tambourine. And you, having heard, should quickly go to the house. Listen carefully as I play." The teacher conducts the game, changing the development of coordination of movements. Equipment. Two flags for each child, tambourine or tambourine. Description of the game. Children sit or stand in a semicircle. Each has two flags. The teacher loudly strikes the tambourine, the children raise the flags sounding the tambourine 3-4 times.
"Guess what to do." Target. up and wave them. The tambourine sounds quiet, the children lower the flags. It is necessary to monitor the correct landing of children and the correct execution of movements. Change the intensity of the sound no more than 4 times so that children can easily perform movements.
"Know by sound." Target . The development of phrasal speech. Equipment . Various toys and objects (book, paper, spoon, pipes, drum, etc.). Game Description . Children sit with their backs to the leader. It produces noises and sounds with various objects. The one who guessed what the leader is making noise with raises his hand and, without turning around, tells him about it. You can make different noises: throw a spoon, an eraser, a piece of cardboard, a pin, a ball on the floor; knocking an object against an object, leafing through a book, crumpling paper, tearing it, tearing material, washing hands, sweeping, planing, cutting, etc. The one who guesses the various noises more is considered the most attentive and receives chips or chips as a rewardlittle stars.
"Who is it?" Target . Consolidation of concepts on the topic " Animals and birds". Formation of the correct sound pronunciation.
Equipment Pictures depicting animals and birds. Game Description .. The teacher holds in his hand several pictures of animals and birds. The child draws one picture so that the other children do not see it. He imitates the cry of the animal and its movements, and the rest of the children have to guess what animal it is.
GAME DESCRIPTION. Option 1 . Children stand in a circle. One of them becomes (as directed by the teacher)
in the center of the circle and closes his eyes. The teacher, without naming, points with his hand to one of the children, he pronounces the name of the one standing in the center. The driver must guess who called him. If the one in the center has guessed correctly, he opens his eyes and changes places with the one who called him by name. If he made a mistake, the teacher invites him to close his eyes again, and the game continues. The teacher invites the children to scatter around the playground. At the signal “Run into the circle”, the children take their places in the circle. One child remains in the center of the circle, the children go in a circle and say: We frolic a little, We all settled in places. You guess the riddle, Who called you, find out!
The game is repeated several times.
Option 2. Equipment: bear (doll) Description of the game . Children sit in a semicircle. In front of them, at some distance, a child with a bear sits with his back to the children. The teacher invites one of the guys to call the bear. The driver must guess who called him. He stops in front of the caller and growls. The one who was recognized gets a bear, sits on a chair with him and leads.
"Snail" Purpose. Recognize a friend by voice. Game Description . The driver (snail) becomes in the middle of the circle, he is blindfolded. Each of the playing children, changing his voice, asks: Snail, snail, Stick out your horns, I'll give you sugar, A piece of pie, Guess who I am. The one whose voice the snail recognizes becomes a snail himself.
"Guess who?" Target. Ear training. Game Description . Children stand in a circle. The driver goes to the middle of the circle, closes his eyes and then goes in any direction until he comes across one of the children, who must give a voice in a predetermined way: “crow”, “av-av-av” or “meow-meow”, etc. P. The driver must guess which of the children shouted. If he guesses correctly, he becomes in a circle; the one you recognize will be the leader. If he does not guess correctly, then it remains to drive 3 more times, and then another one changes it.
"Frog." Target. Recognize a friend by voice. Game Description . Children stand in a circle, and one, blindfolded, stands inside the circle and says; Here is a frog along the path Jumping, stretching out its legs, Saw a mosquito, Shouted .., The one he pointed to is talking at that moment; "Kwa-kva-kva". By voice, the driver must determine who the frog is.
"Catch a whisper" Target . Develop hearing acuity. Game Description . Option 1. The players are divided into two equal groups and lined up in one line. The leader departs a certain distance and becomes, on the contrary, in a clear, intelligible whisper (perceptible only if everyone actively listens) gives commands (“Hands up, to the sides, around” and others, more complex). Gradually moving further and further away, the leader makes his whisper less perceptible and complicates the exercises.
Option 2. All children sit in a circle. The leader, in a voice of normal volume, asks to perform some kind of movement, and then, in a barely perceptible whisper, pronounces the name (surname) of the person who must perform this. If the child did not hear his name, the leader calls another child. At the end of the game, the teacher announces who was the most attentive.
"Potty" Purpose . Consolidation of representations "hot-cold". Development of coordination of hand movements.
Equipment : Ball, Game description: Children sit in a circle on the floor and roll the ball to each other. If the child rolls the ball and says "Cold", the second child can touch the ball. But if they say to him: "Hot", then he should not touch the ball. Whoever makes a mistake and touches the ball receives a penalty point and must catch the ball while standing on one or both knees (at the discretion of the driver),
"Who is attentive?" Target. The development of phrasal speech. Equipment : Various toys: cars, dolls, cubes.
Game Description . The teacher calls one child and gives him a task, for example: take a bear and put it in a car. The teacher makes sure that the children sit quietly, do not prompt each other. Assignments are short and simple. The child completes the task and then says what he did. Gradually, the distance from the children to the teacher's table increases from 3 - 4 to 5 - 6 m. The winners are revealed.
"Bring the toys" Target . Development of orientation in space and quantitative representations. Equipment . Small toys. Description of the game. The teacher sits down at the table with the children and asks everyone in turn to bring a few toys that are laid out on another table: - "Marina, bring two mushrooms." The girl goes, brings two mushrooms and says what she did. If the child did a good job with the task, the children applaud him as a sign of encouragement, if he completed the task inaccurately, the children point out the mistake and count the toys brought along with him. When the children have transferred all the toys, they can play with them.
"Listen and Do" Target : Development of understanding of verbal instructions and phrasal speech. Equipment: Various small objects or toys (forfeits). Game Description . Option 1. The teacher calls 1-2 times several different movements (one - five), without showing them. The child needs to do the movements in the order in which they were named. And then list the sequence of the exercises done yourself. For the correct, accurate performance of the task, the child is encouraged: for each correctly performed action - a point (phantom). The one with the most points is the winner.
Option 2. The teacher gives tasks to two or three children at the same time: “Petya, run”, “Vanya, go to the hall, open the window there”, “Kolya, go to the buffet, take a cup and bring Tanya water”, etc. The rest The kids are making sure they do it right. Wrongly completed the task pays forfeit.
Claps Goal . Development of quantitative representations. Game description: Children sit in a circle at a small distance from each other. The teacher agrees with them that he will count to five, and as soon as he says the number 5, everyone should clap. When pronouncing other numbers, you do not need to clap. Children, together with the teacher, count loudly in order, at the same time bringing their palms together, but not clapping them. The teacher conducts the game correctly 2-3 times. Then he begins to "mistake": when pronouncing the number 3 or some other (but not 5), he quickly spreads and joins his hands, as if he wants to make a clap. Children who repeated the movements of the teacher and clapped their hands take a step out of the circle and continue to play, standing outside the circle.
"Lotto" Purpose. To learn correctly, to correlate the word with the image of the subject. Equipment. Any children's lotto ("We play and work", "Picture Lotto", "Lotto for the little ones"). Game Description . The children are given large cards, and the teacher takes the small ones and names each of them in sequence. Speaks clearly, repeats 2 times. The child who has the named object raises his hand and says: “I have ...” - and names the object. In a more simplified form, this game is played on “pictures for kids”. Children receive five or six squats of this loto and lay them out on their cards (you need to take two lotos). The teacher asks: "Who has a dog?" Whoever has a picture with a dog picks it up and names it. For the first two or three games, the teacher sits in front of the children so that they can see his articulation, but then he sits behind them, and the game continues by ear. The cards skipped by the children are put aside by the teacher. In the future, the leader can take the child.
"Who flies (runs, walks, jumps)?" Target . Accumulation and clarification of words denoting an object and actions of objects. Game description: At the beginning of the game, the teacher should be the driver, later, when the children get used to the game, the child can be the driver. It is necessary that the child who will drive has a sufficient vocabulary. All children sit or stand in a semicircle, the driver stands facing them. He warns the children: “I will say: a bird flies, an airplane flies, a butterfly flies, a crow flies, etc., and you raise your hand every time, But listen carefully to what I say; I can sayand it’s wrong, for example, a cat is flying, then you can’t raise your hands, ”at the end of the game, the teacher calls more attentive children.
At the beginning of the game, the teacher speaks slowly, stopping after each phrase, allowing the children to think whether the object is correctly correlated with its action. In the future, you can speak quickly and, in the end, introduce another complication - the driver himself raises the bunch every time, regardless of whether we follow it or not.
"Memorize the words" Purpose. Accumulation of vocabulary, development of memory. Description of the game. The host calls five or six words, the players must repeat them in the same order. Skipping a word or rearranging it is considered a loss (you need to pay a fant). Depending on the speech abilities of children, words are selected of varying complexity. The winner is the one who lost the least forfeits.
What does it sound like? Target. Develop auditory attention, listening to the sounds of nature, the voices of animals and birds. The game is played while walking. Walking on the playground or in the park, draw your child's attention to the sounds of nature (the sound of wind and rain, the rustle of leaves, the murmur of water, thunder during a thunderstorm, etc.), the voices of animals and birds. When the children learn to distinguish these sounds well based on sight (they hear the sound and see the source of the sound at the same time), invite them to identify their source with their eyes closed. For example, when outside it's raining or the wind is blowing, say, "Close your eyes and listen to the weather outside." In a similar way, you can determine the sounds of houses - the ticking of a clock, the creaking of a door, the sound of water in pipes, and others.
"Sounds in the Street"Target. Develop auditory attention, listening to street sounds. The game is carried out similarly to the previous one, but now you pay the children's attention to street noises (horn horns, the rustle of tires on asphalt, people's steps, voices and laughter, etc.).
. Let's rustle, let's knock.Target. Develop auditory attention, listening to the sounds that various objects make. Materials. Various objects and materials (paper, plastic bag, spoons, chopsticks, keys, etc.). The game is played indoors. Introduce your child to a variety of sounds that are obtained when manipulating objects: remember and tear a sheet of paper, rustle a bag, tap with a wooden mallet, run a wand on a battery, drop a pencil on the floor, jingle a bunch of keys. Invite the child to close their eyes and guess the object. Then let him name or show the source of the sound.
boxes with sounds. Target. Develop auditory attention, listening to the sounds that various bulk materials emit. Materials. Opaque boxes or jars with various cereals. Pour into small identical jars (for example, from Kinder surprises) different cereals: peas, buckwheat, rice, semolina (there should be 2 jars with cereals of each type and the same amount). You can also use salt, pasta, beads, pebbles and other materials for the game. Shake one of the jars to get the child's attention. Then invite the child to find among the jars the one that makes the same sound. Increase the number of jars gradually. In the game, you can use not only bulk materials. One pair of jars can be filled with water, and the other pair with cotton. Open the jars and show your baby what's inside. In another pair of jars, drop one ball at a time - wooden, plastic, glass or iron; to the next - by nut or apricot pit etc.
. Little musicians. Target. To develop auditory attention, listening to the sounds that children's musical instruments make. Materials. Drum, tambourine, pipe, harmonica, metallophone, piano. First, introduce your child to different musical instruments, teach them how to make sounds from them. Then learn to clearly distinguish the sound of musical instruments by ear. Hide behind a screen or stand behind your child and take turns making sounds from different instruments. Children can show right tool(a picture with his image) or call him a word or onomatopoeia ("ta-ta-ta" - a drum, "doo-doo" - a pipe, "bom-bom" - a tambourine, etc.). Show your child no more than two instruments at first. Their number should be increased gradually.
"One or many drums".Target. Develop auditory attention, hearing sounds by the number of "one - many." Material. Drum or tambourine. The adult strikes the drum one or more times so that the child can see it. Calls words (or shows the appropriate number of fingers) how many signals sounded: one or many. In this case, the word "one" can be said once, and the word "many" can be repeated several times: "many-many-many". In order for the child to better understand the task, let him hit the drum on his own, and do the task yourself, showing a picture with the image of one drum, then with the image of several drums. After the child has understood the difference in the number of sounds and correctly shows the pictures, you can begin to distinguish sounds only by ear - behind the child's back.
"PA" Target. Develop auditory attention, distinguishing sounds of different duration by ear. First, the adult explains the task to the child, then the exercise is performed only by ear. The adult says to the child: “Listen and repeat. I will say "pa" once, "pa-pa" twice, and "pa-pa-pa" three times. If the child copes with the exercise, you can complicate the task. To do this, we pronounce syllables with different durations: pa - short, pa _____ - long. For example: Pa, pa _____, pa-pa ______, pa ______ pa-pa, pa-pa _______ pa, pa-pa-pa ______ The child must repeat syllables with different durations after the adult.
"Rain". Target. Develop auditory attention, determining the duration and discontinuity of the signal. Materials. A sheet of paper with a painted cloud, felt-tip pens or colored pencils. An adult utters long, short, continuous and intermittent sounds. For example: long continuous sound С_______, short: С__, intermittent sound: С-С-С-С. The child at the moment of pronouncing the sound draws a line. When the adult is silent, the child stops. You can use different sounds, for example, "R", "U", "M" or others. Encourage the child to repeat or say short, long and continuous, intermittent sounds on their own.
"Play." Target. Develop auditory attention, determining the pitch of a sound. Sounds are low-frequency (beeps), mid-frequency and high-frequency (whistle, hiss). We begin to teach the child to distinguish sounds in pitch from non-speech sounds, gradually moving on to distinguishing speech sounds. Material. Metallophone or children's piano. An adult makes a sound with a toy so that the child sees it, then the child repeats the sound, extracting it from a musical instrument. Then the child performs it only by ear, not seeing the actions of an adult. Only two sharply differing in tonality sounds are offered for distinction.
"Bear TOP-TOP". Target. Develop auditory attention, determining the pitch of a sound. Material. Two toys - a big and a small bear (or any two other toys of different sizes). An adult pronounces in a low voice “TOP-TOP-TOP” and shows to the beat how the big bear is walking. Then the adult says “top-top-top” in a high voice and shows the movements of the little bear. Then the adult asks the child himself to show the corresponding bear. Try to stimulate the child not only to listen, but also to say the sound “top” in a high or low voice, thereby forming in the child the ability to control his voice with the help of developing hearing.
"Loud - silent drum». Target. Develop auditory attention, determining the volume of sound. Material. Drum or tambourine. An adult strikes the drum with different strengths, drawing the child's attention to the difference in sound - a loud and soft sound - and naming them. These sounds correspond to pictures depicting a large and small drum. The child listens and shows the picture.
"Above - below". Target. Develop auditory attention, determining the direction of sound. Material. Musical toys. To determine the localization of sound in space, an adult presents the child with non-speech (for example, a rattle, a bell, a squeaker) and speech (“А”, “Ш”) sounds coming from above and below. To do this, you can stand behind the child and raise, lower your hands with a sounding toy. The sound should sound several times so that the child can determine where it comes from.
Top - bottom and right - left.Target. Develop auditory attention, determining the direction of sound. Material. Musical toys. The exercise is carried out similarly to the previous one. This is a more difficult exercise because sound can come from four directions: top, bottom, right, left. Remember to switch roles: let the child make sounds, and you show the direction.
(younger preschool age)
The development of speech in children of primary preschool age is especially fast: vocabulary is replenished quickly, like at no other age, the sound design of words improves, and phrases become more detailed. However, not all babies have the same level of speech development: by the age of three, some children pronounce words clearly and correctly, others still do not speak clearly enough, pronounce them incorrectly individual sounds. Most of these children. Their most typical mistakes are the omission and replacement of sounds, the rearrangement of not only sounds, but also syllables, violation syllabic structure(abbreviation of words: “apied” instead of bicycle), wrong stress, etc.
At this age stage, it is necessary, first of all, to teach kids to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. Still unstable voice younger preschoolers: some of them speak very quietly, barely audibly (especially if you are not sure of the correct pronunciation), others - loudly. The teacher draws the attention of children to the fact that words can be pronounced with different loudness (whisper, softly, moderately, loudly), teaches children to distinguish by ear how others speak loudly and themselves.
The games offered below can be used to develop children's auditory attention, correct speech perception, teach kids to correlate a sounding word with a picture or object, clearly pronounce one or two -, as well as three or four syllable words, answer questions; loudly and quietly reproduce onomatopoeia.
"WHO WILL HEAR WHAT?"
Target: Develop auditory attention, replenish the active vocabulary, develop phrasal speech.
Equipment: Screen, bell, tambourine, hammer, noisemaker, drum, etc.
Stroke: The teacher behind the screen in turn makes sounds with the above listed objects and invites the children to guess which object produced the sound. Sounds must be clear and contrasting so that the child can guess them.
"GUESS WHAT TO DO"
Target: Develop the ability to switch auditory attention. Develop coordination of movements, the ability to correlate their actions with the sound of a tambourine.
Equipment: Tambourine, two flags.
Stroke: The child has two flags in his hands.
If the teacher rings the tambourine loudly, the kid raises the flags up and waves them, and if the tambourine sounds quiet, he lowers the flags down.
Important monitor the correct posture of children and the exact execution of movements. You need to alternate the loud and quiet sound of the tambourine no more than 4 times so that the child can easily perform the exercise.
"WHO IS ATTENTIVE?"
Target: Develop hearing acuity, the ability to correctly perceive verbal instructions, regardless of the strength of the voice in which it is pronounced.
Equipment: Doll, teddy bear, car.
Stroke: The teacher sits near the table on which the toys lie. The child is at a distance of 2 - 3 meters from him. The teacher warns the child: “I will speak in a whisper, so you need to sit quietly so that you can hear. Be attentive!" Then he says:
Take the bear and put it in the car.
Take the bear out of the car.
Put the doll in the car.
Take the doll to the car.
The child must hear, understand and fulfill these instructions. Tasks need keep them short and simple, and pronounce them quietly but very clearly.
"SUN OR RAIN?"
Target: Develop the ability to switch auditory attention, perform actions according to the different sound of the tambourine.
Equipment: Tambourine, pictures depicting children walking in the bright sun and running away from the rain.
Stroke: The teacher says: “Now we will go for a walk. There is no rain, the sun is shining. You walk, and I will ring a tambourine. If it starts to rain, I will knock on a tambourine, and you, having heard a knock, run into the house. Listen carefully when the tambourine rings, and when I will knock on it. You can repeat the game, changing the sound of the tambourine 3-4 times.
"WHERE DID YOU CALL?"
Target: Develop the focus of auditory attention, the ability to determine the direction of sound, navigate in space.
Equipment: Bell.
Stroke: The child closes his eyes, and the teacher quietly stands away from him (left, right, behind) and rings the bell. The child, without opening his eyes, must indicate the direction from where the sound comes from. If the kid is wrong, he guesses again. The game is repeated 4-5 times. Necessary make sure that the child does not open his eyes. Indicating the direction of the sound, he must turn to face the place from which the sound is heard. You don't have to call very loudly.
"GOOD WHAT I PLAY"
Target: Develop stable auditory attention, the ability to distinguish instruments by ear by their sound.
Equipment: Drum, tambourine, flute, etc.
Stroke: The teacher alternately shows the child musical instruments, clarifies their names and introduces them to their sound. When the teacher is convinced that the baby has learned the name and remembered the sound of the instruments, the toys are removed behind the screen. The teacher repeats the game on different instruments there, and the kid tries to guess by the sound, "whose song is heard."
"WHO SAID "MEOW""
Target : to improve the ability to distinguish the voices of pets by ear.
Material: tape recorder, audio recording with the sounds of the voices of pets.
The speech therapist includes an audio recording with the sounds of the voices of pets. Children must hear and name which of the pets the voice belongs to.
"WHO IS AT THE TRAFFIC LIGHT?"
Target: develop auditory attention, recognize and name modes of transport.
Material : tape recorder and audio recording with street noises.
The speech therapist turns on an audio recording with the sounds of the street. Children listen to the sounds and name the transport that has stopped at the traffic light (car, truck, tractor, motorcycle, cart, tram).
(middle preschool age)
"JAPANESE TYPE TYPE"
The game is aimed at reproducing a rhythmic pattern (rhythm) when clapping, tapping or making sound on any instrument (tambourine, rattle, xylophone).
"BROKEN PHONE"
Target: develop auditory attention in children.
Game rules. It is necessary to convey the word so that the children sitting next to them do not hear. Who incorrectly conveyed the word, i.e. ruined the phone, transplanted to the last chair.
Game action:whisper the word into the ear of the seated player.
Game progress. Children choose a leader with the help of a counting rhyme. Everyone sits on chairs lined up in a row. The leader quietly (in the ear) says a word to the person sitting next to him, he passes it on to the next one, etc. The word must reach the last child. The host asks the latter: “What word did you hear?” If he says the word proposed by the presenter, then the phone is working. If the word is not right, the driver asks everyone in turn (starting from the last one) what word they heard. So they will find out who messed up, "spoiled the phone." The offender takes the place of the last in the row.
"TRAFFIC LIGHT"
The adult gives the child two circles - red and green and offers a game: if the child hears the correct name of the thing shown in the picture, he must raise the green circle, if the wrong one is red. Then he shows the picture and loudly, slowly, clearly pronounces sound combinations:
"REPEAT"
The child is invited to repeat similar words, first 2, then 3 in the named order:
When perceiving words, knowledge of concepts is not necessary. The peculiarity of this and subsequent selections of words is that they are available in terms of sound composition, do not contain hard-to-pronounce sounds.
"LOOK LIKE - DON'T LOOK LIKE"
From every four words named by an adult, the child must choose a word that is not similar in sound composition to the other three:
Mack-buck-so-banana
Catfish-com-turkey-house
Lemon-wagon-cat-bud
Poppy-buck-broom-cancer
Scoop-gnome-wreath-skating rink
Heel-fleece-lemon-tub
Branch-sofa-cage-mesh
Rink-house-roll-flow
"TAKE THE TOY"
visual material:toys or objects whose names consist of three or four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.).
Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper calls one of the objects lying on the table next to the sitting child, then in the same way, in a whisper, he should call it to his neighbor. The word is passed along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all the children, pronouncing the words in a whisper, pronounce them clearly enough.
"GUESS WHERE MUGS AND WHERE MUGS"
visual material:two mugs and two mugs.
The teacher shows the children mugs and mugs, calls them and asks them to repeat. When they have learned these words, the teacher holds the circles above the circles and asks what is on top and what is on the bottom. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.
The teacher makes sure that the children correctly indicate where the object is, and clearly pronounce the words.
"COTTONS"
Target - development of speech hearing - development of auditory attention.
Game progress: Children sit in a circle at a small distance from each other. The teacher agrees with them that he will count to five, and as soon as he pronounces the number 5, everyone should clap. When pronouncing other numbers, you do not need to clap. Children, together with the teacher, count loudly in order, at the same time bringing their palms together, but not clapping them. The teacher conducts the game correctly 2-3 times. Then he begins to "mistake": when pronouncing the number 3 or some other (but not 5), he quickly spreads his hands, as if he wants to make a clap. Children who repeated the movements of the teacher and clapped their hands take a step out of the circle and continue to play, standing outside the circle.
Games aimed at delimiting speech units (sound, syllable, word, sentence)
"REMEMBER DIFFERENT WORDS"
Target : the development of speech hearing - the consolidation of the concept of "word".
Game progress : The children stand in a circle. Each child must remember a word and say it to the person standing next to him, as if to convey it. The next one says the same word, turning to the third child. So in turn, all the children must say one word at a time. You can not repeat the words already mentioned. The exercise can be repeated twice. The teacher makes sure that all the children speak different words, pronounce them clearly and loudly. For some children, the teacher offers to repeat the word and pronounce it so that everyone can hear well how it sounds. The one who did not manage to quickly name the word or repeated what was already mentioned leaves the circle.
« TELL PARSLEY A SOUND»
Target
Equipment: Parsley, screen.
Game progress: the teacher informs the children that now Petrushka will say the words, but in some words he will deliberately keep the last sound out. The children should name it.
The teacher should make sure that the children do not pronounce the whole word, but add only the sound. At first, the sound is prompted by everyone in chorus, then individually (whom the teacher will point to). Children must quickly prompt the sound not pronounced by Petrushka so that the word sounds completely.
Petrushka: Children
A red kitten is basking in the sun ... k.
"WHICH WORD IS INTENDED?"
Purpose of the game : development of speech hearing - show children that words sound because they consist of sounds, that sounds in a word are different.
Equipment: subject pictures depicting a camomile, a key, a book, a table, a flower, etc.
Game progress : the teacher shows a picture of a camomile and says: “This is ... a camomile”, Children correct him: “Camomile”. He agrees: "That's what I say - ... omashka." Children in response begin to pronounce the word with a deliberate amplification of the sound R: chamomile. "Why am I not doing well?" - the educator is surprised. “You don’t say the R sound, you skip it,” the children explain. The teacher shows the rest of the pictures and also names the objects depicted on them without the first sound (... key, ... niga, ... tol, etc.). Children correct the teacher, pronouncing the words correctly, highlighting the missed first sound with their voice. Then they begin to show their pictures and name the objects drawn on them in the same way as the teacher - without the first sound. The teacher corrects them.
This exercise can be done differently. The teacher calls the word without the first sound, but does not show the picture: "... ak." Children guess what word it is: cancer, poppy, tank, varnish.
"WHAT SOUND IS LOST"
Target : development of speech hearing - show children that words sound because they consist of sounds, that sounds in a word are different.
Game progress : the teacher slowly reads the poetic text. In some words, he deliberately does not pronounce the first sound. Children listen carefully and note which words are pronounced incorrectly, highlight them from the text, pronounce them correctly, indicating which sound was lost. For example, the teacher says: "The plane is prepared ... it will take off." Which word is missing one sound? What is this sound? Name him." The called child must answer that the sound C was omitted in the word plane, that it should sound like this: “The plane is prepared, it will take off.” When children learn to easily find the missing sound in one word of a coherent text, the teacher will be able not to pronounce the sound already in two or three words from the sentence.
"WHAT'S WRONG HERE?"
Target: development of speech hearing - to show children that words sound because they consist of sounds, that sounds in a word are different.
Game progress : Children receive a letter from Petrushka: “I am sending you a sheet with words. Guess what words I thought. The first word ... orova. What's this word? (Cow.) What sound is missing in my word? (The sound k, which is heard at the beginning of the word.) We continue to look for the words I have conceived: ... fish, ... usi, .... rysha, ... tree, ... ar, ... abor. And what word is this - ...arai? Well done, they learned all the words and pronounced them correctly!
"STOO DA KNOCK, FIND THE WORD DEAR FRIEND"
Target : development of speech hearing - the ability to find syllables in words.
Equipment: flower postcards.
Game progress. At the beginning of the game, cards are distributed to children. The teacher prepares the facilitator in advance, who offers the children tasks. Host: “If I hit the table with a hammer twice, then those who have a flower on the card, the name of which consists of two parts, should each take turns loudly name their flower and take the card to the stand (rose, lily of the valley ...), if I knock three times, then the name of the flower should have three parts. So let's start…”
"WHO FLYS (RUNS, GOES, JUMPS)?"
Target: development of speech hearing - development of auditory attention.
Game progress : children sit in a semicircle, the driver stands facing them. He warns the children: “I will say the bird is flying, the plane is flying, the butterfly is flying, the crow is flying, etc., and you raise your hand every time. But listen carefully to what I say: I can say wrong, for example, a cat is flying, then you can’t raise your hands. At the end of the game, the teacher calls the more attentive ones.
"SOUND EDITOR"
Target : the development of speech hearing - the development of the ability to listen and memorize words.
Equipment : subject pictures with a specific sound.
Game progress. Each player has three pictures for words with the sound R. These pictures are clearly visible to all participants in the game.
The teacher starts the game
I am a toothy sound-eater,
I have a lot of trouble!
I spite all of you
Eat with the sound R words,
Everything except…
The teacher names one of the pictures lying in front of one of the children. The player who owns the named picture yells "OW!"
Teacher: "What's wrong with you?"
Player: "I'm friendly."
Teacher: "With whom?"
The player names any picture, except those in front of him, and the game continues. In this case, all the questions are asked by the teacher, and the children only answer. If any of the players does not respond in time, he loses the named picture. Pictures with which another picture is already “friends” cannot be named. Gradually, the pace of the game accelerates. The one with the last picture left wins.
“WHO WILL GET THE BALL?
Target:
Game progress : Children stand in two lines facing each other. Those standing first hold the ball. The game consists in the fact that the children pronounce short words in one line, long words in the other and pass the ball to the person standing next to them. The game begins at the signal of the teacher. If someone calls the word incorrectly, the one to whom he passed the ball must hit it on the floor - a point is lost. The teacher and the jury (two more children) count the number of mistakes - lost points. Then everything repeats from the beginning, but those children who picked up long words should now pronounce short ones, and vice versa.
(senior preschool age)
By the time of the transition to senior group children can pronounce almost all sounds (their articulatory apparatus is already ready to pronounce even the most difficult sounds). But the teacher still pays serious attention to the development of phonemic hearing and the articulatory apparatus of children, he teaches them to distinguish sounds by ear and pronounce them correctly , s-w, l-r). To this end, daily articulation gymnastics, as well as work to eliminate pronunciation deficiencies.
Five-year-old children are able to determine by ear the presence or absence of a particular sound in a word, they can independently select words for given sounds, unless, of course, preliminary work was carried out with them.
But not all children clearly distinguish certain groups of sounds by ear, they often mix them up. This applies mainly to certain sounds, for example, sounds are not differentiated by ear. s and c, s and w, w and w and others.
For development phonemic perception, the ability to listen to the sound of words, to establish the presence or absence of a particular sound in a word, to differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which you need to select words with given sounds from phrases, small poems.
The purpose of the games and exercises below is to develop auditory attention and phonemic perception: to teach children to hear sounds in words, to differentiate by ear and in pronunciation some pairs of sounds (s - s, s - ts, sh - f, h - u, s - sh , h - f, c - h, s - u, l - r), it is correct to highlight the necessary words in phrases.
In the seventh year of life, the sound pronunciation of children is not much different from the pronunciation of adults, although some children have shortcomings. Low mobility of the articulatory apparatus or deviations in its structure (for example, malocclusion) are the most common cause of pronunciation defects. Such children, as a rule, need additional speech therapy exercises. The teacher pays special attention to the development in children of a clear and intelligible pronunciation of words, phrases, the ability to differentiate by ear and in pronunciation sounds that are similar in sound or pronunciation: voiced and deaf consonants, hard and soft, whistling and hissing. At the same time, the teacher ensures that the children clearly and correctly pronounce isolated sounds.
The purpose of the games and exercises given below is to develop phonemic perception, elements sound analysis: determine the presence in words given sound highlight the first and last sound in words.
"Catch the Sound"
Highlighted in the sound stream of the vowel sound (A, O, U, I, S, E).
An adult calls and repeats a vowel sound many times, which the child must distinguish from other sounds (clap his hands when he hears). Then the adult slowly, clearly, with pauses pronounces the sound sequence, for example:
A - U - M - A - U - M - I - C - S - O - E - R - W - F - L - C - Z - F - X - S - A
Lotto “NAME THE PICTURE AND FIND THE VOYAL SOUND”
Target : to teach children to find a given sound in a word at the stage of pronouncing the word out loud by the child himself.
Description of the game. Children have cards with drawn pictures (four in each card). The host calls any vowel sound, the children pronounce the names of their pictures aloud and find the right one. If the picture is named correctly, the presenter allows you to close it with a chip, the one who closes his pictures first wins.
The same lotto set is used to recognize consonant sounds in a word. The game is played in the same way: the presenter calls an isolated consonant sound (in the words-names of pictures from this lotto, sounds can be distinguished: P, K, K, L, L, M, Sh, S, S, T, B, N, F, D , W, P, B), and the children should name the desired picture.
"WHO CAN FIND TWELVE OBJECTS, THE NAMES OF WHICH CONTAIN THE SOUND S"
Target: consolidation of the ability to highlight a given sound in a word according to the idea, the development of visual attention, learning to count.
Description of the game. A plot picture is given, on which there are many subject pictures, including those containing the sound C in the name (there should be twenty such pictures)
Game progress . Children are given to look at the picture and name the necessary objects. Whoever names the most items wins. Children put chips on the found pictures, and the host then checks the correctness of the task and determines the winner.
Lotto "NAME THE PICTURE AND IDENTIFY THE FIRST SOUND"
Target: to teach children to find the given first sound in a word at the stage of pronouncing the word out loud by the child himself.
Description of the game. Children have cards with drawn pictures (four on each card). The host calls any vowel sound, the children pronounce the names of their pictures aloud and find the right one. If the picture is named correctly, the presenter allows you to close it with a chip. The one who closes their pictures first wins.
"LOCK THE CHAIN"
Rule: the first word is matched with a word that begins with the sound that the first word ends with, the third word must begin with the last sound of the second word, and so on. Games can be oral, with the ball shifting, or you can perform a board game with pictures and practice children in laying out the chain without first speaking out loud, only by presentation.
To eliminate mistakes and teach children to act according to the rule, to control the course of the game on their own, the chain should be made closed. If all operations are performed in the required sequence, the chain closes, i.e. the beginning meets the end. You need to start playing from the picture marked with a special icon.
Systematic games help in solving problems mental development children, because such a valuable quality of memory as recollection is improved, voluntary attention is significantly improved, and speed of thinking develops. The speech of children becomes more clear, correct, expressive.
"GET A PLACE FOR THE CHIP"
Purpose of the game: to teach to determine the place of a given sound in a word (beginning, middle, end), based on loud pronunciation.
Description of the game. For the game you will need cards, each contains a subject picture and a diagram: a rectangle divided into three parts. In the upper right corner is given a letter denoting a given sound. In addition to subject pictures, chips are prepared according to the number of cards.
Game progress. Several people can play, but not more than the number of cards. All cards and chips are on the table. The players take one card for themselves, examine and call a picture, a letter aloud and determine the position of the given sound in the word - the name of the picture, laying out a chip in the appropriate place according to the scheme. Then take the next card. The game continues until all cards have been analyzed. The winner is the one who managed to correctly analyze the most cards.
Pictures for the game: zebra(b), bus(s), robe(l), stork(s), heron(c), beehive(y), turkey(k), elk(o), bison(r), pen (h), newspaper(t), clock(s), cat(w), finish(w), sun(c).
"WALK AROUND AND DON'T GET LOST"
Target: to teach to determine the place of sound in a word (beginning, middle, end) by presentation.
Description of the game. The game consists of playing fields (a separate field for each sound), on which pictures and diagrams are placed. Labyrinths are laid from picture to picture: they start from each section of the schemes and go to the next pictures. Only one maze will lead to the next picture: the one that moves away from the correct position of the given sound (the sound is given by the letter located in the corner of the playing field).
If the player correctly determines the place of the sound in each picture, he will go through the maze from picture to picture and return to the beginning of the movement (you must move clockwise from any picture). The winner is the one who returns to the beginning on his playing field first.
Lotto "PARONYMS"
Target: development of the ability to distinguish words - paronyms by ear.
Game Description . The game consists of big cards, on which several pictures are drawn, the names of which can make up pairs of words - paronyms, but paired pictures are not on the same card. The leader has small cards with written words.
Game progress. The facilitator says the word aloud. The child who has this item on the card must raise his hand and say the name of his picture. If the answer is correct, the presenter allows him to close this picture with a chip or card - the name given word(in this case, the children will practice global reading). If he made a mistake, and in fact the pair word was named as the leader, the player receives a penalty point. The winner is the one who quickly closes his pictures and receives less penalty points.
Cards with words for the game: cancer, poppy, roof, rat, brand, T-shirt, tub, coil, box, bun, shower, ink, bow, bandage, soup, tooth, smoke, house, nut, jackdaw, bank, folder, bream, forest, tower, arable land, whale, cat, duck, fishing rod, mouse, bear, horns, spoons, ball, shawl, tin, six, llama, frame, ears, ducks, sleds, tanks.
"EACH SOUND HAS A ROOM"
Target: to teach to carry out a complete sound analysis of a word based on a sound scheme and chips.
Game progress. Players receive houses with the same number of windows. Residents - “words” should settle in the houses, and each sound wants to live in a separate room.
Children count and conclude how many sounds should be in a word. Then the host pronounces the words, and the players name each sound separately and lay out the chips on the windows of the house - “populate the sounds”. At the beginning of the training, the facilitator speaks only words suitable for settling in, i.e. those in which there will be as many sounds as there are windows in the house. At subsequent stages, you can say a word that is not subject to “settlement” in this house, and the children are convinced of the mistakes through analysis. Such a tenant is sent to live on another street, where words with a different number of sounds live.
"WHO SHOULD BE CALLED"
Target: to teach to determine the number of sounds in words spoken aloud by the child himself.
Game progress. Four players play, each player has a house of some kind. On the table are subject pictures with images of various animals (according to the number of players), as well as a stack of cards with images down. Children choose the necessary pictures for themselves from those that lie with the images up - "find the owner of the house." Then each in turn takes one picture card from the stack, calls the word aloud and determines whether it is necessary to “invite this picture to visit your house or not.” If in the word - the name of the picture opened by the child, there are as many sounds as in the salt - “the owner”, then you need to call for a visit, and then the player gets the right to additional moves until an inappropriate picture is encountered. If the number of sounds is different, the picture is placed at the end of the stack. The winner is the one who called his guests first. One set includes four pictures with each number of sounds. picture material for the game: pictures - “owners”: cat, wolf, wild boar, dog; pictures - "guests": three sounds - wasp, catfish, beetle, cancer; four sounds - goat, owl, beaver, mole; five sounds - jackdaw, giraffe, marmot, bear; six sounds - cow, chicken, rabbit, crow.
"SOLVE THE REBUS"
Target: learn to distinguish the first syllable from a word, to compose words from syllables.
Game progress. Children are given cards with two pictures on them. The word was "hidden" on the card. It must be compiled by highlighting the first syllables from each word - the name, and then adding a word from them, for example: chamomile, plane - dew. The one with the most words wins.
Pigeons, crayfish - mountain
Bottle, rowan - borax
Balls, basins - mint
Ship, lark - leather
Crackers, balls - land
Chamomile, basins - a company
Phone, raspberries - theme
Stocking, home is a miracle
Wagon, mountain ash - Varya
Pencil, jar - boar
Banana, butterfly - woman
Kolobok, brand - mosquito
Girl, shovel - business
Chanterelles, plane - fox
Fur coat, rocket - Shura
"MAKE A WORD"
Purpose: to teach isolate the first sound in words and compose words from the resulting sounds.
Game progress. Children have one card each, the leader has letters. He calls the letter, and the children ask themselves desired letters and superimpose on the desired pictures. When all the letters are collected, the child must read the resulting word. If he finds it difficult to read the word himself, an adult helps him, and thus teaches him the initial reading.
"SOLVE THE REBUS"
Target: to consolidate the ability to isolate the first syllable from a word, to compose words from syllables.
Game progress. Children are given cards with three pictures each. A word is hidden on the card. It must be compiled, highlighting from each words - names first syllables, and then form a word from them.
Cards with subject pictures for the game:
Ear, bell, skis - injections
Crowbars, balls, sofa - horses
Kettlebell, slippers, rocket - guitar
Owls, shovel, machine - straw
Cucumber, cannon, pencil - edge
Houses, chamomile, kettlebell - roads
Pencil, seal, balloons - Katyusha
Wasp, titmouse, thimble - aspen
Nuts, owls, cabbage - sedge
Crow, rose, plate - gate
Wasp, chickens, thread - perches
Banana, hare, fish - markets
Owl, balalaika, pencil - dog
"FROM SYLLABLES OFFER"
Target: to teach to distinguish the first syllable from a word, to compose words according to the first syllables, and from them - sentences.
Game progress. The child is given a rebus card on which the whole sentence is encrypted. Every word in this proposal placed on a separate line. The child selects the first syllables of each picture related to one word, makes a word out of them and memorizes it. Then, on the next line, he analyzes the next group of pictures, makes up the second word from the first syllables, and so on, until he deciphers all the words. Then he calls the received words in order, forming a sentence.
"PICK UP SIMILAR WORDS"
The teacher pronounces words that are similar in sound: a cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that are close in sound to him. The teacher makes sure that the children choose the right words, pronounce them clearly, cleanly, loudly.
"FIND AND NAME THE RIGHT WORD"
The teacher suggests highlighting and naming only those words that have the given sounds.
FROM Dad bought Lena a sled.
A bus is moving along the road.
Nature comes alive in spring.
House over the river, Light stripe
There is a light in the windows, He lay down on the water.
(A. Pleshcheev. " On the shore")
W There is a lock on the door.
Thunderclouds appeared in the sky.
Why is the dog barking
For someone you don't know?
That's why she barks
Wants to meet.
(A. Vlasov. “Why?”)
"WHO LISTENS BETTER?"
Option 1.
The teacher calls two children to him. He puts them back to each other, sideways to the whole group, and gives the task: “I will name the words, and Sasha will raise his hand only when he hears the words with sound sh . Which sound? And Larisa will raise her hand only when she hears words that have a sound and . Once again, the children are invited to repeat who and when should raise their hand. Children count the number of correct answers, mark the incorrect answers. The teacher calls words with a short interval (15 words in total: 5 - with sound w, 5 - with sound w , 5 – where these sounds are absent). Approximately the following set of words is offered: a hat, a house, a beetle, a fox, a hedgehog, a cat, a plate, a hanger, skis, a pencil, a barrel, scissors, a castle, a puddle, a roof.
Everyone monitors whether the guys are doing the task correctly, correcting mistakes by pointing to the given sound in the word or its absence. At the end, the children name the child who was the most attentive, correctly identified all the words and never made a mistake.
Option 2.
The teacher calls two children: one of them should raise his hand to the words with sound sh, the other with sound and. Invites the rest of the children to name words in which these sounds occur. At the end of the game, the children name the winner.
Option 3.
The teacher offers two children to pick up words: one with sound sh, another with sound and. The winner is the one who names the most words without making a single mistake in pronunciation.
The same can be done with other pairs of sounds.
"WORDS CAN BE LOUD AND QUIET"
The goal of this game isto develop the vocal apparatus and speech hearing: to teach children to distinguish by ear the loudness and speed of pronouncing words and phrases, to practice pronouncing words and phrases at different volumes and speeds.
Children memorize the tongue-twister (taking into account the sound being worked out). For example, when differentiating sounds l - l you can use the following phrase: Alenka sat in a corner,
Alenka has a lot to do.
The teacher offers to pronounce the tongue twister, first in a whisper, then in a low voice, and then louder than usual.
As exercises for the development of the vocal apparatus when pronouncing phrases with different volumes, in addition to tongue twisters, you can use excerpts from poems, nursery rhymes, counting rhymes, tongue twisters.
The game is played in the same wayWords can sound fast or slow.”
"WHAT SOUND IS IN ALL WORDS?"
The teacher pronounces three or four words, each of which has one of the practiced sounds:coat, cat, mouseand asks the children what sound is in all these words. Children name the sound sh . Then he proposes to determine what sound is in all the words below:beetle, toad, skis - and; kettle, key, glasses - h; brush, box, sorrel - sch; braid, mustache, nose - s; herring, Sima, elk - s; goat, castle, tooth - h; winter, mirror, vaseline - sz; flower, egg, chicken - c; boat, chair, lamp - l; linden, forest, salt - le; fish, carpet, wing - R; rice, fortress, primer - p.
The teacher makes sure that the children clearly pronounce sounds, correctly name hard and soft consonants.
"NAME THE LAST SOUND IN THE WORD"
visual material:pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippo, etc.)
The teacher shows a picture, asks to name what is shown on it, and then say what is the last sound in the word. At the same time, attention is drawn to the clear pronunciation of isolated sounds, the differentiation of hard and soft consonants (in the word door, the last sound r, not r). When all the pictures have been considered, the teacher suggests putting pictures in which the names of objects end in a hard consonant in one direction, in the other - in a soft one. Children who do not clearly pronounce sounds are encouraged to clearly pronounce the consonants at the end of the word.
"THINK, DON'T HURRY"
The teacher offers the children several tasks for ingenuity and at the same time checks how they learned to hear and highlight certain sounds in words:
Choose the word that starts with the last sound of the word table.
Remember the name of the bird, which would have the last sound of the wordcheese. (Sparrow, rook ...)
Choose a word so that the first sound would be k, and the last - sh. (Pencil, reeds ...)
What will be the word if but - add one sound?(Knife, nose...)
Make up a sentence in which all words begin with a sound m. ( Mom washes Masha with a washcloth.)
Find objects in the room that have a second sound in their name. y. (Paper, pipe, Pinocchio ...)
"FIND THE PICTURE"
Target : development of speech hearing - the ability to correctly perceive and differentiate sounds by ear.
Equipment : paired pictures from a children's loto depicting various toys and objects.
Game progress : The teacher puts on the table in front of the child several pictures whose name differs in one or two sounds (holds paired pictures in his hand) and offers to guess which pictures he will name. The teacher calls one of the objects shown in the pictures, the children listen, then look for this picture on the table, show it and repeat the word as much as possible. To confirm the correctness of the children's answer, an adult takes out a paired picture and shows it to the children. The number of pictures can be gradually increased. Later, you can name two or three objects at the same time.
"FIND YOUR PAIR"
Target: development of speech hearing - the ability to select words close in sound composition.
Game progress: the teacher invites preschoolers to play and tell what this game will consist of: “Everyone should find a mate. To do this, someone, for example Seryozha, will say a word, and one of you will respond similar word. If Seryozha says a joke, then the couple will be the one who responds with the word bear or duck. Those who made up a couple step aside. The exercise continues until all the guys pick up a mate.
"WORDS, RHYMS, SOUNDS"
Target : development of speech hearing - the ability to select words close in sound composition.
Equipment : three large cards, which depict four objects each: a T-shirt, a Christmas tree, a cucumber, a cup; poppy, dragonfly, saw, Parsley; a bench, a pipe, a bow, Pinocchio and twelve small cards depicting: a bunny, a starling, a shelf, a shirt, a crayfish, a spinning top, a goat, a cracker, a duck, a watering can, Chipollino, a beetle.
Game progress: the teacher invites the children to independently find words with certain sounds and connect the pictures in pairs, i.e. match pictures that sound similar.
"GET OUT OF UNUSUAL WORDS"
Target: development of speech hearing - the ability to select words with a given sound.
Game progress: the teacher reads the poem “Plym” by I. Tokmakova to the children and says: “The boy came up with a funny word PLYM, which does not mean anything. And you can come up with words that would also mean nothing (3-4 answers). Then the teacher reminds the children that in previous lessons they picked up different words - the names of toys, objects - with the sounds S and Sh, Z and Zh, Sh-Zh. “Now come up with such funny words as the word PLIM, but with the sound CH, SH.” Children come up with words first with the sound Ch, then with the sound Sh. The teacher pays attention to the fact that the children highlight these sounds in the words with their voice, pronounce them distinctly and clearly.
"WHO IS BIGGER?"
Target: development of speech hearing - finding the sound in the names of objects in the picture.
Equipment: plot picture, which depicts objects with a certain sound.
Game progress: the teacher shows the children a picture, for example "Garden". After examining the picture, the teacher offers to tell what the pioneers collect in the garden. Then the children are given the task of saying in the name of which objects there is a sound P (sound C). For each word, a cardboard circle is given. The one with the most circles wins.
"OH LUCKY"
Target : development of speech hearing - the ability to differentiate vowels, hear a stressed vowel.
Equipment: subject pictures.
Game progress . In the center of the table, around which the players sit, 4 pictures are laid out. The teacher calls any of these pictures, pronouncing only vowel sounds and highlighting the percussion sound with his voice. The player who first understood the word pronounces it clearly and, before the others, put his index finger on the corresponding picture, takes this picture for himself. The teacher puts a new picture in place of the eliminated one, and the game continues. The owner of the largest number of guessed pictures becomes the "lucky one" and receives a prize.
"WORDS WITH FILLING"
Target: development of speech hearing - the ability to differentiate vowels, to hear a stressed vowel.
Equipment: subject pictures.
Game progress. Pictures are laid out on the table: rose, cancer, mouth, pen, frame, horns, cheese, throne, troika, crane, hail, steam, ball, thief.
The teacher names long words, inside of which short words are “hidden”, illustrated pictures. For example, he says the word "dragon". Children quickly pronounce the short word "CANCER" and put their index fingers on the corresponding picture. The smartest and most dexterous player (or all those who guessed correctly) receives a prize chip (a counting stick, for example). Owner wins most prize chips.
A speech therapist can offer children the following words: screen, fence, patron, threat, dragon, mole, white hand, janitor, new building, sail, scarf, conversation, sink, school desk, paths, thermometer, partner, barracks, prose, on the contrary, raw, short , turn, cheesecake, party, panorama, nimble, drama, raven, darkness, reward, etc.
"SAY THE WORD"
Purpose of the game: development of speech hearing - to show children that different words have a different number of sounds (long and short words), there are few sounds in a short word, so it does not sound long; a long word has many sounds, and it sounds longer.
Equipment : audio bar.
Game progress : the teacher invites the children to pronounce any words, and when they say a few, he draws their attention to the fact that these words are different.
“And today,” the teacher continues, “we will learn something new about the words, and the sound line will help us with this. These blue circles in it, - the teacher says, - like sounds, they go one after another, but do not disappear, they can be seen and even counted. The teacher invites one of the children to clearly pronounce the word so that all sounds sound good, and at the same time he himself shows on the ruler how the windows open one after the other. For example, if a child pronounces the word juice, then three blue windows open in succession. Several more children pronounce the same word, and each time the teacher demonstrates a sequential change of sounds with the help of a ruler. Then, on the instructions of the teacher, the children pronounce other, longer words (table, bear, Cheburashka), and he draws their attention to the fact that there are few sounds in one word, and many in another. The teacher illustrates the number of sounds in words with the help of a sound ruler. Having invited the children to pronounce the words strawberry, pencil, educator, he shows them that there are so many sounds in these words that there are not enough windows on the sound ruler. Then the teacher again asks the children to pronounce any words and demonstrates on the ruler the consistent sounding of sounds in these words. Since children at first find it difficult to choose short words that are convenient for work, he himself can offer them the following: mind, he, ah, ay, wah, Ira, cheese.
"WHO WILL FIND A SHORT WORD?"
Target
Equipment : sound bars.
Game progress: the teacher on a large demonstration ruler once again shows that different words have a different number of sounds, and the duration of its sound depends on how many sounds there are in a word. The teacher selects short words (2-3 sounds) - ball, bow and long ones - turntable, refrigerator. Then he teaches the children to work with the ruler themselves, offering to pronounce short words: he, ay, cheese, tea, poppy, cancer, beetle.
"THE WORD CAN BE WALKED"
Target: development of speech hearing - to show children that different words have a different number of sounds (long and short words), there are few sounds in a short word, so it does not sound long; a long word has many sounds, and it sounds longer.
Game progress: the teacher tells the children what to learn, long word or short, you can step by step. He says the word soup and steps at the same time. The teacher draws the attention of the children to the fact that only one step will turn out; pronounces the word ball, walks, the children walk too, and again one step. “What a short word, you manage to take one step! - the teacher says and invites the children to name different words and walk at the same time. - Whoever calls the longest word is the winner. Let's start! .. ”The children name the words, the teacher helps them.
"WHO WAS GONE FORWARD?"
Target : development of speech hearing - show children that different words have a different number of sounds (long and short words), there are few sounds in a short word, so it does not sound long; a long word has many sounds, and it sounds longer.
Game progress : this game is played like the previous one, but the children walk along the rope. Whoever finds the longest word wins. The teacher makes sure that when walking, the children pronounce the words slowly and drawlingly: vvoosspiitateell, kkuukkuurruuzzaa.
"WHAT DOES THE DOLL NEED?"
Target: development of speech hearing - to teach children to hear individual sounds within a word.
Equipment: subject pictures: a soap dish with soap, a towel, toothpaste, a toothbrush, a plate, a cup, a teapot, spoons (tea and table), a fork.
Game progress: the teacher puts pictures on the stand and asks the children to name each item depicted, say what it is for and what sounds are heard in its name. Answers must be individual. Then he invites the children to select pictures for Nina's doll with items that are necessary for washing. First, only those in the name of which the sound l is heard (soap, towel), then with the sound t (toothpaste, toothbrush). Next, the children select pictures with items that the doll needs for food: first with the sound l (plate, spoon, fork), then with the sound k (cup, plate, fork), with the sound h (teapot, cup).
The teacher makes sure that the children correctly pronounce the name of the object, highlight the desired sound with their voice.
"WHERE IS THE SOUND?"
Target
Equipment: a strip of colored cardboard, divided into three parts by bright lines, a chip (flag or circle).
Game progress: the teacher says the word. Children determine the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the chip is placed on the first, last or middle part of the strip. You can limit yourself to only one large format strip on the teacher's table or distribute strips and chips to each child. In the latter case, the children must sit at the tables. First, children determine the place of the sound at the beginning, then at the end of the word. And only when they learn all this, you can take the words in which the given sound is in the middle of the word. If the given sound is a vowel, then words are selected with an additional condition: the vowel must be stressed.
"CATCH A FISH"
Target : development of speech hearing - finding the place of sound in a word.
Equipment . Metal paper clips, small subject pictures (the depicted object is cut out along the contour), a box and a fishing rod with a magnet from the Catch a Fish game. Paper clips are attached to subject pictures.
Game progress : Children take turns catching various objects with a fishing rod. They are called. They determine the presence or absence of the necessary sound in the name (for example, P), its place in the word (at the beginning, end, middle of the word). For a correct answer, the child receives a point. The one who scores more points wins.
"FIND THE WORD"
Target : development of speech hearing - finding the place of sound in a word.
Equipment: Cards (4 large and 16 small) depicting various objects. Four objects are drawn on large cards: on the first, the names of all objects begin with the sound C (table, boot, cheese, scooter); on the second - with the sound B (butterfly, banana, bull, beads); on the third - they end with the sound n (ram, tape recorder, saxophone, elephant); on the fourth - with the sound R (axe, carpet, bison, tomato). The small pictures depict: sleigh, catfish, chair, dog, drum, tambourine, tank, Pinocchio, crane, lemon, kite, telephone, cheese, ball, fence, samovar.
Game progress: the teacher shuffles the small cards and lays them face down on the table. Players take three or four cards. The teacher suggests placing the pictures in one row (the sound H should be heard in their names). Children who have pictures showing a crane, a lemon, a telephone, a kite put them on the table. Cards are laid out in the second row, the names of objects of which begin with the sound B: drum, tambourine, beads, Pinocchio; in the third - end with the sound H: crane, lemon, kite, tambourine, drum. The fourth row contains cards whose names of objects begin with the sound C: catfish, chair, dog, sleigh. The one who posted their pictures the fastest wins.
"DIGITAL SERIES"
Target : development of speech hearing - the ability to find the place of sound in a word.
Equipment : A set of numbers from 1 to 5.
Game progress : the teacher invites the children to lay out the numbers from 1 to 5 in front of them. Then he explains to them that he will name the words, and the children must find and show on the digital row which sound C (P or M, etc.) counts. The teacher pronounces the word in an exaggerated way, the children move from number to number and if they hear the sound C, they push this number forward and say: “This word has a sound C second”, etc.
"TRAIN"
Target : development of speech hearing - to learn to highlight the first and last sound.
Equipment : a train consisting of three cars, various small toys that can be put in train cars.
Game progress: the teacher shows the train to the children and says that the train driver will be a bear (or any other toy). The train leaves only when all the cars are filled with cargo. The driver asks that all cargo names begin with the sound "a" (for example, orange, bus, lampshade). Naming objects, the teacher lays them out in front of the children, then offers to repeat the words with him, highlighting the first sound in the word. During the subsequent game, the teacher takes objects whose names begin with other sounds.
"CORRECT THE UNKNOWN ERRORS"
Target : develop phonemic hearing, distinguish by ear words pronounced incorrectly, determine the place of sound in a word, divide words into syllables, come up with simple and complex sentences.
Dunno was visiting his grandmother in the village and this is what he saw there. Listen carefully and correct mistakes.
The scythe jumped over the fence.
Kolova gives delicious milk.
Roshad chews juicy grass.
The cat catches the mouse.
The dog guards the house. Spider.
"SPIDER"
Target : to consolidate the ability to divide words into syllables, to develop phonemic hearing.
Read the poem and have the children answer the questions.
On an invisible path
Oh, look, cobwebs.
This is a sly bastard
He hung up his hammock.
And called our spider
All friends on a hammock
Came to the spider
Moths, grasshoppers,
bees and bumblebees,
beauty butterflies,
Flies and beetles.
Played, laughed
And then everyone fled.
1, 2, 3, 4, 5 - I invite everyone again.
Let's check how you can divide words into syllables.
Butterfly, how many syllables, which is the first, which is the last? ..
Beetle, how many syllables (one), which syllable is the first, which is the last?
What is the same syllable in the words bee and bumblebee (KI)?
Name insects whose names have 1, 2, 3 syllables.
"CATCH THE WORD"
Target : to form the skills of sound analysis and synthesis.
All words crumbled into sounds. I will name the sounds, and you will make a word out of them: K-O-M-A-R - mosquito, J-U-K - beetle, O-S-A - wasp, M-U-X-A - fly, B -A-B-O-Ch-K-A - butterfly ...
"THROW THE WORD"
Target : to form the skills of sound analysis and synthesis. The speech therapist invites the children to divide the words into sounds themselves: porridge - K-A-Sh-A, house - D-O-M, paper - B-U-M-A-G-A ...
With. one
Games-exercises for the development of auditory attention,
perception and memory
The development of auditory perception in a child of early and preschool age ensures the formation of ideas about the sound side of the world, orientation to sound, as one of the most important characteristics and properties of objects and phenomena living and inanimate nature. Sound is one of the regulators of human behavior and activity. The presence of sound sources in space, the movement of sound objects, the change in volume and timbre of the sound - all this provides the conditions for the most adequate behavior in external environment. The perception of music is based on the auditory basis, which contributes to the formation of the emotional and aesthetic side of a child's life, is a means of developing rhythmic ability, and enriches the motor sphere. Hearing has a special role in the perception of speech. Auditory perception develops primarily as a means of ensuring communication and interaction between people. Formation of auditory perception oral speech associated with the child's assimilation of a system of sound, phonetic codes. Starting from the very birth, a child is surrounded by many sounds and he reacts to them with innate reflexes, then, as the brain structures develop, the baby learns to distinguish sounds in the house, on the street, the timbre of his mother's and father's voices, as well as other adults, he begins to walk, and then babble, thereby also developing your perception of speech sounds.
There are two directions for the development of auditory perception: the direct development of auditory perception and the development of phonemic perception.
auditory perception- this is the ability to distinguish between various sounds of the surrounding reality according to their main characteristics: strength (loudness), pitch, timbre, tempo.
Phonemic perception- this is the ability to distinguish speech sounds, the so-called phonemes. For example, And from Y, T from D, C from W, H from Th, etc.
The development of the perception of non-speech and speech sounds occurs in parallel, just as in life a person encounters an abundance of sounds and gradually learns to differentiate them.
The development of non-speech hearing is carried out in the following areas:
familiarity with sounding toys;
teaching the ability to respond to the beginning and end of the sound;
learning to distinguish by ear sounding toys;
learning to distinguish by ear the duration of sounds;
learning to distinguish by ear continuous and intermittent sounds;
learning to distinguish by ear the tempo of sounds;
learning to distinguish the loudness of sounds by ear;
learning to distinguish the pitch of sounds by ear;
learning to distinguish by ear the number of sounds;
learning to distinguish musical rhythms by ear;
learning to distinguish by ear the voices of birds and animals;
learning to determine the direction of the sound source.
Games-exercises for the development of non-speech hearing
"Guess Who's Screaming"
Target. Education in children the ability to focus auditory attention. Teach children to identify a toy by onomatopoeia.
Preparatory work . Prepare voiced toys depicting domestic animals familiar to children: a cow, a dog, a goat, a cat, etc.
Short description:
The adult takes out the prepared toys (one at a time), beats them, imitating the cry of the corresponding animals, then asks the children to listen and guess by voice who will come to visit them. The child chosen by the adult leaves the door and, opening it slightly, gives a voice, imitating one of the animals, and the children guess who it is.Methodical instructions.
The game can be repeated 5-6 times. Make sure the children listen carefully. Activate the questions of all children.
"Drum or harmonica?"
Target: to teach children to distinguish between sounding toys with a gradually increasing choice: from two to four.
Equipment: drum, accordion, big bunny and doll, small bunnies and dolls according to the number of children in the group or corresponding pictures with captions DRUM, HARMONIA.
Game progress
Children sit in front of the teacher at the tables. A big bunny and a big doll are sitting on the teacher's table. Near the bunny - a drum, near the doll - an accordion. On the tables of children there are either small bunnies and a doll, or corresponding pictures. The teacher hits the drum and shows how the bunny starts to jump, and encourages the children to repeat these movements to the sound of the drum. He does the same with the harmonica, to the sound of which the doll dances.
The teacher, before the eyes of the children, plays in different sequences either on the drum or on the harmonica, without showing the toy that corresponds to the sound presented. Children independently choose the right toy (picture), i.e. drum - a bunny that jumps; harmonica - a doll that dances. To confirm the correctness of the choice, the teacher also performs actions either with a doll or with a bunny, continuing to beat the drum or play the harmonica.
When the children begin to confidently cope with this task, the sounds begin to be presented to them no longer on an auditory-visual basis, but on an auditory basis. To this end, the teacher beats the drum or plays the harmonica behind a large screen or screen and encourages the children to choose the right toy. Then, continuing to reproduce the sound, he appears from behind the screen (screen), evaluates the correctness of the chosen toy: he shows how the doll dances if the harmonica sounds, or the bunny jumps if the drum sounds.
Similarly, exercise games are played with other pairs of sounding toys, for example: a drum (a bunny is jumping) and a pipe (a car is driving); a metallophone (a butterfly, a small bird flies) and a tambourine (a frog jumps). In the future, the child is offered to choose not from two, but from three sounds: a drum - a pipe - a metallophone, an accordion - a tambourine - a pipe.
"Find the same box"
Target: development of auditory attention; listening to the sounds that various bulk materials emit.
Equipment: opaque boxes or jars with various cereals.
Game progress: Pour different cereals into small boxes - peas, buckwheat and semolina, rice. It is convenient to use opaque containers from photographic film as boxes; there should be two boxes of the same cereal.
In addition to cereals, you can use salt, pasta, beads, pebbles and other materials. The main thing is that the sound they make differs from the rest. In order for the sound in paired boxes not to differ, it is necessary to pour the same amount of bulk material.
Put one set of boxes in front of the child, the other one for yourself. Shake one of the boxes, drawing the child's attention to the sound. Invite the child to find among his boxes one that makes the same sound. Increase the number of pairs of boxes gradually.
"Sounds of the Street"
Target: development of auditory attention; perception of various traffic noises.
Game progress:
The game is played while walking down the street or in public transport. Help your child to distinguish among other sounds a variety of traffic noises - car signals, the sound of a tram, the creak of brakes, the hum of an escalator in the meth; the sound of train wheels, the hum of an airplane in the sky, etc. After the child learns to distinguish these sounds, offer to identify them with closed eyes: standing at the intersection, determine whether the cars are standing or driving, guessing whether the tram is far away or drove close, etc.
"Where did you call?"
Target: Teach children to determine the direction of the sound. Development of the focus of auditory attention.
Preparatory work.
An adult prepares a bell.
Short description:
Children sit in a circle. An adult chooses a driver who becomes in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and offers to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound comes. If he points correctly, the adult says: “It's time” - and the driver opens his eyes, and the one who called raises and shows the call. If the driver made a mistake, he guesses again, then another driver is appointed.Methodical instructions.
The game is repeated 4-5 times. It is necessary to ensure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place where the sound is heard. You don't have to call very loudly.
"Merry Petrushka"
Target: development of auditory attention; learning how to respond quickly to sound.
Equipment: toy Parsley; children's musical instruments - drum, tambourine, metallophone, piano, pipe, harmonica.
Game progress: The teacher starts the game with an explanation.
Now cheerful Petrushka will come to visit you. He will play tambourine. As soon as you hear the sounds, turn around! You can't turn back before the time!
The teacher is located behind the child at a distance of 2-4 m. Hitting the tambourine (or other instrument), quickly takes out Parsley from behind. Petrushka bows and hides again. The game can be played using different musical instruments.
Game "Bear and Bunny"
Target: development of auditory attention; perception and differentiation by ear of different tempos of the sound of one musical instrument.
Equipment: drum or tambourine.
Game progress: In this game, you can teach your child to determine the tempo of a musical instrument (fast or slow) and perform certain actions depending on the tempo. - Let's play! Bear walks slowly-like this, and the bunny jumps fast- that's how! As I beat the drum slowly- walk like a bear when I knock fast- run, jump) fast like a bunny!
Repeat the game, changing the tempo of the drum sound - slow, fast - several times. You can invite the child to try to knock on the drum at a different pace (tempos vary significantly), and then change roles in the game.
"Rhythmic Drawings"
Before the start of the game, the facilitator explains to the children how to write down one or another rhythmic pattern with the help of signs. For example, long and short vertical sticks can indicate the volume and number of sound signals (claps, beats of a tambourine, etc.), and horizontal sticks - pauses between series of signals.
The game task is to listen to the rhythmic patterns offered by adults and draw them.
The reverse task is to reproduce (slap, tap) a rhythmic pattern according to the model.
"Stomp - go"
Target: teach children to identify the fusion of sounds by ear.
Equipment : drum, large screen or screen, signs.
Speech material: Let's play, listen, yes, no, right, wrong, drum, CLEARLY, NOT CLEARLY.
Game progress Children stand in a semicircle in front of the teacher. He makes a number of strokes on the drum without pauses (together), steps in the same place, pronouncing tatata, and encourages children to do the same. Then he strikes the drum with pauses (non-continuous), stomps with one foot, saying ta ta ta and encourages children to do the same.
The teacher, in front of the children's eyes, makes either continuous or non-continuous beats on the drum, which are accompanied by the corresponding pronunciation of syllables: tatata or ta ta ta In response, the children either walk in place, pronouncing the syllables together - tatata, or stomp with one foot - ta ta ta(incoherent). When they begin to cope with this task, the teacher, after the children have already reacted with one movement or another to the sound, asks: “How did it sound?” and helps to select the appropriate plate: CONNECTED or NON-CONNECTED.
As children learn to distinguish between continuous and non-fused sounds on an auditory-visual basis, they are offered by the teacher by ear. To this end, he knocks on the drum behind a large screen or screen. Children reproduce the sound they hear with movements and pronunciation of syllables, and then show (or read) the corresponding tablet. In the event of a mistake by one of the children, the sound is offered on an auditory-visual basis, i.e. without a large screen (screen), and then repeats behind it to perceive the sample by ear.
The "little teacher" - one of the children - can also knock on the drum. In this case, the teacher can give him tasks: "Play together (non-fused)".
"High - Low"
Target: learn to distinguish high and low sounds by ear.
Equipment: piano, toys - a bird and a bear, signs.
Speech material: let's play, listen, yes, no, right, wrong, birdie, bear, show (those),HIGH, LOW .
Game progress
Children sit around the piano, behind which the teacher sits. On the piano above the lower registers stands (sits) a bear, above the upper registers - a bird. The teacher reproduces low sounds, drawing the children's attention to which part of the piano he plays, and shows how the bear is walking. He repeats low sounds and encourages children to imitate a bear, swaying and saying, if possible, in a low voice - about____, Ltd. Similarly, high sounds are presented - a bird flies, children depict a bird - pippi(if possible, in a high voice).
The teacher plays the piano in different sequences, either in low or in high registers. Children depict either a bear or a bird. The teacher also draws the attention of the children to how the vibration of the piano changes when playing low and high sounds (they put their hands on the piano). As this exercise is mastered, the teacher, after the children reproduce the movements, asks: “How did it sound?” and teaches children to answer with the help of tablets located respectively next to the bear above the low register and with the bird above the high register. Children often, instead of characterizing the sound, name the toy, the one they portray. In this case, the teacher confirms: "Yes, bear." And again he asks: “How did it sound?”, showing the child to the appropriate plate and helping to read it.
When they begin to confidently cope with this task, seeing how the teacher plays the piano, the sounds are already offered by ear. For this purpose, the piano is closed with a screen. It is important that at first the teacher reproduces the most contrasting sounds in height. Gradually, the contrast should decrease. In response, the children depict a bird or a bear and characterize the sound using the signs above the piano (above the high and low registers).
In the future, the game may change and get more complicated:
children are offered to distinguish not only low and high sounds, but also medium ones (for example, a doll is dancing);
children may not depict toys, but show appropriate pictures, place them above the piano keys depending on the height: on the right - birds, in the middle - dolls, on the left - bears, etc .;
children can represent the pitch of the sound with their hands - spread their arms to the sides below - a___(low voice) at the chest - a___(voice normal height), overhead - a___(high voice), etc.
The development of phonemic perception and the formation of clear phonemic representations, as well as the skill of sound analysis and synthesis, are carried out in the following areas:
to teach to distinguish the voices of close children and adults;
to teach to recognize the intonation and content of the replica of adults;
memorize and reproduce without errors a number of sounds, syllables, words;
learn to choose words that sound similar.
Games-exercises for the development of phonemic hearing
"You can eat"
Target: development of auditory attention, auditory perception and auditory memory.
The child carefully listens to the names of three objects (words that sound similar). The child, following the adult, repeats the name of only those items that can be eaten. The meaning of unfamiliar words is specified.
Potatoes. A spoon. Okroshka.
Orange. Crap. Mandarin.
Candy. Cutlet. Rocket.
Bowl. Sausage. Toffee.
Banana. Sofa. Drum.
Honey. Compote. Raft.
Lemon. Railway carriage. Bouillon.
Salo. Halls. Challah.
Pies. Boots. Irons.
Kalach. Kulich. Circus.
Grape. Marmalade. Camera.
Pie. Curd. Pot.
Cream. Kefir. Cheese.
Soup. Tooth. Oak.
Salad. Robe. Marmalade.
Jacket. Bouquet. Package.
Zucchini. Hook. Icon.
A pineapple. Kvass. Double bass.
Cakes. Shorts. Courts.
Solyanka. Polyanka. Bottle.
Bun. Booth. Pipe.
"Be careful"
Target: Distinguish between correctly and incorrectly pronounced sounds
Pictures (banana, album, cage) are laid out in front of the child and they are offered to listen carefully to the speech therapist: if the speech therapist correctly names the picture, the child raises a green flag, incorrectly - red. Spoken words: Baman, paman, banana, wawan, davan, bawan, vanan, etc. Anbom, aybom, alm, album, anbom, avbom, alpom, alnom, ablem, etc. Cage, ketka, cage, cage, cage, flekta, quekta, etc.
"Show"
Target : development of auditory attention, auditory perception and auditory memory.
Game progress: The child looks at the picture and shows geometric figures, named by an adult, only when he hears the word-command "SHOW". The child needs to focus not only on the name of the forms, but also on their number, color, size, as well as on the presence of a command word.
Show all green squares.
Where are the blue triangles?
Show red oval.
What about the blue rectangle?
Where is the yellow circle?
Show yellow circle and red square.
And where are the figures without corners?
Show all rectangles.
Show 2 red circles and 2 green squares.
Show big red and small green circles.
What about 2 blue rectangles and 3 yellow triangles?
Where are 2 big red pieces and 3 green little ones?
"Fix the Missing Word"
Target: auditory memory development
The child is read 5-7 words that are not related in meaning: cow, table, wall, letter, flower, bag, head. Then the row is read again with the omission of one of the words. The child must name the missing word. Task option: when reading again, you can replace one word with another (from one semantic field, for example, a cow-calf; similar in sound, for example, a table-groan); the child must find the error.
What sound is in all words?
The speech therapist pronounces three or four words, each of which has one of the worked out sounds: a fur coat, a cat, a mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he proposes to determine what sound is in all the words below: beetle, toad, skis - "zh"; kettle, key, glasses - "h"; brush, box, sorrel - "u"; braid, mustache, nose - s; herring, Sima, elk - "shy"; goat, castle, tooth - "z"; winter, mirror, vaseline - "z"; flower, egg, chicken - "ts"; boat, chair, lamp - "l"; linden, forest, salt - "l"; fish, carpet, wing - "p"; rice, fortress, primer - "r". The teacher makes sure that the children clearly pronounce sounds, correctly name hard and soft consonants.
"Catch the Sound"
Target : Emphasize the sound from the background of the word.
Exercise:
children should clap their hands if the sound [c] is heard in the named word. The speech therapist calls the words "owl", "umbrella", "fox", "forest", "goat", "elephant", "beetle", "spit", "hedgehog", "nose", "glass".
"Beginning, middle, end"
Target: teach children to recognize sounds and highlight them, determine the place of sound in the name of an object.
Material: a box with various small items, in the name of which one of the sounds is heard (for example, "m" - and then the box contains a lock, a gnome, a mark, etc.). The box is divided into three parts ("n" - the beginning of the word, "s" - the middle, "k" - the end). As the game is mastered, objects are replaced by pictures.
The child takes one of the objects from the box, calls it out loud and determines where he hears the sound "m": at the beginning, middle or end of the word. Then he puts this item in the appropriate compartment of the box. In this case, the child may not know the letters that symbolize the sounds.
"Distinguish and Repeat"
Target: sound differentiation
The speech therapist invites children to repeat after him only one specific sound, only syllables with a specific sound, only words with a given sound. For example:
“Repeat after me only the sound s” - the proposed scale: z, s, sh, s, etc.
“Repeat after me only syllables with a sound with” - suggested syllables: as, shu, su, za, sy, sha, etc.
“Repeat after me only words with a sound with” - suggested words: catfish, hat, bag, braid, dawn, piece, etc.
Speech material can be selected in different ways, taking into account the purpose of the task - the selection of vowel sounds, consonants (hard - soft, voiced-deaf, whistling - hissing, affricates and sounds included in their composition, etc.), sounds in syllables with identical and different vowels, sounds in quasi-homonymous words, etc.
"Which one is different?"
Target: learn to differentiate syllables
With the development in children of the ability to differentiate syllables that differ in several and one sound, the method of repetition of a series of syllables with differing vowels and consonants, with acoustic distant and acoustic close sounds is widely used. In the exercises, syllables of various structures are used - open, closed, without a confluence of consonants and with a confluence of consonants.
The speech therapist pronounces a series of syllables (for example: well-well-no, sva-ska-sva, sa-sha-sa, etc.) and invites children to determine which syllable differs from others and in what way.
"Edible - inedible"
Target: development of speech hearing - the ability to listen carefully to words; development of thinking.
Equipment: ball.
Game progress: Before starting the game, it is necessary to clarify the child’s ideas about what “edible” and “inedible” means, show the baby food or dishes, as well as other items and offer to choose what can be eaten - this is edible and what cannot be eaten - it's inedible. It is convenient to carry out such preparation at home in the kitchen - look in the refrigerator, in kitchen cabinets, while eating. The game is played on the floor or at the table, the adult sits opposite the child.
-Let's play ball. I will roll the ball towards you and say different words. And you listen carefully: if I named an edible- what you can eat- catch the ball. If I named inedible- what can't be eaten- don't touch the ball.
An adult rolls a ball to the child, calling: “pie”, “candy”, “cube”, “soup”, “sofa”, “potato”, “book”, “apple”, “tree”, “cookie”, “cake ”, “cutlet”, “pen”, etc. The child must listen carefully to the words. In the beginning, it is better to play this game individually in slow pace so that the child has the opportunity not only to listen to the sound of the word, but also to think what it means. You can play this game in a group. In this case, the children sit opposite the teacher. The adult sends the ball in turn to each of the children. For the correct answer, the child receives a token. The one with the most points wins.
Literature
Golubeva G.G. Correction of violations of the phonetic side of speech in preschoolers, 2000
Tkachenko T.A. Correction of phonetic disorders in children. Preparatory stage., 2005
Kirillova E.V. Development of phonemic perception in children early age, 2010
Didactic games for preschool children with hearing impairments. Under. ed. L.A. Golovchits, 2003
Janushko E. Help the baby to speak! The development of speech in children 1.5-3 years old., 2007.
Seliverstov V.I. speech games with children, 1994. http://defectus.ru/publ/kabinet_logopeda/razvivaemsja_igraja/razvitie_slukhovogo_vnimanija/10-1-0-35
Development of auditory perception and attention, auditory-speech memory, phonemic hearing of children and correction of their shortcomings (Article 3) O.A. Stepanova http://www.school2100.ru/upload/iblock/d7e/d7e4913d657ae12eb311df61de3efc64.pdf
Card file of games for the development of cognitive processes in preschool children. www.twirpx.com
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