Speech therapy exercises for children on the development of speech. Speech therapy classes and exercises: we develop the correct speech of the child

Any adult, and even a child, knows the benefits of morning exercises. Exercises help you wake up, stretch your muscles, increase their tone and tune in to the upcoming business. Muscles that are not given a load become lethargic, weak and can no longer work at full strength.

The above is true not only for the muscles of the body, but also for the muscles of the articulatory or speech apparatus - this will be confirmed by any speech therapist in kindergarten. The lips and tongue are controlled by many muscles, which ensure the normal pronunciation of sounds. Imperfect work of any of them can lead to incorrect sound pronunciation. The mobility of the speech apparatus improves (develops) gradually. A 3-year-old child may not be able to access some subtle and precise movements, but over time, the muscles begin to work better and better, and allow the organs of articulation to pronounce the most complex sounds.

In order to clarify, develop and improve the basic movements of the organs of speech, it is recommended to conduct special speech gymnastics. It is also called "speech therapy exercise." A children's speech therapist can start it with the smallest children.

Speech therapy exercises are carried out under the following rules:

It is ideal to do gymnastics every day so that the motor skills developed in children are consolidated and become stronger.
Speech therapy exercises must necessarily take place in front of a mirror. The child should see his organs of articulation and be able to compare movements with those shown by an adult. Moreover, you can not tell the baby that this is an occupation. Exercise can be done after washing and brushing your teeth - there is a mirror in the bathroom, and you can always find a few minutes for 3-4 exercises.
While you are learning the exercises with your child, do not offer him too many tasks. It is better to pay attention to the quality of what is being done - in each position you need to linger for a few seconds (so that the muscles remember), you need to make sure that the exercise is performed completely (for example, when licking the lips, so that the tongue passes from one corner of the mouth to the other in a circle without missing anything) .
start with more simple exercises, gradually moving to complex ones.
Gymnastics should be done in good mood, emotionally, in a playful way.

Work on the exercises goes in a certain sequence:

a story about the upcoming exercise, looking at pictures;
exercise demonstration;
exercise by adults and children;
checking the correctness of execution, indicating errors.

A children's speech therapist or the parents themselves can see that at the beginning of work, some muscles will be too tense, as if made of stone, others too weak. In some children, these two features may be present at the same time. Very often, children from great zeal strain their hands, shoulders, neck, which interferes with the correct exercise. In this case, you need to slightly shake your hands, wrinkle your shoulders to relieve excess tension.

There are a lot of exercises for the development of the muscles of the speech apparatus, in different publications their names may differ slightly. Sometimes parents are encouraged to tell their child a short poem for each exercise, this allows you to make exercises more fun and memorable. Usually, articulation gymnastics will include exercises for the development of all muscle groups of the speech apparatus.

Such regular classes in kindergarten or doing such exercises at home very often allows you not to contact a children's speech therapist in the future to correct sound pronunciation, since charging prepares the articulatory apparatus for normal pronunciation of sounds.

All exercises can be divided into:

static - lips or tongue take a certain position and "freeze" for a few seconds;
dynamic - lips or tongue perform any movements (back and forth, side to side, up and down, etc.)

Speech therapy exercises for lips:

SMILE

It is necessary to stretch closed lips in a smile. Teeth are not visible. Tension should be felt at the corners of the mouth.

Our lips smiled
Very, very stretched.

tubule

The lips collected in a tube are pulled forward. The lips are not rounded, but closed.

Lips stretched into a tube,
As if we were humming into pipes.

SMILE-TUBE

This charge is an alternation of exercises. In each position, you need to hold your lips for a few seconds.

Smile and pipe.
Stretched into a flute.

FENCE

The teeth are closed, the lips are stretched in a smile so as to bare the teeth.

Language conceived to escape -
We need to clench our teeth tightly.

Speech therapy exercises for the tongue:

SPATULA

The mouth is open, relaxed, a wide tongue lies on the lower lip. Strongly protrude the tongue is not necessary. We put the very tip on the lip. If the tongue "does not want" to relax and lie still, you can slap it with your upper lip, saying "five-five-five." Or lightly pat with a teaspoon (ice cream stick) - the tongue will relax.

Wide, like a shoulder blade, lies our tongue.
He dozes sweetly sweetly, lay down - and is silent.

NEEDLE

The mouth is open, the tongue is narrow, tense, sharp, like a needle, stretched forward. As if he wants to prick someone.

Our tongue is sharp,
Like a needle.

SPATULA - NEEDLE

This speech therapy exercise is an alternation of exercises. The tongue changes position without being hidden in the mouth. The mouth is open.

Wide and sharp, like a needle.
I slept and tensed up - well, just an arrow.

WATCH

The mouth is parted, the lips are slightly stretched in a smile. The tip of a narrow tongue alternately touches one or the other corner of the mouth. The exercise is carried out under the words "tic" - to one corner, "so" - to another. Do not allow the child to perform this exercise quickly, without a command - in each corner you need to hold your tongue for a few moments. You don't need to run your tongue over your lips. Make sure that the lower jaw does not move - only the tongue works. To do this, ask the child to open his mouth more.

The tick-tock clock is ticking
The tongue can do this.

SWING

The mouth is wide open. With a tense tongue, we stretch to the upper lip (nose), then to the chin, sticking out the tongue as much as possible. If the exercise does not work out, you can first reach for the upper teeth, then the lower ones. Make sure that the lower jaw does not move - only the tongue works. To do this, ask the child to open his mouth more.

We sat on the swing
We flew up and down.

JAM

Ask the child what kind of jam (or something else delicious) he "would eat"? After that, the child imitates chewing movements. The adult says that the baby's lips are stained with jam and they need to be licked. The mouth is open, movements on the lips, starting from one corner - lick the lower lip to the other corner and return to the beginning of the exercises on the upper lip. We make sure that the lips do not connect, and the movements are not too fast.

We ate jam - the lips are now sweet,
We lick our lips and everything will be all right.

WE CLEAN YOUR TEETH

The mouth is open, we make movements from side to side along the inside of the lower teeth between the fangs, as if brushing our teeth. Then we repeat the same exercises with the upper teeth. We make sure that the jaw does not move.

We always need to brush our teeth
So that food does not hide there.

CANDY

The mouth is closed, we draw the tongue in a circle between the lips and teeth, as if we were “rolling” a candy in our mouth.

We'll roll candy
And she's growing up.

FOOTBALL

The mouth is closed, with the tongue resting on one cheek (the tongue looks like a round ball), then on the other. You can try an adult to “catch” the ball, touch it with your finger - the child quickly rests the tongue on the other cheek.

Tongue plays football
It hits the cheek hard.

COUNTING TEETH

The mouth is open, we count the teeth, touching the teeth in turn, starting from the farthest tooth on one side of the lower jaw to the other. Then we repeat the same steps on the upper jaw. We make sure that the mouth does not close.

We count teeth
We step on each.

CUP

We “hide” the upper lip with a wide tongue. Then, opening the mouth and not lowering the tongue, we remove it into the mouth. The tip and lateral edges are raised without touching the palate. Hold, then drop.

We raise the tongue
Pour compote into a cup.

PAINTER

Explain to your child what a painter is. Ask the kid what color he will "paint the ceiling." After that, we open our mouth wide, raise the tongue by the upper incisors (it turns into a brush) and begin to “paint” - draw the tongue from the incisors deep into the mouth (the jaw does not move). Then we make the same movements from the soft palate to the incisors. We make sure that the ceiling is “painted” well.

The ceiling is painted in color,
There is no barrier to the tongue.

HORSE

We stick a wide, flattened tongue to the hard palate (ceiling) and tear it off with a sound similar to the sound of a horse's hooves. We repeat several times without stopping.

The tongue jumps briskly,
Like a horse - jump-jump.

Dear parents, grandparents, aunts and uncles! Do not be lazy to perform these simple exercises, and your baby will very soon please you with a clean and correct speech. Take care of it with pleasure. Good luck!

The speech of preschoolers often needs correction, the help of a speech therapist due to incorrect pronunciation or the absence of certain sounds. The task of parents is not to start the problem and listen to the advice of experts regarding the production of sounds, performing special exercises with their children. Let's learn about it in detail.

Speech therapy exercises for children: 2-3 years

At this age, it is too early to talk about incorrect pronunciation. But, nevertheless, classes, the purpose of which is the development of the articulatory apparatus, will not be superfluous. Dad or mom should show how to do them correctly, explain everything to the child and do them with him. In that age period inheritance (copying) is the basis of classes. So, do the following with your baby:

Cheek massage. Rub your cheeks on top with your palms, pat them. Then use your tongue to alternately massage each cheek with up and down movements.
Satisfied cat. Lips should be closed. You need to take in air with your nose and puff out your cheeks, as if the cat had eaten. You need to hold the air at first for 3-5 seconds, then longer. After releasing the air, meow cheerfully.
Hungry cat. Actions are performed in reverse. The air is released from the mouth, and the lips are pulled forward into a tube. First you need to help yourself with your hands, bending your cheeks inward. Returning your lips to their original position, meow plaintively, as if the cat is asking for food.
Broken ball. Inflate your cheeks, then lightly clap your palms on them - the balloon burst. Air will come out noisily.
Smile. In the mouth, the teeth should be closed and the lips too. Stretch your lips as much as possible and hold them in that position.
Trunk. With closed teeth, you need to stretch the lips forward as much as possible, depicting an elephant's trunk. The child must be familiar with this animal, see it in pictures in order to understand who it depicts.
Trunk smile. The purpose of the exercise is to develop the mobility of the lips. You must first slowly depict a smile with closed lips, and then stretch them forward with a tube, depicting a trunk. Every day you need to do this exercise faster.
Rabbit. Open your mouth. Lift up only the upper lip, exposing the upper teeth. At the same time, the baby's face should wrinkle, nasolabial folds should appear. This is preparation for the formation of sounds B and F.
Fish talk. The essence of the exercise is to pat the lips one against the other in one breath. At the same time, a dull sound P is arbitrarily pronounced.
We hide the lips. With a wide open mouth, the lips are pulled inward, pressed against the teeth. The same is done with the mouth closed.
Painter. You need to take the tip of the pencil with your lips and draw a circle in the air with it.
Breeze. Cut pieces of paper, put them on the table and invite the baby to blow them off with force in one sharp exhalation.

Speech therapy exercises for children: 4-5 years

At this age, children can perform previous exercises without a clear example of an adult, do them more often and faster. Others are added to them, for the development of the lower jaw:

The chick is afraid. The tongue is a chick. It lies freely in its place, and the baby's mouth opens wide and closes, as if the chick is hiding in a cage. At the same time, the lower jaw is actively moving.
Shark. The exercise is performed slowly, without sudden movements with closed lips. First, the jaw moves to the right, then to the left, forward and into place.
The chick is eating. This is an imitation of chewing food, first with an open, then with a closed mouth.
Monkeys. It is necessary to lower the jaw as much as possible, pulling the tongue to the end of the chin.

Phonetic gymnastics is the baby's answers to parents' questions, repeated periodically:

What is the name of the chickens? Chick-chick.
How do the clocks tick? Tick-tock.
How are scissors made? Chik-chik.
How does the beetle buzz? W-w-w-w.
How does the wolf howl? Wu-u-u-u.
How do mosquitoes squeak? Z-z-z-z.
How does a snake hiss? Sh-sh-sh-sh.

Phonetic gymnastics can be alternated with pronunciation games. For example, Clockwork Toys. In turn, the adult starts a bug with a key, which says sound w-w-w-w-w and flies around the room; then a motorcycle that goes fast and its motor says rrrr. Next, a hedgehog jumps and says fffffff, the chicken sings ts-ts-ts-ts-ts.

Speech therapy exercises for children: 6-7 years

At this age, articulatory gymnastics by children is performed with the primary demonstration of an adult and then according to his verbal instructions:

Smile. At first, the lips stretch in a smile, the teeth are covered, then they are exposed and again hidden under the lips.
Punishment of a naughty tongue. The tongue rests on the lower lip and the upper one must be slapped. At the same time, the sound "five-five" is pronounced.
Shoulder blade. The mouth is slightly open. The tongue from its usual position lies on the lower lip, and then hides back.
Tube. The mouth opens, the tongue moves forward as much as possible, its edges are bent with a tube and held for several seconds.
Lip licking. The mouth is half open. Lips are licked in a circular motion of the tongue, first clockwise, then back.
Teeth cleaning. The tongue of a child serves as a toothbrush, which does “cleaning” first the edges of the upper teeth, then them inner surface, external. The same is done with the lower teeth.
Watch. The child's lips are stretched in a smile with an open mouth. The tip of the tongue moves rhythmically to the right and left, touching its corners.
Snake. With the mouth open, the tongue bent by the tube quickly moves forward and slides back. In this case, you can not touch your teeth and lips.

Speech therapy exercises for children: setting the sound "p"

If your baby does not pronounce the sound „p”, then you just need to consult a speech therapist. Perhaps the cause of the problem is too short a frenulum - a membrane that holds the tongue. It is also called the hyoid ligament. Only a speech pathologist can diagnose this. And if he confirms that the bridle is really short, then it is worth trimming it.

Then the language will be provided with the necessary amplitude of movements - and all exercises for setting the sound “r” will be effective.

Other causes of incorrect pronunciation may be low mobility of the articulatory apparatus (which is corrected by exercises), violation phonemic hearing. The latter sometimes depends on genetics. If the baby does not have the physiological basis for impaired diction, then it's time to do daily exercises. There is no need to worry about the non-pronunciation or incorrect pronunciation of the sound “p” by a child at 2-4 years old. If he didn’t speak out until the age of 5, then you really should start classes:

Painter's brush. This is a warm-up exercise. The tongue is a brush that you need to stroke the upper palate, starting from the teeth and further towards the throat.
Harmonic. The mouth is slightly ajar, the tongue is firmly pressed first to the upper palate, then to the lower one, while simultaneously lowering the jaw down.
Teeth cleaning. The mouth is slightly open. The tongue-brush moves between the teeth, reaching the most extreme corners.
Komarik. You need to open your mouth a little, move the tip of your tongue between your teeth and try to pronounce the sound "z-z-z" thus, depicting a mosquito. Then the tip of the tongue moves up, resting on the upper teeth, while the mosquito continues to make its squeak.
The mouth is open, the end of the tongue is pressed against the upper teeth. The child must quickly pronounce the sound "d-d". At this time, an adult with a spatula or just a teaspoon, with its handle, rhythmically, but without pressure, should shake the bridle to the left and right. The vibration of the air will gradually turn the pronounced sound “d” into “r”. This is the main exercise for setting it up.

Speech therapy exercises for children: put the sound "l"

The shortcomings of the pronunciation of this sound are called the special term lambdacism. It has several types. This is the general transmission of sound (“imon” instead of “lemon”), replacing it with others, nasal pronunciation.

With all types of lambdacism, you need to perform such articulation exercises:

Indian conversation. AT fast pace when the mouth is open, the tongue moves to the sides. At the same time, a sound characteristic of an angry animal is pronounced: “bl-bl”.
Hammock. It's a stretch of the tongue. Its tip should rest on the upper teeth, and then on the lower ones. It is necessary that the period of emphasis be as long as possible. The tongue at the same time resembles a hammock.
Horse. Clicking with a wide tongue of the upper palate is performed by children with pleasure.
Fungus. The tongue of the baby with the entire surface rests against the upper palate, while the lower jaw drops down to the maximum. The bridle is pulled tight.
The plane is buzzing. It is necessary to depict the hum of the aircraft in a low tone for a long time. In this case, it is necessary to ensure that the tip of the tongue rests precisely on the upper teeth, and is not between the lower and upper teeth.
Steamboat. An adult pronounces the sound “yy”, imitating the buzz of a steamer, then moves the tongue between the teeth - and the interdental sound “l” is obtained. The two positions of the tongue must be alternated.

Speech therapy exercises for children: hissing

Children are best trained in staging sounds, depicting animals, insects. After all game form training is the most appropriate for them. So, you can play mosquito and wasp, flying around the room, waving your arms, and at the same time pronounce “zzz”, then “sss”.

The sound "h-h-h" is the movement of the train. Invite the kid to become a locomotive, and you will be a trailer, and together make a sound.

Setting the sound "sh" is sawing firewood. Again, the exercise must be done together. This sound can also be represented in the game "Sea", moving like waves.

It is recommended to use pictures for exercises to correct these sounds. So, an adult demonstrates, for example, a photo of a mosquito, a bee, an image of wind, waves, and a child displays the corresponding sounds with articulation.

Exercises for children with speech delay

For this category of children, speech therapists advise to conduct imitation exercises. At the same time, it is important to combine visibility (pictures), an example of an adult and joint pronunciation of sounds. To do this, the teacher or parent must repeatedly repeat certain sounds, and then ask the baby to do it together. You need to start by repeating sounds, then syllables, later words, then phrases.

For example, when showing a picture of a bug, an adult repeats the sound “g” 3-4 times, stretching it out and showing the child how his lips fold. Then he asks the child to be bugs together and buzz. Similarly with the image of a mosquito and the pronunciation of the sound “z”, with the plane and the sound “y”. The adult patiently repeats the sounds with the child, and at the end of such exercises, he once again names the image in the picture in full(bug, mosquito, plane).

The repetition of syllables is the voicing of animal voices. The cat says “meow”, the dog says “av”, the chicken says “koko”, the goat says “me”. At the same time, onomatopoeic words are also a tool for the overall development of the child. You can supplement exercises for pronunciation of syllables by showing pictures with musical instruments and a demonstration of playing the pipe (doo-doo), drum (bom-bom), bell (ding-ding).

At the initial stage of speech therapy exercises with non-speaking children, you need to be prepared for the fact that they simply will not repeat the adult's examples the first time or will repeat them incorrectly. Any answers of the child are allowed, and patience and calmness are required from an adult.

Especially for - Diana Rudenko

When we hear the plain speech of a little one, of course, this cannot but cause a smile. And indeed, when he is 2-3 years old, it’s okay, but if the baby has crossed the line of 5 years and he has problems with pronunciation of some letters or with slurred speech, parents should pay close attention to this.

Therefore, today we want to talk about speech therapy defects that are observed at the age of 5-6 years, what activities are there for children to correct this problem, and consider exercises that parents can do with their children at home.

Speech therapy defects

There are a lot of speech defects, but we will consider the most common options that occur most often.

Stuttering

In children, this defect is considered the most common. Due to the fact that the muscles that make up the speech apparatus are in a convulsive state, there is a violation of the smoothness and rhythm of speech. There is a clonic form of stuttering (when the baby stretches or repeats certain syllables, for example, m-m-m-car or ve-ve-ve-bike, etc.) and tonic (due to which pauses occur in speech, i.e. m ... a car or a ... a bicycle.) You can notice this violation when the baby is about 3 years old, it is at this age that he begins to build big sentences.

Therefore, in such a situation, you should not delay until 4-5 years, but consult a doctor, as soon as you notice given deviation, and start speech therapy classes for children.

Dyslalia

Another common violation is dyslalia, i.e. the occurrence of phonetic disorders, but at the same time the child has normal hearing and well-delivered speech. Dyslalia is of 3 types:

Violation of the pronunciation of hissing (w, h, w, u) and whistling sounds (s, s, c) or their difficult pronunciation;
Rotacism, i.e. not correct pronunciation the letters "r";
Rhinolalia, or “nasal”, when the sound and timbre of the voice are distorted during pronunciation in a child. The main reason for this phenomenon is considered to be a violation in the structure of the components of the speech apparatus (nasopharynx, nasal cavity, hard and soft palate).

Delayed speech development

Such a violation is observed in children under 5 years old, and it consists in the fact that the child's speech is poor, he speaks too little and has a small speech reserve. In such a situation, it is necessary to contact specialists and exclude neurological developmental abnormalities.

General underdevelopment of speech

Such a problem often arises due to the fact that the baby was spoken incorrectly from the very beginning, that is, instead of clearly pronouncing words, they “lisped” with him and distorted the correct pronunciation. In such a situation, the baby is simply confused and cannot understand what his mistake is. Such a violation manifests itself after 5 years and lies in the fact that the baby may incorrectly pronounce, decline and form words.

There are also situations when a child has problems with the development of speech due to neurological abnormalities or diseases. In this case, the complex assistance of a neurologist and a speech therapist is necessary.

When to See a Speech Pathologist

Parents often ask this question because there are different opinions on this matter. Someone says that if there is any suspicion of a lag in the development of speech, you should immediately run to the doctor. And someone, on the contrary, is waiting for a certain age at which everything should work out for the crumbs. What is the right thing for parents to do?

Everything is very simple: the sooner you notice the problem and begin to solve it, the more likely the baby will be to learn how to pronounce certain words correctly. In this situation, it is better to go to the doctor and hear that your son or daughter has no problems than to miss them, not to rush to go to a specialist and deprive the baby of timely help.

Speech therapy classes with a child at home

speech therapy classes with children depend on age: for example, at 5 years old, emphasis should be placed on the correct pronunciation of complex consonants and logical chains, and at 7 years old - on the child building short stories.

You can spend most of the classes with your baby at home in the form of various games, of which there are a huge variety depending on the problem, and most importantly, the kids really like to play. Thus, you can combine business with pleasure. You can see some basic exercises in the video below.

AT modern world We are sorely lacking in communication. Internet and social networks- these are the places where people disappear most and most often, and even modern sociological studies clearly show that we need to communicate with each other. This also applies to parents. In modern families, parents do not talk to their children or do so very rarely. And this reason leads to the fact that they start talking late, become withdrawn and uncommunicative. Therefore, you need to start communicating even when the baby is in the womb of his mother. And when he is born, communication is necessary not only in order to develop relations with him, but also for his speech development. And the more your speech is filled with a variety of words, the more words your baby will have.
Also read books to children. Firstly, while reading, he will hear and memorize new words, thereby increasing his vocabulary, and secondly, you will show your daughter or son the source of a new and interesting information. And over time, he or she will enjoy reading. Agree, it's very cool.
Psycho-emotional development is also very important. If boys and girls grow up in a calm environment, surrounded by love and attention, as a rule, they have much less problems with speech. And even if the baby has health problems that interfere with development, a baby surrounded by love will be able to overcome this barrier much easier than children deprived of care and parental affection.

Speech therapy exercises with children - video

We bring to your attention a video in which articulation exercises are presented to help the child pronounce the sounds of speech correctly. These activities will help your child learn to speak properly.

Speech therapy classes with children 4-5 years old with OHP

The manual is addressed to speech therapists and defectologists for conducting frontal, subgroup and individual classes with children 4-5 years old with general underdevelopment speech. It will also be useful to parents and educators for conducting classes on the instructions of a speech therapist or defectologist.

This material can be selectively used in middle groups kindergarten for children with mental retardation.

The manual presents a system of correctional and developmental work for a year (30 weeks).

Foreword

If a child aged 4-5 years does not pronounce words well or distorts their structure, if he does not memorize simple quatrains, fairy tales and stories, if he has low speech activity, this is a serious signal of a persistent systemic impairment of all his speech activity.

Speech activity is formed and functions in close connection with all mental processes occurring in the sensory, intellectual, affective-volitional spheres.

Thus, speech insufficiency in children younger age affects them general development: inhibits the formation of mental functions, limits cognitive capabilities, disrupts the process social adaptation. But only complex impact on the child gives a successful dynamics of speech development.

The younger preschool age is the age of sensory (sensory) knowledge of the environment. The most productive child learns what interests him, what affects his emotions. That's why the main task specialist - to cause speech and general initiative in the child through sensory cognition.

This manual is the result of many years of experience and is a system game exercises providing for successful compensation of psychoverbal insufficiency in children.

Achieving such a result contributes to:

Game character of speech exercises;

Correction-developing nature of speech material;

Close connection of speech and cognitive processes;

Use of small forms of folklore.
Set out in the manual practical material calculated

to work throughout school year(30 weeks). The block of exercises for the week is designed taking into account a specific topic. Classes should be held daily for 15-25 minutes and have an exclusively game form.

Work is carried out in the following areas:

Lexico-grammar games and exercises;

Development of coherent speech;

sensory development;

Work on the sound side of speech;

Fizkultminutka-logorhythmics.

The material contained in the manual is multifunctional in nature and is focused on the successful compensation of psychoverbal defects, taking into account the entire symptom complex of existing insufficiency in children.

Thematic cycle "Toys" (first week)

Children must learn:generalizing concept toys; name, purpose of toys; how to deal with them; what they are made of; classification of toys by material.

"We play with toys."The speech therapist lays out in front of
children toys in two rows and pronounces a quatrain:

We play with toys, We call toys: Tumbler, bear, dwarf, Pyramid, cube, house.

Children repeat the poem with a speech therapist, memorizing it.

« What do toys do?Drafting complex sentences with union a. The speech therapist takes two toys each and performs various actions with them, commenting:

The doll is lying, and the hedgehog is standing.

The robot is standing, and the bear is sitting.

The car is moving and the plane is flying.

The ball bounces, and the ball hangs.

The gnome is jumping, and the doll is sleeping.

Name the pictures.Development of verbal memory and visual attention.

The speech therapist puts 7-10 pictures of toys on the board, names three of them and asks the children to repeat the names (then another three).

"The toys are hidden."Assimilation of the category of the instrumental case of the singular.

The speech therapist distributes one toy to the children and asks them to play with them, and then hide them. He then asks each child what toy they played with. (I played with a bear. I played with a doll. I played with a matryoshka.)

"Baby toys".Formation of the skill of forming nouns with diminutive suffixes:

doll - doll,

matryoshka - matryoshka,

ball - ball.

Reading with the expression of a poem"Girlfriends". Conversation with children.

We had a fight with a friend

and sat in the corners.

Very boring without each other!

We need to reconcile.

I didn't offend her

I just held a bear

Only with a bear ran away

And she said, "I won't."

I'll go and make peace

I'll give her a bear, I'm sorry.

I'll give her a doll, I'll give her a tram

And I'll say: "Let's play!"

A. Kuznetsova

Development of coherent speech

Making up a story"Bear" through a series of pictures.

“Pasha is small. He is two years old. Grandma and grandpa bought Pasha a bear. The bear is big and plush. Pasha has a car. Pasha rides a bear in a car» 1 .

sensory development

"Chain of cars".Teach children to differentiate the concepts of "big - small." The speech therapist picks up five cars of various sizes and puts them one after the other with the children: the largest, smaller, even smaller, small, smallest.

Take as many cubes as you hear pops.

Give Tanya as many balloons as she has dolls.

Stomp your foot as many times as there are toys on the table.

Work on the sound side of speech

“Speak the word”: cook .., bar .., matryosh .., feasts .., auto .., tumbler ...

"Repeat the words"

Bik-bik-bik - a cube;

ban-ban-ban - drum;

la-la-la - yula;

years-years-years - aircraft;

na-na-na - car;

ka~ka-ka - chrysalis;

Fizkultminutka-logorhythmics

Improvisation of movements. Children march to the beat of A. Barto's poem"Drum".

The squad is going to the parade.

The drummer is very happy:

Drumming, drumming

One and a half hours straight.

But the squad is coming back

Left, right! Left, right!

The drum is already full of holes

Thematic cycle "Toys" (second week)

Children must learn:speech material of the first week; differentiating toys from other objects.

Lexico-grammar games and exercises

"Choose a toy." Assimilation of the instrumental category with the preposition s.

The speech therapist puts familiar and unfamiliar toys on the table and asks each child which toy he wants to play with. (I want to play with a tumbler. I want to play with an accordion.)

"Kids are playing". Formation of the skill of phrasal speech; development of attention to words similar in sound.

The speech therapist gives the children the toys or pictures they have chosen (see the “Choose a toy” exercise) and builds them in pairs so that rhyming sentences are obtained.

Ruslan has a house, Tanya has a dwarf.

Irinka has a flag, Nikita has a cockerel.

Kolya has a nesting doll, Misha has an accordion.

Vova has a bear, Gosha has a monkey.

Kostya has Petrushka, Nadya has a frog.

Katya has a tumbler, Grisha has a turtle.

Natasha has a plane, Tamara has a helicopter.

Masha has a cannon, Pasha has a cracker.

The speech therapist says each sentence, the children repeat after him.

"One is many." Category formation genitive plural.

The speech therapist addresses each child: “You have a gnome, and there are a lot of ... (gnomes) in the store,” etc.

« The fourth extra."Teach children to distinguish toys from other objects and explain the difference.

The speech therapist puts a number of objects on the table: a ball, a doll, a top, a knife. Then he asks to find an object that does not fit with everyone else (this is a knife, because it is not a toy, they do not play with it).

Development of coherent speech

Reading and retelling of the story by J. Taits"Cube to Cube"

The speech therapist reads a story and at the same time builds a tower of blocks. Then, using the cubes, he repeats this story with the children.

“Masha puts a cube on a cube, a cube on a cube, a cube on a cube. Built a tall tower. Misha came running

Give me a tower!

I'm not giving it!

Give me a cube!

Take one cube!

Misha held out his hand - and grab the lowest cube. And instantly - bang-tara-rah! - the whole Machine tower is raz-va-li-las!

The speech therapist helps the children understand why the tower collapsed, which cube Misha should have taken.

sensory development

"Where's the toy?" Children have toys in their hands. The speech therapist shows the children where he holds the toy, the children repeat the movements and comments after him: “Front, behind, sideways, above, below, in the left hand, in the right hand, between the knees.”

"Name the nesting dolls."A five-seat matryoshka is used.

The speech therapist, together with the children, puts the nesting dolls in a row in height and calls them: "The biggest, the biggest, the smaller, the smallest, the smallest." Then the speech therapist asks the children to show the smallest, largest, largest, etc. matryoshka.

Development of coherent speech

Making up a story"Autumn"

"Autumn has come. Katya and dad went to the forest. The trees in the forest are yellow and red. There are many leaves on the ground. Dad found mushrooms. Katya put them in a basket. It's good in the forest in autumn!

sensory development

« Let's circle the leaf."

Each child has a sheet of paper and a natural leaf of birch or linden on the table. Children put it on paper and circle it with a pencil. Starting speech therapist:

Doo-doo-doo, doo-doo-doo

I will find a pencil.

Doo-doo-doo, doo-doo-doo

I'll circle the leaf.

Oh-oh-oh, oh-oh-oh

My leaf is small.

Blow, blow, blow, blow, blow, blow,

Wind, wind, don't blow!

Ah-ah-ah, ah-ah-ah,

You, leaf, do not fly away!

Children, together with a speech therapist, repeat the beginning, after which they get to work.

Fizkultminutka-logorhythmics

Children imitate rain by tapping their index fingers on the table to the beat of the poem "Autumn".

Rain, rain

All day

Drumming on glass.

The whole earth

All earth

Wet from water...

Ya Akim

Development of coherent speech

Making up a story"In the garden" according to reference pictures.

“Masha and her grandmother came to the garden. There are beds. Here are carrots, here are onions, here are cabbages, here are beets, here are peas. These are vegetables. Grandma picked peas. Masha helped her grandmother. What delicious peas!”

sensory development

"Magic Bag"

Children take turns groping for a vegetable in a bag without pulling it out, report: “I felt an onion” or “I felt a tomato”, etc.

"Collect a picture." To form in children a holistic image of the object and the spatial arrangement of parts.

Each child has a cut-out picture of four parts depicting vegetables on the table.

The beginning of a speech therapist: “Look carefully and collect the picture!” After work: "We played with the guys and collected pictures."

Development of coherent speech

rhyming story"In the garden". Equipment: a basket, two oranges, two apples, one pear, a picture of a garden.

The girl Marinka came to the garden,

There are fruits on the trees.

Grandpa tore off Marinka

orange oranges,

Gave Marinka in the fists

Red apples.

Gave Marinka a yellow pear:

You, Marinka, eat fruit.

Here's a fruit basket for you, Marina.

sensory development

"Spread fruit."Teaching kids how to arrange fruits right hand from left to right. Learn to compare two groups of fruits and use the concepts of "equal", "more", "less".

"Count the fruits."Learn to count objects (plums, apples, pears, etc.) within five and name the final number.

Fizkultminutka-logorhythmics

I stand on my toes

I get an apple

I run home with an apple

My gift to my mom!

Development of coherent speech

Follow the instructions of the speech therapist.

Take an apple, smell it, put it in a vase and take a cucumber.

Take a cucumber from the basket, put it in a vase, and give the apple to Tanya.

Take an apple, roll it on the table and put it next to the potato. And so on.

Then the child, at the request of the speech therapist and with his help, must tell what he did.

sensory development

"Count fruits (vegetables)."Learn to count objects within five and name the final number.

"Spread fruits (vegetables)."Teach children to lay out objects with their right hand from left to right. Learn to compare two groups of objects and use conceptsequally, more, less.

"Wrap your finger." Finger tracing vegetables and fruits along the contour in subject pictures.

The beginning of a speech therapist: “We will take an apple and circle it with a finger.” “We will take a cucumber and circle it with a finger” (repeat with children).

Development of coherent speech

Rhymed story "Masha and trees" (based on subject pictures).

Masha came out onto the porch:

Here grows a tree

Here grows another -

What a beautiful!

I counted exactly five.

All these trees

Count, kids!

Children (count). "One tree, two trees, three trees, four trees, five trees."

Speech therapist. How many trees near the house? Children. There are five trees near the house. The poem is learned by heart.

sensory development

"Let's draw a tree." Previously, the children examine the trees on the site. The teacher conducts a conversation.

A speech therapist examines a sample of a painted tree with children and explains drawing techniques.

1. The tree trunk is drawn from top to bottom, the trunk is thinner at the top, and thicker at the bottom.

2. Branches are drawn from top to bottom, attaching them to the trunk.

3. Small branches are attached to large branches.

4. Green, yellow and red leaves are painted on the branches.

Development of coherent speech

Memorizing a rhyming story"Mushroom".

Lived yes there was a mushroom,

Here is his house - a little piece.

He had a leg

One leg - no boot.

He had a hat.

The boys found it

Mushroom plucked

And they gave it to my grandmother.

Grandma cooked soup

And fed the kids.

sensory development

"Compare Trees" To teach children to compare several objects (up to five) of different heights, placing them in one line.

On the playing field - five Christmas trees of different heights. Children use a strip of cardboard to determine the size of the trees, applying it to each Christmas tree: “The largest Christmas tree, the largest, the smaller, the smallest, the smallest Christmas tree.”

"Up or down?" Development of spatial perception.

The speech therapist names any objects, and the children must say where they are in the forest - above or below (leaves, mushrooms, birds, ants, twigs, grass, nest, hedgehog, squirrel, wolf, tree, grasshopper, dragonfly).

Development of coherent speech

"Let's dress up the doll."

Speech therapist. Children, let's dress our doll. I made clothes for her. What do we put on first, then what?

Dressing the doll with the children, the speech therapist describes the items of clothing in detail. Children repeat: “Green dress. Here is a pocket - it is one. Here are the sleeves - there are two of them. Here is the collar. Here is the belt - it is one. The dress is short, beautiful, etc.”

sensory development

"Show circle."The development of visual attention. Learning primary colors.

The speech therapist distributes multi-colored mugs to all children. Then he names the words: dress (bow, shoes, socks, skirt, blouse, sundress, pocket, collar, belt, sleeves). Children must raise a circle of the color of the object, and name the color.

"Find the same."The development of visual attention, the skill of comparison. Assimilation and use of the concept the same.

On the table, several pairs of mittens, socks, ribbons, and laces are in disarray. Children help to understand and choose a pair for each item, while commenting: "These socks (mittens, laces, ribbons) are the same."

Development of coherent speech

Story-description "Cupboard with dishes."

“This is a cupboard with dishes. It has three shelves: top shelf, middle shelf and bottom shelf. On the top shelf is a saucepan and a kettle. On the middle shelf - plates, cups, saucers. On the bottom shelf - forks, spoons, knives. There are a lot of dishes in the closet.

Children retell the story based on the speech therapist's questions and pictures.

sensory development

"Build to fit." Formation of the ability to build objects on a certain basis.

On the playing field - five contours of cups of different sizes. The speech therapist, together with the children, arranges them “by height”: the largest, the largest, the smaller, the smallest, the smallest.

"Find a locker." Formation of imagination, attention.

On the playing field - three cardboard silhouettes of lockers of the same size. Each of them depicts a substitute object. Children are offered pictures depicting utensils (spoon, fork; cup, plate, glass). The child needs to put a picture next to the locker, which shows a substitute object that is most similar to the item of dishes in his picture.

Development of coherent speech

Masha's doll has a birthday. Substitutes are used.

“Our doll Masha has a birthday today. She will feed us. First we will eat soup with mushrooms, potatoes with meat, salad with mayonnaise, scrambled eggs with sausage. Then we will drink tea with cake and sweets.”

sensory development

Modeling from plasticine.

Children get acquainted with the properties of plasticine (soft, flexible, sticky).

Children sculpt an apple, bagel, carrot, cookie, chocolate, loaf. The speech therapist emphasizes the shape of objects.

"Whose subject?" Development of associative thinking. Substitutes are used or natural products: bar - cheese; stick - sausage; cone - carrot; ball - apple; cylinder - candy; ring - bagel; cube - tea (box).

The speech therapist distributes substitute objects to the children, shows the picture and asks: “Whose object looks like a steering wheel?” The child who has a ring (from a pyramid) picks it up and answers: "My object looks like a steering wheel." After that, he receives a picture from a speech therapist. And so on.

Development of coherent speech

"Masha". Consolidation of children's knowledge on the topic.

“Here is the girl Mashenka. She has eyes, nose, mouth, cheeks, chin on her face. Mashenka has two arms and two legs ... "

sensory development

« Say it right."

Are your legs up or down?

Is your nose in the back or in front?

Is your hand right or left?

Is that finger on your hand or on your foot?

"Wrap your finger." Circle the dolls in the picture. Starting speech therapist:

We'll take a picture

Circle the doll with your finger.

Development of coherent speech

The story "Winter".

On a tinted playing field, a speech therapist lays out subject pictures: snow ( white stripe paper), trees, a girl and a boy in winter clothes, a snowman, a sled.

"Winter came. There is snow on the ground and on the trees. The children went out for a walk. They put on fur coats, hats, mittens, boots, because it was cold outside. The children made a snowman, and then they started sledding.”

sensory development

"Let's draw pictures."The speech therapist gives the children "books" (album sheets folded in half).

Dear kids,

Open your books

Dunno read them

And I stole the pictures!

Next, the speech therapist invites the children to draw a Christmas tree on the first page, and on the second page - a Christmas tree toy. After that, the children take turns telling what they drew on the first page, and what on the second.

Speech therapist (can be repeated with children).

We drew pictures

And we talked about them.

Fizkultminutka-logorhythmics

"Like on a hill." Improvisation of movements (children with extended

they stand on their toes with their hands, then squat, and at the end lie down on the rug, depicting a sleeping bear).

Like on a hill - snow, snow,

And under the hill - snow, snow,

And on the tree - snow, snow,

And under the tree - snow, snow,

A bear sleeps under the snow.

Hush hush. Keep quiet!

I. Tokmakova

Development of coherent speech

The story "Herringbone". Consolidation of children's knowledge on the topic.

The speech therapist, together with the children, approaches the decorated Christmas tree and makes up a story.

“Here is an elegant Christmas tree. She came to us from the forest. It is small, green, prickly, fragrant. It has a lot of branches. Toys hang on the branches. Who hung the toys on the Christmas tree? (Children). Who hung up the toy? What toys hang at the top? What are below? And what toys hang in the middle? What is our Christmas tree? (Elegant, beautiful).

sensory development

"Make a tree."Assimilation of the concepts of upper, lower, middle.

The speech therapist distributes geometric shapes to the children, from which they assemble a Christmas tree.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

Skating like the wind

Ears flared...

Mittens on hands

Cap on top -

One-two

That's where I slipped...

One-two

Almost tumbled.

C. Black

Development of coherent speech

Reading an excerpt from a story"Snowflake" T. Bushko (translated from Belarusian).

“Tatyana ran out of the house. It's snowing. Tanya held out her hands in elegant blue mittens. Mom embroidered white snowflakes on them. Here is one more snowflake added to my mother's snowflakes. Real. Small. Tanya looks at the snowflake, and it is getting smaller and smaller. And then she completely disappeared. Where did she go? In the meantime, another snowflake fell on the palm.

“Well, now I won’t lose her,” thought Tanya. She squeezed the snowflake in her mitten and ran home to her mother.

Mom, look, - Tatyanka shouted and unclenched her hand. And there is nothing on the palm.

Where did the snowflake go? - Tatyana burst into tears.

Don't cry, you haven't lost her...

And mom explained to Tanya what happened to the snowflake. Did you guess where she went?"

Based on the speech therapist's questions, the children retell the story.

sensory development

“Fold the snowman and tell about it.”The speech therapist distributes geometric shapes to the children, from which they make a snowman. Then they talk about what they did.

"Build to fit."

There are five snowmen on the table, different in size. The speech therapist asks the children to arrange them according to their height: largest, largest, smaller, smallest, smallest.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem "It's snowing."

Quietly, quietly it snows

White snow, shaggy.

We'll clear the snow and ice

In the yard with a shovel...

M. Poznanskaya

Development of coherent speech

Reading and retelling of the fairy tale by K. D. Ushinsky "Bishka". A book and a toy dog are used.

“Come on, Bishka, read what is written in the book!” The dog sniffed the book and walked away. “It is not mine,” he says, “to read a book; I guard the house, I don’t sleep at night, I bark, I scare thieves and wolves, “I go hunting, I follow a hare, I’m looking for ducks, I drag a diaper (you can - a bag) - it will be from me and this.

sensory development

"Find a kennel." Teach children to compare objects by size and classify them.

The speech therapist exposes cardboard dummies-symbols of a dog kennel and selects 5 toy dogs of different sizes. Each dog must "find" its kennel: the biggest, the biggest, the smaller, the smallest, the smallest.

"Wrap your finger."

Each child has a picture of a pet on the table. Children circle the depicted animals along the contour with their index finger.

I'll take a picture and circle the dog.

I'll take a picture and circle the cow. And so on.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

I am a horse, I ride

I knock with my hooves:

Tsok-tsok, tsok-tsok,

You jump, jump, skate!

Development of coherent speech

Reading and retelling based on the questions of the fairy tale by L. N. Tolstoy"Bug and cat". Toys used: dog and cat. While reading a fairy tale, a demonstration of the actions described in the work is recommended.

“There was a fight between a bug and a cat. The cat began to eat, and the Bug came. Cat Bug with a paw by the nose. Bug a cat by the tail. Cat Bug in the eye. Bug a cat by the neck. Aunt walked past, carried a bucket of water and began to pour water on the cat and the Beetle.

sensory development

"Make a picture."Compilation of split pictures from four parts.

The beginning of a speech therapist (repeated with children):

You look carefully.

And take a picture!

The boys and I played

And we got the pictures!

"Who is bigger?" Learn to compare two objects of different sizes. Pictures depicting domestic animals and their cubs are used.

Who is bigger - a horse or a foal?(A horse is larger than a foal). And so on.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

The cow has a baby:

Bryk-bryk, skok-skok,

And his name is a calf,

And his name is bull.

Development of coherent speech

"Walking in the Forest"Assimilation of the category of the genitive case. Consolidation of children's knowledge on the topic.

A speech therapist with children "goes" to the forest for a walk. The action takes place in the play corner, where toys are placed - animals. It is recommended to stimulate the speech activity of children - children should speak together with a speech therapist.

Here is a fox, it is red, cunning, the fox lives in a hole. Here is a bear, it is big, clumsy, the bear lives in a den. Here is a squirrel, it is small, agile, the squirrel lives on a tree. Here is a hare, it is white, swift, the hare lives under a bush.

The walk in the forest is repeated, the children talk about the animals on their own.

sensory development

"Long or short?"To develop in children the ability to compare two objects of different lengths. Learning antonyms.

At the hare long ears and the bear...(short).

The fox has a long tail, and the hare ... (short).

The squirrel has a long tail, and the bear ... (short).

The squirrel has short legs, and the wolf ... (long).

The bear has a short tail, and the fox ... (long).

The hedgehog has short ears, and the hare ... (long).

Development of coherent speech

The story of the fox and the cubs.

“It's a fox. She is red and smart. She has a sharp muzzle, fluffy tail and four fast paws. The fox has cubs. These are her babies. A fox with cubs lives in a hole.

sensory development

"Zoo". Formation of ideas about the size of objects.

On the playing field - three "cages" for animals (made of cardboard): large, medium, small. Children "seat" animals (pictures or toys) into cages, correlating them in size.

The bear lives in a large cage.

The fox lives in the middle cage.

The hedgehog lives in a small cage. And so on.

"Wrap your finger." Development fine motor skills and visual-spatial perception.

Children use their index finger to trace the outline of the animals shown in the pictures.

Fizkultminutka-logorhythmics

"Bear". Improvisation of movements to the beat of the poem.

We stomp like a bear:

Top-top-top-top!

We clap like a bear:

Clap-clap-clap-clap!

We raise our paws up

We sit on others.

Development of coherent speech

Retelling of the story by V. Suteev "The Good Duck" based on a series of plot pictures. You can make silhouettes of birds from cardboard.

“Duck with ducklings, chicken with chickens went for a walk. They walked and walked and came to the river. Ducks and ducklings can swim, but hens and chickens can't. What to do? Thought and thought and thought!

They crossed the river in exactly half a minute:

Chicken on a duckling, chicken on a duckling

The chicken is on the duck, and the chicken is on the duck!”

sensory development

"Tell me about the chicken."Development of spatial perception.

“Ahead of the chicken is a head with a beak. Behind - ponytail. In the middle is the body. On the one hand - a wing, on the other hand - also a wing, a chicken has two wings. At the bottom of the chicken - two paws.

The story about the chicken is repeated with the help of questions.

Fizkultminutka-logorhythmics

"Like ours at the gate."Improvisation of movements to the rhythm of the nursery rhyme.

Like ours at the gate

The rooster is pecking at the grain,

He calls the chickens.

Development of coherent speech

Story based on a series of plot pictures"The Dog and the Crows".

“The dog ate the meat. Two crows have arrived. One crow pecked at the dog, another crow grabbed the meat. The dog rushed at the crows, the crows flew away " 1

sensory development

"Show me your fingers."

The speech therapist exposes on the typesetting canvas first one, then two (three, four, five birds). Children should show as many fingers as there are birds.

"Fix the mistake." Development of spatial perception.

The crow has a tail in front.

The sparrow has a beak at the back.

The owl has paws at the top.

The woodpecker has wings below.

The tit has a tail on the side.

1 Filicheva T. B., Kashe GA. Didactic material to correct speech defects in children preschool age. - M.: Enlightenment, 1989.

Development of coherent speech

Description stories "Cow" and "Hedgehog".

“Cow is a pet. She lives next to a person. The cow benefits him: it gives milk. Sour cream, cheese, butter are made from milk. The cow is big. She has a head, horns, body, tail, four legs. The cow has cubs - small calves. Cow and calves eat grass."

“The hedgehog is a wild animal. He lives in the woods. It is small, prickly - it has needles. The hedgehog has cubs - hedgehogs. Hedgehogs and hedgehogs eat apples, mushrooms, mice.

sensory development

"Let's treat the hedgehogs."Learn to compare and group objects of different sizes.

For the game, figures of hedgehogs made of cardboard (large, medium, small), as well as silhouettes of three apples and mushrooms are used. The game is played on the playing field. Children are invited to pick up an apple and a mushroom of a suitable size for each hedgehog. All actions are accompanied by explanations.

"Who is less?" Teach children to compare objects of different sizes using the word less.

Who is smaller - a wolf cub or a cow? (The cub is smaller.)

Who is smaller - a fox or a hedgehog?

Who is smaller - a bear or a bear cub?

Who is smaller - a hare or a horse?

Who is smaller - a hedgehog or a teddy bear? And so on.

Fizkultminutka-logorhythmics

"Like our cat."Improvisation of hand movements in time with the nursery rhyme.

Like our cat

The coat is very good.

Like a cat mustache

amazing beauty,

bold eyes,

The teeth are white.

Development of coherent speech

The speech therapist together with the children makes up stories-descriptions of various toys: their structure, color, how to play with them, etc.

sensory development

"Magic Bag"

The speech therapist prepares a bag of toys for class. Each child, at the request of the speech therapist, must find two toys in the bag and name them without pulling them out of the bag, and then show them to everyone.

I found a matryoshka and a doll.

Fizkultminutka-logorhythmics

Counting under the ball.

A counting rhyme came to visit us,

It is not a pity to tell her.

We taught the counting

And they hit the floor with the ball.

Development of coherent speech

"We paint a picture."Learn to draw straight lines (path, fence); straight closed lines (garage, window, door, roof, house); plot drawing; place items on

sheet of paper (top, bottom, middle, on one side, on the other side); consistent progress report.

“In the middle I drew a house: here is the window, here is the roof, here is the door. On one side is a fence. On the other hand, a tree. Near the tree, I drew a garage. Above - the sun and a bird. Below is grass and a flower.

sensory development

"Let's get a house."Pay attention to the spatial arrangement of the details of the subject.

Every child has on the table geometric figure, depicting any part of the house. Children go to the playing field and make a house.

The beginning of a speech therapist (children repeat):

We play with the guys

We assemble the house quickly.

Fizkultminutka-logorhythmics

"We are building a house." Improvisation of movements to the beat of the poem.

Hammer and ax

We are building a new house.

The house has many floors

Lots of adults and children.

Development of coherent speech

Story based picture"A family".

“This is a house. A family lives here: mom and dad (these are the parents of the children); grandparents (these are the parents of mom and dad); brother and sister (these are the children of mom and dad and grandchildren for grandma and grandpa).

Dad reads the newspaper. Mom sews on a machine. Grandpa fixes the bike. Grandma knits socks. Brother is doing homework. Sister plays with toys. This family is friendly.

sensory development

"Morning, afternoon, evening." Practical use in speech of adverbs denoting time. differentiation of these concepts.

Each child tells how he spent the day off: what he did in the morning, afternoon and evening. A speech pathologist can help if needed.

In the morning I had breakfast, played with toys. During the day I went for a walk, and in the evening I watched cartoons.

In the morning I read a book with my mother. During the day she went to visit Katya, and in the evening she played with the doll.

Development of coherent speech

Rhyming story-description"Truck". With the help of a speech therapist, the story is learned by heart.

Here is a truck

Big big!

She is carrying cargo.

She has a body.

Here is the cabin - the driver is in it,

The engine is in front of the car.

The car is spinning

All four wheels.

sensory development

1. "Smile"

Keep strongly stretched lips in a smile. Teeth are not visible.

2. "Fence"

Smile (teeth visible). Keep your lips in this position.

3. "Chick"

4. "We will punish the naughty tongue"

Open your mouth, put your tongue on your lower lip and, slapping it with your lips, say "five-five-five ...".

5. "Spatula"

Put a wide relaxed tongue on the lower lip.

6. "Tube"

Open your mouth, stick out a wide tongue and bend its lateral edges up.

7. "Let's lick our lips"

Mouth open. Slowly, without lifting your tongue, lick first the upper, then the lower lip in a circle.

8. "Let's brush our teeth"

“Clean” the lower teeth from the inside with the tip of the tongue (from left to right, from top to bottom). The lower jaw is immobile.

9. "Watch"

Stretch your lips into a smile. Open mouth. Alternately touch the corners of the mouth with the tip of a narrow tongue.

10. "Snake"

Mouth open. Push the narrow tongue forward and put it back into the mouth. Avoid touching lips and teeth.

11. "Nutlet"

Close your mouth, with a tense tongue rest against one cheek, then the other.

12. "Kick the ball into the goal"

Put a wide tongue on the lower lip and smoothly, with the sound F, blow out the cotton ball lying on the table between two cubes. Cheeks should not puff out.

13. "Pussy Angry"

Open mouth. Rest the tip of the tongue on the lower teeth. Raise your tongue up. The back of the tongue should be arched, like the back of a cat when she is angry.