Speech therapy exercises for a three-year-old child at home. Speech therapy classes for children at home Speech therapy classes 2 4

Early childhood (2-3 years) is an important stage in the development of a child’s speech.

At this time, children are interested in everything that happens around them.

It is important for parents to support their child in every possible way in his endeavors, because the main guides to the world of new information are the adults in the immediate environment.

You need to make sure that the child is fine physically and emotionally.

There are conventional norms for the development of children (growth, skills, abilities, vocabulary of the child).

They should be taken into account, but you shouldn’t get hung up on discrepancies.

It is better to contact a specialist who will compare all the factors influencing development and give a professional assessment of your child’s development.

Features of speech therapy at 2-3 years

The main task of an adult when working with young children is to evoke onomatopoeia in any form.

Taking into account the psychology of children 2-3 years old, classes should be conducted in the form of outdoor games, varied and not long in time.

It is important to establish emotional contact with the child, interest him, gain trust, encourage activity, and praise.

This will help avoid many psychological problems associated with fear of speech.

Development of general imitation

General imitation is the copying of movements, actions, and facial expressions.

The child reproduces the movements he sees and successfully remembers them when repeated many times.

The mechanism of imitation works on a subconscious level in everyday life, and educators and speech therapists use it consciously when conducting classes with children.

It is important that the child is in the correct speech environment, i.e. it is better to limit communication with people who have speech defects. Watch your behavior - words should not contradict actions.

The development of general imitation begins with the repetition of elementary movements, then perform several actions simultaneously. The next stage is the implementation of a whole chain of actions that are logically connected and, as a rule, socially significant (for example, feeding a doll and putting it to bed).

When working with children, follow some rules: your sentences should be clear, simple and not too long; the speech of an adult is emotionally bright, calm, not loud.

General imitation games can be played with one child or with several (usually 3-5 children).

But! Keep in mind that when playing in a group, children imitate not only the adult, but also each other.

Games with general imitation

• . The point of the game is to follow the adult’s commands (hands up, arms to the sides, jumping, clapping). To maintain interest and attention, invite the children to choose a leader from among themselves.
• Birds. Children play birds. An adult comments on every movement: “We fly like birds! Let's flap our wings up and down! Now the birds are pecking at the grains!” Gradually the pace of the game increases.
• Palms. A series of movements with the palms is performed:

“Palms up (put your palms on the table with the outer side down)!

Palms down (turn your palms over)!

And now put them on their sides (put our palms on their edges)!

And we clenched our fists (we clasp our palms into fists)!”

Speech imitation

A child’s reproduction of sounds, words, and phrases is called speech imitation.

It is meaningful only when speech is closely related to the child’s actions.

An adult should stimulate the child's speech with questions.

Words to be repeated must be pronounced many times; do not repeat the child’s “substitute words.” The child’s answers are accepted in any form.

The most important thing is to do everything possible so that the child does not hesitate to speak.

Speech imitation goes through several stages:

1. Copying sounds that have a certain meaning.
2. Repetition of amorphous words (kup-kup - swim, am-am - eat, lalya - doll).
3. Repetition of simple words (baba, grandfather, drink).
4. Repeating short phrases: “Give me the juice!” Where's the spoon?

Pay great attention to the use of verbs. If a child’s speech contains many action words, his level of development is quite high.

Games with speech imitation

An effective way to induce speech imitation is the use of poetic texts - finishing words and phrases by creating pauses when reading poetry.

For example:

They love... (monkeys) very much

Eat sweets... (bananas).

We are like monkeys... (look like)

And we love bananas... (too).

Gradually, the number of pauses (words skipped by adults) can be increased, thereby increasing the child’s vocabulary.

Fun games in the form of a conversation: an adult repeats a word several times, then asks the child a question, the answer to which is the highlighted word. If the question is answered correctly, the adult praises the child; if the question is answered incorrectly, he answers the question himself or offers several answer options.

The role of the book

The book introduces the child to the world around him; develops logical and imaginative thinking, memory, imagination; expands vocabulary; teaches you how to write sentences correctly.

Through reading, a child learns to listen and concentrate.

Family reading is a way of communication between parents and children, a good method of education and a means of leisure.

Psychologists believe that children to whom their parents read books are more emotionally balanced and self-confident.

Book material for classes

The main features of a good book for a 2-3 year old child:

• High quality illustrations.

High-quality images attract the child and do not move his attention beyond the boundaries of the picture. In high-quality publications, the drawings are usually bright, clear, “spacious” (on a light background, for better visual perception of the child), realistic, and the images of the characters’ bodies are proportional. High-quality illustrations develop the baby’s aesthetic taste. Communication with a book for a child is the first acquaintance with the world of art.

• Conciseness of the text.

At 2-3 years old, children cannot yet listen to long fairy tales, so short rhythmic works (poems, songs, ditties, counting rhymes, etc.) and short stories and fairy tales are the best choice for children.

List of books for young children:

1. Russian folk tales (“Turnip”, “Teremok”, “Kolobok”, “Ryaba Hen”). Promote the development of logical thinking. For example, in the fairy tale “Turnip,” the child remembers the characters in the order in which the heroes pulled the turnip - an excellent exercise for developing memory and logic.

• A. Barto (collection “Toys”);
• K. Chukovsky (“Fairy Tales”);
• S. Marshak (“Poems and Fairy Tales”);
• lively, lively and humorous collections of poems by I. Tokmakova “Where the Fish Sleeps”, “The Sun Walks in a Circle”;
• unusual, with non-standard rhymes, poems by G. Sapgir “Wonder Forests”;
• S. Mikhalkov (“The Most Favorite Fairy Tales and Poems for Kids”) is known for his ability to tell children about their mischief and disobedience in a light, humorous manner.

4. Fairy tales of foreign writers. A prominent representative is D. Donaldson. The most famous works are the fairy tale “The Gruffalo” (about a little mouse who was able to outwit the terrible monster Gruffalo), “The Gruffalo’s Daughter” (the book clearly traces a useful idea - you should not go far without asking your parents, it can be dangerous).

5. Educational books - help children learn to draw, glue, and sculpt.

Influence of motor skills

The development of speech directly depends on the development of fine motor skills, since the areas of the brain responsible for speech and movement are interdependent and located nearby.

There are many different aids and toys on the market for developing fine motor skills, but you don’t need special expensive toys to play with your child.

In fact, every home has everything you need - beans, pasta, buttons, lids, jars, etc.

The sooner work on developing fine motor skills begins, the sooner it will begin to bear fruit.

Sensory development

Sensory development is the child’s ideas about the external features of objects: their color, size, shape, taste, smell, etc.

A child of 2-3 years old is already able to name about 6 colors without errors, fold a pyramid, place figures of various shapes in the corresponding holes on the board, assemble a mosaic of 4 parts, draw lines within a sheet (long, short, round, vertical, horizontal ).

Fun workout

Outdoor games strengthen the muscles of the child’s body, prevent flat feet, develop coordination of movement, and contribute to the development of motor skills and speech.

Types of outdoor games:

• different types of walking (side step, walking on heels, toes);
• climbing, overcoming obstacles;
• ball games;
• balance exercises (sliding down a hill, walking on an inclined bench).

Articulation gymnastics for stuttering

Stuttering is a speech problem that is sometimes difficult to treat. Success can only be achieved through daily training.

Articulatory gymnastics for stuttering is one of the best, because it is aimed at strengthening the muscles of the articulatory apparatus.

Examples of exercises:

• inflate your cheeks, release air, inflate each cheek in turn;
• clap your lips together (like a fish);
• press your tongue on one or the other cheek in turn;
• puff out your cheeks while closing your mouth, then hit your cheeks with your fists to release the air noisily;
• bite the upper and then the lower lip.

The age of early development (2-3 years) is a short, but truly unique period of life, when the child’s brain is programmed for intensive formation and learning. Parents should pay special attention to the child, because it is at this time that the foundation is laid for the development of the baby’s speech and thinking.

Ekaterina Mikhailovna Pashkina

Chief physician of the Central Clinical Hospital of Omsk

Reading time: 4 minutes

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Article last updated: 05/16/2019

How responsibly adults approach the issue of raising their beloved child directly determines his future speech. If at three years old he speaks willingly and intelligibly, there is no cause for concern. But when the baby is constantly silent, and his babble cannot be understood the second or even the third time, you need to be wary (especially if he is more than three years old). This may be caused by a speech disorder or mental disorder. In any case, a specialist should talk to the child and help eliminate various defects at an early stage.

Good communication and speech therapy play an important role in the development of young children. An integrated approach to the problem will help prevent serious disorders of the speech apparatus.

To determine the level of “talkativeness,” adults usually use comparative analysis methods - they compare the speech of their offspring with the pronunciation of peers who are also 3 years old. However, this is clearly not enough to draw definite conclusions. Additionally, it is recommended to use special dynamic observation tables for this purpose. Information about this “innovation” can be found on the Internet, but it is better to consult with a pediatric speech therapist. By carefully testing baby talk, specific gaps can be identified in a timely manner and optimal speech therapy sessions can be selected.

Creating a comfortable environment

To prevent 3-year-old children from having serious communication problems, care must be taken to create favorable conditions. In addition, you will need to conduct a two-way dialogue with the baby. The more you talk to your child, the faster he will learn to pronounce sounds, because the desire to imitate your speech and behavior is given by nature. When he turns three years old, it is necessary to concentrate maximum attention on his sound pronunciation. Read bedtime stories, discuss the details of the walk, ask questions - this will help the baby learn to speak clearly.

If young children under 3 years of age have problems pronouncing a particular sound, then it is strongly recommended to focus on it. Try to pronounce words with problematic sounds more often than others, then the baby will “copy” your conversation and over time will learn not to “swallow” the sounds. If not, then special speech therapy classes for up to three years will help.

Never punish your child for poor pronunciation - this will only make the situation worse. If something doesn’t work out for him, you must understand what caused it and help. It is better to be a friend and advisor than a strict supervisor.

At the first stages, adults sometimes face certain difficulties, because in order to fully communicate with a child, it is necessary to be careful in expressions and carefully adjust the usual conversational style. But with desire and persistence, learning to communicate “safely” with children and teach them to speak correctly is not at all difficult. Try never to raise your intonation, as this can only scare the baby.

Speech therapy classes for children at home involve not only live communication, but also a variety of games. In this case, you cannot do without special training and certain knowledge. Communication helps to develop correct speech, improve hearing and “tune” breathing. Active games develop fine motor skills. As practice shows, some parents do not know how to properly interest their children in order to conduct an interesting educational “lesson”. It is in this case that exciting and entertaining entertainment will help you get into the right frame of mind.

Speech therapy classes, which are conducted at home or at an appointment with a specialist, must necessarily include a whole range of exercises:

1. Articulation gymnastics;
2. Finger games for children three years old;
3. Special exercises on logorhythmics;
4. Reading simple nursery rhymes.

Exercises should last no more than five minutes so as not to overtire the child’s body. Gradually, the time interval can be increased - it is enough to devote no more than 20 minutes a day to the learning process. Be sure to observe how the fidget reacts to speech therapy sessions. Don't force him, as you will discourage all desire to learn. If certain problems arise at this stage, then it is wiser to seek help from a qualified specialist so as not to inadvertently “break the woods.”

Correct sound pronunciation

Every parent wants their offspring to start speaking clearly as early as possible, but this requires a lot of effort. Effective speech therapy classes for 3-year-old children at home are based on comprehensive imitation. Its essence is quite simple - the adult speaks, and the child repeats. It seems nothing complicated, but even here there are some subtleties. In order for children's imitation to be as meaningful and effective as possible, it is necessary to connect the words used with the active activity of the baby.

Any speech therapy classes up to three years of age should be accompanied by an excellent mood, joyful laughter and exciting fun - no sternness or raised tones, because you are engaged in the formation of speech in children, and not in training a pet. If your beloved child pronounces specific sounds poorly, you need to seek help from a speech therapist. But even if he speaks incorrectly, do not limit his communication. It may sound incomprehensible and distorted, but the baby is trying, and this is worth a lot. Practice is an important element in language development in young children aged three.

It is recommended to place the main emphasis on regularly updating the verb dictionary. There is a pattern that the more different verbs in a child’s vocabulary, the higher the level of development. To begin with, it is enough to use easy-to-understand words: “am-am” or “top-top.” Gradually, more complex verb forms need to be used as examples. To make the process of assimilation of new information more active, it is advisable to use auxiliary objects - favorite toys or bright pictures.

Types of active games

Finger games promote the development of good motor skills. It is most effective to carry them out at home, devoting five minutes a day to this - quite enough to achieve decent results in a short time. A direct relationship has been proven between active hand movements and the speech center, so teach your baby these simple gestures. Popular and effective finger games are:

• "The bird is flying";
• "Kitty";
• "Chicks in the Nest"
• "Flower".

Learning little poems using finger gestures not only develops speech and motor skills, but also stimulates spatial imagination. The baby remembers whole sentences more easily, and his speech becomes expressive.

Articulatory gymnastics is considered an effective way to develop literate speech in children aged three years. It is extremely important to train the tongue to improve the clarity of pronunciation of individual sounds. To do this, you need to perform specific exercises to develop the flexibility of the tongue muscles. Special attention should be paid to the lips, since they are also involved in the process of forming sound pronunciation. You can perform simple facial exercises several days a week.

A mandatory attribute of articulation gymnastics is a mirror. Thanks to him, the baby has the opportunity to observe his manipulations, as well as how the tongue works. Regular repetition of the same action will allow you to bring the performance of gymnastics to complete automaticity - this is extremely important. Speech therapy classes for three-year-old children are enough to be carried out several times a day, devoting no more than ten minutes to it.

We focus on logorhythmics

Logorhythmics involves the simultaneous use of speech and motor activity accompanied by cheerful musical accompaniment. An adult only needs to read a short poem, actively gesturing with his hands. The baby must repeat all this, but only in his “repertoire”. Experts recommend conducting such speech therapy sessions with the child in the afternoon.

Depending on the individual characteristics of the body, which are just being formed at the age of three, and some other (both internal and external) factors, the final result from classes manifests itself in different ways. Some children immediately grasp everything “on the fly” and after a few weeks confidently pronounce words. Others take a little longer to adapt and get used to. In any case, the result will only be positive. As they say, everything has its time, but the most important thing is not to miss this time at the very beginning, when problems only make themselves felt.

Read further:

E. A. Yanushko

Development of general and verbal imitation in games.

Along with developing understanding of speech and expanding the passive vocabulary of non-speaking young children, the speech therapist faces an important task - to evoke imitative speech activity in children in the form of any sound manifestations. This article describes a system of speech therapy games, which are based on the development of general and speech imitation in children. These games were carried out by the author of the article during speech therapy work with children with delayed speech development and general speech underdevelopment, and showed very good results. In addition, the games described below have been successfully used in working with young children with other disorders: mental retardation (mental retardation), mental retardation, emotional-volitional disorders.

It is possible to achieve positive dynamics in classes with children 2-3 years old with speech impairments only by creating a special game situation, when, in the course of practical actions that are interesting to the child, he or she experiences a special state of emotional uplift. This positive attitude provides the speech therapist with the opportunity to encourage the child to repeat speech. Since classes with non-speaking young children have a number of features (see below), it can be argued that organizing games for the development of imitation in this case is the optimal form of conducting classes at the initial stage of speech therapy work.

In order to carry out the work in the best possible way, a speech therapist must know the psychological characteristics of young children: features of the development of perception, attention and memory, thinking, activity, etc. You should also take into account some characteristics of children with speech impairments: increased fatigue, inattention, etc. may occur. Taking into account the listed parameters, speech therapy classes with children 2-3 years old have a number of specific features.

Features of speech therapy classes with young children.

Classes with children are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, or suggestion.
The lack of active speech in children does not allow classes to be based on an explanation of the material, a story, answers to questions, etc. It is still impossible to come to an agreement with a child through speech, so the teacher must take an active role in the game and lead the child along. This happens in games based on imitation. It is in such games that a child learns to receive important information from another person, masters speech, learns to communicate and negotiate. In addition, in such games the child gets the opportunity to be active, and the speech therapist can clearly see how the child acts, how he repeats words, whether he has mastered the material or not.

Elements of training must be introduced during the organization of special games.
The attention of a 2-3 year old child is involuntary. He can be productive only when he is truly interested. In addition, activating children's speech requires clarity and must be closely related to the practical situation. All this can be achieved in the game.
The psychological and physiological characteristics of young children should also be taken into account - the duration of the lesson should not exceed 15-20 minutes, a change in types of activities during the lesson is necessary. Therefore, several different games are used in one lesson, each of which lasts only a few minutes; you can play on the carpet, on the street, and not just at the table, etc.

It is necessary to achieve emotional contact between teacher and child.
Much will depend on how interesting the games are organized and how deeply the child’s positive emotions are affected. To achieve this, the speech therapist needs to instill trust in the child and achieve positive motivation for the child in relation to classes. In addition, it is important to encourage any manifestation of activity by the child, praise, and encourage him to make new attempts to speak. This will help avoid psychological problems associated with speech impairment - reluctance to speak, fear of speech.

Repeated repetition of verbal material is necessary.
Kids love to repeat the same words and actions. This is explained by the learning mechanism: for a skill to become established, a large number of repetitions are necessary, and the more complex the skill, the more time and repetitions it will take. Therefore, it is necessary to give the child the opportunity to learn new words. Remember that children often feel more comfortable in a familiar situation and act more confidently during familiar, favorite games.

Games for the development of general imitation.

Imitation is one of the main ways a young child learns social experience. Through imitation, he masters everyday and play skills and masters speech. But imitation itself does not develop immediately in a child; it requires teaching influence from an adult, especially in a child with developmental disorders.

By the concept of “general imitation” we mean imitation of movements, actions, and facial expressions. The ability of children to imitate the movements and actions of an adult develops gradually. We propose the following sequence of development of general imitation:

• You should start with individual simple movements . For example, in the game “Doing exercises,” kids repeat the following movements: raise their arms up, stomp their feet, run, etc.
• Then you can teach children to do several movements. For example, in the game “Birds”, children flap their wings and run around, pecking at grains. In some games, movements must be performed in a certain sequence.
• The next stage in the development of general imitation is execution actions with objects and toys. For example, when playing with a doll, we teach the child to first rock the doll, then put it in the crib and cover it with a blanket, etc.

1. Let's do exercises!

Target: development of imitation of adult movements; development of movements; development of speech understanding.

Progress of the game: Children line up in a row, at a sufficient distance. The teacher stands in front of the children. He invites the children to play a game. The teacher performs certain actions, commenting on them with the following words:
Let's do some exercises! I will show you, and you repeat after me!

• Hands up!
• Hands to the side!
• Now let's walk around - top, top, top!
• Hands forward!
• Let's clap our hands!
• Hands on your belt!
• Sit down!
• We're standing!
• Let's jump - jump-jump!

To maintain interest in the game, in the future, when the children remember the proposed movements, you can choose a leader from among the children.
If the game is played individually with the child, you can invite him to switch roles:
Now let’s change - you show it, and I’ll repeat it.
The game can be complicated and expanded by adding new movements.

2. Birds.

Target:

Progress of the game: Invite the children to play birds. Comment on your actions with:
Do as I do. Let's fly like birds! We flap our wings up and down!
Running around the room, we flap our arms like wings. If one of the kids does not perform the movement, raise his hands and help him perform the movement.
Then we squat down and tap our hands on the floor: Now the birds sat down on the ground to rest and began to peck the grains - like that! Offer children different paces of movement - birds can fly fast or slow.
Let's fly again! We slowly flap our wings... And now we fly quickly!
The game can be varied, you can come up with new movements for the birds.

3. The bear is clubfooted.

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Invite the children to play bear.
Let's play clumsy bear. I will read a poem, and you repeat the movements after me!
A clubfooted bear is walking through the forest.
(waddling)
He collects cones and sings a song.
(we make movements as if we are picking up cones from the ground)
Suddenly a cone fell, right on the bear’s forehead!
(lightly hit your forehead with your palm)
The bear got angry and kicked!
(make an angry expression on your face and stomp your foot)

4. Palms.

Target: development of imitation of adult movements; development of speech understanding; development of the hands.

Progress of the game: This game is played while sitting at a table. To make it possible to carry out a series of movements, you should first teach how to perform the following movements separately: simultaneously place your palms on the table, palms down, palms up, place your palms on the edge, clasp your palms into a fist. When children master these movements and can easily reproduce them, it becomes possible to play the “Palms” game.
Let's play with our palms. I will recite a rhyme and show the movements, and you repeat after me!
Palms up!
(place your palms on the table with the outer side down)
Palms down!
(turn palms over)
And now they're on the side!
(put palms on edge)
And grabbed it in your fist!
(clasp our palms into fists)
At first, you should perform a series of movements more slowly, as it is difficult for children to quickly switch from one movement to another. When children have mastered the movements and their sequence well, we can offer a game without demonstration from an adult, but only by verbal command.

5. Water.

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Children stand in a row, the teacher stands opposite.
I will say a rhyme and show the movements, and you repeat after me!
Water, water!
( move your fingers from top to bottom )
Wash my face!
( we imitate movements - “washing ourselves” )
To make your eyes sparkle,
( pointing index fingers to eyes )
To make your cheeks blush,
( touch your cheeks )
To make your mouth laugh,
( smile )
So that the tooth bites!
use your fingers to depict a bite )
This is how we washed ourselves. They became clean and rosy!

6. Sunshine and rain.

Target: development of imitation of the movements and actions of an adult, learning to listen carefully to speech instructions.

Progress of the game: Agree with the kids where you will have a house. It could be a carpet lying on the floor - a house common to everyone. Another time, each child may have his own house - a hoop lying on the floor, a jump rope folded in the shape of a circle, or a high chair. When playing outside, you can draw houses with chalk on the asphalt
This is our house ( or our houses) - we will live in a house. Now the weather outside is good - the sun is shining. Go for a walk!
Leave the house outside and walk around the room. You can jump, dance - the children repeat the movements after the teacher.
Suddenly a cloud rolled in and covered the sun - it was about to start raining! Let's run home quickly and hide from the rain!
Then invite the kids to “look out the window.”
Look what the weather is like outside. Is it raining? Then we'll stay home. Is the sun shining? Go for a walk!
Game continues. Make sure there is enough space to play so that children do not jostle as they rush to the huts.

7. Tree.

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Invite the children to play with trees. Comment on your actions with:
Now you and I will turn into trees. Listen and repeat after me!
The wind blows in our faces
(we wave our hands, fanning our faces)
The tree swayed!
(we sway our entire body from side to side)
The wind is getting quieter, quieter,
(swing more slowly, then stop)
The tree is getting higher and higher!
(raise our hands, reach up)

8. This is who we are!

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Introduce children to a new game.

Come on, let's show what we can do! Repeat after me!

We kick, stomp, stomp!
(stomp)
We clap, clap, clap our hands!
(clap)
Head twist, twist, twist!
(turn head from side to side)
We'll hit ourselves in the chest!
(straighten our shoulders, lightly hit ourselves in the chest)
We rubbed our bellies!
(we stroke the stomach in a circular motion)
Mouths smiled!
(use your index fingers to stretch the corners of your mouth)

That's how great we are!

Games for the development of speech imitation.

In the proposed games, the tasks of developing both general and speech imitation are set, but in this section, imitation of an adult’s speech comes first. To do this, the adult repeatedly repeats certain syllables, words, phrases, highlighting them intonationally in the flow of speech, and encourages the children to repeat these words after him. At the same time, children’s answers in any form are accepted and encouraged, while the adult gives the children only a sample of correct speech.

Imitating the speech of an adult also goes through several stages. Depending on the level of speech development of the child, you can offer him repetition of sounds, syllables, words or phrases:

• Repetition of individual sounds that carry meaning in the game.
• Repetition of amorphous words. These are onomatopoeic words, syllable words that have their own semantic content. These words include imitations of animal voices - mu, aw-aw, meow and etc.; imitating the sounds of musical toys - bom-bom, doo-doo, ding-ding and etc.; imitating traffic noise - beep, beep, toot etc., as well as other amorphous words that the baby can use to replace any words that he cannot yet pronounce in full.
• Repetition of words. At first these are simple short words - give, on, lalya, misha, kitty etc. As speech develops, the child learns to reproduce two- and three-syllable words, reproducing the intonation-rhythmic pattern of words. At the same time, throughout an early age, the child can reproduce the sound composition of words approximately.
• Repeating short phrases. This is the stage of combining several words in one sentence. For example: Where's mom? There's a ball there. This is a spoon. Gradually, the number of words in the phrase spoken by the child increases, and the child learns inflection and grammatically correct combinations of words in a sentence. For example: Here's a bunny. Give me the bunny. Vanya is a good boy. Masha is a good girl.

We offer options for speech imitation in the games listed below in exactly this sequence: sounds - amorphous words - words - phrases. In our opinion, this form of offering material is the most convenient, because allows the teacher to flexibly select the appropriate option, depending on the level of speech development of children and their age.

Remember that at the initial stage of speech therapy work with non-speaking children, any child’s answers are acceptable, depending on his age and speech capabilities. You should not require accurate sound pronunciation from a 2-3 year old child. At an early age, the most important thing is the development of the communicative function of speech.

1. Let's play the pipe.

Target: repetition of the amorphous word DU-DU.

Progress of the game: Invite the children to “play” the pipe. Before starting the game, show the children a real pipe and play it. Then pretend to play the pipe using movements and voice it.

Let's play the pipe! How does the pipe play? DU-DU-DU! Repeat after me!

We “pipe” and at the same time, with hand movements, we pretend to play the pipe.

2. Let's play the balalaika.

Target: development of imitation of the movements and speech of an adult - repetition of the amorphous word LA-LA.

Progress of the game: Invite the children to “play” the balalaika. Before starting the game, show the children a real balalaika and play on it or show a picture of it. Then pretend to play the balalaika using movements and voice it.
Now let's play the balalaika: LA-LA-LA!
Let's pretend to play the balalaika.

3. Let's ring the bell.

Target: development of imitation of the movements and speech of an adult - repetition of amorphous words DON-DON, DING DING, DING DING DING.

Progress of the game: Invite the children to “ring” the bell. Before the game starts, show the children a real bell and ring it for them. Then pretend to ring the bell using your movements and speech.
Let's ring the bell: DING-DING-DING!
We imitate playing the bell by moving the raised hand from side to side.
You can suggest calling in a different way: DON-DON! Or DING DONG!
There are different ways to ring a bell. Let's ring it like this: DON-DON-DON! And now in a different way: DING DONG! And now like this: DING-DING-DING! Repeat after me!

4. We beat the drum.

Target: development of imitation of the movements and speech of an adult - repetition of amorphous words TA-TA-TA, BOM-BOM-BOM, BAM-BAM-BAM.

Progress of the game: Invite the children to “play” the drum. Before starting the game, show the children a real drum. Then imitate playing the drum using movements and sound it out.
How do we beat the drum? TA-TA-TA!
At the same time, we imitate playing the drum, alternately raising and lowering our arms bent at the elbows.
You can suggest drumming in a different way: BOM-BOM-BOM! BAM-BAM-BAM! Choose the option that children like best and remember better. You can use different options in one game. In this case, the following instructions are given:
Drumming can be done in different ways. Let's beat the drum like this: TA-TA-TA! And now in a different way: BOM-BOM-BOM! And now like this: BAM-BAM-BAM! Repeat after me!
When children remember well playing the drum, pipe, bell and balalaika, you can offer to perform the necessary movements and speech structures according to verbal instructions without demonstration:
Let's beat the drum! Let's play the pipe! Let's ring the bell! Let's play the balalaika!

5. Airplanes .

Target: development of imitation of the movements and speech of an adult - repetition of the sound U.

Progress of the game: Invite the children to play with airplanes.
Listen to a poem about an airplane:
Scattered across the ground
Rising to the sky! The plane is flying straight ahead!
Let's play airplanes! Planes flew in the sky and buzzed: OOO!
With our arms straight out to the sides, we run around the room.
Make sure that children run carefully and do not collide with each other.

6. Steamboats .

Target: development of imitation of the movements and speech of an adult - repetition of the sound Y.

Progress of the game: Invite the children to play steamboats.
Listen to the poem about the steamboat:
Steamboat home
Hurries in a straight line!
Swinging on the waves
The splashes fly away!
Let's play steamboats! The steamboats are sailing and buzzing: Y-Y-Y!
We put our arms straight in front of us and make oscillatory movements with them, as if we were swimming on the waves.

7. Cars .

Target: development of imitation of the movements and speech of an adult - repetition (approximate) of the sound Ж; amorphous word BI-BI.

Progress of the game: Invite the children to play with cars.
Listen to a poem about a typewriter:
Beep beep - the car is humming:
I won't go without gas!
Let's play cars! The cars went: J-J-J!
The car beeps: BEEP! Clear the road!
We walk around the room, simulating using hand movements to control a car - we turn the steering wheel.

8. Trains .

Target: development of imitation of the movements and speech of an adult - repetition of the amorphous words CHU-CHU and TU-TU.

Progress of the game: Invite the children to play with trains.
Listen to a poem about a train:
Fun little train
Transports trailers!
The pipe is puffing,
The wheels are knocking!
Let's play trains! The little train went: CHOO-CHOO-CHOO! The train honks: TU-TU!
We walk, using circular movements with our arms bent at the elbows, depicting the movements of the train wheels.

9. Guests.

Target: development of imitation of adult speech - repetition of the amorphous word KNOCK-KNOCK and imitations of animal screams: KO-KO-KO, AV-AV, MEOW, MU, GA-GA-GA, QUACK-QUACK, I-GO-GO, etc.; words CHICKEN, DOG, CAT, COW, GOOSE, DUCK, HORSE, etc.; phrases WHO IS THERE, THE DOG AV-AV, THE CHICKEN IS PECKING, etc.

Progress of the game: Build a house with the kids from a construction set (you can build a house from a chair, a table covered with a blanket, etc.) and invite them to play the game “Guests”. Prepare the following toys (soft or rubber) in advance: chicken, dog, cat, cow, goose, duck, horse, etc.
You can vary the number and list of game characters depending on what toys you have available. For example, you can use a donkey - IA, goat - BE, pigeon - GULI-GULI, crow - KAR, mouse - PEEP, etc. The main thing is that these characters make screams that can be imitated.
This is how wonderful our house turned out - big and beautiful! Who came to visit us today? KNOCK KNOCK! Who's there?(the toy is not visible) AW-AW! Who is this, have you guessed? That's right, DOG. Come and visit us, dog. Let's talk to the dog in his dog language: AB-AW!
KNOCK KNOCK! Someone else came to visit us...
Encourage children to repeat onomatopoeias, words and phrases after you. To do this, use questions as shown in the example.
The game continues with the next character. The description of the game suggests possible characters at the same time, but their number and, accordingly, the duration of the game should be varied flexibly. If your kids show signs of fatigue, stop playing. We advise you to change characters and gradually increase the number of “guests”.

10. On! Give!

Target: development of imitation of the movements and speech of an adult - repetition of the words ON and GIVE; repetition of the phrases ON THE BALL, GIVE THE DICE, ON THE SPOON, etc. in a variety of situations (play and everyday) with a variety of objects.

Progress of the game: Show the children how to play with a toy bunny. We hand the bunny a small ball with the words:
ON, bunny, BALL! On the!
Then we ask the bunny for a ball, accompanying the words with a gesture - we extend our hand, make a “petitioning” movement with our palm towards ourselves. Now let’s ask the bunny for a ball: “Give me the Bunny! GIVE!" This game is played with a wide variety of toys. Give the kids toys and ask them to repeat the game.
This game can be continued in everyday situations. At the same time, children learn to ask for what they need from adults and peers, and learn to share.

11. Doll.

Target: development of imitation of the movements and speech of an adult - repetition of sound A; amorphous word LA-LA; words DOLL; phrases THE DOLL IS SLEEPING, THE DOLL IS DANCING, THE DOLL IS SINGING A SONG, etc.

Progress of the game: Give the children dolls and offer them a game.
The doll is tired, she wants to sleep. Let's put the doll to sleep: rock her and sing her a song: A-A-A!
Holding the doll to our chest, we rock it and sing in a quiet voice. Children repeat after adults, rocking their dolls. Make sure the kids repeat the intonation of the chant.
The doll woke up. Look how the doll dances!
The doll “dances and bows.”
And now the doll sings a song: LA-LA-LA! LA-LA-LA! Help your dolls dance and sing a song.
If necessary, help children perform playful actions with the doll. Encourage repetition of words and phrases by asking questions: Who is this? What does the doll do? How does a doll sing a song? etc.

12. Big feet are walking along the road.

Target: development of imitation of the movements and speech of an adult - repetition of amorphous words TOP-TOP; words LEGS, LEGS, ROAD; phrases BIG LEGS, LEGS GO, etc.; development of movements.

Progress of the game: Introduce the children to the game "Legs and Feet".
Let's play the game "Legs and Legs" - we will walk and run. Listen to the poem, repeat after me!
Big feet are walking down the road:
TOP-TOP-TOP!
(speak in a low voice, raise our legs high, take long steps)
Little legs ran along the path:
Top-top-top, top-top-top!
(we speak in a thin voice, run in small steps)
You can move in one direction, then in the opposite direction (corresponding to the first and second parts of the poem), or you can move in a circle. Make sure that all children have enough space to perform their movements.

Development of verb vocabulary.

Particular attention should be paid to teaching children the use of verb words (action words), since they play a key role in the development of children's speech. These verbs include: GIVE, ON, GO, KATI, CATCH, STOP and etc.
Young children can be offered easier (“childish”) versions of some verbs. For example: sleeping - BAY-BAY; gets up - AP-AP; eats - AM-AM; washes - BULL-BULL; walking - TOP-TOP; fell - BANG; swings - KACH-KACH; bathes - KUP-KUP; laughs - HA-HA-HA, etc.

Literature

• Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children - M.: Education, 1990.
• Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. - M.: Book-master, 1993.
• Kozak O.N. Games and activities for children from birth to three years old. - St. Petersburg: Union, 1998.
• Gromova O.E. Hello! Lala? Speech. The first verbs - M.: Karapuz, 2003.
• Gromova O.E. Top top. Buh. Speech. The first verbs - M.: Karapuz, 2003.

Delays in speech development can be caused by a variety of reasons. Some of them lie in the biological area of ​​the child’s life. Disturbances in the development of the hearing system, late development of speech skills due to hereditary characteristics, frequent illnesses of the baby. Other reasons are hidden in the social plane, when parents pay little attention to the child, a negative atmosphere reigns in the family, the baby grows up in an atmosphere of misunderstanding and negligent attitude towards parental responsibilities.

Lack of parental attention may be one of the reasons for delayed speech development

Why may a child not speak at 2-3 years old?

The reason for the silence of a 2-3 year old child should be looked for not only in anatomical pathologies; the manner of communication between the parents and the child also matters a lot. Some mothers surround their little ones with excessive care, which leads to lack of demand for speech. As soon as the baby wishes for something, the mother makes the wish come true. By actively using gestures and facial expressions when communicating with children aged 1-3 years, you involuntarily slow down their speech development.

It is a mistake to think that being in an environment rich in information media (TV, radio), a child will learn to speak faster. The chaotic flow of speech forms a “curtain of noise” that the child does not perceive.

Moreover, when trying to speak, the baby utters long, meaningless phrases, imitating what he heard from the TV or radio. Parents should learn to talk to their child, and not talk in front of him or entertain him with cartoons.

It is difficult to develop speech skills where parents justify the lack of communication by lack of time or simply do not want to talk much with the baby. It is a mistake to rely on speech therapists and kindergarten teachers, because children acquire their first speech skills in the family. In addition, the development of fine motor skills and articulation is important for babies. Regular exercises (self-massage of hands, finger exercises, didactic games) help improve speech.

The cartoons that kids love so much can actually slow down their speech development.

Seven simple and wise tips from speech therapists will help adults correctly structure their communication with their child so that his speech develops quickly. Let's list each of them:

1. Support and encourage the child's activity, openly express joy when the baby tries to pronounce sounds and syllables.
2. Help your treasure, buy educational games. Puzzles, cut-out pictures, cubes with pictures, insert games will help develop fine motor skills.
3. Come up with finger games for your little one. The fingertips are replete with nerve endings that influence the stimulation of the motor area of ​​the brain. A simple game has long been invented in which each finger is given the name of a family member. Touch your baby's fingers and come up with different stories so that all the fingers are included in the plot.
4. Be sure to read books with your child, tell him fairy tales, memorize poems, and sing songs. Take as your assistant the works of famous children's writers (Mikhalkov, Barto, Bianchi, Marshak, Chukovsky).
5. Discuss everything you see with your child in detail. Where the car is going, why the bird is singing cheerfully outside the window, what dad’s job is, what the kids are playing in the yard - any event or action must be accompanied by detailed verbal explanations.
6. Tell your child about domestic and wild animals, teach him the “language” of animals and birds. The cows say “moo-moo”, the sparrow chirps “chick-chirp”.
7. Memorize with your child funny children's poems about “The Thief Magpie”, the clumsy bear, about Tanya and her ball. Call your grandmothers for help, they usually know a lot of these poems.

The more the mother communicates with the child (reads books, learns rhymes, talks), the faster he will learn to speak well

Basics for speech development at home

Basic home exercises will help you develop your child’s speech (more details in the article:). The simplest of them is “tell mom.” The exercise is used in communication with small children, under the age of one year, who are just learning to reproduce sounds. For older children, more complex techniques should be used to stimulate the child’s meaningful understanding of speech, its meaning, and conscious pronunciation of words.

Collaborative cognition of objects

Having crossed the one-year mark, children begin to actively get acquainted with the world around them. Children's interest extends to all objects in the house. Come to the aid of your treasure, describe his every movement out loud, in simple sentences. Talk about every subject that interests him. If your son takes a spoon, tell him what he is holding, what it is for, what the object is called, do not be lazy to repeat your explanation several times so that the baby remembers.

Looking at and studying pictures

For this exercise, stock up on a variety of children's picture books. Publishers offer beautiful illustrated books of various headings. For example, the “Who Am I?” section, which talks about animals.

Picture books or flashcards help improve your child's vocabulary

While looking at the pictures, point your child to the image of a dog, ask him how it “talks”, say “woof-woof.” Studying animals and their “language” will make it easier for you to teach your baby to pronounce individual sounds. Pay more attention to the animals you meet on the street, clearly showing and talking about them. A little time will pass, and when the child sees a dog or cat on the street, he will suddenly say “meow” or “woof.”

Sound education

Indicate actions that the baby can understand with simple sounds. The child claps his hands - say "clap-clap", the baby has fallen - do not rush to pick him up and groan, say "bang, bang, boom." The game amuses young children, they accept it, they may even fall down on purpose to hear “boom or bang” again. In addition, you help your child learn that every movement can be voiced.

How to encourage a child to talk?

When learning sounds with your child, ask him to repeat what you say. For example, you say “woof-woof”, let the baby repeat after you. If he can’t accurately reproduce the sounds, don’t worry, repeat with him what he did. Your main task in this speech therapy exercise is to encourage the child to pronounce sounds. Be sure to reward the baby for any sounds, even if they are not similar to those that you offered him.

Any attempts by a child to talk must be encouraged

We teach how to correctly imitate the speech of adults

When organizing speech therapy classes for children 2-3 years old, follow the main rule of communication with your child: never distort words.

A child is a great imitator, he imitates cartoon characters and mom and dad. If you talk to him, distorting words, he will perceive such sounds as correct and begin to repeat them. Try to pronounce words clearly, only occasionally using diminutive or inverted forms.

The next stage is sound pronunciation. If you want to teach your child simple sounds, make activities with him or her playful. Use the following exercises:

• Dudochka. Musical instruments always arouse curiosity and interest in children; they help non-verbal children learn sounds more easily. You can buy a toy in a store or imitate playing the instrument with your fingers. Show your baby what a pipe sounds like by saying “doo-doo-doo,” then ask him to repeat the sounds.
• Driving by car. Favorite game of all children. Place your son or daughter on your lap, start the engine, and let's go. Turn the steering wheel and honk, saying “beep.” Kids really like this ride, they play with it with pleasure and quickly learn to “beep.”
• Home zoo. Gather soft toys or animal magnets in one place and take a tour of your home zoo, asking your child to join you in saying the sounds each animal makes. They will help you master sounds and cartoons about animals.

Imitating the voices of various animals is a great exercise for a child.

How to develop phonemic awareness?

The development of phonemic hearing is necessary for children to correctly recognize phonemes of their native language. Phonemes are words with the same sound base - for example, “boar-can” or “sleep-nose”. The ability to recognize phonemes is given to a person from birth, but it is impossible to do without competent systematization. Speech therapy offers a lot of fun games aimed at developing this ability. Let's look at some in more detail:

• Find out the instrument. Musical instruments are ideal for training phonemic awareness. If you have a drum, pipe, guitar, tambourine in your house - great. Take all the tools and hide behind the door or in another room. Play each of them in turn, asking your child to determine by ear which instrument sounded.
• Who's speaking? Prepare pictures of different animals for the exercise. Show the picture to your child and ask him to say the sound that is characteristic of the animal you have chosen.
• Repeat after me. Teaching your baby rhythm. Tap a simple rhythm and invite your child to repeat it. Gradually complicate the exercise by asking for a more complex combination of sounds. If the baby successfully completes the task, ask him to tap out his composition, and you will repeat after him.

Teaching a child rhythm and developing his hearing is a big step towards correct speech.

You shouldn’t expect quick results from a baby in a year or two, but regular lessons will definitely bring a positive effect. Time will pass and your little student will learn to master sounds and speech. Games will help develop abstract thinking and memory in a child, awaken the ability to perceive phonemic hearing, and improve speech skills. Speech therapists often give similar advice to parents, pointing out their simplicity and accessibility.

How do fine motor skills affect speech development?

Fine motor skills have a significant impact on the development of speech. The principle is that when performing fine motor skills exercises, an impulse enters the brain, and the brain begins to work. At home, you can offer your baby games with ordinary objects. We offer the following home games:

• Find what's at the bottom. Take two bowls, pour beans into one, buckwheat into the other. Place a small surprise under the cereal and invite your baby to rummage through the cereal with both hands to get the gift (we recommend reading:).
• Find identical bags. Prepare 9 cloth bags, put the same material in each three: cotton wool, paper, cereal. Ask your child to identify three bags with the same contents by feeling.

• Cheerful Hedgehog. We take thick paper or cardboard, cut out a hedgehog figurine from it, and attach clothespins along the edge, which imitate needles. We invite the child to remove the clothespins and fasten them again.
• Much is not enough. The game is aimed at learning quantity. We arrange the toys into two piles, small and large. We explain to the child what a lot and a little mean.
• Coloring pages. Buy coloring books, plasticine, pencils, and drawing paper. Let the child draw often and as much as he wants, encourage his creativity, praise him. At the same time, study colors, sizes, shapes with him.

The benefits of articulation gymnastics

Speech gymnastics is a kind of speech therapy training that allows you to correctly master the pronunciation of words in your native language. Having mastery of speech, it is easier for children to express their desires and thoughts. The task of adults is to teach the child to pronounce words correctly and clearly. Naturally, at 2-3 years old it is difficult to accurately determine a speech problem, however, articulatory speech therapy gymnastics plays a preventive role here.

If we turn to the laws of speech therapy, we will find in them wise and useful recommendations for parents. Use the following rules for speech gymnastics with children:

1. Do exercises regularly to develop and consolidate the skills you have learned.
2. Be careful not to get carried away and turn your child away from activities. Offer 2-3 exercises for training.
3. The duration of one lesson with 2-4 year old children should not exceed 10-15 minutes.
4. It is useful to consolidate completed exercises throughout the day. Just ask your child to repeat what he has learned to make sure he remembers it.
5. Be sure to put your articulatory gymnastics classes into a game form (we recommend reading:). It is easier for kids to focus on an exciting game than on a boring lesson.

Articulation gymnastics should not tire the child or turn into a serious activity for him

How to perform articulation gymnastics?

To train speech, special exercises have been developed that a child can master with the help of adults. Use videos to practice skills. Carry out articulation training like this:

1. We invite the child to open his mouth and freeze in this position for a few seconds. For ease of learning, we call this pose “Open and close the gate.”
2. The next lesson is called “Show the fence.” The child should close his teeth and show them to you, smiling widely.
3. “Brushing our teeth.” Ask your child to open his mouth and move his tongue over the teeth, touching the outer and inner surfaces of the teeth.
4. “Drawing with the tongue” Sticking out his tongue a little, the baby should draw with it, mentally imagining what he is drawing. A circle-ball, a Christmas tree, a road - everything that is easy to do with the tongue.

If you notice that the speech development of your treasure is clearly delayed, or during pregnancy or childbirth the baby suffered stress or injury, you suspect that the reason is a serious pathology - immediately show the baby to specialists. Remember that the active development of speech skills occurs between the ages of 1 and 3 years, when you must monitor this process and correct it in time. It will be much more difficult to make up for lost time at the age of 4-5, to the point that the baby may still have a speech defect.

When a child of 2-3 years old still does not speak, parents panic. It seems to them that if the neighbor's children speak very well, then theirs, however, this is not so. Speech therapists say that every child is individual. You can practice at home. In this article you can familiarize yourself with exercises, tips and tricks that will help interest your child. You will learn why speech therapy classes for children are needed. 2-3 years is the age of interest in everything and curiosity. Therefore, you will not have any problems.

Speech therapy classes at home

Each child is individual. One starts talking early, the other starts talking late. Of course, all parents worry when their 2-year-old toddler doesn’t want to speak at all, but only points his finger. To prevent such incidents from happening, it is necessary to regularly conduct speech therapy sessions with children.

First of all, your child needs regular communication. In order for him to be interested in spending time with adults, he needs to interest the baby. Then 2-3 years will be useful - the age when a child should be able to speak at least some words. If this does not happen, then pay maximum attention to the exercises.

Most often based on imitation. Kids try to copy those around them. These are actions, words, gestures, facial expressions, etc. A 2-3 year old child is restless and does not know how to concentrate, so it is best to work with him when he wants it. First of all, parents need to achieve emotional contact with the child. When this happens, you can safely engage with your baby, play or just communicate.

Warm-up: finger games

Few people believe that they are developing speech. However, this is scientifically proven. Therefore, try to pay attention. Here are some examples:

1. Place your thumb and index finger together. Let the rest be raised and spread out. Show the children this cockerel, saying: “Our Petya the Cockerel, the golden comb, went to the market and bought one boot.”
2. Close your thumb and index fingers and tap them on the table. At this time, say: “The chicken came and found a grain, did not eat it herself, but took it to the children.”
3. Close the thumb with the two middle fingers, and simply bend the little finger and index finger slightly, saying: “The mouse is gnawing on the dryers, the cat has come, the mouse has crawled into a hole.”
4. Bend your phalanges in different directions, saying: “Our fingers are very friendly, everyone needs them. We need to count the brothers, there are five of them on one hand. There are no less of them on the second, they are all good, because my fingers.”

Finger gymnastics is a warm-up that every child needs to get him interested in a further lesson. After all, speech therapy classes for children require perseverance. 2-3 years is the age of fidgets. Therefore, we first interest the baby, and then we begin the exercise.

Articulation gymnastics

Before conducting speech therapy classes for children 2-3 years old at home, it is necessary to develop the muscles of the tongue. This is why it is needed. It is advisable to spend it together with the baby in front of the mirror:

• Let the child imagine that the tongue is a brush. His mouth should be slightly open. The tongue should be drawn across the palate towards the throat and back to the teeth.
• Exercise “Tongue on a swing”. At the same time, open your mouth wide. At this time, the tongue lies under the lower teeth. Then lift its tip under the upper teeth. This exercise must be done at least four times.
• "Delicious jam." You need to lick your upper lips first with your tongue, then move on to the lower lips. Do the exercise 5 times.
• Brush your teeth with your tongue. Open your mouth wide. Run the tongue first over the lower teeth, then over the upper teeth. Do this exercise 4-5 times.

This is how speech therapy classes for children (2-3 years old) are held at home. However, the child will have fun and interest only when you engage with the baby in the game, and not force him.

Onomatopoeia: who sounds? What's knocking?

When you have successfully completed finger and articulation gymnastics, you can begin to study sounds or syllables. To do this, you need to imitate the sounds of animals or objects with your child. Say the following phrases to your baby:

1. “Our frog is the head of the swamp, sits on the sand and says: “Kva-kva.”
2. “The cockerel was afraid to fall into the river and kept shouting: “Ku-ka-re-ku.”
3. “My bell rings ding-ding all day long.”
4. “The bunny gnaws the carrot appetizingly and creates a little noise: “Chrum-crunch.”
5. “The rain says: “Drip, drip.” You need to take an umbrella with you.”
6. “The horse runs merrily and clatters its hooves. This is not a boot, but the sound of a knocking “clack-clack-clack.”
7. “The pig says: “Oink-oink, I’ll give you some candy.”
8. “The clock gives us a sign of time and it sounds “tick-tock”.”
9. “A steam locomotive travels around the world and repeats: “Too-too, I’m going.”
10. “Anechka got lost in the forest and called her friends: “Ay-ay.”

Speech therapy classes for children (2-3 years old) at home are very useful and exciting. In a playful way, you and your baby can achieve great success.

Logorhythmics

Such activities help children not only master speech, but also expand their vocabulary. Speech therapy rhythms develop a child’s motor skills, speech, thinking, memory, and attention. Exercises are given to children from two years old. When your child speaks poorly, let him repeat only what he remembers. If he does not speak at all, then the adult sings, and at this time the child’s hearing develops and his speech reserve is replenished.

Speech therapy classes for children 2-3 years old are interesting and exciting. When you start singing and doing the exercise, the child will become interested, and he will involuntarily begin to repeat after you. There are several exciting games:

• "For a walk". You need to read aloud a verse to which the baby repeats certain movements:

Our legs(reaches palms to feet)

walking along the path(slaps his hands on his knees).

Over the bumps, over the bumps(moves in slow steps)

all the flowers step over(raises his legs high).

• Game "Weather". The child sits on a high chair and listens to slow music. When you say: “It’s raining,” he pats his knees with his palms in rhythm. Hearing the words: “Lightning has appeared,” the baby rings the bell. When you said: “Thunder is thundering,” the child stomps his feet loudly. When the word “silence” is said, the baby becomes silent and sits motionless for a minute.
• Do exercises, saying: “First, we raise our handles “one-two-three”, then we lower our handles. We'll stomp our feet, clap our hands, jump, run, and we'll finish our exercises. And we will begin to walk quietly again.”

These are interesting speech therapy classes for children 2-3 years old. Exercises should be carried out only with musical accompaniment. Then the child will really like such activities, and he will please you with his successes.

Games for hearing development

These activities are necessary for the child to develop hearing. Children must identify sounds. This could be the sound of rain, thunder, a dog barking or a cat purring, etc. Speech therapy classes with non-speaking children 2-3 years old should be carried out as usual. Remember, this is not a pathology, but most likely laziness, which needs to be overcome with the help of exciting exercises.

Let your baby listen to 2 sounds, for example, a baby crying and a vacuum cleaner running. Let the little one determine who or what is making the sound. When tasks are already easy for him, you can complicate the exercise. Let your baby listen to 3 different sounds, and then 4. If he is in no hurry to speak, then help him and do not scold the baby.

Poems for speech development

Speech therapist classes for children 2-3 years old can be carried out by parents at home. If you practice with your baby every day, then he will start talking faster than you expect.

Poems are an integral part of speech development. It is important that there is a simple rhyme, then it will be more interesting for the child to practice:

1. “There was a small fight in the river. Something was not shared between the two cancers.”
2. “Our dear turtle always hides in her shell out of fear.”
3. “Topotushki, topotushki, a bunny is jumping at the edge of the forest. He was tired and sat down and ate a carrot.”

Poems for children 2-3 years old are offered very small so that the child can easily remember them. When you see that the baby begins to recite small rhymes in full, then you can complicate the task.

Pure talk

They are also necessary for the development of the baby’s speech. Pure sayings, like poems, should be short and easy to remember:

• "Oh-oh-oh - our cat isn't so bad."
• “Uh-uh-uh - our rooster crowed.”
• "Ah-ah-ah - we are standing on our feet."
• “Sha-sha-sha - mom’s noodles turned out delicious.”
• “Shu-shu-shu - I’ll ask daddy.”
• “Shi-shi-shi - how the reeds rustled.”

You can come up with such pure sayings yourself. It all depends on which letters the baby cannot pronounce.

Nowadays, it is very common to find non-speaking children aged 2-3 years. This does not mean that the child has speech problems. Speech therapists say that there is no need to worry until the age of three. However, speech therapy classes for children still wouldn’t hurt. 2-3 years is an inquisitive age, so kids will be happy to exercise if they are interested.

The first few lessons should last no more than 3 minutes. Then you can gradually increase the time. It is important that the baby likes it. If you see that your child is tired and doesn’t want to study, don’t force him. Postpone the exercises until your baby is in the mood for exercise.

It's better to exercise a little every day. Then the baby develops skills, habits and memory. Don't scold him for incorrect movements and pronunciation. Remember, your baby is just learning. Don't discourage him from studying. After all, if you scold and punish, then nothing good will come of it.

Conclusion

In the article we got acquainted with several types of games. They are excellent for speech development. From this we can conclude that the exercises are not difficult. Therefore, speech therapist classes with children 2-3 years old can be carried out by the mother at home. The main thing is to follow the recommendations of experts.

Thanks to the above games, you will well replenish your child’s vocabulary, help you think logically, imagine and fantasize. Children's memory improves, they become more diligent and begin to speak faster: first some sounds, then syllables. Many kids, with the help of such games, immediately spoke not in words, but in sentences. So don’t worry about your baby’s speech. Daily activities will help you and your baby achieve great success.