Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?

Games for the development of speech in younger preschoolers

The game "I'm faster."

Target: develop speech, memory, attention.

Description: stand next to the child. Choose an object that is some distance away. Explain to the child that the one who reaches this object first will win, but you can only take a step if a word from the selected category is named, for example: “Everything is round (warm, soft)”, “Domestic or wild animals”, “ Crockery”, “Furniture”, etc.

Game "What, where, when."

Goals: develop speech; help to master the grammatical forms of words.

Description: throwing the ball to the child, ask questions:

Where do branches grow? (On the tree.)

Where do trees grow? (In the woods.)

Where do leaves grow? (On a branch.)

Where do fish live? (In a river.)

The game "Magic Box".

Goals: to develop attention, memory, the skill of classifying objects, to help master the correct use of generic pronouns.

Description: put several different items in a cardboard box. The teacher says: “I found a magic chest! Let's see what's in there." Taking out the items one at a time, give them a brief description: “Look - this is a ball, how round it is, red! And here is a car, it is with a body and wheels. Yes, there is also lotto. How colorful it is, with different pictures! And also - a spoon, a big daddy's spoon. Put all the items in a box and invite the child to guess the item from the description. “She has a body and wheels; it is multi-colored and with pictures, etc.”, highlighting the pronouns “he, she, it” with intonation. After all the items are laid out again, invite the child to pick up the toys. If, along with toys, he takes away a spoon, draw his attention to this.

Game "Thank you, Masha!".

Goals: promote sensory development; help mastering the generic endings of adjectives.

Masha cooked porridge, Perform circular movements with your hand, simulating the stirring of porridge.

Fedot fed. Perform hand movements that mimic feeding with a spoon.

Fedot cooked compote. Simulate "stirring" in the other direction.

Watered the car. Simulate drinking from an imaginary glass.

"Thank you, Masha! Tilt your head.

Thanks Fedot! Perform a head bow.

Delicious porridge!

Delicious compote!

Ask the child what else can be tasty, listing words of various kinds: “What apple? Delicious! Soup what? Tasty! What plum? Etc.".

The game "Useful" hide and seek.

Goals: develop attention; to acquaint with the meaning of prepositions under, on, in.

Description: invite the child to play hide and seek with a fairy tale. Come up with a short story in which the child will do what the story will be about. For example: “Once upon a time there was a boy (name of the child). Once he and his mother were playing hide and seek. I thought and thought (name) and decided to hide under the table. Mom looks - there is no her boy. Where is he? Maybe under the sofa? I looked - it's not there. Or maybe under a chair? And there isn't. Ah, there he is, under the table!” Next, the teacher talks about how the boy hid in the closet or hid behind the curtain. Etc.

The game "A twisted fairy tale".

Target:

Description: start telling the child the story of Little Red Riding Hood. In the place of the story where the girl must meet the wolf, change the plot: “She is walking through the forest, and suddenly Kolobok is meeting her!” Depending on the mood of the child, simulate the further development of events. It is quite possible that the child will want to listen to the fairy tale in the traditional version, in which case invite him to remind him of its continuation. And you can invite the child to dream up on the topic "Little Red Riding Hood and Gingerbread Man (seven kids, Nif-Nif, etc.)". Listen to all the child's suggestions, ask him why he wants this or that hero to do just that. Working together to bring out a happy ending to the story.

The game "Special Purpose Train".

Target: develop phonemic awareness.

carton boxes.

Description: make a train with wagons from cardboard boxes. Explain that the train carries only special goods, today, for example, it will carry only those items that begin with the letter A. Help the child collect the necessary things, highlight the first sound of each word.

Game "One - many".

Goals: develop speech, attention; Learn about plural forms of words.

Game material and visual aids: paired cards depicting single and multiple items.

Description: lay out cards with images of several objects in front of the child. The teacher has cards with single objects. Showing the child a card, you need to ask: “I have an apple, do you have an apple?” Help the child find a card with a picture of several apples. Give a sample answer: “I have an apple, and you have apples!” Use images of objects, the plural of which is formed using different endings: house - houses, leg - legs, face - faces, etc.

Game "Go!".

Target: develop the skill of using the forms of verbs correctly.

Description: the teacher plays a game situation: a toy bunny drives up to the child in a car, reports that he is going to a construction site, and asks to load the cubes into the back of the car. After loading the car, wave your hand to the bunny and say: “Well, go, bunny.” Then a bear, a doll and other toys arrive. Encourage the child to say not “Go!”, But “Go!”. If the child is wrong, correct him.

The game "Who came to us?".

Target: develop speech, logical thinking.

Description: hide the kitten toy. The hidden kitten has forgotten what kind of animal he is, but he knows that his mother is a cat, and his father is a cat. Act out the situation with a chicken, calf, etc.

The game "Where was the ball?".

Target: develop speech, orientation skills in space.

Description: put a small ball on the table. Arrange a few objects familiar to the child around it. Ask: "Where is the ball?" - "On the table". Ask the question in a different way: “Near what is the ball lying?”, “In front of what is the ball lying?”, “Behind what object is the ball lying?”, “Not far from what is the ball lying?”, “Opposite what is the ball lying?” etc.

Shop game.

Target: develop auditory perception, attention.

Description: invite the child to play in the store. Arrange “goods” on improvised showcases: toys, books, dishes, etc. “Customers” can be a teacher with a child, dolls, soft toys. You can buy the item you like on one condition: the “buyer” pronounces the sound with which the name of the “product” begins: the car - “m”, the plate - “t”, etc.

Game "Decorate the word."

Goals: help learn letters; develop fine motor skills.

Game material and visual aids: a sheet of paper, cereals (multi-colored buttons).

Description: write in large letters a short word familiar to the child (“mom”, “dad”, “cat”, etc.). Read the word and invite the child to decorate the inscription, wrapping the letters around the contour with cereal or buttons. Stop the child if he wants to start with the last or middle letter, explain that all words are read from left to right. After laying out the letters, read the word again.

Game "Confusion".

Target: develop speech, attention, logical thinking.

Any child knows this -

An orange has a color ... (blue - orange).

cow mooing,

Piglet grunts

The tiger growls

And the dog ... (meows - barks).

Like on our street

Two quacked ... (chickens-ducks).

Every child knows

That a horse is a mother ... (foal).

The chickens know that in the morning

Everyone hears their dad! After all, he ... (kangaroo - rooster).

The game "Unbelievable".

Target: develop speech, logical thinking, attention.

1) Late autumn bear

Likes to sit in the river

And in winter among the branches

"Ha-ha-ha" - sang the nightingale.

Quickly give me an answer:

Is it true or not?

N. Stankevich

2) glad, glad, glad

bright birches,

And on them with joy

Roses are growing.

Happy, happy, happy

dark aspens,

And on them with joy

Growing oranges.

K. Chukovsky

3) The village was driving

Past the man

Suddenly from under the dog

The gates are barking.

The roofs were scared

Sit on the raven.

Horse urged

A man with a whip.

Russian folk fiction

Game "Describe the object."

Target: develop speech, logical thinking, classification skill.

Description: Invite the child to describe any object familiar to him. In the first lessons, it is best to use objects that are in front of your eyes (toys, furniture, clothes). Teach the child to give a detailed description of the object. It is worth paying attention to the following scheme-algorithm created by V. N. Grigoriev.

1. The subject, the class to which it belongs, the constituent parts of the subject.

2. Shape, color, size, material.

3. Functions of the subject.

4. Comparative analysis - in form, color, material, functions.

In this case, an adult must necessarily take into account the individual characteristics of the child, the level of his development. Use words that the child can understand. Visually demonstrate everything that is being said. Ask the child leading questions, prompt if he finds it difficult to answer. The game can be organized in the form of a fairy tale.

THE TALE OF THE CHAIR

There lived a chair. It was a very old chair. Together with other chairs, he stood near the table. Once a bunny drove by in a children's car. He was driving so carelessly that he hit the leg of a chair. Rubbing a bump on his head, the kid was indignant: “Who are you? What are you fighting about?

“I am furniture,” replied the chair, “and I don’t fight at all! You hit my foot." “Wow leg! A whole pole! And not just one!” - exclaimed the bunny. “Of course,” the chair replied, “I have four of them.”

“Why do you have so many legs? - asked the bunny, - you don’t go! “Yes, unfortunately, I don’t walk,” the chair agreed sadly, “but I need to stand firmly on my feet so that the people who sit on me don’t fall.” “Look! - the hare was amazed, - they also sit on you? “Of course, because that’s what I’m needed for,” the chair explained importantly, “I have a wide seat, which is comfortable to sit on, and a high back so as not to fall.” “Here you are, how useful,” the hare admired. - And I thought you were like a table, only smaller. After all, Vanya always puts toys or books on you. And Vanya's mother climbs on you with her legs when she needs to get something from the top shelf. And you, it turns out, are the same as an armchair and a stool, because they also sit on them!

The game "Tell me ... (description but picture)".

Goals: develop speech, attention, analog thinking, imagination, expand vocabulary.

Game material and visual aids: plot picture.

Description: invite the child to tell about what he sees in the picture: in general, in detail. Ask him leading questions. For example: the picture shows a girl leading a little boy by the hand. Ask the child: why is the girl leading the boy by the hand? (Because he is small. Because he doesn't know where to go. Because he doesn't want to go, etc.) Who is this girl? (The boy's sister. Neighbor. Mother's friend's daughter, etc.) Where are the girl and the boy going? (Home. To kindergarten. To see a doctor. Etc.)

Give the child the task to describe the girl, the boy. Compare them. (The girl is taller than the boy, she has long blond hair, and the boy has dark, short hair.) Consider children's clothes, shoes. Are they holding anything in their hands? Where they go, what surrounds them. Ask the child where, in his opinion, is the boy's mother at this time? (At work, at home, at grandma's, in the store, etc.) And dad? To teach a child to notice details, draw conclusions, compare, draw analogies. When asking questions, use phrases such as: “What do you think?”, “Are you sure that ...”, “Maybe you think differently?” Help your child build phrases correctly using the right words.

The game "What a person needs."

Target: develop speech, imagination, memory.

Description: draw a man. Invite the child to come up with a name for him. At the prompt of the child, draw everything that a person needs: a house, clothes, dishes, toys, friends, etc. Compose a fairy tale about the adventures of your character. Let your child come up with routes and events for the drawn character. Make him a daily routine, a menu, describe his actions. Invite the child to tell one of the family members about the little man.

Game "Describe the doll".

Target: develop attention, observation, memory.

Description: show the child a doll, let him carefully consider it. Then hide the toy and ask the child what color the dress was on the doll, long or short, with or without buttons, etc. Tie a bow to the doll, but so that the child does not see it. Show the doll again and ask what has changed in her appearance. As the child learns the rules of the game in one lesson, you can change several details, changing the doll's hairstyle, taking off and putting on socks, shoes, scarves, etc.

The game "You have a letter!".

Target: develop speech, imagination.

Description: write a colorful letter to the child on behalf of his favorite character (cartoon character, fairy tale, poem). Pack in an envelope and solemnly hand over. Read the letter and invite the child to compose a response letter together. Come up with a subject for the message, such as: “Describe what toys you have”, “Tell me what you like to do”, etc. Write down everything that the child would like to tell his new friend. At the same time, speak out loud and show the child what you are writing. Perhaps the addressee will want to write to the child again.

The game "What can I do with what?".

Target: develop speech (use of nouns in the instrumental case without prepositions), imagination.

Description: tell the child a short story: “Once upon a time there was a boy named (you can insert the name of the child). He was three years old. One day, the grandmother gave the boy a shovel. The kid thought: “What should I do with her?” Offer to think about what you can do with a shovel. Help the child by putting forward versions one by one. Ask questions about ways to use different objects: “What can you do with a spoon (paints, glue, thread, etc.)?”

The game "Who would you like to call?".

Goals: develop speech; lay the foundations of etiquette.

Game material and visual aids: phone toy.

Description: invite the child to “call” someone on the phone (grandmother, grandfather, friend, toy, etc.). The teacher plays the role of an interlocutor. Draw the attention of the child to the need to say hello, say “thank you” and “please”, keep the conversation going. Ask what the child would like to ask his grandmother (bunnies, chanterelles, etc.), what he can tell about himself, about mom, dad, etc. Remind the child to say “goodbye” at the end of the conversation.

The game "Causes of the disaster."

Goals: develop speech; help to master the category of "cause - effect".

CUBE TO CUBE

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!

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!

Invite the child to try to do the same. Build a tower and pull out the bottom cube; a cube from the middle; remove the top cube. Explain to the child the reason for the destruction of the tower.

Zoo game.

Target: develop speech, memory.

Game material and visual aids: animal toys (cards with images of animals, vegetables and fruits).

Description: invite the child to show the doll to the zoo. Place animals or cards with their image in the form of a small alley. Ask the child to tell the doll everything he knows about each animal, to help him build a story. Announce lunch at the zoo. Give the child food pictures and instruct each animal to “feed” what it loves. Ask provocative questions: “Will we give the bananas to the hare? But this beautiful carrot will probably be eaten by a dog, right?

Game Prove!

Target: develop speech, memory, the ability to analyze, present and defend arguments.

Description: start the game like this: “It seems to me that the mother of the calf is a horse. After all, they have hooves, they are covered with wool, they eat hay, etc.” Encourage the child to explain to you that the calf is a baby of a cow, not a horse: a horse has no horns, a calf has no mane, a horse neighs, a calf mooes, etc. “A sparrow has a beak and feathers, so his mother is a chicken.” Counterfactuals: different sizes, a sparrow flies - no chicken, a sparrow chirps - a chicken cackles, clucks, etc. Continue playing with the child, helping him to make one or another conclusion. Different objects and categories can be contrasted, for example, “a bear lives in a hole”, “bread grows on a tree”, etc. Each game should be brought to its logical conclusion so that the child forms the correct images of the objects in question.

The game "Past the forest, past the field."

Target: develop speech, memory, imagination.

Description: Invite your child to travel by train or car. Sit next to, portray the roar of the engine or the sound of wheels, the whistle of a locomotive. Say: “Look - we are passing by a river! I see the fish splashing there! There is a small fish swimming - a minnow, and a big pike is chasing him, etc. “Drive” past the forest, past the village, past the zoo, etc. If the child cannot describe something, ask him leading questions: “We are driving past the forest, do you see anyone? I see a rabbit. I just can’t see - is he alone or with a hare?

Game "Hazards".

Goals: develop speech; introduce antonyms.

Description: invite the child to play "harmful".

The paper is white, says the teacher.

No, she's black! - the child objects.

Baba Yaga is evil.

No, she's kind!

Our house is tall.

No, he's low. Etc.

The game "Again harmfulness!".

Goals: develop speech; introduce verbs with opposite meanings.

Description: naming actions, ask the child to do the opposite.

I'll open the door now.

And I will close it.

I'll sew on a button.

And I'll tear it off.

I will speak.

And I will be silent. Etc.

Ekaterina Mikhailovna Pashkina

Chief Physician of the Central Clinical Hospital of Omsk

Reading time: 6 minutes

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Article last updated: 05/16/2019

At the age of 3-4 years, children are very inquisitive, actively studying everything that surrounds them. By this time, they have accumulated enough knowledge about various objects and phenomena, they can express simple judgments about them and make their own conclusions. There is an active development of the ability to generalize - children begin to combine several objects that are similar in some way or purpose into one group. Speech skills are improved - speech becomes more complicated, it becomes more understandable.

Features of speech development of children 3-4 years old

In the 4th year of life, children still lack the ability to regulate speech breathing - they often skip pauses between words and phrases, sometimes put the stress incorrectly and do not pronounce the endings of words. At this age, it is not easy for children to immediately master the ability to coherently express their thoughts, and the grammatically correct construction of sentences, and a clear pronunciation of sounds.

As for active speech, most children aged 3-4 years have the following skills:

use about 1500 words (at 3 years old) and about 2000 words at 4 years old;
begin to speak in complex sentences;
use sentences consisting of 4-5 words;
ask a lot of questions;
use some prepositions and conjunctions;
try to pronounce words clearly and correctly, like adults;
try to invent poems and rhymes to words, actively create their own word forms;
listen carefully to new words and sounds for themselves, try to reproduce them;
use verbs in the past tense correctly.

Speech comprehension:

listen to long tales and stories;
understand complex sentences;
are able to fulfill a request, for example, to bring something, even if the object is out of sight.

In children of 3 years old, difficulties are most often observed in the pronunciation of hissing ([Ш], [Ш], [Ч]) and sonorous sounds ([Л], [Р]). Hissing sounds are often replaced by whistling ones, and sonorous sounds are skipped altogether. Such problems for babies of this age are the norm.

By the age of 4, a child's vocabulary is about 2,000 words. In speech, in addition to verbs and nouns, there are numerals, pronouns and adverbs. If earlier only qualitative adjectives were present in the baby's speech - light, soft, tasty, now possessive ones also appear - aunt's hat, uncle's shoes, etc. Speech becomes grammatically correct and more understandable. The pronunciation of individual sounds is improved. The child can answer the question of an adult with a detailed sentence of 3 or more words.

Norms of speech development

The pace of development of coherent speech in children at the age of 3-4 is very individual, however, there are generally accepted norms that parents can rely on in order to understand how correctly their child’s speech development is going.

It is desirable that at 4 years old the child could:

pronounce your first name, last name and patronymic;
name close relatives and friends;
retell a fairy tale or cartoon;
accurately repeat what you hear;
call actions - a bird flies, a dog runs, a car drives;
raise and lower the tone while speaking.

In the speech of 3-4-year-old children, there may be deficiencies in the pronunciation of some words, especially long and unfamiliar ones, as well as an indistinct pronunciation of a number of sounds.

The following cases require increased attention:

the child's speech is difficult to understand and looks like babbling;
poor active vocabulary - the baby cannot name the objects and phenomena that he encounters daily;
poor passive vocabulary - the child can hardly understand what is required of him, and cannot answer even simple questions;
poorly developed sound pronunciation;
expressions are monosyllabic, and making sentences is difficult.

The development of a child's speech is influenced by both physiological and social factors. Lack of attention or its overabundance can interfere with the full development of communication skills.

Methods for the development of speech

Specialists have developed various methods that contribute to the development of speech in 3-4 years. As a rule, classes for kids of this age are held in the form of a game. In addition, you can develop your baby's speech on a walk, at home, on trips, etc.

Expand your baby's social circle - communicate with people of different ages as much as possible.
Enrich his vocabulary - reinforce each new word by repeating it for several days.
Watch how the child pronounces hissing (Sch, Ch, Sh) and whistling sounds (Z, S, C), hard and soft. If he does it wrong, fix it.
Use different speech - quiet and loud, fast and slow.
Try to read fairy tales and stories expressively, watch the timbre and intonation.
While walking, talk more about everything you see around you.
Ask your child about the cartoon they watched, the story they heard, etc.
Learn to answer in detail and give answers to the questions asked.
Read fairy tales, poems and tongue twisters as often as possible.
Play various word games, for example, "Edible - inedible", "What lies where."

The child's speech development program should be comprehensive and include various activities aimed, among other things, at the development of fine motor skills, since speech is closely related to it.

Games for the development of speech

Education and development of children at the age of 3-4 years, as a rule, takes place in the form of a game.

“The Tale of the Tongue”
The purpose of the game is to introduce the child to the organs involved in the creation of speech - the sky, lips, larynx, tongue. For practice, you will need a mirror. Tell your child a story about the tongue. He lives in the mouth and is very inquisitive, likes to stick out and look in different directions (in this case, you should move your tongue up, then down, in a circle, left - right).

The tongue also likes to hide and tease - protrude, and then run behind the teeth, lower and upper, become narrow or wide. Together with the baby, play in front of the mirror - build different faces and make faces. The development of the motor muscles of the face will allow the child to quickly learn how to correctly reproduce sounds.

"Horse"
These activities can be done every day. Ask your child to click his tongue like a horse. This exercise will help the child in the future to avoid difficulties in pronouncing the sounds Zh, Sh, L, R.

"Repeat"
The game teaches the child to pronounce words correctly. For classes, you will need different pictures. Show pictures and name words with a certain sound, for example “ W” or “W”:

scarf, fur coat, cherry, closet, bear, hat
acorn, toad, scissors, beetle, puddle

It is important that the child clearly pronounce these sounds, the speed does not matter. Next, pick up words with consonants paired in hardness-softness:

chalk, honey, bear, sword, ball
milk, butter, soap, sea

"Combine"
A game that promotes the development of visual-figurative thinking. For the lesson, you will need cards with the image of various utensils, clothes, fruits or vegetables. Lay out several cards on the table, for example, with drawings of items of clothing, ask the child to name them separately, and then in one word. You can play and vice versa - ask the baby to name what vegetables, fruits, etc. he knows.

"Prepositions"
The game teaches the child to use prepositions and words correctly. Any object is suitable for classes - a toy, a book, etc. Move the object under the table, on the table, over the table and ask the child to tell where the toy is. Let me know if the baby is not doing well.

“Air cotton”
This game is aimed at development of speech breathing and teaches the child to control his power. For classes, you will need cosmetic cotton balls. Lay them out on the table and blow on them together with the baby. Whose ball is further, he won. Later, closer to 5 years, strong speech breathing will help the child.

The program of classes for the development of speech in children of 3-4 years old must necessarily include creative activities - modeling, drawing and needlework, as they contribute to the development of fine motor skills, perseverance and concentration. Outdoor games are also very useful - children remember the names of objects more easily and learn to count.

Talk more with your cub, invent different stories, fairy tales - this will allow not only to develop speech, but also to form a rich imagination and logic. All this will help the development of the child and prepare for school.

"Animals and their babies"

Program tasks:

Teach children to distinguish between adult animals and their cubs.
Contribute to the education of sound expressiveness of speech: pronouncing onomatopoeia loudly-quietly, in a thin voice, etc.
Consolidate knowledge about pets.
Use fiction to get acquainted with the names of animal cubs and memorize the words "puppy", "kitten", "foal", "calf".
Promote humane treatment of animals.

Material: truck, toys: cow, horse, cat, dog; pictures from the series "Pets".

Stroke:

1 part

Surprise moment: a truck appears in the group, and there are toys in it: a cow, a cat, a dog and a horse.

Educator. Right!

part 2

Children are invited to consider the pictures "Cat", "Dog", "Cow", "Horse".

Children recognize and name them).

Who loves a child dearly?
Who will take care of the baby?
Who will protect from the wind?
Scold and forgive?
Who will cover you with a blanket?
Who will drink milk?
Who will tell a bedtime story
Quiet kind whisper?

Well, what about others?
At the kitten, at the calf,
At the puppy, at the foal
Are there mothers?
That's what
Let's have a conversation.

part 3

The teacher, together with the children, alternately examine the pictures, which depict adult cubs and their animals.

"Cow with calf" Who is in the picture? And who is next to her? This is her baby calf.

The teacher draws the attention of the children to the fact that the cow is big and the calf is small. The cow has horns - she butts. The calf does not have horns, they have not yet grown (or he still has very small horns). Big cow - mooing loudly, drawlingly (Children imitate)

The same goes for looking at pictures. "Horse with foal", "Cat with Kitten".

In this case, you can use the artistic word:

A calf gallops in the meadow

"Moo-u-u" - screams,
But he doesn't cry
The mother cow is calling.
She drinks milk
Both the calf and you.
The foal arched its neck -
Strong horse child
Just stood on hooves
He ran after his mother.
Look, they're playing hide-and-seek
Playful kittens.
crouched by the window,
Quietly mama cat
Teaching kids to play
The ball is rolled on the floor
The ball is imagined with the mouse.
They throw it up, they catch it!

Abstract of a lesson on the development of speech for children 2-3 years old

"Let's give the bunny toys"

Program tasks:

Activate the speech of children, involving them in the negotiation and pronunciation of songs and nursery rhymes. To consolidate children's knowledge of basic colors and shades. Develop fine motor skills.

Material: rabbit toy, shorts and bows of different colors, small toys of the same colors.

Stroke:

Look, children, what a beautiful bunny I have, he came to visit you.

What are bunny ears like? (long, fluffy). Our bunny loves to dress up in beautiful clothes. He even has bows of different colors and panties. Let's dress Bunny in the same color clothes.

(At the same time, the teacher asks what clothes the children chose, what color)

But after all, the bunny came to visit us, let's pick up toys for him as a gift. I have a Miraculous bag in which there are a lot of interesting things. (Examine the contents of the bag). Look in the bag for toys of the same color as Bunny Pants and a bow.

The game is played several times, toys and clothes of different colors are used.

You can finish the lesson with the game "The gray bunny is sitting"

Russian folk game "Bunny"

Bunny gray sits
And wiggles his ears.
Like this, like this
He moves his ears.
It's cold for a bunny to sit
You need to warm up your paws.
Like this, like this
Gotta warm up the paws
It's cold for a bunny to stand
Bunny needs to jump.
Like this, like this
Bunny needs to jump.
The wolf scared the bunny!
Bunny immediately ran away!

Speech development games

What is the subject?
Target:
Move.
The child takes out an object, a toy, from a wonderful bag, calls it (this is a ball). At first, the teacher describes the toy: “It is round, blue, with a yellow stripe, etc.”

guess the toy
Target:
Move.

Note: 1-2 signs are indicated first. If children find it difficult 3-4.

Who will see and call more
Target:
Move.
Educator: Olya doll is our guest. Olya loves to be praised, pay attention to her clothes. We will give the doll pleasure, describe her dress, shoes, socks.

Target:
Move.

The teacher makes sure that the children correctly and clearly pronounce the words, do not repeat. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What is hanging on the wall?” etc.

Olya's helpers
Target:
Material: Olya doll.
Move.

- What is it? (These are legs)

Then he points to other parts of the body and asks similar questions, the children answer (take hands, draw ...; teeth chew, bite, gnaw ...; eyes look, blink ...)

multi-colored chest
Target:
Material
Move.

Educator:

I put pictures
In a multi-colored box.
Come on, Ira, take a look,
Take out the picture, name it.

Children take out a picture and name what is shown on it.

Tell me which one?
Target:
Move.

If the children find it difficult, the teacher helps: “This is a cube. What is he?

"Magic Cube"
Game material:
Rules of the game.
Move.

Other faces of the cube are played similarly.

"Unusual song"
Rules of the game.
Move.
Educator. One day, beetles, butterflies and grasshoppers argued who would sing a song best of all. Big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody to the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but to the sound A). Grasshopper musicians were the last to come out, they played violins - E-I-I. (Children sing the same melody to the sound I). Then everyone came out into the clearing and began to chant with words. And immediately all the beetles, butterflies, grasshoppers realized that our girls and boys sing best of all.

"Echo"
Rules of the game.
Move.
The teacher says loudly: A-A-A. the echo child quietly answers: ahhh. Etc. You can also use a combination of vowel sounds: ay, wah, ea, etc.

"Gardener and Flowers"
Target:
Move.
Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (you can have the players choose a flower picture; you can’t show it to the host). The leading gardener says: “I haven’t seen a wonderful white flower with a yellow eye that looks like a small sun for so long, I haven’t seen a chamomile.” Chamomile stands up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I'm glad you wanted to take a look at me." Chamomile sits on another chair. The game continues until the gardener has listed all the flowers.

Target:
Material.
Move.

For instance:

Etc.

"Kids and the Wolf"
Target.
Material.
Move.

Educator: bunny says...
Children:

Children: carrots, cabbage...
Educator: then they became...
Etc.

"Wake up the cat"
Target.
Material.
Move.

The task of the cat: name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers switch places and the game continues.

"Breeze"
Target.
Move.

Sounds are pronounced y, and, a, o, y, and, y, a. Children, having heard the sound y, make the appropriate movements.

"Hide and Seek"
Target.
Material. Small toys.
Move.

THEN. the children look for all the uninvited guests, hide them in a box and agree that they will play hide and seek again with their help.

The postman brought a postcard
Target.
Material.
Move.

Someone knocks on the door.
Educator:

Educator: Now I'll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

Download:

Preview:

"Animals and their babies"

Program tasks:

Teach children to distinguish between adult animals and their cubs.
Contribute to the education of sound expressiveness of speech: pronouncing onomatopoeia loudly-quietly, in a thin voice, etc.
Consolidate knowledge about pets.
Use fiction to get acquainted with the names of animal cubs and memorize the words "puppy", "kitten", "foal", "calf".
Promote humane treatment of animals.

Material: truck, toys: cow, horse, cat, dog; pictures from the series "Pets".

Stroke:

1 part

Surprise moment:a truck appears in the group, and there are toys in it: a cow, a cat, a dog and a horse.

Educator. Children, look: who came to visit us? (Choral and individual responses of children). Right! (The teacher clarifies that these are pets)

part 2

Children are invited to consider the pictures "Cat", "Dog", "Cow", "Horse".

What animals are shown in the picture? (Children recognize and name them).

Who loves a child dearly?
Who will take care of the baby?
Who will protect from the wind?
Scold and forgive?
Who will cover you with a blanket?
Who will drink milk?
Who will tell a bedtime story
Quiet kind whisper?
Of course, you guessed it - this is your mom!
Well, what about others?
At the kitten, at the calf,
At the puppy, at the foal
Are there mothers?
That's what
Let's have a conversation.

part 3

The teacher, together with the children, alternately examine the pictures, which depict adult cubs and their animals.

"Cow with calf"Who is in the picture? And who is next to her? This is her baby calf.

The same goes for looking at pictures."Horse with foal", "Cat with Kitten".

In this case, you can use the artistic word:

A calf gallops in the meadow

Abstract of a lesson on the development of speech for children 2-3 years old

"Let's give the bunny toys"

Program tasks:

Material : rabbit toy, shorts and bows of different colors, small toys of the same colors.

Stroke:

Look, children, what a beautiful bunny I have, he came to visit you.

What are bunny ears like?(long, fluffy).Our bunny loves to dress up in beautiful clothes. He even has bows of different colors and panties. Let's dress Bunny in the same color clothes.

(At the same time, the teacher asks what clothes the children chose, what color)

The game is played several times, toys and clothes of different colors are used.

You can finish the lesson with the game "The gray bunny is sitting"

Russian folk game "Bunny"

Speech development games

What is the subject?
Target: learn to name an object and describe it.
Move.
The child takes out an object, a toy, from a wonderful bag, calls it (this is a ball). At first, the teacher describes the toy: “It is round, blue, with a yellow stripe, etc.”

guess the toy
Target: to form in children the ability to find an object, focusing on its main features, description.
Move.
3-4 familiar toys are put on display. The teacher reports: he will outline the toy, and the task of the players is to listen and name this object.
Note: 1-2 signs are indicated first. If children find it difficult 3-4.

Who will see and call more
Target: learn to designate by word and action the parts and signs of the appearance of the toy.
Move.
Educator: Olya doll is our guest. Olya loves to be praised, pay attention to her clothes. We will give the doll pleasure, describe her dress, shoes, socks.

Name as many things as you can
Target: to exercise children in a clear pronunciation of words.
Move.
The teacher invites the children to look around themselves and name as many objects that surround them as possible (name only those that are in their field of vision)
The teacher makes sure that the children correctly and clearly pronounce the words, do not repeat. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What is hanging on the wall?” etc.

Olya's helpers
Target: form a form Numbers of verbs.
Material: Olya doll.
Move.
- Olya doll came to us with her assistants. I'll show them to you, and you can guess who these assistants are and what they help Olya to do.
The doll is walking on the table. The teacher points to her feet.
- What is it? (These are legs)
- They are Olya's helpers. What are they doing? (Walk, jump, dance, etc.)
Then he points to other parts of the body and asks similar questions, the children answer (take hands, draw ...; teeth chew, bite, gnaw ...; eyes look, blink ...)

multi-colored chest
Target: to teach children, when agreeing on nouns of the middle (feminine) gender with a pronoun, to focus on the end of the word.
Material : box, subject pictures by the number of children.
Move.

Educator:

I put pictures
In a multi-colored box.
Come on, Ira, take a look,
Take out the picture, name it.

Children take out a picture and name what is shown on it.

Tell me which one?
Target: Teach children to highlight the signs of the subject.
Move.
The teacher (or child) takes out objects from the box, names them, and the children point to any sign of this object.
If the children find it difficult, the teacher helps: “This is a cube. What is he?

"Magic Cube"
Game material:cubes with pictures on each face.
Rules of the game. The child rolls the dice. Then he must depict what is drawn on the upper face and pronounce the corresponding sound.
Move.
The child, together with the teacher, says: “Twist, spin, lie down on your side,” and rolls the dice. On the top face - for example, an airplane. The teacher asks: "What is it?" and asks to imitate the rumble of an airplane.
Other faces of the cube are played similarly.

"Unusual song"
Rules of the game. The child sings vowel sounds to the motive of any melody familiar to him.
Move.
Educator. One day, beetles, butterflies and grasshoppers argued who would sing a song best of all. Big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody to the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but to the sound A). Grasshopper musicians were the last to come out, they played violins - E-I-I. (Children sing the same melody to the sound I). Then everyone came out into the clearing and began to chant with words. And immediately all the beetles, butterflies, grasshoppers realized that our girls and boys sing best of all.

"Echo"
Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
Move.
The teacher says loudly: A-A-A. the echo child quietly answers: ahhh. Etc. You can also use a combination of vowel sounds: ay, wah, ea, etc.

"Gardener and Flowers"
Target: consolidate children's knowledge about flowers (wild berries, fruits, etc.)
Move.
Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (you can have the players choose a flower picture; you can’t show it to the host). The leading gardener says: “I haven’t seen a wonderful white flower with a yellow eye that looks like a small sun for so long, I haven’t seen a chamomile.” Chamomile stands up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I'm glad you wanted to take a look at me." Chamomile sits on another chair. The game continues until the gardener has listed all the flowers.

"Who will name more actions"
Target: actively use verbs in speech, forming various verb forms.
Material. Pictures: clothes, plane, doll, dog, sun, rain, snow.
Move.
Neumeyka comes and brings pictures. The task of children is to pick up words that denote actions related to objects or phenomena depicted in the pictures.
For instance:
- What can you say about the plane? (flies, buzzes, rises)
- What can you do with clothes? (wash, iron, sew)
- What can you say about the rain? (goes, drips, pours, drizzles, knocks on the roof)
Etc.

"Kids and the Wolf"
Target. End the story at its beginning.
Material. Flannelgraph and attributes for the fairy tale "Goat with kids", bunny
Move.
The teacher tells the beginning of the tale, showing the figures of the characters.
- Listen to what happened next: The goat went back into the forest. The goats were left alone at home. Suddenly there was a knock on the door again. The kids got scared and hid. And it was small / show / ... (Children agree: bunny)
Educator: bunny says...
Children: don't be afraid of me, it's me - a little bunny.
Educator: The goats treated him ....
Children: carrots, cabbage...
Educator: then they became...
Etc.

"Wake up the cat"
Target. Activate the name of animal cubs in the speech of children.
Material. Animal costume elements (hat)
Move.
One of the children gets the role of a cat. He sits down, closing his eyes (as if sleeping), on a chair in the center of the circle, and the rest, choosing the role of any animal cub at will, form a circle. The one whom the teacher points out with a gesture gives a voice (makes an onomatopoeia corresponding to the character).
The task of the cat: name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers switch places and the game continues.

"Breeze"
Target. Development of phonemic hearing.
Move.
Children stand in a circle. The teacher makes different sounds. If you hear a sound such as y, raise your arms and circle slowly.
Sounds are pronounced y, and, a, o, y, and, y, a. Children, having heard the sound y, make the appropriate movements.

"Hide and Seek"
Target. Formation of the morphological aspect of speech. Bring children to the understanding of prepositions and adverbs that have a spatial meaning (in, on, behind, under, near, between, next to, left, right)
Material. Small toys.
Move.
The teacher hides the toys made in advance in different places of the group room, and then, having gathered children around him. He informs them: “I was informed that uninvited guests settled in our group. The tracker who was watching them writes that someone hid in the upper right drawer of the desk. Who will go looking? Okay. Found? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone under the doll's bed; someone on the table; that stands to my right"
THEN. the children look for all the uninvited guests, hide them in a box and agree that they will play hide and seek again with their help.

The postman brought a postcard
Target. To teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)
Material. Postcards depicting people and animals performing various activities.
Move.
The game is played with a small subgroup.
Someone knocks on the door.
Educator: Guys, the postman brought us postcards. Now we will consider them together. Who is on this postcard? That's right, Mishka. What is he doing? Yes, drumming. This postcard is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What does he do? And, you, Petya, remember your postcard.
THEN. 4-5 pieces are considered. And those to whom they are addressed must correctly name the actions of the character and remember the image.
Educator: Now I'll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

Every mother wants to see her child healthy, active, intellectually developed. And with what impatience we expect the first words from our child! Alas, the wishes of parents do not always come true. And there are reasons for everything. Let's look into them in more detail.

Causes of speech disorders

Medical

Unfavorable course of pregnancy (threat of interruption, toxicosis, infection and intoxication, etc.).
Reception by a pregnant woman of alcoholic beverages, narcotic drugs.
Complications during childbirth (premature birth, asphyxia, birth trauma, etc.).
Head injuries in the period up to three years.
Hearing loss in a child.
Features of the structure of the speech apparatus.
Genetic (hereditary) factor.
Prolonged thumb or nipple sucking.
Left-handedness.

Social

The disinterest of surrounding adults in communicating with the child. This is manifested in an insufficient speech environment, that is, the baby rarely hears the competent correct speech of an adult, games with a child are not accompanied by explanations. An adult takes care of a child silently, without focusing on his actions.
Incorrect speech of adults in the immediate environment of the child. This can be both an incorrect pronunciation of sounds, and an elementary "lisping". As a result, the child imitates what he hears.
The requirements of adults to pronounce the sound correctly, while not showing the child the correct articulation. This can lead to the formation of a distorted sound (for example, a throaty "R" sound).

I would like to note that incorrect pronunciation is not inherited. Some anatomical features may be inherited, for example, the structure of the teeth, the inertia of the nervous system. But these violations can be corrected by doctors - specialists.

Characteristics of a 3-year-old child

Let's dwell on the characteristics of the speech development of a three-year-old child.

After the child reaches this age, there is a sharp jump in the development of both intellectual and speech. The peculiarity of this period is that the child becomes especially sensitive to language. He enjoys capturing all the sounds around him and quickly absorbs them.

The vocabulary of a child of this age is about 1900 words. It mainly consists of nouns and verbs, but adverbs (warmly, scary), adjectives (beautiful, big) also begin to appear in speech. The kid begins to use generalizing words (animals, flowers, toys). At this age, there is an active use of pronouns (mine, yours). In general, this age is characterized by rapid word formation, the baby actively changes words to make sentences.

The vocabulary of a child at the age of 3 increases significantly, but since speech is still not formed, there may be problems in pronunciation of words

The grammatical structure of speech at the age of three years is not yet formed. There are errors in the construction of sentences (“Give me a big mitten!”). But the child well retells the familiar short tales - "Rocked Hen", "Gingerbread Man". At this age, a preschooler can already maintain a simple dialogue.

Sound pronunciation at this age is still imperfect. There are replacements for hissing sounds (SH-S-F), sometimes they may not be pronounced at all (ball - arik). The sounds "L" and "R" are often absent, as they are the most difficult to pronounce.

When should you see a speech pathologist?

Each child is individual. Someone starts speaking early, but uses two-word constructions for this for a long time, someone starts speaking by the age of three, but in whole sentences and without any special violations of sound pronunciation. It all depends on the pace of the overall development of the child, his environment, past illnesses, etc.

The general development and environment of the child directly affects speech and sound pronunciation.

But still there are certain signs that should not be left unattended by parents.

Here are some of them:

the child does not show interest in toys, all his games are stereotyped and monotonous;
a baby after the age of two cannot cope with simple tasks, such as putting a large bead on a rope, assembling a tower of cubes;
does not understand simple instructions, such as fetching a ball;
if the child does not speak, and there is a history of hereditary diseases, diseases during pregnancy, birth injuries.

You need to contact such specialists as a neurologist, psychologist, speech therapist. They will conduct the necessary examination and, if necessary, prescribe treatment. Remember, the sooner qualified assistance is provided to the baby, the more effective it will be. The faster the child will catch up in the development of their peers.

What activities can you do with your child at home?

Every mother knows that if you properly organize the activities of the child at home, you can achieve great success in his development.

Let's take a look at the types of activities that contribute to this:

Finger games. Now everyone knows that the development of motor skills affects the development of speech. It's all about the structure of the cerebral cortex, in which the zones responsible for the development of motor skills are also responsible for speech.
Articulation gymnastics. Where without her? After all, only well-developed muscles of the articulatory apparatus contribute to the correct position of the tongue and lips during the pronunciation of a sound.
Games for the development of hearing.
Poetry memorization, reading, storytelling.

Let's dwell on this in more detail.

finger games

First, let's figure out what finger gymnastics is. These are movements of the fingers and hands, which can be active and passive. The first option is suitable for infants, the second - for preschool age. Gymnastics includes the following activities: massage, finger games that are combined with rhyming text (poems) and manipulation of small objects.

What are the benefits of finger gymnastics?

The development of speech. In another way, the same hemispheres follow the work of the fingers as the development of speech. Therefore, I improve small movements, and you thereby improve speech.
The development of touch. It is clear that by working with fingers, the child learns to feel the surface and size of different objects, thereby developing tactile sensations.
Motor development. It is clear that the more often the child works with his fingers, the more perfect and subtle his movements, the better coordination.
The development of a sense of rhythm and the development of memory. Finger games do not pass without pronouncing any poems, nursery rhymes, the repetition of which, in combination with rhythmic hand movements, serves to develop memory and a sense of rhythm.

Toddlers of the age of three play with interest finger games that are supported by speech. Sometimes it is difficult for them to pronounce the text themselves, so it is enough for an adult to do it first. Do not forget to pronounce the words expressively, then lowering, then raising your voice, making pauses. After several repetitions, the baby will remember the new game and will be happy to repeat after you.

We offer several finger games for kids of three years.

Lock

The handles must be fastened into the lock, while interlacing the fingers. Say a rhyme and swing the resulting castle to the sides:

There is a lock on the door.

Who could open it?

They knocked, (while you pronounce the word “knocked” - touch each other with your palms, while not disengaging the woven fingers).

Twisted, (also, without disengaging the lock, stretch one handle towards you, the other away from you, successively changing them).

Pulled, (on this word, you should pull the handles in different directions, while straightening your fingers, but without completely disengaging the lock).

And they opened it, (release the handles, spread them wide to the sides).

tassel

Paint with a soft brush

Chair, table and cat Masha. (Connect all the pads of the fingers of the hand and, with the movements of the fingers and wrist, swing the brush from right to left and vice versa. To the right - spread the fingers. To the left - gently connect the pads of the fingers.)

This counting rhyme should not be pronounced quickly, while the movements should fall in time and rhythm.

bug

I am a cheerful Maybug.

Gardens all around

Above the lawns

And my name is

Zhu-zhu ... (Squeeze the fist. Spread the index finger and little finger to the sides ("mustache"). Move the "mustache".)

See the video below for a few more finger gymnastics exercises.

Articulation gymnastics

Performing articulation exercises is an integral part of the work on the formation of the correct sound pronunciation. Their benefits are obvious, they strengthen the muscles of the articulatory apparatus, make them more mobile, and help increase the volume and strength of movement.

With their help, the child develops the skills to use the exact positions of the organs of articulation for the correct pronunciation of the sound. These exercises are simple and can be used by parents at home.

It is important that certain conditions are observed during articulation gymnastics:

exercises must be performed in front of a mirror so that the child sees the position of his tongue in the oral cavity. You need to ask clarifying questions: “Where is the tongue?”, “What are your lips doing?”.
do not perform exercises for too long, the child may get tired and lose interest in the lesson. 5-10 minutes will be considered optimal.
the pace of the exercises should be even, then gradually accelerate. It is necessary to observe that the movements are accurate, otherwise the exercises will not be beneficial.

At home, it is best to use poems and pictures when conducting games for the development of articulation. This will make the lesson more vivid, interesting. We give an example of exercises for the development of articulation.

“Kitten laps milk” - open your mouth wide and make 4-5 movements with a wide tongue, imitating how a cat laps milk, after which you can close your mouth and relax.

"Shovel" - open your mouth wide and put a calm soft tongue on the lower lip, holding it in this position for 3-5 seconds, after which the tongue is removed and relaxed; "Proboscis" - stretch your lips forward, imitating a kiss, and hold for 3-5 seconds in this position, then return your lips to a calm position, relax and rest; "Hamster" - with your mouth closed, inflate your cheeks and hold for 3-5 seconds in this position, then exhale and relax.

The following video offers several articulation exercises that will also help you learn how to pronounce sounds quickly and correctly.

Hearing development games

The formation of sound pronunciation directly depends on how well the child distinguishes the sounds of speech by ear. In another way, this property is called phonemic hearing. In order for a child to speak clearly, he needs to be able to distinguish the sounds of speech. He must be able to compare his speech with the speech of others, control his pronunciation.

By the age of 3-4, the child already knows how to distinguish vowel sounds in the speech of others, then voiced and deaf consonants, hard and soft, hissing. In order for the development of hearing to occur in accordance with the norm, it is necessary to perform exercises with the baby to develop this ability. They include tasks to distinguish between the volume of a sound, the source of a sound, and the recognition of an object that makes a sound - such games are offered to young children.

Children who are 3 years old more often offer tasks for finding and distinguishing sounds in words. These can be the following games: "Where is the sound?" - it is necessary to determine the location of the sound in the word (at the beginning, at the end, in the middle); "Who will come up with more words with sound ..." - a game for inventing words with a given sound; “Stomp if you hear a sound ...” - develop the ability to hear a given sound in a word, etc.

Poetry memorization, reading, storytelling

Many parents know that memorizing poems by children is useful. Let's see what?

The horizons are expanding, the active vocabulary of the child is increasing. The child begins to use in speech not just memorized words, he uses grammatical constructions already familiar to him. Thus, his speech becomes more correct and rich.
Memory develops. It has been proven that a child remembers rhyming structures better. The more the baby remembers small quatrains, the easier it will be for him to memorize more complex works at an older age.
The general level of human culture rises. Indeed, in poetry, writers reflect the norms of behavior that are remembered by the baby along with rhymed lines.

The benefits of reading are endless. Let's formulate the main advantages of this exciting activity: works of art teach good, explain how it is better than evil, introduce you to the outside world, expand vocabulary, teach you to overcome difficulties, develop fantasy, imagination. In addition to the indicated benefits, family reading brings mother and baby closer, gives a positive emotional mood. Kids are happy to listen to an adult, and it becomes even more interesting for them when what they read is supported by bright and clear illustrations.

In order for this exciting activity to benefit the baby, let's remember a few rules that parents must follow.

The choice of book depends on the time of day, the mood of the baby and his well-being.
Do not read scary stories at night.
Before you start reading to a child, get acquainted with the work. Evaluate if the baby will like it, and what is the end of the story.
Read expressively, not mechanically. Delve into every word.
Read regularly, not once in a while.

By following these simple rules, you will turn the time spent with your child into a real pleasure for both of you.

Remember, the activities that you decide to conduct with your child should not look like classes at all. Everything should be carried out in a playful way, at those moments when the child feels good and is in high spirits. Otherwise, it may have the opposite effect, the child will become withdrawn or aggressive.

3 years

speech therapy classes

Does not speak

The age of 4 years is ideal to start voicing specific sounds. When reading a book or just naming some words, try to isolate specific sounds and ask the child to repeat these sounds after you. You can show pictures and say, for example: “This is a lamb”, emphasizing the sound “b” and a few more similar words. Then ask the baby to name this sound. To continue the game, try to speak words slowly one after another and invite the child to clap, to the sound "b", etc. Speech development of children 4 years old involves constant activities with the child .

Such classes for the development of speech of children 4 years old can be done two or three times a day, so as not to burden the child. Gradually, this will become a habit and the baby will already learn to isolate the necessary sounds. If your child doesn't like this game, save it for later. At the age of four, the child is not yet very good at expressing his thoughts and describing objects. To help him with this, you can call more quality adjectives, for example, green grass, gray cat, red apple, small spoon. You can ask the child to choose a certain color of pencil, felt-tip pen. With coloring books, children better understand what color lips, skin, clothes should be. Let not immediately, but gradually the colors will become correct and the names too.

You can offer your child a game. Get identical smooth objects from a box of different colors, then only round red ones, then sharp, rough, etc. You can remind each time that: “Your plate is small and deep. The cup is high and wide. This soup is hot and delicious." With such comments, you will help to better perceive objects, and skillfully characterize them.

Ask your child to help you and comment on where you need to put the cup, where the forks and spoons are, what color the plates are on the table.

In the future, this will help the child become more independent. But do not forget to follow his actions: it is better to remove matches, knives, sharp objects away.

It is also important to remember that speech development of children 4 years old requires work not only from the child, but also from the parents. Indeed, at the age of 4 years, a child completely copies his parents, but not only habits, but also voice, intonation, and literacy of speech. Forget about bad words, at this stage you are Levitan for your children. Only competent speech should sound in the house, without “sho” and “here”. Of course, the child is not only in the house, on the street he can hear anything. But if the wrong words slip into his speech, it’s not scary, just say that “uncle” or “aunt” just made a mistake or forgot how to speak and show the correct option.

Once, at a speech therapist’s appointment, the mother of a 4-year-old child complained that he was not very talkative, but he knew a lot and understood everything perfectly. Dad, who was sitting nearby, did not say a word for half an hour, only occasionally nodded, expressing his agreement or negation. "Who is he with us such a silent ..." - sighed my mother.

If you want your baby to speak well, you need to work with him. And for this you need to read a lot to him and play with him. For example, you can build a box or chest and put objects of different shapes and qualities there. Without showing the child an object, simply describe it, and if guessed, then give or simply show it. And of course praise your child for the correct answer. You can put several toys on the table, and then remove them and ask the child which one is missing, then ask them to describe it and return it to its place. Swap and continue the game. Ask simple questions: “What is outside the window? Who is holding the book? What sweater does dad have? - this will help the child understand the correctness of his thoughts.

At four years old, a child can quite tell what his parents are doing. To do this, you need to dedicate him to the course of the matter, tell him exactly what dad does at work and how. Games in the profession are also very good at this age. The store sells goods, weighs, pours, shows. Play the shop game, you can use your imagination and take some things from your shelf to create a real counter. The child will love it. Ask him to describe the item he wants to buy. The game "hairdresser-make-up artist" is relevant, your lipsticks, varnishes, hairpins will be used. Give your child free rein, let it be the most beautiful make-up and hairstyle in your life. Thus, you can talk about many professions. The child will replenish his vocabulary, and will continue to delight you with his knowledge.

Speech development of children 4 years old passes in such a way that it is at this age that the child, learning new words, tries to come up with his own, it turns out funny. He confuses letters, specifically calling not “knife”, but “rezhik”. This is not a problem, it is just necessary to explain the difference to the child. Show the pictures and ask where is the “medal” and where is the “pedal”. Give a few words to one picture, for example, cancer is depicted, give more words varnish - cancer - like. The child will choose the correct answer and tell you. The main thing is that these words are familiar to the baby.

Songs are also very useful, they develop the voice and timbre of children. This is a good hearing test. Speech development of children 4 years old start with simple children's songs, sing a little so as not to overdo it. You see that the child is wheezing, stop, pause. The games with music are also very good. Find a jar, put grits in it, and here's a new tool for you. You can buy a melophone, a tambourine or other musical instruments in a store, arrange a family concert, this will cause a lot of positive emotions.

Since the baby loves to imitate you, try different pronunciation options, for example, on behalf of some character: Matroskin cat, Winnie the Pooh, Baba Yaga. Choose bright intonations, this will help the child to distinguish and guess them. When reading, try to speak interestingly, not monotonously, slowing down or speeding up the pace, louder or vice versa quieter.

If your baby is used to screaming loudly, then try to play and talk to him in a whisper, such exercises will help calm the child, regulate his condition and his voice. Choose expressive bright fairy tales "Ryaba Hen", "Teremok", "Flower-Semitsvetik". In such fairy tales there are repetitions, especially so that the baby learns to pronounce and remember. Give free rein to your imagination, and you will definitely succeed.